1

INTRODUCTION
Background of the Study
Working student is a person who works and goes to school as a
student at the same time. Being a working student needs considerable effort
not only in his work but also in his studies. Being a working student is
extremely hard because they need to give 100% of their attention when they
are in school and give 100% of their strength when they work. (Coral,2020)
The academic performance of students is a key feature in education
(Rono, 2013). In the realm of education, the topic of student employment and
its impact on academic performance has garnered significant attention. The
transition from secondary to tertiary education is a crucial period, where
students face numerous challenges and decisions, including the choice to
engage in part-time work. According to Taylor and Francis (2023) they cited
that work is a fundamental part of life for nearly half of all undergraduate
students.
Moreover, Husser et al (2020) noted that common conceptions of work
and college depict them as mutually exclusive paths after high school or as
activities that young people choose to pursue for specific benefits. Spend
money or gain work experience in your specialty before you graduate. In fact,
43% of full-time students and 81% of part-time students work while attending
college and high school.
While working during high school can provide valuable experiences
and financial independence, it may also introduce additional responsibilities
and time commitments that can potentially impact academic performance.
With the rising costs of education and the increasing need for financial
independence among students, many high school students find themselves
entering the workforce while still pursuing their studies. Part-time employment
provides students with opportunities to gain work experience, develop time
management skills, and earn income to support their education or personal
expenses. However, the implications of this employment on their academic
performance remain a topic of debate and exploration.
Despite the importance of employment on academic performance
among high school students, there is a notable research gap in understanding
the specific impacts of working status on various aspects of academic
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success. While a few studies have explored the general relationship between
student employment and academic performance, there is limited research that
explicitly compares the academic outcomes of working and non-working
students in the context of high school.
By conducting a comparative analysis, this study aims to bridge the
research gap by providing a nuanced understanding of how employment
status affects the academic performance of high school students. The findings
of this research will contribute to a more comprehensive understanding of the
factors influencing student success, potentially leading to informed
interventions and improved support systems for working students in high
school.

Statement of the Problem

This study examine the difference between working and non-
working high school students on their academic performance.
Specifically, it seeks to answer the following:
1. What is the level of academic performance between working and non-
working high school students?
2. What are the problems faced by working and non-working high school
students on their academic performance?
3. Is there a significant relationship between working and non-working
high school students on their academic performance?

Objectives of the Study

The main objective of this study is to determine the differences
between working and non-working high school students on their academic
performance.
Specifically, it aims to:
1. identify the level of academic performance between working and non-
working high school students;
2. determine the problems faced by working and non-working high school
students on their academic performance; and
3. assess the significant relationship between working and non-working
high school students on their academic performance.
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Significance of the Study

It is the aim of this paper to offer results valuable to the groups of
people engaged in education. The following entities and person would from
the findings of this study:
Students. The study will provide important insights for students by
examining the impact of part-time work on their academic performance in high
school. This knowledge will allow students to make informed decisions about
whether to engage in employment during their studies, considering the
potential positive or negative consequences on their academic achievements.
Teacher. Teachers play a crucial role in guiding and supporting
students through their academic journey. This study will help educators
understand the unique challenges and opportunities faced by working
students. By gaining insights into the factors that influence academic
performance among working students, teachers can tailor their instructional
approaches, interventions, and support systems to better meet the needs of
these students, ultimately improving their educational outcomes.
School Administrators and Policy Makers. School administrators and
policy makers can utilize the findings of this study to develop evidence-based
policies and programs that support the needs of working students. The
research can help identify potential interventions to mitigate the negative
effects of employment on academic performance. Furthermore, it can inform
the creation of supportive environments within educational institutions to
enhance the holistic development of both working and non-working students.
Community. Analyzing the impact of employment on academic
performance contributes to community understanding of how various factors
influence student success. Community benefits from an educated workforce
capable of higher productivity, critical thinking, and problem-solving skills.
Therefore, by understanding the consequences of part-time work on student
achievement, community can develop appropriate interventions and support
systems to foster educational excellence among working students.
Future Researcher. This study can serve as a foundation for further
investigations into the relationship between part-time work and academic
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performance. It can inspire in-depth research to explore specific factors that

mediate or moderate the impact of employment on student achievement.
Additionally, it opens doors for comparative studies across different
educational levels, disciplines, and demographics, expanding the knowledge
base and helping identify effective strategies to support working students
academically.

