THE ACADEMIC PERFORMANCE OF WORKING STUDENTS DURING FACE-TO-FACE IN

AGUSAN NATIONAL HIGH SCHOOL

A Research Paper Presented to the Faculty of

AGUSAN NATIONAL HIGH SCHOOL
Senior High School
Butuan City, Philippines

In Partial Fulfillment of the Requirements for the Subject

Practical Research 2 (Quantitative Research)

Jessa Mae P. Lindayan

Aniyah D. Macaisig
Jhona Mae G. Eman
Clint Justin S. Yncierto
Lhorenz Cena
 ABSTRACT

In this study, the findings demonstrate that, regardless of employment situation, student age is the
primary predictor of higher grades. The impact of students' perceptions of their own work on their academic
success is therefore crucial. A pessimistic student who thinks working on studying has a negative effect needs a
balanced load of work and classwork. However, a student's academic standing matters to them. Positive
working attitudes among senior students are more likely to be supported by strong academic performance.
While working a job related to their major can be beneficial for students in other academic standings.
Otherwise, it's still advised to maintain a modest level of workload. Any academic counseling can benefit from
the analysis approach, which can be used to determine when working intensity can matter, which student groups
may be more susceptible to the negative effects of working, and what characteristics of working might affect
academic success.

Keywords: Working Students, Academic Performance

 Chapter I
THE PROBLEM

This chapter presents the introduction as an overview of what the study is all about to show its

importance, the theoretical and conceptual framework, the statement of the problem, statement of hypothesis,

significance of the study and definition of terms.

Introduction

A part-time job requires a fewer hours per week than a full-time job. Given the current economic

disposition in the Philippines , more students have opted to work while attending school. Peteros (2021) states

financial limitation forced to balance work and school. Students have varied reasons for working , but most

common reason is payment for their education (Nonis&Hudson , 2012).

Students have difficulties with studying while working. This is evident in previous studies. Stern (2014)

mentioned that studies are difficult for working students because of over-load activities. Muluk (2017) even

adds that students who are working part-time job may have negative impact on their academic performance.

However , it was found by Furr and Elling (2014) that work has positive effect on academic performance for

students who work and school.

Existing literature documented that works effect on the students academic performance may differ

depending on specific parameters. However , no studies have been initiated to investigate students academic

performance during face to face. Given that the Pandemic has affected many lives that's why some students are

working today's face to face classes. This prompted the researchers to conduct this study. This is of urgency

because the study will generate results that can be used to understand the plight of working students during face

to face. Specifically on the academic performance of the students.

Theoretical/ Conceptual Framework

In this study , the researcher conceptualized that academic performance of working students of Agusan

National High School. This figure will guide the researcher in conducting this study.

Based on selected related studies and literature the students is presented to clearly explain the chosen topic for

the study.

This framework shows that study focused on academic performance of working students during face to

face of Agusan National High School which is to be done during the research , so that it will increase the

benefits of academic performance of the youth.

PERSONAL PAST EXPERIENCE

NEED/EXPECTATIONS

NEGATIVE
EXPERIENCE POSITIVE IMPACT
IMPACT

WEEKLY
ACHIEVEMENT
Figure 1. Conceptual Framework of the Study
Statement of the Problem

This study intends to determine the impact of working while attending school during face to face in

Agusan National High School. The goal of this research is to recognize the perception of the instatements about

the academic performance of the students while working. In this way, the students will know the impact of

working while studying to their academic performance. Also, this study will determine the effectiveness of

working while attending school and serve as guidelines for the students.

This study aims to answers the following questions;

1. What are the positive and negative effects of working students in their academic performances?

2. What are the challenges faced by working students to overcome their problems?
Significance of the Study

Every research has significance to the people, the society, the country and the world. The

generalization of this present would be a great contribution to the vast knowledge in relation to students’

achievements. This research made with the aim to provide crucial information and knowledge regarding the

chosen topic and related sites needed for the expected importance to the individual as follow;

The Reseacher, being novices for this kind of topic is a challenge for upcoming senior high like the researcher.

So, this will be an instrument that will guide and navigate them in discovering credible and reliable factors that

are known as indipensable data for further understanding on the topic. Indeed, this research is going to be chief

source of enlightenment that they will surely need in their future studies. The students, it is necessary to say that

not all of the students will surely fully support their studies and not very aware of what the factors that greatly

affect the academic performance while working. For the help they might need, this research will be abounded

with sufficient knowledge in order to help them.

Definition of Terms

The following terms used in the study are conceptually and operationally defined.

