QUALITY OF ACADEMIC AND LIFESTYLE OF WORKING STUDENT

MICO B. INGAY

JUDY ANN CALIG-ONAN

CHRISTOPHER A. CAPALIT

LAVENDER T. CALIG-ONAN

CARL JHON TOMANGGONG

Practical research 1
GENERAL ACADEMIC STRAND GRADE 11 JAENA
Submitted to Senior High School Department of Caraga National High School

JANUARY 2025

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 TABLE OF CONTENTS

Page
TITLE PAGE i
ACKNOWLEDGEMENT ii
TABLE OF CONTENTS iii
ABSTRACT iv
CHAPTER
1 INTRODUCTION 1
Background of the Study 2

Objective of the Study 3

Scope and Limitation 4
Significance of the Study 5
Theoretical Framework 6
Definition of Terms (citation) 7
CHAPTER
2 Review of Related Literature (2020-2025) 8
Topic and sub-topic presented categorically with proper
citation(APA) -5 years back
CHAPTER
` 3 METHODOLOGY 9
Research Design 10
Sampling Technique 11
Locale of the Study (place of research and map of the study) 12
Data Collection Method 13
Data Analysis Procedures 14
Ethical Standard 15
CHAPTER
4 RESULTS AND DISCUSSION 16
Present the results sequentially based on your objectives
CHAPTER
5 Summary 17
Conclusions 18
Recommendations 19
REFERENCES 20
APPENDICES
Appendix A: Guide Questions 21
Appendix B: Letter to Conduct 22
Appendix C: Letter to Participants 23
Appendix D: Transcribed Data Results 24
Appendix E: Certification from English Critic 25
Appendix F: Documentation 26
Appendix G: Curriculum Vitae 27

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3
 CHAPTER 1

INTRODUCTION

Background of study

This study examines the complex challenges and experience faced by

individuals juggling both employment and education, focusing on how they

perceive the impact of their work of their academic performance, Overall well-

being, and daily life routines, including time management, stress levels, social

interactions and health habits; essentially exploring the balancing act between

their working student in poblacion Caraga Davao Or. roles and how it

shapes their quality of life.

The ultimate aim of this study is to contribute to knowledge

development about the phenomenon quality of school life of working students

in Ethiopia, and to investigate what kind of work they do and how it may

influence on their school life. This study further focuses on the students’

nearest environment– especially parents and teachers – in order to

investigate how they may influence on the students’ school life.

Objectives of the study

General Objective:

To explore and understand in-depth experiences, perspectives, and

challenges working student face regarding their academic quality in Pob,

Caraga Davao Or. at (CNHS) CARAGA NATIONAL HIGH SCHOOL.

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Specific statement of the problem

1. Time management challenges:

How do working students perceive the challenges of managing their

time between work and study schedules?

1. Impact on academic performance:

How do student perceive the effect on their work commitments on

their academic performance?

2. Support systems:

How do students perceive the support they receive from their family,

friends, and academic institution in managing their dual roles as

working student?

3. Positive aspects of working while studying:

What potential benefits or skills do students as gained from working

while studying?

By focusing on these specific objectives, the qualitative research can

provide valuable insights into the lived experience of working students,

helping to identify areas when institution can improve support systems and

enhance the quality of academic experience for this student population.

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Scope and Limitation

The study will be conducting from January to march 2025. The

researchers will take place at Caraga National High School located in Purok

Rose poblacion Caraga Davao Or. providing the focus setting analysis

Specific student population:

Focusing on working students enrolled in a particular degree program

at a specific university or collage.

Impact of schedule work:

Investigating how different work schedule (hours, days) influence

students’ academic experiences and perceptions of quality.

Qualitative data collection methods:

Employing in-depth interviews, focus group discussions, and reflective

journaling to gather rich qualitative data on students’ subjective experiences.

Significant of the study:

To provides a deep understanding of the unique challenges and

experiences working students face in their academic pursuits, allowing for

targeted interventions and policy challenges to better support their learning

needs and improve their overall academic outcomes, particularly by revealing

their perspectives on factors impacting their perceive quality of education

within the context of their work commitments.

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Identifying specific challenges:

By directly listening to work student, researchers can pinpoint specific

issues they face in balancing work and studies, such as time contains, fatigue,

stress, and lack of flexibility in course schedules, which can then be

addressed through targeted intervention.

Empowering student voices:

Qualitative research gives working students a platform to voice their

concerns and experiences, contributing to a mora comprehensive

understanding of their academic needs the challenges.

Theoretical Framework:

A theoretical framework serves as a guiding lens for qualitative

research, providing a structure for understanding and interpreting data quality

of working students.

Social Comparison Theory:

This theory suggests that individuals evaluate their own abilities and

opinions by comparing themselves to others. In the context of working

students, this study could explore how students compare their academic

experiences and performance to those of their peers, both working and non-

working.

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Self-Determination Theory:

This theory emphasizes the importance of autonomy, competence, and

relatedness in motivation and well-being. This framework could examine how

working students' perceptions of academic quality are influenced by their

sense of control over their studies, their perceived competence in their

academic pursuits, and their sense of belonging within the academic

community.

Stress and Coping Theory:

This framework explores the interplay between stressors, coping

mechanisms, and individual well-being. In the context of working students,

and the impact of these strategies on their academic performance and

perceptions of academic quality.

Social Capital Theory:

This theory emphasizes the importance of social networks and

relationships in achieving success. This framework could examine how

working students' social networks, both within and outside of their academic

institutions, influence their access to resources, support, and information,

ultimately shaping their perceptions of academic quality.

Critical Theory:

This framework challenges dominant power structures and societal

norms, focusing on the social, economic, and political factors that influence

individual experiences. This framework could be used to examine how

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working students' perceptions of academic quality are shaped by broader

societal inequalities, such as class, race, and gender, and how these

inequalities impact their access to educational opportunities and resources.

The researchers can provide a deeper understanding of the factors

that influence students' experiences, challenges, and perceptions of academic

quality. This understanding can inform the development of more effective

policies and interventions to support working students and enhance their

academic success.

Definition of Terms (citation)

Academic Quality:

This refers to the overall value and effectiveness of an educational

program or institution, as perceived by students. In the context of working

students, it encompasses their assessments of the curriculum, teaching

methods, learning environment, and resources offered, as well as the

relevance and applicability of their studies to their professional goals

1.Perception:

This refers to the subjective interpretation and understanding of an

individual's experiences and observations.

2.Working Students:

This refers to individuals who are concurrently enrolled in an academic

program while also working. These students face unique challenges and

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opportunities, balancing the demands of their studies with the responsibilities

of their employment.

3.Data Analysis:

This refers to the systematic process of examining and interpreting

qualitative data to identify patterns, themes, and relationships. Qualitative

data analysis often involves coding, , and constant comparison techniques.

4. Participant Observation:

This is a qualitative research method where the researcher immerses

themselves in a particular setting or group to observe and interact with

participants. This method allows for a deeper understanding of the context

and nuances of participants' experiences3.