Scope and Delimitation of the Study

The objective of this study is to determine the disparity in academic
achievement among high school students who are employed and those who
are not. The research will specifically be conducted at Dologon National High
School in Dologon, Maramag, Bukidnon during the academic year 2023-2024,
following the first quarter examination. The participants of this study will
consist of high school students aged 12-18, as indicated by the Age
Placement Guide at CIA – GEMS Cambridge International School, which
states that students in grade 7 and G12 should be between the ages of 12
and 18, respectively. It is important to acknowledge that the selection of
respondents will involve the utilization of stratified sampling. Furthermore, it
should be emphasized that this study is limited to students of Dologon
National High School.

Definition of Terms
The following terms are defined theoretically and operationally
according to their use in the study.
Academic Performance. This refers to a student achievements and
accomplishment in an educational setting typically measured through their
grades test scores and overall mastery of academic subjects.
Non-Working Student. Are high school students who do not participate
in any paid employment or part-time jobs during their academic pursuits.
These students focus solely on their studies and do not allocate time towards
external job-related activities
Working Students. In the context of this study, working students refer to
high school students who engage in paid employment or part-time jobs
alongside their academic responsibilities.
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THEORETICAL FRAMEWORK
This chapter presents the theoretical framework of the study. It is
subdivided into four sections, namely: the review of related literature and
studies, conceptual framework, research paradigm, and hypothesis of the
study.

Review of Related Literature

Problems faced by Working and Non-working Students

Hammons et.al., (2019) cited that many young people today struggle to
find a balance between work and study as workers. This problem is now
recognized as widespread across all institutions with increasing prevalence.
The report highlights the numerous challenges facing all working students.
This argument is also supported by Nartey and Attiogbe, (2019). They found
that working together and going to school together left them with less time to
study, which was detrimental to their academic performance. Finding time to
study is a major obstacle for working students, and many find their institutions
more helpful than their employers. It is important to note that working while
attending school reduces study time, which in turn has a negative impact on
academic achievement. A key challenge facing student workers is finding
enough time to study, and many feel they receive more support from their
schools than their employers. They also report receiving better support from
educational institutions compared to employers.
Additionally, Coral(2020) stated that working student is someone who
juggles both work and academic responsibilities simultaneously. It requires a
great deal of dedication and effort to excel in both areas, as they need to
balance their attention between performing well on the job and achieving
academic success. Balacuit (2022) stated some factors why students are
Working He cited that many students work while studying to support their
 6

families who may be financially struggling. They also need money to pay for
their education and achieve a better life. Some students do not receive
financial support from family members due to various reasons, such as
unemployment or health problems. Also Balacuit stated that working while
studying, that individuals hope to prove that poverty does not have to prevent
them from succeeding in education. The primary challenge faced by working
scholars is related to finances – they must juggle school-related expenses
alongside other needs and wants. Additionally, these students often face
psychological challenges such as discouragement from external sources and
a lack of support from family members.
Magno,(2022) exposed that being a working student can be extremely
challenging and stressful, as it affects their ability to fulfill academic
requirements. However, this experience also teaches them valuable skills in
time management and builds self-confidence. The drawbacks involve
tardiness and potential decreased academic performance due to conflicting
schedules. Strengths of working students include having an optimistic attitude
and the ability to prioritize well; whereas disadvantages may include difficulty
reconciling different commitments leading to mental exhaustion.
Working students has four main impacts on students’ lives: it limits
flexibility in students’ schedules, leaving them vulnerable in emergencies; it
requires students to make difficult financial calculations; it can cause students’
social lives and mental health to suffer; and, despite these negative impacts,
students find work to be fulfilling. Summer,(2023) in addition, working while
studying can result in conflicts and lessen the quality of education, causing
exhaustion and a decline in students’ health. Sheila,(2022)
However, Tumin et.al., (2020) stated that there are positive impact of
working students although the working student Informants shared several
challenges they faced, including time constraints and difficulties balancing
their work commitments with their studies. Despite these challenges, they saw
working while studying as an opportunity to acquire new skills and further
develop themselves professionally. This study is important because many
college students are also working at the same time, which can affect their
academic performance. Thus, it’s essential to understand their experiences
and how it may impact them in the future. The recommendations from this
 7

study include better time management, commitment, discipline, and

responsibility for those trying to balance both work and education.

