1

LIVED EXPERIENCES OF WORKING STUDYING AT BILAR

NATIONAL HIGH SCHOOL

Senior High School

BILAR NATIONAL HIGH SCHOOL
Yanaya, Bilar, Bohol

Stephanie A. Daligdigan
Haezza Colleene C. Raotraot
Renelyn O. Deliman
Jayrald T. Ganas
Jv A. Lagumbay
Ivy Marie P. Baslot
Aira Joy Omas-as
Almira B. Vicente

January 2025
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LIVED EXPERIENCES OF WORKING STUDENTS STUDYING AT BILAR

NATIONAL HIGH SCHOOL
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A Research Project
Presented to the Faculty of the
BILAR NATIONAL HIGH SCHOOL
Yanaya, Bilar, Bohol

In Partial Fulfillment
of the Requirements for the
K-12 Senior High School Curriculum
Academic Track - Humanities and Social Science

Stephanie A. Daligdigan
Haezza Colleene C. Raotraot
Renelyn O. Deliman
Jayrald T. Ganas
Jv A. Lagumbay
Ivy Marie P. Baslot
Aira Joy Omas-as
Almira B. Vicente

January 2025

APPROVAL SHEET
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This thesis entitled “LIVED EXPERIENCES OF WORKING STUDYING AT

BILAR NATIONAL HIGH SCHOOL”, prepared and submitted by Stephanie A.
Daligdigan, Haezza Colleene C. Raotraot, Renelyn O. Deliman, Jayrald T.
Ganas, Jv A. Lagumbay, Ivy Marie P. Baslot, Aira Joy S. Omas-as, Almira B.
Vicente, in partial fulfilment of the requirements for the K-12 Senior High School
Curriculum, Academic Track-Humanities and Social Sciences has been
examined and recommended for acceptance and approval for oral defense.

CHARSERLYN C. LAMANILAO PhD

Secondary School Teacher
Bilar National High School
Research Adviser

RESEARCH COMMITTEE

Accepted and approved for oral examination.

FELICIDAD S. ALIPE EdD

Secondary School Principal
Bilar National High School
Chair

MARIDEL B. BAGUIO MAEd CHARSERLYN C. LAMANILAO

Secondary School Teacher Secondary School Teacher
Bilar National High School Bilar National HigSchool
Member Member
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PANEL OF EXAMINERS

Approved by the Committee on Oral Examination conducted on March 24,

2025 with a rating of _%

FELICIDAD S. ALIPE
Secondary School Principal
Bilar National High School
Chair

MARIDEL B. BAGUIO MAEd CHARSERLYN C. LAMANILAO

Secondary School Teacher Secondary School Teacher
Bilar National High School Bilar National High School
Member Member

ACCEPTANCE

Acceptance and approval as partial fulfilment of the requirements for the

K-12 Senior High School Curriculum, Academic Track-Humanities and Social
Sciences.

FELICIDAD S. ALIPE
Secondary School Principal
Bilar National High School
Chair
__________________
Date
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ACKNOWLEDGMENT

The researcher wishes to convey her sincere gratitude, endless

appreciation and heartfelt indebtedness first and foremost to the Almighty Father

for His bountiful blessings, unequalled wisdom and unfailing Divine Guidance

bestowed upon her in undertaking all the endeavors to make the completion of

this work possible.

Heartfelt thanks and gratitude are also extended to the following persons

for their invaluable assistance, guidance, support and encouragement in the

realization of this work.

Dr. Felicidad S. Alipe, School Principal, Bilar National High School, for the

encouragement to pursue and finish the research work;

Dr. Charserlyn C. Lamanilao, Research Adviser and Research Teacher,

for sharing her brilliant ideas and her professional guidance in making this

research work possible;

Mr.Amber , Research Statistician, for extending his assistance

in the statistical treatment of data and for his never-ending support and

inspiration which paved the way for the realization of this work;

Researcher’s families, for their moral and spiritual support; and

To all persons whose names may not appear here but who in one way or

another gave their valuable time and assistance to pursue the study. Thank you!

- The Researchers
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TABLE OF CONTENTS

TITLE PAGE ………………………………………………… i

APPROVAL SHEET ………………………………………………… ii

ACKNOWLEDGEMENT ………………………………………………… iii

ABSTRACT …………………………………………………. viii

TABLE OF CONTENTS ………………………………………………… v

LIST OF FIGURE ………………………………………………… vii

Chapter

1 THE PROBLEM AND ITS

SCOPE
Introduction …………………………. 1

Literature Background ………………………….. 2

THE PROBLEM

Statement of the Problem ………………………….. 7

Significance of the Study ………………………….. 7

Scope and Delimitations ………………………….. 8

RESEARCH METHODOLOGY

Design …………………………. 10

Environmental and Participant ………………………….. 11

Instrument and Instrumentation ………………………….. 11

Data Gathering ………………………….. 11

Ethical Consideration …………………………... 12

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DEFINITION OF TERMS 12

2 PRESENTATION, ANALYSIS AND INTERPRETATION OF

DATA
…………………………..

……………………………

…………………………….

……………………………

3 SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATION
Summary of Findings …………………………..

Conclusions …………………………

Recommendations …………………………..

REFERENCES

APPENDECIES

A. Interview Guide …………………………….

B. Citation Matrix …………………………….

C. Letters …………………………….

D. Interview Transcript …………………………….

E. Thematic Analysis …………………………….

RESEARCHER’S BIODATA
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LIST OF FIGURES

Figure Page

1 Theoretical and Conceptual Framework. . . . . . . . . . . . . . . .

2
Generated themes in the lived experiences of working

Students………………………………………………..

3 Generated themes in the challenges faced by working

students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 Generated themes in the ways on how the working students

coped with the challenges. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5 Generated themes in the insights drawn from their

experiences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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ABSTRACT

This study explores the challenges faced by working students at Bilar

National High School. It also aims to investigate and identify students' lived

experiences while working and how they cope with these challenges. The

purpose of this study is to delve into the lived experiences of working students. In

this research, a qualitative approach is employed, utilizing a phenomenological

method and semi-structured interviews to gather key information. The techniques

used in the process of selecting participants include purposive and snowball

sampling. Based on the participants' responses regarding their perspectives on

working while studying, it is confirmed that financial support, personal growth,

and their families mainly drive them to work while studying. The findings also

indicate that participants have positive memorable experiences, but not everyone

knows how to manage their time effectively. Moreover, it shows that the most

effective ways to overcome the problems they encounter are through good time

management, meditation, and seeking support from their parents and friends.

The final research question aimed to obtain participants' insights, including the

advice they would give to students planning to work while studying. It is

recommended that those students choosing to work while studying should, above

all, be responsible, focused, and physically and mentally prepared.

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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

In the Philippines, many families struggle to afford a good education while

meeting their daily needs. This often leads students to work, hindering their

studies. The study by Garcia and Torres (2022), “Balancing education and

employment: A study on the experiences of working students in rural high

schools in the Philippines”, highlights the challenges faced by working students in

rural high schools. This research focuses on students at Bilar National High

School who work while studying, exploring their experiences, job types, and

support systems.
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The Commission on Higher Education (CHED, 2023) reported that only

about half of working students manage to finish their college education. Many of

them face difficulties staying focused on their studies, experience poor health, or

dealing with financial problems. The study by Fernandez and Cruz (2022),

“Challenges faced by working students in balancing academics and employment

in the Philippines”, found that working students often struggle with exhaustion,

which impacts their academic performance and overall well-being. Additionally, a

report by the National Economic and Development Authority (NEDA, 2023) found

that the financial pressures on working students often cause high stress, leading

to lower academic performance. Although there are studies about working

students in the Philippines, not much research focuses on the experiences of

students in specific areas. This study aims to fill that gap by focusing on the

students studying at Bilar National High School, to better understand the

challenges they face and the support systems they rely on.

The results of this study will help Bilar National High School better

understand the needs of working students. The school can use this information to

improve programs and provide more support to help these students succeed.

This research will also be useful for other schools and policymakers in the

country, as it can help them find better ways to support working students in other

areas. By learning more about the challenges these students face, we can work

toward creating a more supportive and fair education system for everyone.
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This research is driven by a belief in the importance of supporting

students. By listening to their stories and understanding their struggles, we hope

to find ways to help them succeed in school while working. Our goal is to create a

school environment where all students, especially those who work, can reach

their full potential and achieve success both in school and in their future lives.

Literature Background

According to the Philippine Statistics Authority (2022), the number of

working students in the Philippines increased significantly from 872,000 in 2020

to over 1.48 million in 2022. Republic Act No. 7323 established the “Special

Program for Employment of Students (SPES),” a government initiative designed

to help financially unstable students continue their education while working. The

program encourages employers to hire students during summer and Christmas

breaks by offering incentives: employers cover 60% of the student’s wages, while

the remaining 40% is provided through education vouchers funded by the

government.

Moreover, the Family Dynamics Theory, when applied to working

students, suggests that family relationships and interactions strongly affect a

student`s ability to balance work and studies. Parental support, family

expectations, and sibling dynamics are crucial factors influencing their academic

success and overall well-being as a working student. This theory states that

family relationships and family status might be one of the reasons why students

work while studying. Family expectation also plays a vital role.Dr. Murrey Bowen
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Moreover, having support from family, friends, and school can make a big

difference for working students. According to Adams et al. (2022), students with

strong support networks are better at handling stress and performing well in

school. Schools that offer flexible schedules or special programs can also help

working students succeed by giving them the resources they need to balance

both school and work.

On top of that, recent data from the Commission on Higher Education

(CHED) reveals that nearly 216,000 students in the Philippines are currently

working while attending school. This represents a significant portion of the

country`s student population. The reason for students working while studying is

the rising cost of education. In some cultures, contributing financially is a family

expectation, fostering shared responsibility. For others, it`s a matter of personal

pride, self-reliance, and building an independent future.

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Shannon Webster (2022) defines student employment as holding a full or

part-time job while enrolled as a full-time student. Alternatively, it can be seen as

a practical way to gain work experience or build a foundation for a stable career

after graduation. For some students, working isn’t a choice but a necessity. The

Department of Commerce's Current Population Survey (CPS) shows that working

ages range from 16 to 64. Fatah et al. (2021) note that some students

successfully manage both employment and academic areas. Success depends

heavily on time management skills, job responsibilities, and personal

circumstances. Students should be mindful of their limitations, seek help when

needed, and make necessary adjustments. Institutions and organizations can

also play a role in supporting students.

Many students today have to manage both their studies and jobs, which

can be very stressful. Lee et al. (2020) found that working students often have

trouble balancing their time between school and work, which can lead to

exhaustion and poor academic performance. The pressure of trying to meet the

demands of both can make it harder for these students to focus on their studies

and complete assignments on time. Despite these challenges, working while

studying has some benefits. Chang (2024) discovered that students who work

part-time become better at managing their time. They also learn important life

skills like budgeting and problem-solving, which help them balance their

academic and personal lives. These skills are useful not only during their studies

but also in their future careers. While working students face many challenges,

they often grow personally from the experience.

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Furthermore, Parker and Thompson (2023) point out that schools that

provide flexible schedules or support services, such as counseling, can help

students handle the pressure of balancing work and school. With the right help,

students can focus on their education while managing their job responsibilities.

They also found that working students feel proud of their ability to manage both

work and school. They become more responsible and independent, which helps

them in their studies and future jobs. Learning to prioritize tasks and work under

pressure also builds confidence and valuable problem-solving skills.

Moreover, Balacuit et al.'s (2022) research investigated the academic

challenges faced by working students at Northeastern Mindanao State University

(NEMSU). The study, conducted in Surigao del Sur, Philippines, used a mixed-

methods approach (quantitative survey and qualitative focus groups) to explore

financial, social, and psychological obstacles. Findings revealed that students

worked to support their families, fund their education, and overcome financial

hardship stemming from unemployment, death, or illness within their families.