Academic. A division of an academic year during which the university holds classes.

Academic performance. Is the measurement of student’s achievement across various academic subject.

Par-time job. Is a form of employment that carries fewer hours per week.

Full-time job. A set of work week, usually with eight-hours days and 40 hours weeks.

Agusan National High School. The school where the research will be conducted.
 Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the related literature and related studies of the present study in thematic way.

The goal of this paper is to compare the motivations and learning strategies of online and face-to-face
students, utilizing the Motivated Strategies for Learning Questionnaire (Pint rich et al., 1993). Prior research
(Crede & Phillips, 2011) suggests that motivation variables play a larger role in predicting student success in
online courses compared to the specific learning strategies that are used, but little research has directly
compared online students to face-to-face students. Results of this study found that while online students
reported lower levels of motivation compared to face-to-face students, motivation variables were more strongly
correlated with course performance than learning strategies, particularly for online courses. The results are
discussed with implications for how to build student motivation to succeed, particularly in an online format, as
well as different considerations for lower level or upper level students.
Research has shown that multitasking in classrooms negatively impacts students' academic
performance. This study investigated the indirect effects of multitasking on academic performance (i.e., Grade
Point Average [GPA]) through self-efficacy for self-regulated learning (SESRL) in males and females (i.e., by
gender). Measures of multitasking behaviors, in both online and traditional (i.e., face-to-face [F2F]) format
classrooms, and SESRL were administered to university students. Two simple mediation and moderated
mediation models were tested. The simple mediation analysis indicated that SESRL fully mediated the
relationship between multitasking behaviors and GPA in F2F classes, and partially mediated this relationship in
online classes. Evidence of moderated mediation effect was only found in online classes suggesting that there
was a significant indirect effect for female students only. Female students with higher levels of SESRL
experience a limited impact of online multitasking on GPA, resulting in better academic performance.
In this study, the authors examined the effect of both time spent studying and time spent working on
academic performance. The authors further evaluated the interaction of motivation and ability with study time
and its effect on academic performance. The results suggested that nonability variables like motivation and
study time significantly interact with ability to influence academic performance. Contrary to popular belief, the
amount of time spent studying or at work had no direct influence on academic performance. The authors also
addressed implications and direction for future research.
Through the use of existing grade and student survey data, this study investigated online courses
offered at a public four-year university. Specifically, the study explored differences in student success rates
between online and face-to-face courses for traditional undergraduate students as well as the climate of student
 perceptions towards online courses. Our general results suggest that students performed better in, and had
higher levels of preference toward, traditional face-to-face formats. However, overall perceptions of online
courses were positive, with students viewing instructional technologies as reliable and easy to use, as well as
reporting that online technologies facilitated prompt feedback, enhanced their problem-solving skills, and met
their learning needs. Alongside this, students exhibited positive views towards their instructors' skill level and
use of technology to support academic success. Logistic regression analyses of differences in student success
across instructional formats revealed interaction effects with variables of age (nontraditional/traditional), aid
status and whether or not courses were taken to fulfill general education or major requirements, suggesting a
more complex effect of instructional format across student subpopulations. The variability in the results
observed in the current study warrant further exploration before definitive conclusions on the impact of
instructional format on student outcomes and perceptions can be made.
This study investigates the factors that predict students' performance after transitioning from face-to-face
to online learning as a result of the Covid-19 pandemic. It uses students' responses from survey questions and
the difference in the average assessment grades between pre-lockdown and post-lockdown at a South African
university. We find that students' performance was positively associated with good wifi access, relative to using
mobile internet data. We also observe lower academic performance for students who found transitioning to
online difficult and who expressed a preference for self-study (i.e. reading through class slides and notes) over
assisted study (i.e. joining live lectures or watching recorded lectures). The findings suggest that improving
digital infrastructure and reducing the cost of internet access may be necessary for mitigating the impact of the
Covid-19 pandemic on education outcomes.
A study found out that working students were more likely than non-working students to have
financial difficulties as a result of the pandemic, including lost pay from family members, lost pay from on or
off campus employment, and higher living and technology costs. Working students are roughly twice as likely
as ordinary students to be anxious about financing for their education. They also take fewer academic units
because they must balance work and school. The study further compared working students to non-working
students. It said that working students are most likely to have high risk of mental health disorders, greater issues
transitioning to online learning, confront hurdles linked to lack of sufficient study spaces and lack of gadgets
necessary to perform the learning activities and are less likely to attend during scheduled virtual classes. With
these challenges, the question on how do working students manage and balance their time with academic
requirements remained to be a significant issue to raise.
 Chapter III
RESEARCH METHODOLOGY
This chapter presents the research design, research environment, research respondents, research
instruments, data gathering procedures, statistical treatment, and the ethical considerations.