Mounsey et.al., (2013) revealed that there is no discernible difference

in depression between students who work and those who don’t; nonetheless,
working students showed higher levels of anxiety and reported higher levels
of stress and fewer buffers. Contrary to other studies, there were no
differences between working and non-working students’ grade point averages
or opinions of the advantages and disadvantages of employment.
Furthermore, employment status in high school has been shown to
have a negative relationship with measures of academic achievement which
some researchers have attributed to student characteristics such as
demographics and socioeconomic status. A study conducted by Clark (2019)
revealed that employment status during high school can have a negative
correlation with academic achievement. This may be due to certain student
characteristics such as demographics and socioeconomic status, according to
some researchers. Employment status during high school has a negative
relationship with academic achievement, which researchers attribute to
student characteristics such as demographics and socioeconomic status. The
study found that high school working learners were more likely to have lower
socioeconomic status and lower postsecondary readiness scores compared
to non-working learners. Working learners were also more likely to expect
intensive work during college to ensure their career plans, compared to non-
working learners.
However, Graves (2017) cited that although adolescent employment is
typically beneficial, it can have negative effects on quality of life in younger
teens and those who work prolonged hours during the school year. Future
research is needed to provide deeper insight into whether employment,
particularly at a young age.
According to Pregoner et.al., (2020) based on the participants’
responses on their perceptions on working while studying, it is confirmed that
financial support, self-development and internal motivation to integrate theory
and practice are among the driving forces of working while studying at
university. The findings also show that the participants have happy feeling and
 8

good time management. Moreover, it shows that the effective ways of

overcoming the problems they encounter is through good time management
and self-reflection. The last research question intended to ask the participants
their suggestions and recommendations for students who have similar
condition. Among the suggestions are the students who decide to work while
studying must be first of all committed and disciplined.
According to Tus,(2020) cited that Academic performance is dependent
on multiple factors, two of which are stress and motivation. It is an essential
aspect for Secondary level students as they are nearing college life and
because having better academic performance yields better opportunities in
life. It depends the choices of students if they allowed their self eaten by the
stress or continuing motivated their self for their great future ahead of them.
According to Schoffstall et.al.,(2014) cited that students and graduates
showed statistically significant differences, which laid the groundwork for
analyzing overall employment experiences, as well as the advantages and
difficulties faced by students.
Ceneciro (2023) stated that both current and former working students
expressed the same sentiment regarding the need for prioritizing their
educational commitments in the guidelines. These students, who already face
economic disadvantages and time constraints, believe that they should be
given more importance. Narratives highlight the potential for higher education
to incorporate inclusive learning methods that cater to the needs of
socioeconomically challenged individuals. Curriculum experts suggest that
working students possess the necessary skills to thrive due to their resource
management abilities. However, they would greatly benefit from a more
flexible and lenient academic curriculum and policies, which would help them
mitigate issues such as decreased retention rates and prolonged time spent in
college.
Afable (2020) revealed the various factors influencing their academic
performance such as time management, health issues, busy schedules, and
sleep deprivation. Based on the findings, senior high school working students
advise aspiring working students to be mentally strong and equipped with the
necessary skills to handle responsibilities effectively. Many cannot cope with
the stress of juggling work and studies, hence it’s advisable to prepare oneself
 9

well before embarking on such a challenging endeavor. To gain more

comprehensive data for future research, a larger sample size is
recommended. Additionally, conducting personal interviews would help
observe respondents’ behaviors and ensure that they participate thoughtfully
and provide reliable answers.
Lastly, Darolia (2014) stated that having a job while studying can have
both positive and negative effects on academic performance. Due to limited
time resources, the time spent working might take away from time that could
be spent on other activities like study, socializing, leisure or extracurricular.
This may lead to negative impacts on grades, social integration or overall
well-being of students. For instance, working too much can leave less time for
studying which has been shown to directly correlate with higher GPAs through
research.

Level of Academic performance of Working and Non-working Students

Boteva (2023) cited that there is no difference in the level of academic

performance of Working students and Non-working Students. Socioeconomic
background was found to not moderate the relationship between working
hours and academic performance. This study concludes that there is a
difference in academic performance between working and non-working
students, while there is no effect of the working hours on academic
performance.
However, Welsh (2014) cited that holding multiple jobs simultaneously
had negative effects on academic performance for the students. Working
students reported poorer academic performance and more unhealthy school-
related behaviors compared with nonworking students and other-working
students. Whereas many factors have a role in why students perform poorly in
school. Moreover, Students in the School-to-Work program had lower
academic performance and engaged in more unhealthy behaviors related to
school compared to their peers who did not work or had other forms of
employment. While there are multiple factors that can contribute to poor
academic performance,
 10

Lastly, Hovdhaugen,(2023) stated that whether a student is employed

or not affects their likelihood of dropping out, with those working full-time
alongside full-time studies more likely to drop out compared to those working
part-time or not at all. However, there seems to be a limit to the amount of
work a student can handle, as working more than 20 hours a week increases
the risk of dropout as much as working full-time. Incorporating a student’s
employment status in the analysis doesn’t change the impact of known factors
that affect dropout rates, such as grades, gender, and socioeconomic
background, but it helps to identify those who are at risk of dropping out.
Hence, models for dropout and retention must consider such external factors.