Financial difficulties, linked to school fees and expenses, were identified as the

primary academic challenge, exacerbated by external discouragement and lack

of family support. The study highlights the importance of factors beyond

intelligence in academic success, emphasizing self-discipline, diligence, initiative,

and determination.
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In addition, Lumugdan et al.'s (2022) research on working students

highlights the challenges of balancing work and academic. Students often lack

adequate sleep due to long work hours and early morning shifts, making it

difficult to maintain a healthy lifestyle and participate fully in school activities.

The financial benefits of working are significant, but the added workload and time

constraints make it challenging to manage schoolwork, a job, and a social life.

The authors emphasize the importance of maintaining a balance between work

and studies, reminding students to prioritize their well-being despite the

pressures of balancing responsibilities.

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The stress of balancing work and studies leads many working students to

adopt specific coping mechanisms to maintain their mental and physical well-

being and motivation. Jadia, Rayton, and Limos-Galay (2023) identified eight

primary coping strategies: escape avoidance, grit, leisure, planful problem-

solving, religiosity, resilience, seeking social support, and time management.

This study found a significant correlation between these strategies (specifically

escape avoidance, grit, religiosity, and time management) and academic

performance, suggesting that effective coping strategies positively impact

motivation and academic success for working students.

In addition, despite the challenges, working while studying offers

advantages. Students gain valuable real-world experience and insights that

improve their personal lives and problem-solving abilities. Part-time jobs offer

students opportunities to develop leadership, networking, and practical skills

while also enhancing academic skills (Abenoja et al.,2020). Working while

studying is essential to commitment, discipline, and time management.

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THE PROBLEM

Statement of the Problem

This study explores the lived experiences of working students studying at

Bilar National High School, Yanaya, Bilar, Bohol for the school year 2024-2025.

Specifically, this aims to answer the following questions:

1. What are the lived experiences of working students?

2. What are the challenges faced by the working students?

3. How did they cope with the challenges?

4. What insights can be drawn from their experiences?

Significance of the Study

The study is conducted to explore the lived experiences of working

students at Bilar National High School, Yanaya, Bilar, Bohol during the 2024-

2025 school year. The researchers humbly pursued this simple kind of study

because they believed that the findings would have a beneficial impact on school

administrators, teachers, students, and parent.

Students. The results of this study will enable the students to understand

the unique perspective of working students. It will also encourage them to help

their classmates adapt group projects and schedules to accommodate

everyone’s responsibility, leading to better teamwork.

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Teachers. The outcomes of this study will encourage the teachers to offer

tailored guidance, such as study tips, resource recommendations, or one-on-one

academic support. It will also offer critical insights to improve teaching practices

and foster student success.

Parents. The result of this study will help parents learn how to support

their children who are working while studying. It will also motivate them to spend

more time with their children, especially in times of difficulties.

School Administrators. The results of this study will provide school

administrators with valuable ideas about how students balance academic work

and personal responsibilities. It also encourages school administrators to develop

specific programs, such as flexible scheduling, mental health support, and

financial aid to address the challenges faced by working students.

Scope and Delimitations

The general purpose of this study is to explore the lived experiences of

working students at Bilar National High School, Yanaya, Bilar, Bohol, during the

school year 2024-2025. This focus on the students' personal narratives and

subjective experiences limits the study by excluding other perspectives, such as

those of teachers, parents, or school administrators. This deliberate choice, while

providing in-depth qualitative insights, means other factors influencing student

performance, like school resources or curriculum design, will not be the primary
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focus. The study's findings will therefore be specific to the students' perceptions

and may not provide a holistic view of all factors affecting their academic journey.

The variable delimitation of this study centers on the lived experiences,

challenges, coping mechanisms, and insights of working students. This focus

allows for a rich understanding of the students' experiences but restricts the

study's ability to provide statistical generalizations or to measure specific

outcomes. By focusing on qualitative data, the results will be descriptive and

interpretive, rather than statistical.

The environment or locale delimitation confines this study to Bilar National

High School, specifically in Yanaya, Bilar, Bohol. This geographical boundary

limits the generalizability of the findings to other schools or regions. The specific

socioeconomic context, cultural norms, and educational resources of this locale

can significantly influence the students' experiences. Therefore, the study's

findings are context-specific and may not be transferable to areas with different

characteristics.

The participant or population delimitation restricts the participant pool to

working students currently enrolled at Bilar National High School during the

school year 2024-2025. This selection, while necessary for focused analysis,

means that the findings may not be representative of all working students, even

within the same municipality or region. The specific demographics, work

experiences, and academic backgrounds of these students can influence their

lived experiences, meaning the results are specific to this selected group and not

universally applicable to all working students.

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The time delimitation of this study is confined to the school year 2024-

2025. This temporal boundary creates a snapshot of the students' experiences

during a specific academic year. Changes over time, such as evolving economic

conditions or shifts in school policies, are not accounted for. For instance, the

challenges faced by working students may differ significantly in subsequent years

due to changes in employment opportunities or educational support systems.

This limitation acknowledges that the findings are time-bound and may not reflect

the dynamics of the students' experiences over a longer period. The results are

specific to the 2024-2025 school year and may not be predictive of future

outcomes or representative of past trends.

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RESEARCH METHODOLOGY

Design

This research employed a qualitative phenomenological study to gain

insights into the experiences of working students at Bilar National High School.

Phenomenology was utilized to uncover experiences through interviews. By

focusing on their personal stories, this research aimed to understand the

problems working students faced when trying to balance school and work.

Environment and Participants

The study focused on working students who were currently enrolled at

Bilar National High School. The researcher selected five students who had been

working for at least six months while attending school. The researchers

approached and invited them to participate in the data collection of the study.

The researchers provided information for them to be aware of, and students had

the right to refuse. This ensured that participation was voluntary.

Instrument and Instrumentation

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This study utilized a semi-structured interview. The research questions

made by the researchers were all accurate. The instruments that were used in

this qualitative phenomenological study were interview questions and a recorder

for credibility purposes.

Data Gathering Procedures

Before conducting the interviews, the researchers were granted

permission from the school principal. The interviews were recorded and written

out fully. The researchers used a set of guiding questions to facilitate the

conversation but also encouraged students to share their experiences freely. The

interviews took place in a private setting to make the students feel comfortable

and to ensure confidentiality. Finally, the researchers carefully analyzed the

interview transcripts to identify common themes and important patterns.

Ethical Consideration

In qualitative research exploring the lived experiences of working students

studying at Bilar National High School, it was essential to uphold privacy and

confidentiality. Proper procedures such as every student was informed and gave

consent to participate. Data was unnamed, securely stored, and properly

disposed of once the research was complete.

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Definition of Terms

Working Students. The students studying at Bilar National High School who are

balancing both their education and work.

Lived Experiences. The personal and real-life stories of the students studying at

Bilar National High School.

Challenges. The specific difficulties faced by working students studying at Bilar

National High School.

Coping Mechanisms. The support systems that the working students rely on to

manage their responsibilities.

Insights. The understanding of the working students studying at Bilar National

High School.

THEORIES LEGAL BASES

Family Dynamics Theory Republic Act No. 7323

(Special Program for
This theory states that family Employment of Students)
relationships and family status
might be one of the reasons
why students work while A government initiative
studying. Suggests that family designed to help financially
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LIVED EXPERIENCES OF WORKING STUDENTS STUDYING

AT BILAR NATIONAL HIGH SCHOOL

Figure 1. Theoretical/Conceptual Framework

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Chapter 2

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter will tackle the presentation, analysis, and interpretation of the
data and information gathered on the Lived Experiences of Working Student
Studying at Bilar National High School.

Figure 2. What are the lived experiences of working students?

The
Juggling
Act

Lived
Overcoming Experience The Impact
Obstacles s of on Self
Working
Students

Guide the
Practicalities

Theme 1. The Juggling Act. This theme shows an impressive ability to

balance the challenging dual demands of their work and academic lives, as

demonstrated by their careful routines that combines household duties and

employment with their studies.

This theme is best captured in the following statement:

Most of the time when I woke up, I will prepare our breakfast and after
that, I clean up. P1

Theme 2. The Impact on Self. This theme examines how the working student

experience affects their physical, emotional, and personal development.

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This theme is best captured in the following statement:

It's memorable as a working student is that I was really happy, like during
Christmas, because at home, we don’t have family gatherings. When I become a
working student, I got to experience that feeling of being really happy because
their family always gathers together. P1

But the bad side is that it can be physically exhausting; sometimes you
get sick and it's tiring .P4

Theme 3. Guide Practicalities. This theme would examine the daily realities

managing work, household chores, and family obligations. It would also explore

the importance of support from family, friends, and employers in guiding these

challenges.

This theme is best captured in the following statement:

My time management involves doing my work first before working on my

school activities.P1

Back then, my father was the one managing things, not me.P2

Theme 4. Overcoming Obstacles. This theme serves to highlight all of the

problems that working students face.

This theme is best captured in the following statement:

It has affected me because I used to have long breaks, but now I barely
get any rest because I have both work and school.P1
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Figure 3. What are the challenges faced by working students?

The Dual Burden: Guide The Relentless Squeeze:

the Intersection of Time, Energy, and the
Work and Academic Erosion of Balance
Struggles
Challenges
encountered by
working
students

The Weigh of Financial The Fragile Safety Net:

Strain and Personal Gaps in Support and
Sacrifice Guidance

Theme 1. The Dual Burden. This theme explores specific conflicts that arise

when work and school demands collide. It explores issues like inflexible work

schedules impacting class attendance, work fatigue hindering academic

performance, and constant mental shift between work and student roles.

This theme is best captured in the following statement:

Sometimes, I forgot to do my school-works because I`m too focused with

my work.P1

Theme 2. The Relentless Squeeze. This theme focuses on the constant battle

against time, the feeling of never enough hours in the day. It will describe the

challenges of managing schedules, the impact on sleep and personal time, and

the emotional toll of feeling constantly rushed and overwhelmed. It will also show

the difficulties that working students have when trying to adjust to this lifestyle.

This theme is best captured in the following statement:

There are times when the work really affects my rest because when the
work is done, like at eleven, your rest is only about four hours because you have
to wake up early to prepare for school. P4
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Theme 3. The Fragile Safety Net. This theme explores the difficulties working

students face when seeking support from institutions, employers, or even family.

This theme is best captured in the following statement:

I`m shy to ask money from them in terms of project and classroom
contributions. P3

Theme 4. The Weigh of Financial Strain and Personal Sacrifice. This theme

focuses on the financial pressures and the personal sacrifice that working

students often make.

This theme is best captured in the following statement:

I chose to be a working student so that when I earn money, I can give

something to my older sister or my father. P2

Figure 4. How did they cope with the challenges?

Strategic
Regulation

Coping
mechanism
of working
students

Cultivation
Using Support
Resilience
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Theme 1. Strategic Analysis. This theme captures the active and intentional

strategies working students use to regulate their emotions, manage their time,

and prioritize responsibilities.

This theme is best captured in the following statement:

I did time management.P1

I try to take things easy and not stress myself too much.P2

Theme 2. Cultivation Resilience. This theme focuses on the development of

inner strength and the ability to adapt to changing circumstances.

This theme is best captured in the following statement:

Meditate, just clear your mind of everything, and you'll be able to sleep.P4
It’s not easy, but over time, I’ve managed it.P1

Theme 3. Using Support. This theme emphasizes the crucial role of social

support and guidance in coping with challenges. This theme explore how working

students rely on their family, friends, and other sources of emotional and practical

support. It would highlight the importance of communication and strength found

in social communication.