4. Focus Groups:

This is a qualitative research method where a small group of participants

engage in a guided discussion about a specific topic. Focus groups allow for

the exploration of shared perspectives and group dynamics3.

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 CHAPTER 2

REVIEW OF RELETED LITERATURE

This chapter contains literature and related studies that help the

researcher to conceptualize the present study. It is specially divided into three

key themes: (1) Student’s experiences, (2) Factors affecting working students,

and (3) Effects of working while studying. These themes align with the

study’s objectives and provide a comprehensive overview of the working

student’s at Caraga National High School (CNHS).

Working Student’s experiences

As reported by Steinberg et al. (1981), engaging students in part-time

and some full-time employment is progressively a common phenomenon

everywhere. As also stated in a study 30 years ago, working while studying

provides students with quite naturally an indication of the requirements that

will be needed to function effectively in one's later career (Schill, McCartin, &

Meyer, 1985). In recent years, further studies found that working students

who are working part-time can easily develop team cooperation, customer

care, communication, and practical skills (Lucas & Lammont, 1998; Curtis &

Lucas, 2001). Students can have the prospect to directly relate the

experiences of working student to enhance and refine their academic

knowledge, motivation and employment prospects (Curtis & Shani, 2002;

Curtis & Williams, 2002). Thus, some researches have concluded that a

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combination of financial needs and the opportunity to gain experiences will

ultimately enhance career opportunities in the future (Harvey, 2000; Devlin,

James & Grigg, 2008; Nonis & Hudson, 2006). According to the research

conducted by Watts and Pickering (2000), while working sssstudent part-time

and studying full-time has a variety of positive outcomes, respondents

generally viewed part-time employment as a necessity to survive in the

contemporary higher education sphere.

In Manthei and Gilmore's (2005) study, it is understandable that the

money earned from part-time employment is spent usually on essential living

expenses. From the perspective of students themselves, part-time work is

often an introduction to the real world which will assist them both in personal

and career development especially in the higher education sector (Tymon,

2013; Tomlinson, 2007). Higher education institutions should identify

opportunities to increase the extent to which students could be more familiar

with work and expose them to educational, part-time vocational and career

experiences (Yorke, 2004; Glover, Law & Youngman, 2002).

There is a wide variety of studies that examined the impacts of

working students part-time employment on full-time students. Based on the

research of Manthei and Gilmore (2005), for instance, considered that working

part-time leaves less desired time to study. Also, Jogaratnam and Buchanan

(2004), specified that new students who choose to do a part-time job while

having full-time academic load were most likely to suffer from stress and sleep

deprivation. As many studies suggested, indeed a combination of full-time

studying and part-time working can cause a damaging effect on the physical

and mental health of students. It can create a negative impact on academic

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performance (Hovdhaugen, 2015; Creed, French & Hood, 2015; Darolia,

2014). In the study of Curtis and Shani (2002), they believed that students

who are working part-time would most likely miss lecturers with a lot of

lessons to catch and feel that they could achieve higher grades had they not

been working working student.

For that reason, universities should be aware of contemporary working

students lives. They should introduce an element of flexibility as a mean of

structuring

assignments and course requirements to support this (Curtis, 2007).

Positively, perhaps students might obtain personal transferable skills,

enhance employ ability and increase confidence in the world of work (Watts &

Pickering, 2000). However, negatively, students who are working part-time

tend to achieve poorer marks compared to their classmates who are studying

full-time. In particular, a part-timer working student is a common phenomenon.

Jogaratnam and Buchanan (2004) suggested that universities have a moral

requirement to more effectively understand and manage the stressors

experienced by students studying full-time and working part-time. Perhaps,

providing appropriate training for students would be an alternative.

Universities who are struggling with the debates regarding the cost or validity

of practical skills training might be able to take advantages of the synergy that

exists as a means of solving these tensions.

Factors affecting working students

The study of Elisabeth Hovdhaugen (2015), emphasizes that there are

many possible factors why students leave in a specific university before

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having the degree of completion, and one of the most commonly cited is being

engaged to work while studying. With the use of survival analysis, this paper

evaluates the impact of employment status on dropout rates. It identifies that

employment status does have an influence on dropout rates to students who

are less likely to complete their program due to working full time alongside

studying full time than students working short part-time or not working at all.

However, it seems that working more than 20 hours a week increases the risk

of dropout as much as full-time work as if there is a threshold to how much

students can work. The integration of employment status into the analysis

does not change the effect of variables known to influence on dropouts such

as gender, grades, and social background, but it adds to further explain who

the possible students that may dropout are. This denotes that models for

retention and dropout must also take such external factors into justification,

not just consider what happens at the university, as in the model of student

departure.

Stated by Marcia Devlin, Richard James, Gabrielle Grigg (2008), the

changing nature of higher education funding arrangements and the shift

towards "user pays" is the main determinant of the new relationship between

students and universities in Australia. In 2007, the Centre for the Study of

Higher Education (CSHE) completed a commissioned national study,

Australian University Student Finances 2006: Final Report of a National

Survey of Students in Public Universities. In presenting the project report, this

article discusses selected findings relating to student expectations,

engagement to show a worrying picture of threat in financial, involvement in

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paid work and examines the possible effects on the quality of higher

education.

According to Sandra Franke (2003), the average of over 4 hours a day

to their education and about7 to 8 hours of entertainment finds young people

whose primary activity is attending high school devote. Men spend more than

half an hour than women on rest and about half an hour more on unpaid work.

In comparison to groups with other age, students who are in high school still

have the time for personal care and could sleep 9 hours a day. There has a

considerable impact on a student's time by adding a paid job to high school

students. In the midst those with paid employment, female students spend an

average of one hour daily which is less than male students on their jobs (0.7

hours versus 1.9 hours per day). Accommodating their entry into the labor

market, male high school students reduce their free time by 1.5 hours. On the

other hand, female students sleep for about one hour less. However, both

men and women nearly give the same amount of time to beneficial activities

(paid work, unpaid work, and studies), because femalehigh school students

do about half an hour more unpaid work for a total of 1.4 hours per day than

males.

Based on the study of Rajeev Darolia (2014), there are a growing

number of students in college that are working and to a greater extent. Using

nationally representative data from the 1997 National Longitudinal Survey of

Youth, he analyzes the different effects of working on grades and credit

completion for undergraduate students in the United States. There are

strategies to identify the causal relationship between working and academic

performance including student-level fixed effects to control for permanent,

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unobserved characteristics that may affect both work and study intensity, and

system GMM models to account for potentially endogenous relationships

between both aspects that vary over time. He examines that with a particular

focus on differences between full-time and part time students, consequences

of working for diverse subgroups will deal with it.

Furthermore, he finds no evidence in harming the students’ grades by

marginal work hours, but that full-time students complete fewer credits per

term when increasing work. According to the Commission on Higher

Education (CHED), around 216,000 students in the country are currently

misrepresenting school and work and this figure is about 8% of the total

number of college students in the country. CHED said that working students

today are mostly into food service, entertainment and sales, apart from their

usual stints as librarians and research assistants. "One of the reasons why

students need an extra income is due to a financial crisis," according to

officer-in-charge at CHED's office of the executive director, Atty. Julito Vitriolo.