Research Design
The researchers will use the descriptive research design involving a field survey through the use of
questionnaires. This design was appropriate because the intention of this study is to describe the academic
performance of working students during face-to-face in Agusan National High school. According to Hopkins
(2011), a descriptive study is a scientific method that involved describing and observing a subject’s behavior
without influencing it in any way.

Research Environment
The study will be conducted in were made between the academic Performance Of working students
during face-to-face In Agusan National High School. It is to determine how they do it in their own methods and
ways. To gather primary data questionnaire survey were distributed among target respondents. According
(precise) to zikmond (2003), this method helps in obtaining complete and precise information. It could also
provide an opportunity for gathering feedback on strategies implemented.

Research Respondents
The respondents of the study will be the respondents were randomly selected. These are the Senior High
School from Agusan High School. A stratified random sampling method was used, in which sample members
were chose at random from a large’s population. Wherein, Share respondents from grade 11 (from_sections)
and grade 12 (from_sections) with an overall of 100 minimum aimed respondents. The Z-Power formula was
used in the study to determine if the study had significant results. A high statistical power means that the test
results are likely valid. However, low statistical power means that the test results are questionable. Academic
Performance of Working Students During Face-to-Face is required in this study, for they are exposed in the
field of studying. Gathered information was used as a guide to who requires effective study habits that are
appropriate for a particular individual, specifically for the learners.

Table 1
Section Male Respondent Female Respondent No. of Respondent
Dewey 10 10
Ptolemy 10 10
Dulles 10 10 20
Hegel 10 10 20
Singer 10 10
Emerson 10 10 20
Kant 10 10 20
Jung 10 10 20
Mill 10 10
Arendt 10 10 20
Total no. of respondent 80 90 160

Research Instruments
The instrument used was the adopted survey questionnaire checklist as an instrument to gather the
relevant information from the principal respondents that had been validated by the experts to establish its
reliability and effectiveness. The draft of the questionnaires was drawn out based on the professional literature
and published studies relevant to the said study. In the preparation of the instrument, the requirements for good
data collection were considered. In this way, the instrument is authorized to obtain valid responses from the
students. Preference for the use of the structured questionnaire is premised on several research assumptions,
such as a) the cost of being the least expensive means of gathering data, b) the avoidance of personal bias, c)
less pressure for immediate response, and d) giving the respondents a greater feeling of anonymity. In the end, it
encourages open responses to sensitive issues at hand. In addition, the instrument was validated before it was
used in the study.
Data Gathering Procedures
In administering the questionnaire, the researcher used the time allotted for vacant to avoid distractions
from class discussions. The student responses were given enough time to answer the questionnaire. The
researchers collected the data regarding time management among the working students of Agusan National
High School in order to achieve the objectives of the study. After examining, the researchers analyzed the
answers of the respondents the researcher used the time allotted for vacant to avoid distractions from class
discussions. The student responses were given enough time to answer the questionnaire. The researchers
collected the data regarding time management among the working students of Agusan National High School in
order to achieve the objectives of the study. After examining, the researchers analyzed the answers of the
respondents and collected them for tallying. Statistical treatment was applied.
Statistical Treatment
To facilitate the statistical treatment of the data, some statistical tool will be used by the researchers.
Frequency. analysis is an important area of statistics that deals with the number of occurrences
(frequency) and analyzes measures of central tendency,
dispersion, and percentiles.
Percentage. distribution is a display of data that specifies the percentage of observations that exist for
each domain and indicator. It is a particularly useful method of expressing the relative frequency of survey
responses and data.
Mean. is the arithmetic average of the scores, calculated by adding all the data and dividing by the total
number of data points? The use of standard deviation is considered the most useful index of variability. For a
reason, it is a single number that tells us the variability, or spread, of the distribution of the group data from the
students of Agusan National High School.