This theme is best captured in the following statement:

My family, they can motivate you, especially in tough times.P4

I talk deeply with my family and loved ones, because they give good
advice.P1

Figure 5. What insights can be drawn from their experiences?

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The Synergy of
Structure and
Resilience

Guide The Drive for

Adversity Self-Mastery

Insights
drawn by the
experiences
of working
students

Theme 1. The Synergy of Structure and Resilience. This theme explores

mastering organizational abilities and adapting to their demanding schedules with

notable efficiency, thereby showcasing a maturity level that far exceeds their

ages.

This theme is best captured in the following statement:

I learned how to manage my time, and all the problems will be solved,
everything will be fine.P1

Theme 2.The Drive of Self-Mastery. This theme delves through their emphasis

on responsibility and by recognizing the importance of following rules.

This theme is best captured in the following statement:

We should be responsible for our tasks.P2

Follow the rules because they are for your own good.P3

Theme 3. Guide Adversity. This theme focuses on acknowledging the

challenges, emphasizing preparedness and by understanding the need for

patience.

This theme is best captured in the following statement:

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Be ready, ready physically and mentally, because it's hard to face work if
you're not physically healthy and your mind is not focused on your job, you really
need to be ready.P4
Be patient, you really need to be patient. P4
Chapter 3

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusion, and

recommendations drawn from the findings.

This study explores the lived experiences of working students studying at

Bilar National High School, Yanaya, Bilar, Bohol for the school year 2024-2025.

Specifically, this aims to answer the following questions:(1) What are the

lived experiences of working students? (2) What are the challenges faced by the

working students? (3) How did they cope with the challenges? (4) What insights

can be drawn from their experiences?

Summary

The researchers aimed to investigate the lived experiences of working

students studying at Bilar National High School. This study employs a

phenomenological research design that involved semi-structured interviews to

obtain a comprehensive understanding of this phenomenon. The researchers

gathered significant statements, generated significant statements, generated

clustered and emergent themes to fully comprehend the lived experiences of

working students .Following this approach, the researchers identified fourteen

themes: The Juggling Act, The Impact on Self, Guide the Practicalities,

Overcoming Obstacle, The Dual Burden, The Relentless Squeeze, The Fragile
 24

Safety Regulation, Using Support, The Synergy Structure and Resilience, The

Drive of Self-Mastery, Using Adversity.

Findings

After a thorough analysis of the study, researchers came up with the

following findings:

1. Students employed at Bilar National High School skillfully manage their work

and studies. Their everyday activities require handling various tasks, and

showcasing impressive multitasking skills. Although they enjoyed positive social

interactions, they encountered considerable challenges as well. Fatigue and

limited time hinder academic achievement. Despite these challenges, their

commitment to education and resilience is clear. They continually work to

overcome challenges and achieve their objectives. Their experiences

emphasized the challenging aspects of their lives, demonstrating their dedication

to both employment and learning.

2. Students attending Bilar National High School while also working encounter a

challenging dual responsibility, managing both their jobs and schoolwork. This

led to overlooked assignments, as they found it difficult to handle their time well.

The ongoing demands of work and studies put considerable stress on their

energy and available time. They often suffer from insufficient sleep, affecting their

general health and educational success. Financial stress adds to their difficulties,

as they frequently feel insufficient support is available. Meeting these conflicting

demands necessities considerable resilience and flexibility. Their study time is

 25

often restricted, which impacts their academic performance. These students

show a solid dedication to their education as well as their financial security. The

combined impact of these difficulties underscores the necessity for enhanced

support and resources.

3. Students at Bilar National High School handle their busy schedules by

organizing and prioritizing their tasks. They efficiently manage their time,

prioritizing the completion of tasks ahead of schoolwork. They also developed

inner resilience through techniques such as meditation, aiding them in clearing

their thoughts. They develop resilience by recognizing the challenges of their

circumstances and evolving gradually. They looked for emotional backing and

guidance from relatives, expressing their worries. They felt at ease when

conversing with their mothers, therefore reducing their concerns. They handle

their responsibilities by noting them, and making certain they finished them. They

actively looked for support from those close to them, appreciating their useful

suggestions. They recognized the difficulties they encountered and discovered

methods to manage them. They employ these strategies to effectively manage

their work and educational obligations.

4. Students balancing work and studies at Bilar National High School recquired

effective time management skills. They realized that arranging their timetables

assists them in addressing issues. They understood the significance of taking

responsibility for their designated duties. They acknowledged that obeying rules
 26

is advantageous for their well-being. They placed a high value on being

physically and mentally equipped for their challenging work. They recognized that

having patience is essential when encountering difficulties. Moreover, they

acquired the ability to adjust to their situations and discover answers. They found

that merging organization with individual strength results in achievement.

Subsequently, they realized that being prepared assists them in managing their

two roles. Lastly, they ultimately showed the capacity to thrive despite the

challenges they encountered, transforming their struggles into a symphony of

triumph.

Conclusion

This in-depth investigation of the Lived experiences of working students

studying at Bilar National High School, revealed a captivating story of exceptional

resilience and practical adaptation. These students are continuously engaged in

"The Juggling Act," showing an impressive ability to balance the challenging dual

demands of their work and academic lives, as demonstrated by their careful

routines that combine household duties and employment with their studies.

However, this fragile balance is consistently tested by the "Dual Burden" and the

"Relentless Squeeze," which clearly depict the considerable pressures they face,

including ongoing time constraints that keep them in a constant rush,

overwhelming exhaustion that drains their energy, and their constant worries of

limited resources creating a sense of financial uncertainty. These stresses are

increased by the "Erosion of Balance" and the "Fragile Safety Net," highlighting
 27

the emotional and financial insecurities they encounter, frequently resulting in

worries about fulfilling basic needs and obtaining academic assistance.

Regardless of these significant challenges, the students exhibit remarkable

coping strategies, illustrating their active approach to managing their demanding

lives. They utilized "Strategic Regulation" to carefully organize and prioritize their

responsibilities, implementing time management techniques that help them

maintain some order in their busy schedules. Additionally, they "Cultivate

Resilience" through self-reflection, mindfulness activities, and establishment of

supportive networks, enabling them to sustain their mental and emotional health

a midst overwhelming challenges. Ultimately, the valuable insights drawn from

their experiences reveal an extraordinary path of personal growth. They

displayed "The Synergy of Structure and Resilience," mastering organizational

abilities and adapting to their demanding schedules with notable efficiency,

thereby showcasing a maturity level that far exceeds their ages. They also

embody a "Drive for Self-Mastery," demonstrating a firm commitment to

responsibility, discipline, and adherence to guidelines, which aid in their personal

and intellectual advancement. Furthermore, they exceled at "Navigating

Adversity," confronting challenges with patience, preparedness, and a problem-

solving mentality, cultivating the ability to overcome obstacles with grace and

resolve. This study highlighted the significant effects of working while studying,

not only concerning the considerable difficulties encountered, but also regarding

the essential life skills these students acquire, reinforcing the pressing need for
 28

enhanced understanding and support for these remarkable individuals within

their educational settings and throughout their lives.

Recommendations

In this stage, the researchers were able to give recommendations to each

person who is involved in this study.

1.To the working students. You must prepare yourself for everything. You

should manage your time wisely. Time management is very important in working

while studying.

2.To the future researchers. You need to know how to ask questions that make

your respondent think and share a lot and to get good information. This will help

you collect strong data and make it easier to find codes and themes.

3.To the teachers. Motivate your students to keep going to reach their dreams.

To help them to never give up and surpass all the challenges they encounter.

4. To the parents. Always check your son or daughter, ask if they are doing well.

Make some time to tell them, to make them feel valued and loved.
 29

REFERENCES

Abenoja (2020). The Experiences of Working While Studying: A

Phenomenological Study of Senior High School Students.

Adams, L., Baker, S., & Cheng, R. (2022). Academic pressure and personal

growth in working students: A mixed-methods approach. Journal of Higher

Education, 96(4), 563-580.

https://doi.org/10.1080/00221546.2022.1847298

Balacuit, C. & Lopio-Alas, L. (2022). “Working While Studying: The Academic

Challenges of Working Scholars.” 7.748-756

Chang, K. (2024). Navigating the dual roles of student and employee: The

impact of part-time work on student success. Journal of Educational

Psychology, 116(2), 204-218. https://doi.org/10.1037/edu0000648

Commission on Higher Education (CHED, 2023). An Analysis of the Academic

and Socioeconomic Experiences of Working Students in the Philippines

Higher Education Institution: Challenges and Support Mechanism.

Retrieved from https://ched.gov.ph

Family Dynamic Theory. "Strong Bonds - Building Family Connections" Retrieved

from https://www.strongbonds.jss.org
 30

Fatah, N. S. A. , Ramli, N. A. , Daruis, D. D. I. , Deris, F. Diana , Mat Noor, N. A.

and Baharum, A. (2021). Correlation assessment between working and

academic performance. International Journal of Nonlinear Analysis and

Applications,12(Specia Issue) 1103-1115.

https://dx.doi.org/10.22075/IJNAA.2021.5575

Garcia, A., & Torres, J. (2022). Balancing Education and Employment: A study

on the Experiences of Working Students in Rural High Schools in the

Philippines

Jadia, R., Rayton, R., & Limos-Galay, M. (2023). Coping Strategies and

Academic Performance of Working High School Students in San Jose

West District.

Lee, D., Kim, J., & Park, S. (2020). “The Role of Social Support in the academic

and emotional well-being of working students.” Journal of Student Support

Services, 51(3), 141-155.

https://doi.org/10.1016/j.jsss.2020.03.005

Lumugdan, C.L, et al. (2022). Working Student: The Challenges and Benefits.

Village People
 31

National Economic and Development Authority (NEDA, 2023). Philippine

Development Plan (PDP)- Technical Education and Skills Development

Authority (TESDA). Retrieved from https://pdp.gov.ph

Philippine Statistics Authority (PSA, 2022). Working Children Situation. Retrieve

from https://psa.gov.ph/system/files/iesd/WCS_Special%20Release

%202021- 2023.pdf

Parker, G., & Thompson, R. (2023). Time management and coping mechanisms

among working students. Journal of Student Development, 64(1), 33-48.

https://doi.org/10.1037//csd0000561
 32

APPENDIX A

Letters

March _,2025

FELICIDAD S. ALIPE EdD

School Principal
Bilar National High School
Yanaya, Bilar, Bohol

Madam,
Greetings!

The undersigned Grade 11-Aguinaldo HUMSS students of Bilar National High

School Yanaya, Bilar, Bohol humbly request permission from your
good office to conduct research entitled “LIVED EXPERIENCES OF WORKING
STUDENTS STUDYING AT BILAR NATIONAL HIGH SCHOOL”.

This is in partial fulfillment of the requirement of the K-12 Senior High School Curriculum,
Academic Track –Humanities and Social Sciences. May this request merit your
approval.

Thank you so much and God Bless!

Sincerely yours,

Stephanie A. Daligdigan
Haezza Colleene C. Raotraot
Renelyn O. Deliman
Jayrald T. Ganas
Jv A. Lagumbay
Ivy Marie P. Baslot
Aira Joy S. Omas-as
Almira B. Vicente
- Researchers

Noted:
 33

(Sgd)CHARSERLYN C. LAMANILAO PhD

Research Teacher

Recommending Approval:
(Sgd)PRIMA D. OMAC MATVE
Senior High School Coordinator

Approved:
(Sgd) FELICIDAD S. ALIPE EdD
School Principal

APPENDIX B
BILAR NATIONAL HIGH SCHOOL
Yanaya, Bilar, Bohol
Screen Name :____________________________________
Time and Duration :____________________________________
Venue :____________________________________

Sub-Problems Probe Question

1. What are the lived a.How do you start your day as a working student?
experiences of ( Giunsa nimo pagsugod ang imong adlaw isip usa ka working student?)
working students?
( Unsa ang mga
kasinatian sa mga b.What do you do after your classes or work?
working student?) ( Unsay imong ginabuhat inagka-human sa imong klase or trabaho?)

c.Can you share a memorable experience as a working student?