He also added that because of higher commodity prices and tuition fees,

these students are forced to work independently. The CHED stated that only

half of working students get to finish college, as many cannot adapt and

cannot concentrate on their studies, while some have poor health, while

others didn't continue because of financial problems. CHED recommended

working students to have jobs that are not too demanding and that is more

related to their courses so that they can work comfortably.

Following this, based to the National Center for Education Statistics in

America in 2007, nearly half (45 percent) of "traditional" undergraduate

students between the ages of sixteen and twenty-four attending college is

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working full-time while enrolled. However, about 80 percent of traditional-age

undergraduates attending college are working part-time while enrolled. The

amount of time the students spend working has been causing uneasiness for

the educators that served them and in some instances, the students

themselves. Recent data would definitely indicate that 80% of American

undergraduates worked while attending in 1999-2000 (King, 2003). This

shows an 8% increase over the class less than a decade previously, among

which 72% worked (Cuccaro-Alamin & Choy, 1998). Further, there seems to

be a strong body of literature that points to the positive effects of not working

versus working while attending college (King, 2002; Pascarella& Terenzini,

1991).

In the study of Fjorto (1995), reported that "the student who devotes

more time to employment, the less he or she has for either academic or social

activities.” Some studies have looked at the effects of working on social and

academic integration or student engagement. This concept is an important

component in student’s behavior theory (Bean, 1985; Pascarella & Staver,

1985; Tinto, 1975) that has long been linked with perseverance (Kuh, 1995;

Pascarella & Terrenzini, 1983). Lundberg (2004), evaluated a national sample

of 3,774 responses to the College Student Experiences Questionnaire

(CSEQ) and discovered that students are significantly having fewer

interactions with faculty and lower quality student relationships with peers

because of working more than 20 hours per week. Cheng (2004), examined

how work affects the academic and social experience of college students.

Using a mixed method design, it was found that there is “no significant

difference between working and nonworking students in their academic and

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social experience, though working students’ GPAs is lower than those of the

nonworking" (p. 1).

The Lovely Professional University (2011), promotes a culture of

unified

University. The day to day administration and most of the University

procedures

are supported out online. The University Management System (UMS), an

online

portal of University that proposed one such innovative step which is to provide

vital information regarding academics and other University logistics for

assisting the working students, their parents and the staff. According to

Wikipedia (2014), in the past, particularly, universities and large school have

created their own bespoke student record systems and one such example is

the Repository of Student Information (ROSI) system at the University of

Toronto. With the growing difficulty in the business of educational

establishments, most organizations now choose to buy customizable

software, and increasing numbers are buying software as a service (SAAS) to

have continuous progress for working students. Further, most student

information systems in use today are server-based, with the application

residing on a central computer server, and being evaluated by client

applications at different places within and even outside the school. But

student information systems have been moving to the web since the late

1990s and that trend is accelerating, as institutions replace older systems.

Richard (2004), emphasized that information about students is

important

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but time-consuming to manage and it is the most essential tool that will be

used to help both staff and students cope up with their work and studies. The

Cambridge Student Information System (CAMSIS) replaced various student

records system used by the colleges, departments, and universities. CAMSIS

provides comprehensive and accurate information about the student’s body

and also improves data quality, reduce the administrative burden dramatically

and provides better services to both academic staff and students. According

to Desousa (2008), there are four core benefits of the web-based application.

These are the following: 1) Compatibility. Traditional-installed software like

web browsers is little more compatible across platforms than web-based

applications. 2) Efficiency. Everyone hates to deal with piles of paper unless

they do not have any other alternatives but the benefit of a web-based

solution is that it makes services and information available from any web-

facilitated Personal Computer (PC). 3) Security of live data. In more complex

systems, data is moved about separate systems and data sources. In web-

based systems, these systems and processes can often be combined by

reducing the need to transfer the data around. It also provides additional

security by removing the need for the user to have access to the data and

back end servers. 4) Cost Effective. Web-based

applications can considerably lower the costs because of reduced support

and maintenance, lower requirements on the end user system and basic

plans.

The PUPWebSite (1998), continues to evolve dramatically as it gives

its visitors specifically students the information and online services that are

relevant and useful to them and has matured into one of the University's most

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significant promotion medium. New Internet and Web technologies allow the

delivery of personalized and relevant information to our clientele, who

responds by telling us about themselves. That customer information helps us

focus our content and provide services that assist visitors in quickly finding the

information they need. PUPWebSite is replacing more expensive, traditional

methods of doing things with a more streamlined and efficient online solution.

Through this means, we can reduce paper, printing, and postal costs by

distributing information online instead of on paper. And by distributing relevant

files online, we already are reducing media production and distribution costs.

Instead of filling out registration cards that are transcribed by data entry

personnel, allowing customers to submit and update their information online is

an alternative way to help in the reduction of errors in customer data. These

are just a few techniques that an academic Web site can impact the bottom

line of the University.AISIS Online (2006), posted a precise definition of

Ateneo Integrated Student Information System (AISIS) that serves as the

portal for Ateneo students, faculty and staff. Through the AISIS Online,

officially enrolled Ateneo students may view pertinent school information

including their Individual Program of Study (IPS), grades, class schedules and

the like. Students may also eventually recruit using AISIS Online. Ateneo

faculty and staff with access to AISIS, on the other hand, may submit grades

and access their class schedules from outside the campus.

Villafania (2007), reported that in the Philippines, the Commission on

Higher Education (CHED) had initiated programs to secure academic records.

CHED and the National Printing Office (NPO) have signed a memorandum of

agreement (MOA) on the Securitization of Academic Records for college and

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university graduates beginning the school year 2007. The move is part of

CHED's drive to stop the use of fake diplomas and school records. CHED

former chairman Carlito Puno said the MOA aims to secure authenticity of

academic accounts such as diplomas, transcript of records and special orders

from all colleges and universities in the Philippines. Thus, protect the image

and integrity of Filipino College students to potential employers both locally

and internationally. Puno emphasized further that the MOA would boost the

competitive edge of the graduates in the labor market for it will ensure the

integrity of credentials of the graduates while protecting the reputation of

higher institutions of learning. According to the Republic Act No. 10175 also

known as the Cybercrime Law (2012); The State recognizes the importance of

providing an environment helpful to the development, acceleration, and

rational application and mistreatment of information and communications

technology (ICT) to attain free, easy, and intelligible access to exchange

and/or delivery of data; and the need to protect and safeguard the integrity of

computer, computer and communications systems, networks, and databases,

and the confidentiality, integrity, and availability of information and data stored

therein, from all forms of misuse, abuse, and illegal access by making

punishable under the law such conduct or conducts. About this, the idea,

revision, or removal of any computer data without right resulting in false data

with the intent that it can be considered or acted upon for legal purposes as if

it were authentic, regardless whether or not the data is directly readable and

intelligible.