Ethical Considerations
This section presents the ethical issues that will be considered to ensure the respondent’s dignity and
protection before, during and after the conduct of the study. The researcher’s will observe the following ethical
issues and sustain it.
Autonomy. The researcher’s will asked the prospect respondents in a formal way to become the
respondent of the study and to inform them the purpose of the study and to obtain respondents’ consent. The
respondent’s will be assured that they could withdraw at any time and that their decision is respected. The
respondent’s will be given enough time to answer the survey questionnaire.
 Beneficence. The rights of the respondents of the study will be conscientiously observed. The
respondent’s will be informed of the expected results of the study, its usefulness and its benefits to them prior to
the respondent’s consent.
Justice. The researcher’s will observe fairness by providing the same attention and concerns to all
respondents, such as giving them the same approach and instructions regarding the questionnaire for clarity and
better understanding of the given questions to avoid misinterpretations. The respondents will be given enough
time to answer the questions.
Privacy and Confidentiality. The researcher’s will inform the respondents that their personal
information would be kept private and that any information they provided would be confidential. Moreover, the
researchers only provide the essential information that is needed in the conduct of the study. All personal
information that will be obtained by the researcher’s refrain from identifying the respondents, and without their
permission, the information will not be disclosed to others aside from the research team. The researcher’s will
also be kept collected information using codes to ensure the confidentiality of the respondent’s identity. The
answered questions survey instruments will be shredded and burned after the data will be collected, collated,
and checked.
Non-Maleficence. During the conduct of the study, the researcher’s will not employ any harm to the
respondents. The respondents’ will also be ensured that their work status would not be influenced by their
involvement in the study, no matter what the result is.
Veracity. The researcher’s assured the absence of deception and the principle of truth in the study will
be manifested. Al respondents were adequately informed about the study, and all information will be presented
to them clearly and honestly, including the researcher’s objectives and benefits.
.

SURVEY QUESTIONNAIRES

1. Why are you a working student?

a. To provide the needs

b. Because of financial problem

c. To help for providing the expenses

2. How did you manage it all while being a working student?

a. Time management

b. Focus

3. Can you manage working while studying?

a. Yes

b. No

c. Maybe

4. Can a working students focus on their study?

a. Yes

b. No

c. Maybe
5. Can be a working student be significant in helping them to improve their learning capabilities?

a. Yes

b. No

c. Maybe

6. Is the academic performance of working student good or bad?

a. Yes

b. No

c. Maybe

7. What is your way to maintain your good grade as a working student?

a. Study

b. Focus on school

c. Understanding the lesson

8. What are the effect of being a working student during face-to-face classes?

a. Good

b. Bad

c. Depends on how they handle

9. What is the main reason why so many student decided to work while they are studying?

a. Because there is no one to provide their needs

b. Because of boredom or nothing to do

c. Because of wanting to experience

10. What is the effect of being a working student in their academic performance?

a. Good

b. Bad

11. Is it worth it being a working student?

a. Yes
b. No

c. Maybe

12. Can you concentrate in your school?

a. Yes

b. No

c. Sometimes

d. Oftentimes

13. Is being a working student have a good effect in your life?

a. Yes

b. No

c. Maybe

14. What are the positive effects of being a working student?

a. Can buy the wants and needs

b. Receive a salary

c. You dont have to ask something to give you memory

15. What are the negative effects of being a working student?

a. Time conflict

b. Class schedule

c. Cant do the activities because of tirediness

We are hoping for your favorable response on this matter.

The Researchers, Noted by:

Name of Researcher 1 JENNY LYN T. NALUPA, PhD, EdD

Name of Researcher 2 Practical Research, SGH
Name of Researcher 3
Name of Researcher 4
Name of Researcher 5 Approved by:
Name of Researcher 6
Name of Researcher 7
Name of Researcher 8 RUTH A. CASTROMAYOR
P IV, SHS- Assistant Principal

Appendix C

Letter to the Respondents

September 3, 2022

Dear Respondent:

Pleasant day.

We, the undersigned students of Humanities and Social Sciences (HUMSS) Strand in our school are currently working in
our Practical Research 2 (Quantitative Research) study entitled: “ECONOMIC BENEFITS OF HUMSS STRAND GRADE 12
STUDENTS IN ENTREPRENEURSHIP SUBJECT.” This study is centered on determining the economic benefits that will
be experienced and encountered by the Grade 12 HUMSS Strand students on engaging into different business products
creations and production.

Pertinent to this, we would like to invite you to participate in our Quantitative Research study. Your participation will invoke a
face-to-face activity of which you will be given a survey questionnaire for you to answer by just choosing the letter of your
best choice to generate answers that will be used in our study. We will ensure the confidentiality of your personal
information at all cost. Your identity will not be revealed to public by any means. Your participation in this study is voluntary.
You may choose not to participate or withdraw your consent to participate at any time. You will not be panelized in any way
should you decide to do so.