( Pwede ba kang mu-share sa imong kasinatian isip usa ka working student?)

d.How do you balance your personal time with school and work?
( Giunsa nimo pag-balanse ang imong personal na oras sa eskwela ug trabaho?)

e.How does being a working student affect your daily routine?

(Giunsa pag-apekto sa imong pagka-working student sa adlaw-adlaw nga rutina?)
2. What are the a.What is the hardest part of being a working student?
challenges faced by ( Unsa ang pinaka-lisod nga bahin sa isa ka working student?)
working students?
( Unsa nga mga
pagsulay nga imong b.Do you find it difficult to manage your time between school and work?
naagian isip usa ka ( Galisod ba ka sa pag-balanse ang imong oras sa skwela ug trabaho?)
working student?)

c. How do work and school affect your sleep or rest?

( Giunsa pag-apekto sa imong skwela ug trabaho sa imong tulog o pagpahuway?)

d. What are the financial struggles you face as a working student?

( Unsa ang mga kalisud sa pinansyal nga imong naatubangan isip us aka working student?)

e. What are the responsibilities as a student and employee that is overwhelming for you?
(Unsa na mga responsibilidad isip usa ka estudyante ug trabahante nga para nimo bug-at?)
3. How did they cope a.What helps you manage your time better between school and work?
with the challenges? ( Unsay nakatabang nimo aron mas maayo nimong ma balance ang imong oras sa skwela ug
( Giunsa nimo pag trabaho?)
atubang sa mga
pagsulay nga ilang b. Do you have any tips for staying focused and avoiding stress?
naagian?) ( Aduna ba kay mga tips nga makatabang nimo na magpabiling focus ug malikayang ang
 34

stress?)

c. How do you find support when you feel overwhelmed?

( Giunsa nimo pagpangita ug suporta kung maglisod kana?)

d. What makes it easier for you to keep up with both school and work?
( Unsa ang nag pasayon sa imo nga magpadayon sa skwela ug pagtrabaho?)

e. Have you developed any routines that help you manage everything?
( Aduna ba kay mga rutina nga makatabang nimo sa pag balance sa tanan?)
4.What insights can a.What lessons have you learned from being a working student?
be drawn from their ( Unsa nga mga leksyon ang imong nakat-unan isip us aka working student?
experiences?
( Unsa ang mga
nakat-unan nila sa b. What advice would you give to students who want to work while studying?
ilang mga nasinati?) ( Unsa ang imong ika-tambag sa mga estudyante nga gustong magtrabaho samtang
nagskwela?)
 35

APPENDIX C
Title Reference Details (author, Research Method Used Conclusion Recommendation
date, publisher etc.) Question
Working While Balacuit, C. & Lopio-Alas, L. How do students The study used The research Schools should offer m
Studying: The (2022). International Journal of who work qualitative found that working flexible schedules, such
Academic Novel Research and manage both research with students struggle evening or week
Challenges of Development 7 (6), 748-756 their jobs and interviews from with managing classes, to help stud
Working academic working their time, dealing who work.
Scholars. responsibilities? students. The with stress, and
responses were keeping up with Universities should pro
What difficulties analyzed to their studies. counseling and worksh
do working identify common Many students on managing stress
students face in challenges and develop strategies time.
their studies? strategies they like flexible
use to balance scheduling or Employers could o
How does work and study. seeking support flexible working hours
working affect from others, but lighter workloads
the academic the stress from students pursuing t
performance of balancing both studies.
students? can still affect their
well-being and
academic
performance.
The Role of Lee, D., Kim, J., & Park, S. Survey-based Social support, For Universities: Enha
Social Support (2020). Journal of Student How does research with particularly student support services
in the Support Services, 51(3), 141- social support working students emotional support, encourage peer-to-p
Academic and 155. influence the as participants. plays a significant mentoring.
Emotional https://doi.org/10.1016/ academic and Statistical role in enhancing For Employers: Recog
well-being of j.jsss.2020.03.005 emotional well- analysis was the academic the importance of so
Working being of working used to examine success and support networks
Students. students? the relationship emotional well- encourage a suppo
between social being of working work environment.
support and students.
academic/emoti
onal.

Time Parker, G., & Thompson, R. What are the Mixed-methods Effective time For Universities: O
Management (2023). Journal of Student most effective approach, management and workshops on
and Coping Development, 64(1), 33-48. time including coping management, prioritiza
Mechanisms https://doi.org/10.1037//csd0000 management surveys for time mechanisms, such and stress management.
among 561 strategies management as prioritizing For Employers: Cons
Working employed by and coping tasks and seeking flexible work schedules
Students. working strategies, and support, allow students to be
students? qualitative significantly manage their time betw
interviews for improve academic study and w
deeper insights. performance and responsibilities.
How do working Participants: reduce stress
students cope Working among working
with the stress of students from students. Students
balancing work various who adopt these
and study? academic strategies report a
programs. better balance
between work,
study, and
personal life.
Navigating Chang, K. (2024). Journal of How does part- A quantitative Part-time work can For Students: Effective
The Dual Educational Psychology, 116(2), time work affect approach using have both positive management strate
Roles of 204-218. academic surveys and and negative should be encouraged
Student and https://doi.org/10.1037/edu0000 success among academic effects on student balance both academic
Employee: 648 students? performance success. While work responsibilities.
The Impact of data. some students For Universities: Pro
Part-time Participants: benefit from the workshops on
Work on What are the Full-time financial management and st
Student psychological students independence and reduction for wor
Success. and academic engaged in part- time management students.
consequences time work across skills gained, For Employers: Flex
of balancing multiple others struggle to scheduling should
student and industries. balance both implemented
employee roles? The analysis roles, leading to accommodate stude
 36

included negative impacts academic priorities.

regression on their academic
techniques to performance and
correlate work well-being
hours with
academic
success.
 37

Academic Adams, L., Baker, S., & Cheng, How does A mixed- Academic For Universities: Dev
Pressure and R. (2022). Journal of Higher academic methods pressure is a resources to help stude
Personal Education, 96(4), 563-580. pressure affect approach, significant factor manage academic press
Growth in https://doi.org/10.1080/0022154 the personal combining influencing the such as counseling
Working 6.2022.1847298 growth of qualitative personal stress managem
Students: A working interviews with development of workshops.
mixed- students? quantitative working students. For Employers: Offer m
methods surveys. Students who flexible working hours
approach. Participants: employ effective reduce the conflict betw
What role do Working coping strategies work and acade
coping students from a report better obligations.
strategies play in variety of outcomes in terms
managing disciplines. of personal growth
academic Data analysis and academic
pressure among included success. However,
working thematic excessive
students? analysis for pressure without
qualitative data adequate coping
and statistical mechanisms can
analysis for the hinder personal
survey development.
responses.
Working Lumugdan, C.L, et al. (2022). How do working The study The study Educational institut
student: Working Student: "The students employed a concluded that should offer more flex
The Challenges and Benefits" Village manage their mixed-methods while working schedules and resource
Challenges People time between approach, students face support working students
and Benefits academic and utilizing both significant Employers should cons
part-time qualitative and challenges, such providing more stud
employment, quantitative data as time friendly work environmen
and what collection management Further research is nee
strategies do techniques. issues and mental to explore long-term eff
they use to cope Surveys were stress, they also on career success
with the distributed to experience working students.
pressure? working benefits, including
students, and the development
What are the follow-up of practical skills,
long-term interviews were financial
impacts on the conducted to independence,
academic gather in-depth and improved
performance personal work ethic. These
and career experiences. factors contribute
development of to a more well-
students who rounded personal
work while and professional
studying? growth
The Abenoja (2020). The 1.What are the This study The study found Schools should pro
Experiences of Experiences of Working While experiences of utilized a that working while more support systems
Working While Studying: A Phenomenological senior high phenomenologic studying working students, such
Studying: A Study of Senior High School school students al research presented both flexible class schedules
Phenomenolo Students. who work while design, focusing challenges and counseling services to
gical Study of studying? on in-depth benefits for senior them manage stress.
Senior High interviews with high school Future research sh
School 2.How do senior high students. explore the long-term eff
Students working students school students Participants of working while studying
manage the who were reported feelings students' future career pa
balance working while of stress and and life satisfaction.
between pursuing their fatigue due to the Parents and guard
academic studies. demands of should play an active rol
responsibilities Participants balancing work guiding students on
and work were selected and academics. management and balan
commitments? through However, they work with acade
purposive also highlighted responsibilities.
3.What are the sampling. Data the sense of Employers should o
challenges faced were analyzed responsibility, time flexible working hours
by senior high using thematic management students to allow for be
school students analysis to skills, and financial work-study-life balance.
in balancing identify key independence Policymakers sh
work and study? themes and they gained from consider develo
patterns in the working. The programs that help wor
4.How does students' experiences of students access financia
 38

working while experience. working students or scholarships to red

studying affect were often shaped the necessity of wor
students' by the nature of while studying.
academic their work, the
performance support they
and well-being? received from
family and school,
and theird ability
to manage time
effectively.
 39

Correlation Fatah, N. S. A. , Ramli, N. A. , 1.Do you think Research This study Universities should cons
Assessment Daruis, D. D. I. , Deris, F. that students Design: explores the providing flexible sched
between Diana , Mat Noor, N. A. and who are Quantitative experiences of or support systems
Working and Baharum, A. (2021). employed part- correlational Malaysian working students to bala
AcademicPerf International Journal of time perform as research. Data students who work academic and w
ormance Nonlinear Analysis and well Collection: while studying, responsibilities.
Applications, 12(Special Issue), academically as Survey comparing them to Employers could pro
1103-1115. those who are questionnaires those who don't. more manageable w
https://dx.doi.org/10.22075/IJNA not employed? distributed to Financial needs, hours for stude
A.2021.5572 working students personal growth, especially those in h
2. Is there a to assess work and career stress environments.
relationship hours, job preparation are Future research c
between number stress, and key reasons for explore other factors, s
of hours worked academic working students. as the type of job, that m
and academic performance While a positive influence academic succe
performance? Analysis: correlation exists
Statistical between part-time
analysis (e.g., work and
3.Does working Pearson's academic
part-time give an correlation persistence
impact on coefficient) to (students learn
student evaluate the time
persistence? relationship management), it
between working also leads to
hours and exhaustion, stress,
4.Does location academic and potentially
of work (on- performance lower
campus versus performance. The
o-campus) make study
a di erence in recommends
academic universities
performance or develop programs
persistence? to help students
balance work and
studies, offering
5.Does working advice and
in a career- support for
related eld make navigating the
a di erence in challenges of
academic combining these
performance or responsibilities.
persistence? This support could
also ease financial
burdens for
students and their
families.
Furthermore, the
study suggests
exploring flexible
learning options
and timetabling
strategies to
mitigate the
negative impacts
of working while
studying. Future
research could
investigate these
solutions from the
university's and
management's
perspective.
Coping Jadia, R., Rayton, R., & Limos- 1.How do coping The study The study found a Promote Time Managem
Strategies and Galay, M. (2023). International strategies like utilized a mixed- significant Skills: Schools should o
Academic Journal of Research 11 (2), 69- resilience and methods correlation workshops and tools to h
Performance 85. researchgate.net seeking social approach, between the use students enhance their
of Working support combining of coping management abili
High School influence quantitative strategies making it easier for them
Students in motivation and surveys and (particularly balance academic and w
San Jose academic qualitative escape avoidance, responsibilities.
 40

West District success for interviews. grit, religiosity, and Support Grit and Resilie
working Participants time management) Development: Progr
students? were working and academic should focus on develop
high school performance. The students' perseverance
students, and results indicate ability to overco
2.How do coping data were that students who challenges, particu
strategies like collected on the employ effective through mentorship
resilience and use of eight coping strategies, resilience-building activiti
seeking social coping such as managing Encourage Social Supp
support strategies: their time well, Schools should cre
influence escape demonstrating supportive environm
motivation and avoidance, grit, perseverance, and where students can s
academic leisure, planful utilizing support help from peers, teach
success for problem-solving, systems, and counselors, fosterin
working religiosity, experience higher network of support
students? resilience, academic success helps reduce stress
seeking social and greater improve motivation.
support, and motivation. Integrate Religiosity
time Mental Well-B
management. Programs: Cons
Academic incorporating religious
performance spiritual support system
was measured help students cope
through GPA stress, in addition
and self- promoting mental he
reported programs to add
motivation emotional well-being.
levels. Reduce Escape Avoida
Provide resources
encourage students to f
academic challenges he
on, promoting strategies
problem-solving
proactive learning ra
than avoiding difficulties.