Marrero (2009), stressed that the concept of Information Systems (IS)

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emerged in the early 1960s about his study entitled "Student Information

System for the University of the Cordilleras". More often, when the information

system is defined, the field Information Science is always associated; it is an

academic field that deals with the generation, collection, organization,

storage, retrieval, and dissemination of recorded knowledge. Furthermore, it is

a collection of related components designed to support operations,

management, and decision making in an organization. Generally, IS is

supposed to inform people and it supports people or users in making

intelligent decisions based upon the information derived from reliable data.

According to Evangelista (2008), the university's Student Information

System (SIS) of Nueva Vizcaya State University is a secure, web-accessible

interactive computer system that allows user access to grade reports,

transcripts, schedule of classes, and remaining balance for the semester and

register for classes online. Through this, students would be given a unique

identification number. All data to and from the university would use that

unique identifier. The use of individual student records would: increase the

admissions capacity to follow a student's progress over time; provide better

quality data to drive more enlightened policy decisions resulting in enhanced

educational opportunities for all students; reduce data collection burden

through a web-enabled SIS; and as a tool of parents in monitoring the

academic performance of their children.

Effects of working while studying

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 Pascarella and Padgett (in Lederman 2009), sought to examine the

effects of work on academic performance and observed how working students

who devoted their time into on- and off-campus work contributed on the

students critical thinking, moral reasoning, socially responsible leadership,

and mental well-being. Results revealed that working 20 hours and more had

a positive effect on students' psychological well-being, and students who

worked off campus also trended positively on leadership skills. Work did not

have much bad effect on cognitive type outcomes like moral reasoning and

critical thinking, but work has a positive result on things like psychological

well-being and leadership even when one is working a ton of hours. Findings

further showed that there were significant differences in the impact on

students who came into college with different academic abilities, with much

more can cause harm to students who scored lower on college entrance

exams. Working on campus between 1-10 hours a week had a positive effect

on critical thinking for high-ability students but a strong negative effect for low-

ability students.

Kavarana (2013), discovered that there was an increase in the number

of working students, can be attributed to a desire to minimize loans and debts.

Students felt the need to limit their borrowing and therefore earn more of the

tuition. Another benefit lies in the feeling of self-achievement and self-

satisfaction that is achieved through challenging oneself with double the

workload and two different lifestyles. It is all about pushing oneself to the limits

and proving to the world that one can manage their time in the best possible

way and make the most of it by working and studying at the same time. It also

believed that such an attitude reflects the abilities of hard work and

23
determination in people, which are qualities that every firm generally looks for.

Whether it is about financial considerations or future employability prospects,

Alli (2010), stressed that the combination of working and studying together is

the key to success and is the foundation on which one's future and career

depends. The evidence suggests that the effects of working while in college

vary by the type of job held: full-time versus part-time, and on-campus versus

off-campus. Harmful effects typically arise because hours spent at work take

time away from studying which may lead to lower grades and less attractive

post-college opportunities. Working may contribute to students dropping out of

college or taking a little bit more time to graduate. But student employment

can also be a positive Watanabe (2005), determined the effects of college

student's employment on academic performances. Findings revealed that

college student's employment did not affect academic achievement. This

finding is surprising considering the amount of research that has found many

positive and negative significant factors affecting academic achievement while

being employed. The study did not contribute to both the positive or negative

relationship between working and the succession of the academic aspect.

In addition, Furr and Elling (2000) have been proven that students

working between 30-39 hours per week and those working more than 40

hours per week felt that their employment wounded their academic

achievement. Others also found that students working between 1 and 15

hours per week showed a slightly higher GPA than those with a heavier

workload. Pike in Lederman (2009), found that there are several amounts of

on and off-campus work that directly influenced students' self-reported grades

and indirectly affected their levels of engagement in academic activities.

24
Working more than 20 hours a week hurts students' grades, whether the

employment is on campus or off. As reported, students who work 20 hours or

less, on and off campus have similar grades as do students who do not work

at all. The indirect relationships between employment and grades, as

indicated by students' levels of engagement in "educationally purposeful

activities," are more complicated. Students who work 20 hours or less a week

on campus report higher levels on all five levels of engagement used.

Moreover, working 20 hours or less off- campus strengthens students'

performance on two of the five engagement levels, whereas students who

work 20 hours or more, on or off-campus did tend to be more engaged than

students who did not work at all.

CHAPTER 3

METHOLOGY

Research Design:

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 The study may utilize a phenomenology and grounded theory., employing

in-depth interviews with working students, parents, teachers, and school

administrators to gather rich, nuanced data on their experiences and perspectives.

1. Research Objectives

Objective 1: To understand the lived experiences of working students

regarding the quality of their academic programs and services.

Objective 2: To explore the impact of work on students' academic

performance, stress levels, and overall well-being from their own

perspectives.

Objective 3: To identify the strategies and coping mechanisms employed by

working students to manage their work-life balance.

Objective 4: To uncover the factors that contribute to a positive or negative

perception of academic quality and lifestyle among working students,

including institutional policies, personal circumstances, and social support

networks.

2. Research Questions

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RQ1: How do working students perceive the quality of their academic

programs and services, including teaching, resources, and support systems?

RQ2: What are the specific ways in which working impacts students'

academic performance, stress levels, and overall well-being, including

physical health, mental health, and social relationships?

RQ3: What strategies and coping mechanisms do working students use to

manage their time, prioritize responsibilities, and maintain a healthy work-life

balance?

RQ4: What factors, from their perspective, contribute to positive or negative

perceptions of academic quality and lifestyle among working students?

3. Research Design Framework

This research will employ a qualitative research design, specifically

focusing on phenomenology and grounded theory.

Phenomenology: This approach aims to understand the lived experiences of

participants, focusing on their subjective perceptions and interpretations of

their reality. We will explore how working students experience and make

27
sense of the challenges and opportunities associated with balancing work and

studies.

Grounded Theory: This approach aims to develop a theory based on the

data collected from participants. We will analyze the data to identify patterns,

relationships, and key themes that emerge from working students'

experiences, ultimately leading to the development of a theory explaining their

perceptions and coping mechanisms.

4. Data Collection Methods

Semi-structured Interviews: In-depth interviews will be conducted with a

sample of working students to gather rich, detailed information about their

experiences, perspectives, and coping mechanisms.

o Sampling: Purposive sampling will be used to select

participants with diverse experiences and perspectives, including those facing

specific challenges or exhibiting successful strategies for managing work and

studies.

o Interview Guide: The interview guide will be designed to

explore students' perceptions of academic quality, the impact of work on their

lives, their strategies for managing work-life balance, their suggestions for

improving support services, and their overall experiences as working

students.

28
 o Data Recording: Interviews will be audio-recorded and

transcribed verbatim for thorough analysis.

 Focus Groups: Focus groups will be conducted with smaller

groups of working students to facilitate group discussions and explore shared

experiences and perspectives.

o Sampling: Purposive sampling will be used to select

participants with similar experiences or challenges.

o Focus Group Guide: The focus group guide will be designed to

encourage open discussions about academic quality, work-life balance,

stress, and coping mechanisms, allowing participants to share their insights

and perspectives with each other.

o Data Recording: Focus groups will be audio-recorded and

transcribed verbatim for thorough analysis.