Conceptual frameworks
Several educational researcher have proposed theoretical models to
Explain linkages existing among learning variables and student’s educational
Outcome. The conflict theory was one of the leading cognitivist learning
theories and was introduced by William and kahn in 1965. The theory of
William and kahn focuses on the conflicts that individuals experience when
they have multiple roles and the expectations of those roles are in opposition
specially in working students. This theory explains how conflicting demands
from different roles can lead to stress, frustration, and difficulties specially in
senior high school working students in managing one’s responsibilities. The
researcher’s use this theory to easily identify the conflict faced by individuals
who have a multiple roles. This theory was going to explain and help
researcher’s to successfully achieve the goal of this study. This theory will
going to introduce how demands from different roles will going to leads stress,
frustration, and difficulties in managing one’s responsibilities. And how
conflicting the multiple roles in every individuals who involved in this study.
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Research Paradigm

Working
And Academic performance
Non-working students

Independent variable Dependent variable

Figure 1. Schematic diagram showing the relationship between the

dependent and independent variables.

Hypothesis of the Study

Ho: There is no significant relationship between working and non-

working students on their academic performance
 12

METHODOLOGY
This chapter presents the research design, locale of the study,
participants of the study, sampling procedures, research instrument, scoring
procedure, data gathering procedure, statistical analysis, and ethical
considerations.

Research Design
The research method that will use is a descriptive-correlational
research design, which is designed to gather information about problem may
faced by working and non-working high school students as well as to
ascertain the disparity in there academic achievement. This study will use
quantitative approaches in obtaining data to ascertain the disparity of working
and Non-working high school students on their academic performance at
Dologon National High School. The quantitative process that will be used in
gathering data is a survey questionnaire.
 13

Research Locale
This study will be conduct at Dologon National High School, located in
the municipality of Maramag, Bukidnon, Region X, Philippines. The school ID
for Dologon National High School is 303954. It is classified as a mother
school and offers a curricular class that includes both Junior High School and
Senior High School. It is 1.2 kilometers coming from purok 1 Dologon
Maramag Bukidnon.
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Figure 2. Map of Dologon National High School

Source: https://maps.app.goo.gl/UX8mWC4U4AtcQ76u6

Participants of the Study

The study will include a total of 76 participants aged 12-18, specifically
16 students from junior high school, comprising 8 working and 8 non-working
students, and 60 students from senior high school, comprising 30 working and
30 non-working students. The composition of working and non-working
students was determined based on their gender. The primary goal of this
study is to investigate the correlation between academic performance and
employment status.

Sampling Procedure
The researcher will utilize stratified sampling, in order to determine the
sample population of working students, the researcher first interviewed
students in every high school classroom. In order to identify the sample
population of non-working students, the researcher also used a proportion of
the sample population of working students.

Research Instrument
For this study, the difference and similarities of junior and senior high
school between working and non-working students on their academic
performance questionnaire (adapted from Khan A, A., Golder,P 2021 ) was
used to achieve the core objective of the revision. The questionnaire was
divided into third parts to gather data about this study
The first section of the survey questionnaire determined the
demographic information along with the respondent’s name, grade and
section, age, gender, and status (working, non-working)
The second section of the questionnaire was given to the high school
students. It consists of 15 item questions that aim to asses knowledge about
the problems faced by working and non-working high school students and to
identify the level of their academic performance. The focus of the assessment
 15

was based on the principles introduced by various authors. The study adapted
a questionnaire from the study that was revised and used to gather the
primary information.
The third section of the questionnaire is the final grade of the
respondent. Which it can help the researcher identify the level of academic
performance of working and non-working student.

Scoring Procedure
Researchers will employ likerts scaling to assess both various levels of
academic performance and the most common issues faced by working and
nonworking students.
The responses of the respondent will be ranked accordingly:
Range Scale Descriptive Quantitative
Rating Interpretation
1 1.00-1.80 Strongly Disagree Very Low
2 1.81-2.60 Disagree Low
3 2.61-3.40 Undecided Moderate
4 3.41-4.20 Agree High
5 4.21-5.00 Strongly Agree Very High

On the other hand, the researcher will use statistical analysis to

determine much faster the level of academic performance of the students.
GRADE QUANTITATIVE
INTERPRETATION
90-99 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
74 and below Did not meet the expectations

Data Gathering Procedure

The researcher’s will conduct the study on the third week of October in
this year. In order to determine the level of Academic Performance of High
School Working Students. In order to collect quantitative data from junior and
 16

senior high school students, the researchers adapted a survey questions.