APPENDIX D
INTERVIEW TRANSCRIPT

Sub-problem No. 1

What are the lived experiences of working students?

a. How do you start your P1
day as a working student? Kasagaran gyud nig mata nako is, mag digamo ko sa among pamahaw nya after ana kay manghinlo.
( Giunsa nimo pagsusgod (Most of the time when I woke up, I will prepare our breakfast and after that, I clean up.)
imong adlaw isip is aka working
student?)
P2
Inig mata naho, ouhm unang unahon, unang kanang, buhaton nako is mag dung-ag, mang hugas mga plato
wala pa na hugasan sa pag gabie then manilhig mao rato.
(First things first, when I woke up, I will wash the dishes that was left unwashed and sweep the floor.)

P3
Mubakod ug sayo, then magluto nya naghinlo sa bay.
(I will wake up early, I will cook and clean the house.)

P4
Kuan nagsugod ko sa syempre mo matag sayu then, molihok para sa kaugalingon then mo mata nga naay
hope para anang adlawa.
(Of course, I will wake up early, do things for myself and woke up with hope for that day.)

P5
Ahm kanang mag mabubo og buwak ug kang maghinlo sa motor sa akong gi workingan .
( I will water the plants and clean the motorcycle of my
Employer.)
b. What do you do after P1
your classes or work? After trabaho mag-gama ko sa akong school work. Nya kung kahuman sa klase nig uli, maghipos hipos sa
 41

( Unsay imong ginabuhat balay nya kahuman bantay bata.

inagka-human sa imong klase ( After work, I will do my school works, then when I get
or trabaho?) home after class, I clean up the house and take care of the kids.)

P2
Kanang, kuan kanang mag-andam sa mga plato pang butang sa lamesa, ouhmm, magluto ug sud-an
manilhig napud, unya sahay mag cellphone then mag answer sa akong mga assignments.
(I will prepare the plates in the tab

P3
Magdung-ag ig-uli sa bay.
(After I got home, I will cook.)

P4
Kuan, mostly ug mahuman ug klase if naay oncall kay syempre mo duty, then kung walay trabaho is kanang
mo uli sa bay kay pahuway.
(Well, mostly after class, if there`s on-call, of course I have to duty, and if there`s no work, I will go home and
rest.)

P5
Kanang igkauli sa balay manghugas og plato , ahm wala na, ay mag study if naay kuan quizzes.
(When I got home, I will wash the dishes and then if there is a test tomorrow I will study.)
c. Can you share a P1
memorable experience as a Memorable nako as a working student kay happy kaayo, kay parehas anang Christmas, kay sa balay dili man
working student? ingon nga tapok jd. Nya kadtong na working student ko na experience gyud nako nang grabe ka happy kay
( Pwede ba kang mu-share sa ilang family man gud kay tapok jd sila, kanang naa silay family gathering ba.
imong kasinatian isip usa ka (It`s memorable as a working student is that I was really happy, like during Christmas, because at home, we
working student?) don’t have family gatherings. When I become a working student, I got to experience that feeling of being really
happy because their family always gathers together. )

P2
As a working student, it’s not easy for me to do things in the same time because I have a lot of responsibility
to do in life, as a working student just like household chores and doing homework I need to manage my work,
my family and my academic.

P3
Makauban ug magsuroy-suroy nya na close nasad nahu ilang pamilya.
(Going out with them and getting close to their family.)

P4
Kanang sa goodside is kanang ma develop nimo imong kaugalingon as independent bitaw then ma develop
nimo unsaon puhon ug kanang mo lakaw naka unsaon nimo pag sukod sa tinood mga kalibotan, kahibaw
naka unsay buhaton nimo then syempre maka, naa nakay gunitan nga kwarta para sa imong kaugalingon
mao na ang sa goodside, pero sa bad side pud kay murag kanang oras sa imong physical bitaw kanang
kapoy usahay kay magka sakit ka then kuan kapoy.
(The good side is that you can develop yourself to be independent, and you can learn how to navigate the real
world. You know what to do, and of course, you have money in your hands for yourself. That's the good side.
But the bad side is that it can be physically exhausting; sometimes you get sick and it's tiring.)

P5
Ang kuan na experience kanang lain kaayo ma layo sa ako ang parents,kay sauna sa akong tito ko then
karon sa lain nasad.
(In my experience, it`s strange to be apart from your parents, before, I was working at me tito`s house and
now I have a new employer.)
d. How do you balance P1
your personal time with school Time management nako is buhaton nako una ang mga tarbahuon before ko mag gama sa mga school
and work? activities.
( Giunsa nimo pag-balanse ang ( My time management involves doing my work first before working on my school activities.)
imong personal na oras sa
eskwela ug trabaho?) P2
Time Management.

P3
Dili man sila higpit if naa kuy mga project sa
school sugtan man ko nila basta nahuman na ang trabahoon.
(They are not strict when it comes to school projects, they allow me to go as long as I finish my work.)

P4
Kuan ang akoang trabaho is every weekends raman ko mo trabaho then human sa klase usahay ahoang
trabaho is oncall raman ko so kanang ug manginahanglan na sila mabira rako nila if kanang walay klase.
 42

(Well, my work is only on weekends, and after class, sometimes my work is on-call, so if they need someone,
they call me if there's no class.)

P5
e. How does being a P1
working student affect your daily Naka apekto siya kay kung sauna taas kug pahuway niya karon gamay nagpahuway tungod nang naakoy
routine? trabaho nya skwela pd.
(Giunsa pag-apekto sa imong ( It has affected me because I used to have long breaks, but now I barely get any rest because I have both
pagka-working student sa work and school.)
adlaw-adlaw nga rutina?)
P2
Sauna, nice kaayo karon dili na kay kanang sauna man gud akong papa mag digamo dili ako, unya anad-
anad rapud pag-abot sa pag working student bitaw.
(Before, everything was nice, but now it’s not the same. Back then, my father was the one managing things,
not me. But eventually, I got used to being a working student.)

P3
For example naay mga laag² nga personal dli ko maka uban² kanunay kay naa kuy trabaho.
(For example, if there are personal outings, I can’t always join because I have work to do.)

P4
Kuan, okay raman pud ang epekto niya sa akong pang adlaw-adlaw kay kanang ma-handle raman pud na
siya kanang ang iyahang epekto nga makalain sa akoa is, kanang sa ahoang pag skwela kay naay time nga
kuwang btaw ang time para sa pag-skwela naho naay time nga dili ko katuon ana nga butang kay murag
naglisod ko ana nga time management.
(Well, the effect on my daily life is okay because I can handle it. The effect that bothers me is in my studies
because there are times when I lack time for studying. There are times when I can't study properly because I
struggle with time management.)

P5

Sub-problem No. 2
What are the challenges faced by working students?
a.What is the hardest part of P1
being a working student? Sometimes, makalimot ko ug gama sa akong mga activities kay na focus ko sa mga trabahoon.
( Unsa ang pinaka-lisod nga (Sometimes, I forgot to do my schoolworks because I`m too focused with my work.)
bahin sa isa ka working
student?) P2
Wala raman pud.
(There is none.)

P3
Depende man ata nas amo pero sa ahua kay daghan silag bawal.
(It depends on the employer, on my side my employer has many restriction.)
P4
Kanang sa time management lisod jud na para naho kay kuan trabaho ka nya nag skwela paka.
(Time management, it`s hard for me because you need to work at the same time you need to go to school.)

P5
Lisod kay dili nimo balance ang kuan.
(It`s hard because you can`t balance.)
b. Do you find it difficult to P1
manage your time between Kanang at first kay kanang murag naka feel jud kog lisod sa pag manage nako sa kadugayan naanad naman
school and work? nuon ko.
( Galisod ba ka sa pag-balanse (At first, I felt like it was very hard to manage everything, but over time, I got used to it.)
ang imong oras sa skwela ug
trabaho?) P2
Naay usahay, pero kanang usahay jamo gud koy trabaho, kay naa silay helper and ma balance-balance ra.
(Sometimes, but there are times that I don`t have work because they have helper so I can balance it.)

P3
Usahay.
(Sometimes.)

P4
Oh.
(Yes.)
 43

P5
Wala mn pd, dili man pd kaayo kay sometimes kanang ok ra mn pd ang pag skwela naho unja sa trabaho pd
kay ok ra.
(Well, it's okay, it's not that bad because sometimes, my studies are fine, and my work is also okay.)
c. How do work and school P1
affect your sleep or rest? Naka apekto siya kay kung sauna taas kug pahuway niya karon gamay nagpahuway tungod nang naakoy
( Giunsa pag-apekto sa imong trabaho nya skwela pd.
skwela ug trabaho sa imong ( It has affected me because I used to have long breaks, but now I barely get any rest because I have both
tulog o pagpahuway?) work and school.)

P2
Stress, maka stress jud mga 10 or 11 na gud ko makatug.
(Stress, it is stressful because I can only sleep around 10-11 PM.)

P3
Okay raman normal ra makatug ug sayo then maka mata sad ug sayo.
( It is okay, it is normal to sleep early and wake up early.)

P4
Kuan nay time btaw nga grabe ang epekto sa trabaho sa akong pagpahulay kay naay time nga mahuman ang
trabaho kay mga alas onse, ang imong pahuway is murag 4 hous ra kay mo matag sayu kay mag andam
npud para sa pagka buntag kay mo skwela.
(There are times when the work really affects my rest because when the work is done, like at eleven, your rest
is only about four hours because you have to wake up early to prepare for school.)

P5
Ahm kanang dili na kaayo ka maka pahuway taman.
(I can`t rest properly)
d. What are the financial P1
struggles you face as a working Uhmm, sa financial wala man pd, kanang gi anan man ko nila ug unsay baryonon, ing ana atagaan man ko.
student? (Well, in terms of finances, it wasn’t really an issue because they provide me with what I need, like allowances
( Unsa ang mga kalisud sa and such.)
pinansyal nga imong
naatubangan isip us aka P2
working student?) Hmm, misud ko as a working student para nga ug naa koy ikahatag sa akong ate or papa man.
(I chose to be a working student so that when I earn money, I can give something to my older sister or my
father.)

P3
Mauwaw ko bitaw mangayo nilag kwarta kung naay mga project or tampohon sa class room.
(I`m shy to ask money from them in terms of project and classroom contributions.)
P4
Kani bitawng sa skwelahan kaning mga bayrunon like mga pta napuy sa mga extracurricular btaw.
(In terms of miscellaneous like PTA and also extracurricular.)