5. Data Analysis

 Thematic Analysis: Thematic analysis will be used to identify

key themes, patterns, and insights from the interview and focus group data.

This involves coding the data, identifying recurring themes, and interpreting

their significance within the broader context of working students' experiences.

 Constant Comparative Method: The constant comparative

method will be used to refine and develop a grounded theory based on the

data collected. This involves continuously comparing and contrasting data

29
segments, identifying emerging themes and categories, and refining the

theory as new data is collected and analyzed.

6. Ethical Considerations

 Informed Consent: Participants will be fully informed about the

study's purpose, procedures, and potential risks before providing informed

consent.

 Confidentiality: All data will be kept confidential, and

participants will be assigned codes to ensure anonymity.

 Beneficence: The research aims to contribute to a better

understanding of working students' experiences and to inform the

development of policies and programs that support their academic success

and well-being.

7. Dissemination of Findings

 Academic Publications: Findings will be disseminated through

peer-reviewed academic journals and conferences.

 Policy Recommendations: Recommendations for improving

academic programs, support services, and institutional policies to better

support working students will be developed and shared with relevant

stakeholders.

30
 8. Limitations

 Sampling Bias: The chosen sampling methods may not capture

the full diversity of working students, potentially limiting the generalizability of

findings.

 Social Desirability Bias: Participants may not always provide

accurate or complete information, potentially influencing the results.

 Limited Scope: The study may not address all relevant aspects

of working students' experiences, such as financial challenges or family

responsibilities.

9. Future Research Directions

 Longitudinal Studies: Longitudinal studies could track working

students' experiences over time, examining the long-term impact of work on

their academic success and well-being.

 Intersectional Analysis: Exploring the intersection of working

student status with other identities, such as race, ethnicity, gender, and

socioeconomic status, could provide a more nuanced understanding of their

experiences.

31
  Comparative Studies: Comparing the experiences of working

students across different institutions or countries could provide valuable

insights into the factors that influence their perceptions and outcomes.

Sampling Technique:

This response will discuss sampling techniques suitable for

researching working students' perceptions of academic quality,

lifestyle, and work. We'll consider both probability and non-

probability sampling methods, weighing their strengths and

limitations in this context.

1. Probability Sampling

Simple Random Sampling:

This method gives every student in the target population an

equal chance of being selected. It's ideal for large, diverse

populations and ensures representativeness. However, it might be

challenging to obtain a complete list of all working students at a

particular institution1.

Stratified Random Sampling:

This method involves dividing the population into subgroups

(strata) based on relevant characteristics like program of study,

year of study, or work sector. Researchers then randomly select

32
participants from each stratum, ensuring proportional

representation of each group. This approach is beneficial for

capturing diverse perspectives and experiences within the working

student population1.

Cluster Sampling:

This method involves randomly selecting clusters of students, such

as specific departments or classes, and then surveying all students

within those clusters. This is useful for large, geographically

dispersed populations, but it might lead to sampling bias if the

selected clusters are not representative of the entire working

student population1.

2. Non-Probability Sampling

Convenience Sampling:

This method involves selecting participants based on their

accessibility and availability. It's the easiest and most cost-effective

method but can introduce significant bias, as the sample may not be

representative of the entire working student population 1.

Purposive Sampling:

This method involves selecting participants based on specific

criteria relevant to the research question. For example, researchers

might choose students with specific work experiences, academic

33
backgrounds, or challenges related to balancing work and studies.

This method is useful for gaining in-depth insights into specific

subgroups but may limit the generalizability of findings 1.

Snowball Sampling:

This method involves identifying initial participants and asking them

to refer other working students who meet the research criteria. It's

useful for reaching hard-to-reach populations, but it can lead to bias

as the sample might be dominated by individuals with similar

characteristics1.

Sampling Technique

The best sampling technique depends on the specific research

question, available resources, and ethical considerations. Here are

some factors to consider:

Research Question:

If the goal is to generalize findings to the entire working

student population, probability sampling methods are preferred. If

the focus is on specific subgroups or gaining in-depth insights, non-

probability sampling methods might be more suitable.

Resources:

34
Probability sampling methods often require more resources,

including access to a complete list of students and time for data

collection. Non-probability sampling methods can be more cost-

effective and time-efficient.

Ethical Considerations:

Researchers must ensure that all participants are treated fairly and

ethically, regardless of the chosen sampling method. This includes

obtaining informed consent, protecting confidentiality, and

minimizing potential harm.

Selecting the appropriate sampling technique is crucial for

conducting rigorous and meaningful research on working students'

perceptions. Researchers must carefully consider the strengths and

limitations of each method, ensuring that the chosen approach

aligns with the research question, available resources, and ethical

considerations.

By employing appropriate sampling techniques, researchers

can gather valuable data that sheds light on the experiences,

challenges, and perspectives of working students, ultimately

contributing to a better understanding of this unique and growing

population.

35
 Locate of the Study

A study focused on “the quality and academic and lifestyle perception of

working students” could be located in Pob,,Caraga Davao Oriental Caraga

National High School (CNHS), specifically targeting enrolled students who are

currently employed part-time while pursuing their studies, allowing researcher

to collect data on their experiences regarding balancing work, academics, and

personal life, including their perceived impact on their overall quality of life and

academic performance.

Data Analysis Procedures:

The data collected from interviews and focus group discussions can be

analyzed using thematic analysis to identify recurring themes, patterns, and insights

related to the quality and lifestyle of perceive by working students.

Ethical Standards:

The study should adhere to ethical standards, ensuring informed consent from

participants, confidentiality of information shared, voluntary participation, and respect

for participants' rights throughout the research process. Additionally, ethical approval

from relevant institutional review boards should be obtained prior to commencing the

study.

36
 Expand on the potential challenges faced by working students in Caraga

National High School

Provide examples of specific interventions that could be implemented to

improve the quality and academic and lifestyle of perceive by working student.

REFERENCES :

37
 Creed, P. A., French, J., & Hood, M. (2015). Working while studying at

university:The relationship between work benefits and demands and

engagement and well-being. Retrieved from

https://psycnet.apa.org/record/2014-57465-007

Curtis, S., & Lucas, R. (2001). A coincidence of needs? Employers and

full-time students. Retrieved from

https://www.emeraldinsight.com/doi/abs/10.1108/01425450110366264?

fullSc=1&journalCode=er

Curtis, S., & Shani, N. (2002). The effect of taking paid employment

during term time on students' academic studies. Retrieved from https:// www.

tandfonline. com/ doi/abs/10.1080/03098770220129406

Curtis, S., & Williams, J. (2002). The reluctant workforce:

Undergraduates' part time employment. Retrieved from

https://www.emeraldinsight. com/doi/ abs/10.1108/ 00400910210416192

Darolia, R. (2014). Working (and studying) day and night:

Heterogeneous effects of working on the academic performance of full-time

and part-time students. Retrieved from https://econpapers. repec.org/article/

eeeecoedu/v_3a38_3ay_ 3a2014_3ai_3ac_3ap_3a38-55 .