I have read this consent letter and have been given the opportunity to ask questions. I am therefore, giving my consent in
this research study.
Respondent’s Name : ____________________________
Respondent’s Signature : ____________________________
Date : ____________________________

Researchers,

Name of Research 1
Name of Research 1
Name of Research 1
Name of Research 1
Name of Research 1
Name of Research 1
Name of Research 1
Name of Research 1

Appendix C

Survey Questionnaire

XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
XXXXXXXXXXXXXXXXXXXXXXXXXXX
Research Title

SURVEY QUESTIONNAIRE
Name : ____________________________________________________________________ Gender : ___________
Grade and Section : ____________________________________________________________________ Date : ___________
Direction: Please rate your answer based on the given rating scale below. Please check the box of your choice.
Rating Scale Description Descriptive Meaning
5 Strongly Agree Excellent
4 Agree Very Good
3 Neutral Good
2 Disagree Fair
1 Strongly Disagree Poor
 No. STATEMENT 5 4 3 2 1
2x2 Colored
1 Come to work on time or before the time.
Latest Picture
2 with White
Come to work prepared and ready to do my job/ tasks.
Background
3 Respectful to my superiors.
Formal Attire
4 Respectful to my colleagues.

5 Do my job with less supervision and without anybody watching me.

6 Manage my time well to finish my task/s on time or before the time.

7 Work even under pressures with technical expertise .

8 Confident that I can work well with efficiency.

9 Confident that I can work well with effectiveness.

10 Willing to help others if my services is needed or a the need arise.

11 Manage to avoid conflict and control my emotion.

12 Manage myself not to get affected of the bad doings of others.

13 Easily understand and follow instructions properly.

14 Diligent at work but fiendly and easy to be with.

15 Flexible and easily get along with others.

16 Committed in my work and assigned task/s.

17 Submit report on or before the deadline with accuracy.

18 Sincere, responsible and can be trusted.

19 Honest in doing my job and tactful in dealing with people with a smile.

20 Act profesionally at all times and not get easily upset.

CURRICULUM VITAE

PERSONAL INFORMATION

Name :
Nick- name :
Home Address :
Contact Number :
Date of Birth :
Place of Birth :
Religion :
Blood Type :
Father’s Name :
Father’s Occupation :
Mother’s Name :
Mother’s Occupation :
Number of Sisters :
Number of Brothers :
Language Written and Spoken :

EDUCATIONAL BACKGROUND

Kindergarten School :
School Address :
Year Graduated :
Award/s Received :

Elementary School :
School Address :
Year Graduated :
Award/s Received :

Junior High School :

School Address :
Year Graduated :
Award/s Received :

Senior High School :

School Address :
Year Graduated :
Award/s Received :

GENERAL INFORMATION ON TECHNICALITIES OF THE RESEARCH PAPER

Font Style : Time New Roman

Font Size : 12” All Throughout the text except on labeling the Tables

and Figures it should be font size 10” and the

Text inside the Table is even smaller font size 5 to 10 or smaller

as long as readable.

Chapter Titles- Font Size 12” all in uppercase, set to Bold

Section Headings- Font Size 12”, set to Bold

Table Label : On Top of the Table, Left Side, Two Lines, Font Size 10”

Figure Label : Below the Figure, Centered, Font Size 10”

Text Inside the Table: Font Size 5” to 10”

Spacing : Double-space except in References in single- spaced

 Right Margin : Fully Justified

Page Layout : Left Margin 1.5; Right 1”; Top 1”; Bottom 1”

Spacing and
Justification : All pages- text is double- spaced.

Text inside Table : Font size 5 to 10, single- spaced and left margin justified but
Table Headings should be centered and set to bold

References : APA Format-Version 6, single- spaced within but doubled-

spaced between next Author/s

Page Numbering : Always Topmost Right part

Preliminaries Page Number: Use Roman Numerals (i, ii. Iii, iv, … Top Right)

Chapter 1 to Finale / Curriculum Vitae- Use Decimal Numbers (1, 2.., Top Right)

Chapter Page (Chapter 1, 2, 3, 4 and 5) should not appear but it’s continuous

Do not use Abbreviation, spell- out the words or the acronym then parenthesis
in its first use.

Use Short Size Bond Paper only.

No underlines in any part of the text.

Use BLACK color only in all text in all pages.

Right Margin should always be Fully- Justified.

Set to BOLD all the Chapter Title and Sub- headings and all Headings as well as the
terms that needs to be emphasized.

Prepared by:
JENNY LYN TINDUGAN - NALUPA, PhD, EdD
Practical Research Subject Group Head