P5
e. What are the responsibilities P1
as a student and employee that Wala man sad.
is overwhelming for you? (There is none.)
(Unsa na mga responsibilidad
isip usa ka estudyante ug P2
trabahante nga para nimo bug- Wala raman sad.
at?) (There is none.)

P3
Kanang magsabay ang mga school activities ug kanang gipang sugo sa bay.
(When school activities and house chores happen at the same time.)

P4
Kuan ahm kanang mao lagi to pag balanse ug sa oras.
(In terms of balancing my time.)

P5
 44

Sub-problem No. 3

How did they cope with the challenges?

a. What helps you manage your P1

time better between school and Nag time management ko, like unahon nako tanan . then after ana is ang mga buhatonon sa eskwelahan.
work? (I did time management— I do my work first and next is my schoolworks.)
( Unsay nakatabang nimo aron
mas maayo nimong ma balance P2
ang imong oras sa skwela ug Kanang kuan ra i-easy ra dili naho ipa stress, kay usahay mag hilak man gud ko ug kanang kapuyon bitaw ko.
trabaho?) (I try to take things easy and not stress myself too much, but sometimes I still cry when I feel really tired.)

P3
Time management, like magsuwat ko daan inig ka gabie sa ahong mga buhatunun igka ugma arun checkan
na nahu ang nahuman nag buhat.
(Time management—like writing down my tasks the night before so I can check what I’ve completed the next
day.)

P4
Wala magsigi rag katawa.
(Nothing, I will always laugh.)

P5
 45

b. Do you have any tips for P1

staying focused and avoiding Tips nako as a working student kay kanang focus ka sa imong trabahu og sa pag skwela, dili saka mag uyab²,
stress? like that. Kay aron ma focus nimo imong trabaho og pag eskwela. And sa dili ma stress or aron dili ma stress
( Aduna ba kay mga tips nga kay mag happy² lang ka. Dili ka magsigig huna² sa mga problema aron dili ka ma stress.
makatabang nimo na (My tips as I working student is to focus on your work and studies, and do not enter into a relationship yet.
magpabiling focus ug This way, you can focus on your job and education. And to avoid stress, just stay happy. Don’t always think
malikayang ang stress?) about problems so you wont get stressed.)

P2
Like dili ra magpa kana bitawng magpadala sa emotion.
(I try not to let my emotions take over.)

P3
Go with the flow kana bitawng dli huna²on ang problema kay ma solutionan raman na.
(Go with the flow—there’s no need to overthink problems since they will be solved eventually.)

P4
Kuan meditate kanang walaa lang jud tanan nimong gi huna² makatulog raka ana.
(Meditate, just clear your mind of everything, and you'll be able to sleep.)

P5
Kanang e manage nimo ang imong kaugalingon og dili ka mag pa stress stay positive ra.
(You should manage yourself and don`t stress yourself stay positive always.)
c. How do you find support P1
when you feel overwhelmed? Ahnn, makipag deep talk kos akong family, mga ing ana. Kay naa silay silbing ikatambag nako bitaw.
( Giunsa nimo pagpangita ug (I talk deeply with my family and loved ones, because they give good advice.)
suporta kung maglisod kana?)
P2
Kanang nangayo ko kanang guidance sa akong mga ate.
(I seek guidance from my older sisters.)

P3
Sa ahong mga amiga.
(From my friends.)

P4
Kuan makig storya ko sa akong mama kanang igawas btaw nimo tanan.
(Talk to my mom, just let everything out.)

P5
Sa akong guardian og sa akong parents.
(My guardian and my parents.)
d. What makes it easier for you P1
to keep up with both school and Dili siya easy pero sa kadugayan murag na manage naman pd.
work? (It’s not easy, but over time, I’ve managed it.)
( Unsa ang nag pasayon sa
imo nga magpadayon sa skwela P2
ug pagtrabaho?) Ang akoang pamilya.
(My family helps me.)

P3
Tungod sa among situation sa pamilya.
(Because of our family situation.)

P4
Kanang ahong pamilya kanang maka motivate sila kanang sa kalisod btaw murag ma motivate btaw kag
basin diay puhon naa ra lagi padungan tanan.
(My family, they can motivate you, especially in tough times, they can really motivate you, and maybe in the
end, everything will lead somewhere.)

P5

e. Have you developed any P1

routines that help you manage Wala, bag- o² man ako.
everything? (Nothing, I always change routines.)
( Aduna ba kay mga rutina nga
makatabang nimo sa pag P2
balance sa tanan? Time Management ra.
(Only time management.)
P3
 46

Go with the flow ra.

(Just go with the flow.)

P4
Wala since naglisod pajud ko ug manage sa akong time.
(None, since I`m still struggling with my time management.)
P5

Sub-problem No. 4

What insights can be drawn from their experiences?

a.What lessons have you P1

learned from being a working Nakatunan nako is how to manage my time ug sa problema is ma-solusyonan ra tanan, ma okay rang tanan.
student? (I learned how to manage my time and all the problems will be solved, everything will be fine.)
( Unsa nga mga leksyon ang
imong nakat-unan isip us aka P2
working student? Kanang dapat responsible ta sa atong mga buhaton bitaw.
(We should be responsible for our tasks.)

P3
Musunod sa ilang mga bawal kay mao nay makapaayo nimo.
(Follow the rules because they are for your own good.)

P4
Be patient btaw pashinsyuso dapat jud ka usa ka taw kana btawng murag working student jud ka dapat
patient jud ka nga pagka tawo.
(Be patient, you really need to be patient, like a working student, you need to be a patient person.)

P5
Dili diay sayon mag working student kay kapoy.
(It`s not easy to be a working student because it`s tiring.)
b. What advice would you give P1
to students who want to work Ang akong ikatambag sa mga gusto mag working student is kanang hunahuna on ninyo una og kaya ba ninyo
while studying? ang usa ka butang nga dili ninyo kaya sa inyong balay. And kanang learn to manage your time.
( Unsa ang imong ika-tambag ( My advice for those who want to be a working student is you should think if you can do the things that you
sa mga estudyante nga gustong don`t do at your home. And learn to manage your time.)
magtrabaho samtang
nagskwela?) P2
Kanang kuan dapat ready sila nga mo trabaho sa unsay gustong ipahimo sa ilang amo.
(You should be ready to work and follow whatever our employer asks us to do.)

P3
Ang working student kay dili sayon if tapuwan ka ug dika kamao mo manage sa imung time if desidido ka mag
working student kay need nimu i practice imung kaugalingun sa mga trabaho.
(Being a working student is not easy, especially if you don’t know how to manage your time. If you are
determined to be a working student, you need to train yourself to handle responsibilities.)

P4
Kanang ready btaw ka sa imohang ,ready physically mentally kay lisod mo atobang ug trabaho btaw nga dili
ka physically healthy nya imong pang huna² wala diha sa imong trabaho dapat ready jud ka.
(Be ready, ready physically and mentally, because it's hard to face work if you're not physically healthy and
your mind is not focused on your job, you really need to be ready.)

P5
Dapat kanang mag bino-utan ka sa og mag tinarong.
(You should be kind and responsible of your work.)
 47

APPENDIX E.
THEMATIC ANALYSIS

STEP 1. Coding
SUB-PROBLEM 1.
What are the lived experiences of working students?

INTERVIEW EXTRACT CODE

a.

P1.
Kasagaran gyud nig mata nako is, mag digamo ko sa among pamahaw nya after ana kay manghinlo. Morning Responsibilities
(Most of the time when I wake up, I prepare our breakfast and after that, I clean up.)

P2.
Inig mata naho, ouhm unang unahon, unang kanang, buhaton nako is mag dung-ag, mang hugas mga plato Morning Household Chores
wala pa na hugasan sa pag gabie then manilhig mao rato.
(First things first, when I woke up, I will wash the dishes that was left unwashed and sweep the floor.)

P3.
Mubakod ug sayo, then magluto nya naghinlo sa bay. Early Start,
(I will wake up early, I will cook and clean the house.) Household Responsibilities

P4.
Kuan nagsugod ko sa syempre mo matag sayu then, molihok para sa kaugalingon then mo mata nga naay Self-Care,
hope para anang adlawa. Positive Mindset
(Of course, I will wake up early, do things for myself and woke up with hope for that day.)

P5.
Ahm kanang mag mabubo og buwak ug kang maghinlo sa motor sa akong gi workingan . Workplace Duties
( I will water the plants and clean the motorcycle of my
Employer.)
b.

P1.
After trabaho mag-gama ko sa akong school work. Nya kung kahuman sa klase nig uli, maghipos hipos sa Work-School Balance,
balay nya kahuman bantay bata. Multitasking
( After work, I will do my school works, then when I get
home after class, I clean up the house and take care of the kids.)

P2.
Kanang, kuan kanang mag-andam sa mga plato pang butang sa lamesa, ouhmm, magluto ug sud-an Household Preparation,
manilhig napud, unya sahay mag cellphone then mag answer sa akong mga assignments. Balancing Activities
(I also prepare the plates for the table, cook the viand, and sweep the floor again. After work, sometimes I
use my phone before answering my assignments.)

P3.
Magdung ag ig-uli sa bay. Kitchen Responsibilities
(After I got home, I will cook.)

P4.
Kuan, mostly ug mahuman ug klase if naay oncall kay syempre mo duty, then kung walay trabaho is kanang Work Responsibility,
mo uli sa bay kay pahuway. Rest Management
(Well, mostly after class, if there`s on-call, of course I have to duty, and if there`s no work, I will go home and
rest.)

P5.
Kanang igkauli sa balay manghugas og plato , ahm wala na, ay mag study if naay kuan quizzes. Chores After Class,
(When I got home, I will wash the dishes and then if there is a test tomorrow I will study.) Academic Commitment

c.

P1.
Memorable nako as a working student kay happy kaayo, kay parehas anang Christmas, kay sa balay dili man Happy Memories,
ingon nga tapok jd. Nya kadtong na working student ko na experience gyud nako nang grabe ka happy kay Family Gatherings
ilang family man gud kay tapok jd sila, kanang naa silay family gathering ba.
 48

(What I find memorable as a working student is that I was really happy, like during Christmas, because at
home, we don’t have family gatherings. When I become a working student, I got to experience that feeling of
being really happy because their family always gathers together. )

P2.
As a working student, it’s not easy for me to do things in the same time because I have a lot of responsibility Challenges of Responsibility,
to do in life, as a working student just like household chores and doing homework I need to manage my work, Time Constraints
my family and my academic.

P3.
Makauban ug magsuroy-suroy nya na close nasad nahu ilang pamilya. Family Inclusion,
(Going out with them and getting close to their family.) Building Relationship

P4.
Kanang sa goodside is kanang ma develop nimo imong kaugalingon as independent bitaw then ma develop
nimo unsaon puhon ug kanang mo lakaw nka unsaon nimo pag sukod sa tinood mga kalibotan, kahibaw naka
unsay buhaton nimo then syempre maka, naa nakay gunitan nga kwarta para sa imong kaugalingon mao na Personal Development,
ang sa goodside, pero sa bad side pud kay murag kanang oras sa imong physical bitaw kanang kapoy Independence
usahay kay magka sakit ka then kuan kapoy.
(The good side is that you can develop yourself to be independent, and you can learn how to navigate the
real world. You know what to do, and of course, you have money in your hands for yourself. That's the good
side. But the bad side is that it can be physically exhausting; sometimes you get sick and it's tiring.)

P5.
Ang kuan na experience kanang lain kaayo ma layo sa ako ang parents, dili ay oh karun pang ga grade 8 ko
sa pag grade 7 kay sa akong tito. Separation from Family
(In my experience, it`s strange to be apart from your parents, before, I was working at me tito`s house and
now I have a new employer.)
d.