38
 htm Devlin, M., James, R., & Grigg, G. (2008). Studying and working: A

national study of student finances and student engagement. Retrieved from

https://www. Tandfonline.com/doi/abs/10.1080/13583880802053044

Endsleigh. (2015). 77% of students now work to fund studies.

Retrieved frohttps: //www.endsleigh. co.uk/press-releases/10-august-2015 /

. Glover, D., Law, S., & Youngman, A. (2002). Graduateness and

Employability: Student perceptions of the personal outcomes of university

education. Retrieved from https://www.tandfonline.com/doi/abs/ 10.1080/

13596740200200132

Greenbank, P. (2003) 'The role of values in educational research: the

case for reflexivity', British Educational Research Journal, vol. 29 no.6

Retrieved from

https://onlinelibrary.wiley.com/doi/abs/10.1080/01411920320001 3730

Harvey, L. (2000). New realities: The relationship between higher

education and employment. Retrieved from

https://link.springer.com/article/10.1023/

A:100 9685205201 Hovdhaugen, E. (2015). Working while studying:

The impact of term-time employment on dropout rates. Retrieved from

https://www. tandfonline.com/doi/abs/10.10808/ 13639080.2013.869311

39
 HŠkkinen, I. (2006). Working while enrolled in a university: Does it

pay? Retrieved from https://core.ac.uk/download/pdf/7088996.pdf

Jogaratnam, G., & Buchanan, P. (2004). Balancing the demands of

school and work: Stress and employed hospitality students. Retrieved from

https://www.emeraldinsight.com/doi/abs/10.1108/09596110410537397

ER 4

RESULT AND DISCUSION

40
 This chapter present the analysis and interprets the data gathered

through use of thematic analysis. Results of the data analysis are interpreted

in relation and in the order of research questions stated in the statement of

problem section under in chapter 1 of these research paper.

Strategies of working students will not actively do their duties

PUNISHMENT

According to tess,gen,path, Participant 1,3and participant 4, she/he

believed that your boss will be ready angry if your work is no done. “You will

face consequences if you do not perform your duties”.,” Of course, people

around you will notice because you failed to complete your tasks”., As a

working student, it’s possible that I might get kicked out of the house”. This

punishment strategies train students for disciplines in obedience to the rules

will a strain students’ confidence to do their works on time. This research

consists of those research focus first about what kinds of punishment strategy

are used by the teachers on the students speaking mastery at institute Prima

Bhakti Course Pamekasan of course the validity of circulations of technique

and regulations of time because it requires researchers to research for an

examine data from different sources with the same technology and blank time

using the same methods to understand data information.

41
 IRESPONSIBILITY

According to tred, Participant 3, when responsibilities are neglected,

others will notice and may react accordingly. “ Of course, people around you

will notice because you failed to complete your tasks.”Expand current

accounts of expert authority to include a ‘standpoint-independent’ dimension,

which is a normative feature of expert testimony that encompasses more than

the expert’s superior epistemic position and that is not restricted to non-

experts’ perception of responsible expert behavior. (e.g. Bokros Citation2021;

Jäger Citation2024).

FRUSTRATION

According to participant 4, Employers expect their workers to fulfill

duties, and neglecting them can cause issues.” Basically, there is a possibility

of being dismissed.” Performance-related somatic symptoms may include

pain, weakness, numbness, tingling, and they are commonly experienced by

students in higher music education. From a Self-Determination Theory

perspective, this Williamon, A. (2025) study examines the relationship

between the basic psychological needs satisfaction and frustration, somatic

symptom burden, giving up, and life satisfaction among music performance

students. ( Williamon, A. (2025) study).

Solution of the problem

Since of urgency

42
 According to participant 1, Proper scheduling helps balance work and

studies.” It is important to maintain household chores to avoid accumulation of

tasks.” The purpose of the study is to evaluate the effect of a spirituality-

focused group intervention on the alienation levels of working students and

search out exposure to a spirituality-focused group intervention reduces

alienation more than no treatment. Abdurrahman A., Nurulsari N., Maulina H.,

Ariyani F. (2019).

CONSESTENCY

According to participant 2, Consistently doing tasks prevents stress

and negative consequences.” Consistently doing tasks prevents stress and

negative consequences.” Student’s working on larger problems typically build

their individually or in small terms with most other efforts taking place on the

system and in their own time this lack of visibility can make it difficult for us

understand how students approach building problems; when they develop and

modify their plans.

Obedient

According to participant 3, Choosing the right actions leads to a more

organized life.” I will do what is right and proper.” The study aimed to explore

social work students’ adherence to Kazakh cultural values in ethical choice

and the effect of some student-related variables on it.(Mustafin Banhik 2023);

Once is enough

According to participant 4, Learning from past errors is key to avoiding

future problems.” Mistakes should not be repeated.” Study 1 also

demonstrated that people were increasingly likely to use a single, similar

43
instance as the rule governing the behavior became more complex. Results

emphasize the role that concrete experience plays in people's predictions.

Further, they suggest that when people learn a novel behavior, they may, at

least initially, learn a set of examples rather than a rule. (Read, S. J. (1983).

Set timeframe

According to articipant 5, Learning from past error avoiding future

problems.” The key is proper time management” There has been a growing

recognition of the benefits of participating in art practices for promoting well-

being and social connection. Despite this, only a limited number of studies

have assessed the neuroendocrinological challenges that might contribute to

these benefits.

SOP3: Why is this problem?

BOMBARDED

According to participant 1, The dual responsibility of work and studies

makes it hard to manage everything. “Since I am a working student, I have

school assignments, and by the time I get home, I am already too exhausted

to do housework.“ The dual responsibility of work and studies makes it hard to

manage everything. This study delves into the academic challenges of

working scholars at Northeastern Mindanao State University (NEMSU), a

state university in Surigao del Sur, Mindanao, Philippines. This exploration

sought to explore the academic challenges of working scholars in terms of

44
financial, social, psychological, teachers' factors, and classroom environment.

(Castor V. balangwit 2022).

PROCRASTINATION

According to participant 2, Excessive use of mobile phones leads to

procrastination and unproductivity.” The main issue is a lack of initiative—

many prefer to use their phones instead of working.” rom a cultural and social

perspective, students from both Western and non-Western cultures are found

to exhibit academic procrastination, but for different reasons. Students from

Western cultures tend to procrastinate in order to avoid doing worse than they

have done before or failing to learn as much as they should have, whereas

students from non-Western cultures tend to procrastinate in order to avoid

looking incompetent or demonstrating a lack of ability in front of their peers.[3]

Different cultural perspectives of time management can impact

procrastination. For example, in cultures that have a multi-active view of time,

people tend to place a higher value on making sure a job is done accurately

before finishing. In cultures with a linear view of time, people tend to

designate a certain amount of time on a task and stop once the allotted time

has expired. (Duru, Erdinç; Balkis, Murat (June 2020) [31 May 2023]).