Their employment situation, study habits, GPA, and other pertinent elements
affecting their academic achievement may be covered in the survey. High
school, both working and non-working students’ academic records, can be
gathered to give quantitative data for comparisons. Obtain quantifiable data
directly from the high school students’ academic performance records at the
institution. This can contain academic information and test results that can be
compared to find out whether there are any disparities between pupils who
work and those who don’t work. The researcher’s acquired formal permission
from the adviser’s of every respondents at Dologon National High School.
Furthermore, the researcher’s will gathered all the data collected to have the
input of this study. For this, the researcher’s allotted enough time to compile
the data and to meet the expected outcomes of this research.
Statistical Analysis
The following are the statistical tools that will utilize to process the
Gathered data.
The researcher will use statistical analysis to determine if there is a
relationship between the independent variable and the dependent variable.
We also employ descriptive statistics for the analysis of the data, namely
frequency, percentage, and mean, to assess the significant relationship
between of working and non-working students on their academic of High
school students at Dologon National High School.

Ethical Considerations
A letter will send to the participants, requesting that they will participate
in this study. Informed consent will obtained through the participant’s consent.
The nature of the research will explain to the participants using English as the
basic medium of communication. The respondents were informed by the
researchers according to the nature and purpose of this research, giving them
the option of being one of the chosen respondents. The researchers ensured
that there would be no harm caused by conducting the study. Moreover,
personal information regarding the High school students of Dologon National
High School that was evaluated will remain confidential after the study is
conducted.
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QUESTIONNAIRE

Part I: Demographic Information of the respondent.

Name: Age:
Grade and Section: Gender:
Status:
Working/Part time student Non-working students

General Instructions: Read each item carefully and answer the

following Questions provided below. (Please be assured that all of the
answers provided here shall be kept confidential. Please indicate (✓) mark on
the appropriate box.)
(5 = Strongly Agree, 4 = Agree, 3 = Maybe, 2 = Disagree, 1 = Strongly
Disagree)

Part II: Influence of working and non-working on their academic performance.

(Adapted from Khan A,A., Golder,P 2021)

5 4 3 2 1
1. I found myself struggling to find enough time to
complete my homework.
2. I often struggling to balance my work
responsibilities with my academic requirements.
3. I have difficulty participating in extracurricular
activities.
4. I feel fatigued during school hours.
5. I find it hard to balance my job responsibilities with
my academic commitments.
6. I have limited time for rest, relaxation, and self-
care.
7. I face difficulty in maintaining a consistent sleep
schedule, leading to tiredness.
8. I Have access to more resources, such as
 18

libraries, study groups, or educational materials.

9. I feel that my work has a positive impact on my
academic performance.
10. I need financial assistance to support my
academic performance due to my work status.
11. I believe my job interferes with my ability to attend
extracurricular activities or school events.
12. I believe my non-working peers have an
advantage when it comes to academic
performance.
13. I often experience difficulty concentrating in class
14. I face financial difficulties.
15. I feel limited in participating in extracurricular
activities.

Part III
General Average Grade in Quarter 1:
 19

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Summer, R., McCoy, M., Trujillo, I., & Rodriguez, E. (2023). Support for .
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 22

COMPARATIVE ANALYSIS OF WORKING AND NON-WORKING

HIGHSCHOOL STUDENTS ON THEIR ACADEMIC
PERFORMANCE

JUNREY LIAGA ACENAS

MARRIEL TAGUD GALLOS
KEAN DOMENIC IPANAG
DANIE MAE ESPARTINEZ MACON-AY
JOHN HIRTZ RIVERA ROMINGGO
NATHANIEL VIDAD TUMARONG

QUANTITATIVE RESEARCH PROPOSAL SUBMITTED TO THE FACULTY

OF THE DEPARTMENT OF SENIOR HIGH SCHOOL, DOLOGON,
NATIONAL, HIGH SCHOOL, IN PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR THE SUBJECT

PRACTICAL RESEARCH II
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OCTOBER 2023

TABLE OF CONTENTS

Page
TITLE
INTRODUCTION
Background of the Study 1
Statement of the of the Problem 2
Objectives of the Study 2
Significance of the Study 3
Scope and Delimitation of the Study 4
Definition of Terms 4

THEORETICAL FRAMEWORK
Review of Related Literature 5
Conceptual Framework 10
Research Paradigm 10
Hypothesis of the Study 10

METHODOLOGY
Research Design 11
Locale of the Study 12
Participants of the Study 13
Sampling Procedure 13
Research Instruments 13
Data Gathering Procedure 14
Statistical Analysis 15
Ethical Considerations 15
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