P1.
Time management nako is, buhaton nako una ang mga tarbahuon before ko mag gama sa mga school Time Management Strategies,
activities. Prioritization
(My time management involves doing my work first before working on my school activities.)

P2.
Time Management. Prioritization Strategies

P3.
Dili man sila higpit if naa kuy mga project sa Supportive Environment,
school sugtan man ko nila basta nahuman na ang trabahoon. Flexible Policies
(They are not strict when it comes to school projects, they allow me to go as long as I finish my work.)

P4.
Kuan ang akoang trabaho is every weekends raman ko mo trabaho then human sa klase usahay ahoang
trabaho is oncall raman ko so kanang ug manginahanglan na sila mabira rako nila if kanang walay klase. Work-Schedule Flexibility
(Well, my work is only on weekends, and after class, sometimes my work is on-call, so if they need someone,
they call me if there's no class.)
e.

P1.
Naka apekto siya kay kung sauna taas kug pahuway niya karon gamay nagpahuway tungod nang naakoy
trabaho nya skwela pd. Reduced Rest Time, Impact on
( It has affected me because I used to have long breaks, but now I barely get any rest because I have both Well-Being
work and school.)

P2.
Sauna, nice kaayo karon dili na kay kanang sauna man gud akong papa mag digamo dili ako, unya anad- Transition from Dependence to
anad rapud pag-abot sa pag working student bitaw. Independence, Adjustment
(Before, everything was nice, but now it’s not the same. Back then, my father was the one managing things, Challenges
not me. But eventually, I got used to being a working student.)

P3.
For example naay mga laag² nga personal dli ko maka uban² kanunay kay naa kuy trabaho. Social Sacrifices Due to Work
(For example, if there are personal outings, I can’t always join because I have work to do.) Obligations

P4.
Kuan, okay raman pud ang epekto niya sa akong pang adlaw-adlaw kay kanang ma-handle raman pud na
siya kanang ang iyahang epekto nga makalain sa akoa is, kanang sa ahoang pag skwela kay naay time nga Manageable Daily Life,
 49

kuwang btaw ang time para sa pag-skwela naho naay time nga dili ko katuon ana nga butang kay murag Academic Challenges
naglisod ko ana nga time management.
(Well, the effect on my daily life is okay because I can handle it. The effect that bothers me is in my studies
because there are times when I lack time for studying. There are times when I can't study properly because I
struggle with time management.)
 50

SUB-PROBLEM 2.
What are the challenges faced by working students?
INTERVIEW TRANSCRIPT CODE
a.
P1.
Sometimes, makalimot ko ug gama sa akong mga activities kay na focus ko sa mga trabahoon. Work Prioritization,
(Sometimes, I forgot to do my schoolworks because I`m too focused with my work.) Academic Neglect

P2.
Wala raman pud.
(There is none.)

P3.
Depende man ata nas amo pero sa ahua kay daghan silag bawal. Restrictive Work Environment
(It depends on the employer, on my side my employer has many restriction.)

P4.
Kanang sa time management lisod jud na para naho kay kuan trabaho ka nya nag skwela paka. Difficulty of Time Management
(Time management, it`s hard for me because you need to work at the same time you need to go to school.)

P5.
Lisod kay dili nimo balance ang kuan. Challenges of Balancing
(It`s hard because you can`t balance.) Responsibilities
b.

P1.
Kanang at first kay kanang murag naka feel jud kog lisod sa pag manage nako sa kadugayan naanad naman Adjustment Challenges
nuon ko.
(At first, I felt like it was very hard to manage everything, but over time, I got used to it.)

P2.
Naay usahay, pero kanang usahay jamo gud koy trabaho, kay naa silay helper and ma balance-balance ra. Difficulty of Time Management
(Sometimes, but there are times that I don`t have work because they have helper so I can balance it.)

P3.
Usahay. Time Management Difficulty
(Sometimes.)

P4.
Oh. Time Management Difficulty
(Yes.)

P5.
Wala mn pd, dili man pd kaayo kay sometimes kanang ok ra mn pd ang pag skwela naho unja sa trabaho pd Generally manageable; studies
kay ok ra. and work are okay
(Well, it's okay, it's not that bad because sometimes, my studies are fine, and my work is also okay.)
c.

P1.
Naka apekto siya kay kung sauna taas kug pahuway niya karon gamay nagpahuway tungod nang naakoy
trabaho nya skwela pd. Reduction of Leisure Time
( It has affected me because I used to have long breaks, but now I barely get any rest because I have both
work and school.)

P2.
Stress, maka stress jud mga 10 or 11 na gud ko makatug. Sleep Deprivation as a Soucrce
(Stress, it is stressful because I can only sleep around 10-11 PM.) of Stress

P3.
Okay raman normal ra makatug ug sayo then maka mata sad ug sayo. Competing Demands of Work
( It is okay, it is normal to sleep early and wake up early.) and School

P4.
Kuan nay time btaw nga grabe ang epekto sa trabaho sa akong pagpahulay kay naay time nga mahuman ang
trabaho kay mga alas onse, ang imong pahuway is murag 4 hous ra kay mo matag sayu kay mag andam
npud para sa pagka buntag kay mo skwela. Inability to Rest Properly
(There are times when the work really affects my rest because when the work is done, like at eleven, your
rest is only about four hours because you have to wake up early to prepare for school.)
 51

P5
Ahm kanang dilli kayo ka maka pahuway taman.
(I can`t rest properly.)
d.

P1.
Uhmm, sa financial wala man pd, kanang gi anan man ko nila ug unsay baryunon, ing ana atagaan man ko.
(Well, in terms of finances, it wasn’t really an issue because they provide me with what I need, like allowances
and such.)

P2.
Hmm, misud ko as a working student para nga ug naa koy ikahatag sa akong ate or papa man.
(I chose to be a working student so that when I earn money, I can give something to my older sister or my Desire to Provide
father.)

P3.
Mauwaw ko bitaw mangayo nilag kwarta kung naay mga project or tampohon sa class room. Shyness and Hesitation
(I`m shy to ask money from them in terms of project and classroom contributions.)

P4.
Kani bitawng sa skwelahan kaning mga bayrunon like mga pta npuy sa mga extra curricular btaw. Miscellaneous School Expenses
(In terms of miscellaneous like PTA and also extracurricular.)
e.

P1.
Wala man sad.
(There is none.)

P2.
Wala raman sad.
(There is none.)

P3.
Kanang magsabay ang mga school activities ug kanang gipang sugo sa bay. Conflict Between School
(When school activities and house chores happen at the same time.) Activities and Chores

P4.
Kuan ahm kanang mao lagi to pag balanse ug sa oras. Difficulty of Balancing Time
(In terms of balancing my time.)
 52

SUB-PROBLEM 3.
How did they cope with the challenges?
INTERVIEW TRANSCRIPT CODE
a.

P1
Nag time management ko, like unahon nako tanan . then after ana is ang mga buhatonon sa eskwelahan. Structured Time Management
(I did time management— I do my work first and next is my school works.) Strategy
Priotization
P2
Kanang kuan ra i-easy ra dili naho ipa stress, kay usahay mag hilak man gud ko ug kanang kapuyon bitaw ko. Stress Management Attempt
(I try to take things easy and not stress myself too much, but sometimes I still cry when I feel really tired.) Emotional Release

P3
Time management, like magsuwat ko daan inig ka gabie sa ahong mga buhatunun igka ugma arun checkan Proactive Planning
na nahu ang nahuman nag buhat. Time Management
(Time management—like writing down my tasks the night before so I can check what I’ve completed the next
day.)

P4
Wala magsigi rag katawa. Unwavering Positivity
(Nothing, I will always laugh.)
b.

P1
Tips nako as a working student kay kanang focus ka sa imong trabahu og sa pag skwela, dili saka mag uyab², Prioritization of Work and
like that. Kay aron ma focus nimo imong trabaho og pag eskwela. And sa dili ma stress or aron dili ma stress Studies
kay mag happy² lang ka. Dili ka magsigig huna² sa mga problema aron dili ka ma stress. Delay Romantic Relationship
(My tips as I working student is to focus on your work and studies, and do not enter into a relationship yet. Maintain a Positive Mindset
This way, you can focus on your job and education. And to avoid stress, just stay happy. Don’t always think Limit Problematic Thoughts
about problems so you wont get stressed.)

P2
Like dili ra magpa kana bitawng magpadala sa emotion. Emotional Regulation and
(I try not to let my emotions take over.) Control

P3
Go with the flow kana bitawng dli huna²on ang problema kay ma solutionan raman na. Acceptance
(Go with the flow—there’s no need to overthink problems since they will be solved eventually.) Avoidance of Overthinking

P4
Kuan meditate kanang walaa lang jud tanan nimong gi huna² makatulog raka ana. Mediation
(Meditate, just clear your mind of everything, and you'll be able to sleep.) Stress Management

P5
Kanang e manage nimo ang imong kaugalingon og dili ka mag pa stress stay positive ra. Self Management
(You should manage yourself and don`t stress yourself stay positive always.) Stress Management
Positivity
c.

P1
Ahnn, makipag deep talk kos akong family, mga ibg ana. Kay naa silay silbing ikatambag nako bitaw. Communication with Family
(I talk deeply with my family and loved ones, because they give good advice.)
Family Support
P2
Kanang nangayo ko kanang guidance sa akong mga ate. Seeking Guidance
(I seek guidance from my older sisters.)

P3
Sa ahong mga amiga. Support from Friends
(From my friends.)

P4
Kuan makig storya ko sa akong mama kanang igawas btaw nimo tanan. Family Support
(Talk to my mom, just let everything out.) Communication with Parents

P5
 53

Sa akong guardian og sa akong parents.

(My guardian and my parents.) Family Support
d.

P1
Dili siya easy pero sa kadugayan murag na manage naman pd. Time and Patience
(It’s not easy, but over time, I’ve managed it.) Adaptation

P2
Ang akoang pamilya.
(My family helps me.) Family Support

P3
Tungod sa among situation sa pamilya. Motivation
(Because of our family situation.) Family Circumstances

P4
Kanang ahong pamilya kanang maka motivate sila kanang sa kalisod btaw murag a motivate btaw kag basin Family Support
diay puhon naa ra lagi padungan tanan. Motivation
(My family, they can motivate you, especially in tough times, they can really motivate you, and maybe in the
end, everything will lead somewhere.)
e.

P1
Wala, bag- o² man ako. Lack of Routine
(Nothing, I always change routines.) Flexibility

P2
Time Management ra. Time Management
(Only time management.)

P3
Go with the flow ra. Lack of Routine
(Just go with the flow.) Flexibility

P4
Wala since naglisod pajud ko ug manage sa akong time.
(None, since I`m still struggling with my time management.) Time Management Struggles
 54

SUB-PROBLEM 4.
What insights can be drawn from their experiences?
c
a.

P1
Nakatunan nako is how to manage my time ug sa problema is ma-solusyonan ra tanan, ma okay rang tanan. Time Management
(I learned how to manage my time and all the problems will be solved, everything will be fine.) Positivity

P2
Kanang dapat responsible ta sa atong mga buhaton bitaw. Responsibility
(We should be responsible for our tasks.)

P3
Musunod sa ilang mga bawal kay mao nay makapaayo nimo. Rules Following
(Follow the rules because they are for your own good.) Self-Benefit

P4
Be patient btaw pashinsyuso dapat jud ka usa ka taw kana btawng murag working student jud ka dapat Resilience
patient jud ka nga pagka tawo. Patience
(Be patient, you really need to be patient, like a working student, you need to be a patient person.)