COMMITMENT

According to participant 3, Lack of discipline contributes to difficulty in

fulfilling responsibilities.” Some working students are simply distracted or lazy.

TAKING OG GRANTED

45
 According to participant 4, Ignoring tasks can lead to bigger issues in

the long run.” Neglecting responsibilities leads to problems. “

UNDISIPLINE

According to participant 5, Developing discipline and time management

skills is essential for success. “The root causes are a lack of discipline and

poor time management.”

Maintaining a healthy lifestyle despite being busy

PRETENTIOUS

According to participant 1, Maintaining a positive mindset can help

reduce stress. “Pretending to be happy can help avoid stress.”

CALM DAWN

According to participant 2, Managing stress prevents burnout and

exhaustion.” Avoiding stress is essential.”

SELF MOTIVATION

According to participant 1, Proper nutrition helps sustain energy levels.”

As a working student, I make sure to eat three meals a day and remain happy

despite the exhaustion.

TIME AND MIND MANAGEMENT

According to participant 4, Maintaining proper eating and sleeping

schedules contributes to overall health.” Eating on time and getting enough

sleep are crucial.” FEEL COMFORTABLE

46
 According to participant 1, Prioritizing rest ensures better physical and

mental health.” Even with problems, maintaining at least eight hours of sleep

is necessary for a healthy lifestyle.”

The opinion of working student’s

GOOD HABIT

According to participant 1, Giving full effort leads to success.” My

opinion is that we should promote good habits to avoid unnecessary stress.”

BE OBEDIENT

According to participant 2, Giving full effort leads to success. “We

should strive to do our best in everything.”

PERSEVERANCE

According to participant 3, Taking time to assess situations helps in

finding solutions.” Being a working student is not easy. Sometimes, I feel

overwhelmed, but I take a break and think about solutions.”

SELF-REFLECT

According to participant 4, Learning from mistakes is essential for

growth. “Always strive to do what is right and correct your mistakes.”

BALANCING THEIR TIME

According to participant 5, Always strive to do what is right and correct

your mistakes. “Balancing academics and housework can be difficult, leading

to stress.”

47
 CHAPTER IV

SUMMARY, CONCLUSION AND RECOMENDATION

In this chapter, the researchers will reveal the findings base on the

result gathered and the following summary, conclusion and recommendation

also will be discussed.

Summary

In this chapter on the Quality of Academic and Lifestyle of Working

Students explores the challenges and experiences faced by students who

balance work and studies. It highlights how working students must manage

their time effectively, often struggling with fatigue, stress, and limited study

hours. Despite these challenges, some students develop strong time

management, problem-solving, and multitasking skills, which can enhance

their academic performance and personal growth.

The chapter also discusses the impact of working on students'

academic achievements, noting that excessive work hours can lead to lower

grades and reduced class participation. However, some students find

motivation in their work experiences, applying real-world knowledge to their

studies.

In terms of lifestyle, working students often face financial independence

but may also experience social isolation and exhaustion. The balance

48
between work, academics, and personal life is crucial to maintaining both

mental and physical well-being.

Overall, the chapter emphasizes the importance of proper time

management, support systems, and self-care in ensuring that working

students maintain both academic success and a healthy lifestyle.

Conclusions

This research papers highlight the complex relationship between

working and studying, with both positive and negative implications for

students' academic performance, lifestyle, and well-being. Studies show that

working students often face time management challenges and may

experience a slight decline in academic performance compared to their non-

working peers. However, they also gain valuable practical skills and real-world

experience that can enhance their learning. Balancing work and studies can

lead to stress, anxiety, and sleep deprivation, impacting both physical and

mental health. However, financial independence can also positively impact

mental well-being. Working students may find it challenging to maintain a

social life and personal relationships due to their demanding schedules.

The research emphasizes the need for institutions to provide robust

support systems for working students. This includes flexible course

scheduling, academic advising, counseling services, and financial aid

programs. Encouraging effective time management strategies and prioritizing

student well-being through stress management resources and healthy lifestyle

choices are crucial.

49
 In conclusion, working while studying presents both challenges and

opportunities for students. By understanding the unique needs and

experiences of this population, institutions can create a more supportive

environment that enables working students to thrive both academically and

personally.

Recommendations

Many researchers conducted a study about the worthless and of

Working Students and their Academic Performance, it’s because many

researchers noticed the situation of working students. The researchers

identified that these recommendations to aid the problem with regards to the

students

1.The researcher’s Prioritize time management skills offer flexible

academic programs and provide access to resources and support services

that cater to their unique needs.

2. The research must have a financial support system in place to

ensure the implementation of self-esteem programs and activities.

3. The research must include regular assessments and evaluations of

self-esteem programs to measure their impact on students. Future research

could delve into the mental health challenges faced by working students.

Given the pressure of balancing work and study, it would be valuable to

explore how this affects their overall mental health and well-being.

50
 REFERENCES

Bokros Citation2021; Jäger Citation (2024) requires researchers to

research for an examine data from different sources with the same technology

and blank time using the same methods to understand data information.

Darolia V.G., (2014) found that working students in higher education is

a commonphenomenon,

https://www.researchgate.net/publication/362312748_Challenges_and_Oppor

tunities_Faced_By_Working_Students_amidst_Pandemic/references?

fbclid=IwZXh0bgNhZW0CMTEAAR3mB3s4KaO3IQwFD2AxE0gM0F-

QwP_xNUryRur1SLFLDfYXnJo-

dffCxRU_aem_6MOEV_HQWbb1uQzrCUAQWw

sun.strar pampagga.retrieved on 09 march 2022from;

https://c5.rgstatic.net/_next/static/css/5c06f811dadc96b7.css

" Peterson, 2016; Scott-Clayton, M., (2021); employment on academic

outcomes such asgrade Thibodeaux et al., 2017

"https://www.researchgate.net

51
Appendices

52
 Appendices A

TRASNCRIPTION OF DATA

RESEARCH TITLE: QULITY OF ACADEMIC AND LIFESTYLE OF

WORKING STUDENTS

Lead Researcher:

Co-Researchers:

1.Mico B. Ingay

2. Christopher A. Capalit

3.Lavender T. Calig-onan

4.Carl John Tomanggong

5.Judy Ann Calig-onan

Structured Interview Questions:

1.What do you think will happen if working students will not actively do

their duties?

2. How will you solve this problem?

53
 3. Why there is this problem?

4. How can you maintain a healthy lifestyle despite being busy?

5 what’s your opinion about this?

SOP 1: What do you think will happen if working students will not

actively do their duties?

________________________________________________________

____________________________________________________

TRASNCRIPTION
Q1/ANS TRANSLATIO THEMES DISCUSSION/
N CHAPTER 4
P Tagaan kw ng You will face PUNISHMENT Not fulfilling duties can
1 consequence consequences lead to negative
s pag di kw if you do not outcomes, such as
maka kuan ng perform your punishment or dismissal.
kanmo duties. duties.
P Syempre Of course, I When responsibilities are
2 madaman people around RESPONSIBILI neglected, others will
man gayud you will notice TY notice and may react
silan ky because you accordingly.
tungod wa mo failed to
man himoa complete your
ing kanmo tasks.
mga works.
P As a working As a working Punishment Failing to balance work
3 students it’s student, it’s and studies might lead to
possible possible that I serious consequences,
they’ll kick me might get such as losing shelter.
out of their kicked out of
house. the house.