P5
Dili diay sayon mag working student kay kapoy. Balancing Work and Studies
(It`s not easy to be a working student because it`s tiring.)
b.

P1.
Ang akong ikatambag sa mga gusto mag working student is kanang hunahuna on ninyo una og kaya ba ninyo Self-Assessment
ang usa ka butang nga dili ninyo kaya sa inyong balay. And kanang learn to manage your time. Time Management
( My advice for those who want to be a working student is you should think if you can do the things that you New Responsibilities
don`t do at your home. And learn to manage your time.)

P2.
Kanang kuan dapat ready sila nga mo trabaho sa unsay gustong ipahimo sa ilang amo. Obedience
(You should be ready to work and follow whatever our employer asks us to do.) Readiness

P3.
Ang working student kay dili sayon if tapuwan ka ug dika kamao mo manage sa imung time if desidido ka mag Determination
working student kay need nimu i practice imung kaugalingun sa mga trabaho. Time Management
(Being a working student is not easy, especially if you don’t know how to manage your time. If you are Responsibility Training
determined to be a working student, you need to train yourself to handle responsibilities.) Difficulty

P4.
Kanang ready btaw ka sa imohang ,ready physically mentally kay lisod mo atobang ug trabaho btaw nga dili Physical Readiness
ka physically healthy nya imong pang huna² wala diha sa imong trabaho dapat ready jud ka. Mental Readiness
(Be ready, ready physically and mentally, because it's hard to face work if you're not physically healthy and
your mind is not focused on your job, you really need to be ready.)

P5
Dapat kanang mag bino-utan ka sa og mag tinarong. Kindness
(You should be kind and responsible of your work.) Responsibility
 55

Step 2. Categorizing

Sub-Problem 1.
What are the Lived Experiences of Working Students?
CODES CATEGORY
● Morning Responsibilities ● Daily Routines
● Morning Household Chores ● Personal Well-Being
● Early Start ● Professional Responsibilities
● Household Responsibilities
● Self-Care
● Positive Mindset
● Workplace Duties
● Work-School Balance ● Time Management and Balance
● Multitasking ● Multitasking and Responsibilities
● Household Preparation ● Household Management
● Balancing Activities
● Kitchen Responsibilities
● Work Responsibility
● Rest Management
● Chores After Class
● Academic Commitment
● Happy Memories ● Family and Relationships
● Family Gatherings ● Personal Growth
● Challenges of Responsibility ● Challenges and Constraints
● Time Constraints
● Family Inclusion
● Building Relationship
● Personal Development
● Independence
● Separation from Family
● Time Management Strategies ● Time Management Strategies
● Prioritization ● Support Systems and Flexibility
● Prioritization Strategies
● Supportive Environment,
● Flexible Policies
● Work-Schedule Flexibility
● Reduced Rest Time, ● Well-Being and Life Balance
● Impact on Well-Being ● Personal Development and Transition
● Transition from Dependence to Independence, ● Academic Pressure
● Adjustment Challenges
● Social Sacrifices Due to Work Obligations
● Manageable Daily Life,
● Academic Challenges
 56

Sub-Problem 2.
What are the challenges faced by working students?
CODES CATEGORY
● Work Prioritization, ● Work-Related Challenges
● Academic Neglect ● Academic Challenges
● Restrictive Work Environment ● Balancing Responsibilities
● Difficulty of Time Management
● Challenges of Balancing Responsibilities
● Adjustment Challenges ● Time Management Challenges
● Difficulty of Time Management ● Adjustment Issues
● Time Management Difficulty ● Positive Assessment
● Time Management Difficulty
● Generally manageable; studies and work are okay
● Communication with Family ● Communication
● Guidance ● Support Systems
● Support from Friends ● Guidance
● Need for Communication
● Emotional Support
● Desire to Provide ● Personal Feelings and Attributes
● Shyness and Hesitation ● Financial Considerations
● Miscellaneous School Expenses
● Conflict Between School Activities and Chores ● Time Management Challenges
● Difficulty of Balancing Time

Sub-Problem 3
How did they cope the challenges?
CODES CATEGORY
● Structured Time Management Strategy ● Coping and Emotional Regulation
● Stress Management Attempt ● Time Management and Planning
● Emotional Release ● Mindset and Perspective
● Proactive Planning
● Unwavering Positivity
● Prioritization of Work and Studies ● Managing Priorities and Trade-offs
● Delay Romantic Relationship ● Mental and Emotional Regulation
● Maintain a Positive Mindset ● Stress and Self-Management
● Limit Problematic Thoughts ● General Outlook
● Emotional Regulation and Control
● Acceptance
● Avoidance of Overthinking
● Mediation
● Stress Management
● Self Management
● Stress Management
● Positivity
● Communication with Family ● Communication with Family
● Family Support ● External Support and Guidance
● Seeking Guidance
● Support from Friends
● Family Support
● Communication with Parents
● Family Support
 57

● Time and Patience ● Personal Qualities and Coping Mechanisms

● Adaptation ● External Influences and Support
● Family Support
● Motivation
● Family Circumstances
● Family Support
● Motivation
● Lack of Routine ● Time Management and Structure
● Flexibility ● Adaptability and Response to Change
● Time Management
● Lack of Routine
● Flexibility
● Time Management Struggles

Sub-Problem 4.
What insights can be drawn from their experiences?
CODES CATEGORY
● Time Management ● Practical Management and Discipline
● Positivity ● Personal Attributes and Mindset
● Responsibility ● Self-Focus and Motivation
● Rules Following
● Self-Benefit
● Resilience
● Patience
● Balancing Work and Studies
● Self-Assessment ● Readiness and Preparedness
● Time Management ● Demonstrating Responsibility
● New Responsibilities ● Personal Attributes and Skills
● Obedience ● Challenges
● Readiness
● Determination
● Time Management
● Responsibility Training
● Difficulty
● Physical Readiness
● Mental Readiness
● Kindness
● Responsibility

Step 3.Thematizing
Sub-Problem 1
What are the live experiences of working students?
CATEGORIES THEME
 Time Management and Balance The Juggling Act: Balancing Multiple Worlds
 Multitasking and Responsibilities
 Daily Routines
 Time Management Strategies
 Academic Pressure
 Personal Well-Being The Impact on Self: Well-being and Personal Growth
 Well-Being and Life Balance
 Personal Growth
 Personal Development and Transition
 Professional Responsibilities Guide the Practicalities: Responsibilities and Support
 Household Management
 Family and Relationships
 Support Systems and Flexibility
● Challenges and Constraints Overcoming Obstacles: Challenges and Constraints

Sub-Problem 2.
What are the challenges faced by working students?
CATEGORIES THEME
 Work-Related Challenges The Dual Burden: Navigating the Intersection of Work and
 Academic Challenges Academic Struggles
 Balancing Responsibilities
 Time Management Challenges The Relentless Squeeze: Time, Energy, and the Erosion of
 58

 Balancing Responsibilities Balance

 Adjustment Issues
 Support Systems The Fragile Safety Net: Gaps in Support and Guidance
 Guidance
 Communication
 Financial Considerations The Weight of Financial Strain and Personal Sacrifice
 Personal Feelings and Attributes

Sub-Problem 3.
How did they cope with the challenges?
CATEGORIES
 Coping and Emotional Regulation Strategic Regulation: Balancing Mind, Time, and Priorities
 Time Management and Planning
 Managing Priorities and Trade-offs
 Mental and Emotional Regulation
 Stress and Self-Management
 Time Management and Structure
 Mindset and Perspective Cultivating Resilience: Mindset, Adaptation, and Personal Growth
 General Outlook
 Personal Qualities and Coping Mechanisms
 Adaptability and Response to Change
 Communication with Family Using Support: Building and Utilizing Networks
 External Support and Guidance
 External Influences and Support

Sub-Problem 4.
What insights can be drawn from their experiences?

 Practical Management and Discipline The Synergy of Structure and Resilience: Foundations for Success
 Personal Attributes and Mindset
 Self-Focus and Motivation The Drive for Self-Mastery: Motivation, Responsibility, and Growth
 Demonstrating Responsibility
 Personal Attributes and Skills
 Readiness and Preparedness
Challenges Guide Adversity: Lessons in Overcoming Challenges

RESEARCHER`S BIODATA

Personal Information

Name : Aira Joy S. Omas-as

Address : Subayon, Bilar, Bohol
Date of Birth : April 18, 2008
Civil Status : Single
Mother : Maria Omas-as
 59

Father : Elmer Omas-as

Educational Attainment

Elementary : Subayon Elementary School

Subayon, Bilar, Bohol
2019-2020
Secondary : Bilar National High School
Yanaya, Bilar, Bohol
2020-present

_________________________________________________________________________________________________

Personal Information

Name : Almira B. Vicente

Address : Owac, Bilar, Bohol
Date of Birth : March 07, 2008
Civil Status : Single
Mother : Minerva Balingit
Father : Alvin Vicente

Educational Attainment

Elementary : Owac, Bilar, Bohol

Subayon, Bilar, Bohol
2019-2020
Secondary : Bilar National High School
Yanaya, Bilar, Bohol
2020-present
_________________________________________________________________________________________________

Personal Information

Name : Jayrald T. Ganas

Address : Quezon, Bilar, Bohol
Date of Birth : March 1, 2005
Civil Status : Single
Mother : Carmelita Tumanda
Father : Roman Ganas

Educational Attainment

Elementary : Quezon Elementary School

Quezon, Bilar, Bohol
2016-2017
Secondary : Bilar National High School
Yanaya, Bilar, Bohol
2025-present

_________________________________________________________________________________________________

Personal Information

Name : Renelyn O. Deliman

Address : Cambigsi, Bilar, Bohol
Date of Birth : April 28, 2008
Civil Status : Single
Mother : Lenie Deliman
Father : Primitivo Deliman
 60

Education Attainment

Elementary : Cambigsi Elementary School

Cambigsi, Bilar, Bohol
2019-2020
Secondary : Bilar National High School
Yanaya, Bilar, Bohol
2020-present
_________________________________________________________________________________________________

Personal Information

Name : Jv A. Lagumbay
Address : Rizal, Bilar, Bohol
Date of Birth : March 07, 2008
Civil Status : Single
Mother : Evelyn Lagumbay
Father : Joel Lagumbay

Education Attainment

Elementary : Rizal Elementary School

Rizal, Bilar, Bohol
2019-2020
Secondary : Bilar National High School
2020-present
_________________________________________________________________________________________________

Personal Information

Name : Stephanie A. Daligdigan

Address : Subayon, Bilar, Bohol
Date of Birth : July 06, 2008
Civil Status : Single
Mother : May Anne A. Daligdigan
Father : Allan Daligdigan

Education Attainment

Elementary : Subayon Elementary School

Subayon, Bilar, Bohol
2019-2020
Secondary : Bilar National High School
Yanaya, Bilar, Bohol
2020-present
_________________________________________________________________________________________________

Personal Information

Name : Ivy Marie P. Baslot

Address : Zamora, Bilar, Bohol
Date of Birth : September 07, 2008
Civil Status : Single
Mother : Eva P. Baslot
Father : Primie S. Baslot

Education Attainment

Elementary : Zamora Elementary School

Zamora, Bilar, Bohol
 61

2019-2020
Secondary : Bilar National High School
Yanaya, Bilar, Bohol
2020-present

Personal Information

Name : Haezza Colleene C. Raotraot

Address : Owac, Bilar, Bohol
Date of Birth : February 05, 2008
Civil Status : Single
Mother : Criselda C. Raotraot
Father : Henry B. Raotraot

Education Attainment

Elementary : Owac Elementary School

Subayon, Bilar, Bohol
2019-2020
Secondary : Bilar National High School
Yanaya, Bilar, Bohol
2020-present