P Madaman My employer Frustration Employers expect their

4 yang amo will definitely workers to fulfill duties,

54
 syempre notice. and neglecting them can
cause issues.

P So basically, Basically, there Punishment Fear of being removed

5 naay is a possibility from a job or home due
possibility ma of being to failure in
ano siya dismissed responsibilities.
papanawon
siya.

SOP 2: How will you solve this problem?

______________________________________________________________
______________________________________________
TRASNCRIPTION
Q1/ANS TRANSLATIO THEMES DISCUSSION/CHAPTER 4
N
P1 On time dako Managing my Since of Proper scheduling helps
siya himuon time properly urgency balance work and studies.
para maka will allow me to
study isab study as well.
ako.
P2 Always dapat Consistently Consistency Consistently doing tasks
e maintain doing tasks prevents stress and
ing mga prevents stress negative consequences.
trabahounon and negative
sng bay para consequences.
d kadamnan
P3 I will do what is Obedient Choosing the right actions
I will do what right and leads to a more organized
is write and proper. life.
proper.

P4 Kailangan Mistakes Once is Learning from past errors

hind imo na should not be enough is key to avoiding future
ulitin ang repeated. problems.

P5 The key is Set timeframe Managing time well helps

So, for me, proper time in fulfilling all
through management. responsibilities effectively.
managing

55
 their time

SOP 3: Why there is this problem?

______________________________________________________________
______________________________________________
TRASNCRIPTION
Q1/ANS TRANSLATIO THEMES DISCUSSION/CHAPTER
N 4
P1 Kay working Since I am a Bombarded The dual responsibility of
student kw working work and studies makes it
syempre student, I have hard to manage
kuan man school everything.
gayud ,awon assignments,
man gayud and by the time
assignment I get home, I
sng school am already too
agw pag abot exhausted to do
sang bay housework.
kapuyon dkw
pag abot
sang mga
buluhaton
sang bay kay
kapuyon
dakaw pag
lihok.

P2 Kay tungod The main issue Procrastinatio Excessive use of mobile

amo yaan ing is a lack of n phones leads to
problema dili initiative—many procrastination and
manggud tig prefer to use unproductivity.
lihok, always their phones
mag cp agw instead of
amo ing working.
kasagaran
ing problema.

56
P3 Some working Commitment Lack of discipline
students are contributes to difficulty in
Because
simply fulfilling responsibilities.
some
distracted or
working
lazy.
students are
just focused
on their
cellphones or
maybe
puloho lang
gayud siya.
P4 Kay yaging Neglecting Taking for Ignoring tasks can lead to
pabaya sng responsibilities granted bigger issues in the long
mga works leads to run.
naan problems.

P5 Because of The root Undiscipline Developing discipline and

the a lack of causes are a time management skills is
deceplaine lack of essential for success.
and time discipline and
management poor time
management.

SOP 4: How can you maintain a healthy lifestyle despite being busy?
______________________________________________________________
______________________________________________
TRASNCRIPTION
Q1/ANS TRANSLATION THEMES DISCUSSION/CHAPTER 4

P1 Pretending Pretending to Pretentious Maintaining a positive

to be happy be happy can mindset can help reduce
to avoid help avoid stress.
stress. stress.

57
P2 Dili mag pa Avoiding stress Calm down Managing stress prevents
stress is essential. burnout and exhaustion.

P3 For me, as As a working Self- Proper nutrition helps

a working student, I make motivation sustain energy levels.
students I sure to eat
also three meals a
maintain to day and remain
eating 3 happy despite
times a day the exhaustion.
and being
happy
despite iyan
sang
kakapoy.
P4 kakain sa Eating on time Time and Maintaining proper eating
tamang and getting mind and sleeping schedules
oras,at enough sleep management contributes to overall health.
matulog sa are crucial.
tamang
oras
P5 So as a Even with Feel Prioritizing rest ensures
working problems, comfortable better physical and mental
student of maintaining at health.
course you least eight
should have hours of sleep
a healthy is necessary for
lifestyle a healthy
through lifestyle.
better sleep
kanang you
have sleep
8 hours
even though
you have
any
problem.

SOP 5: what’s your opinion about this?

______________________________________________________________
______________________________________________
TRASNCRIPTION

58
 Q1/ANS TRANSLATION THEMES DISCUSSION/CHAPTER 4
P1 My opinion My opinion is Good habit Giving full effort leads to
about this is that we should success.
to promote a promote good
good ways habits to avoid
and para dili unnecessary
always stress.
kadamnan.
P2 My opinion We should Be obedient Giving full effort leads to
about this is strive to do our success.
gagawin mo best in
dapat ang everything.
lahat

P3 For, me as a Being a working Perseverance Taking time to assess

working student is not situations helps in finding
students is easy. solutions.
you know Sometimes, I
working feel
students is overwhelmed,
not easy to but I take a
me, break and think
sometimes about solutions.
my mind is
blind, so
what I did
was, sit
down for a
while and
think about
what could
be done. And
to all my
fellow
working
students my
advice is if
you want to
stay longer
with your
bossing is do

59
 what is right,
make your
bossing is
happy.
Because if
you can
apply this,
not
impossible
your bossing
is like you,
love you,
promote you,
and sure
they will
consider you
as part of
their family.
And always
remember
Nothing is
possible for
someone
who works
hard.

P4 Dapat Always strive to Self-reflect Learning from mistakes is

himoun mo do what is right essential for growth.
daw unn ing and correct
tama.and your mistakes.
itama mo ing
kanmo mga
mali
P5 So based on Balancing Balancing Always strive to do what is
my academics and time right and correct your
experience I housework can mistakes.
believe that be difficult,
even though leading to
you are stress.
struggling or
even though
you have
difficulties in
terms of
academic or

60
managing
my time
murag nagka
confict sa
managing of
time like you
know
nagalisud ing
mga
trabahuonon
sa balay
maong ma
stress ang
usa ka tao.

61
Name: Mico B. Ingay

Status: Single

Citizenship: Filipino

Birth Date: August 25 2007

Age: 17

Birth Place: Sitio Bito brgy. San Pedro

Religion: Roman Catholic

Height: 143cm

Weight: 39kl

Mothers Name: Melendress B.Ingay

Occupation: House Wife

Fathers Name: Felix Go. Ingay Sr.

Occupation: Farmer

Dialect: English,Filipino ,Bisaya, Mandaya

EDUCATIONAL ATTAINMENT

Elementary: San Pedro Elementary School

Secondary: Caraga National High School (CNHS)

WORK EXPERIENCE

62
BUSINESS : I also experience business like, selling the siomai,banana and

ect.

LABANDERA: I also experience like that, because since I’m grade 10 I’m a

labandera og ma’am mayang house.

63