CHAPTER ll

REVIEW OF RELATED LITERATURE

In an effort to explore the obstacles faced by commuter students in this case study, this chapter will

review the related literature and studies regarding the primary issue of our research; and address three central

themes: defining commuter students, the students’ commute experiences, and how students deal with problems

they encounter while commuting. There have been numerous studies conducted on commuting students in the

general population. However, because the focus of this research is on students' commuting experiences, these

will not be reviewed in detail and will only be referred to as needed.

Defining Commuting Students

Commuter students are defined as those who do not live in institution-owned housing on campuses

(Jacoby, 2020). For some, biking or walking is a possibility. Others may need to take public transportation or

use their own car to drive to campus. Commuter students hold many responsibilities. As previously mentioned,

students who commute to campus live divided lives and they spend less time on campus than other students.

For commuter students to devote more time on campus they must develop a sense of belonging to the

institution to ensure that the limited time that they do spend is of quality and bolstering their academic

journeys. Commuter students need to make their time on campus count and gain as much knowledge as fast

as possible to ensure that when needed, they know to whom or where to turn for help (Guzman, 2019). Despite

the increasing proliferation of school choice policies that offer students a wider variety of schooling options,

the structure of school transportation systems largely remains the same as it has been for decades. Adequate

transportation is essential for school choice. A lack of safe and affordable transportation options for students

limits their ability to choose their desired school and perpetuates inequities for students in neighborhoods with

low-quality schools. There is a problem, though, as adapting school transportation systems for schools of

choice—including public schools accessed via inter- and intra-district transfer, public charter schools, and

private schools—can be a costly and logistically complicated endeavor. The distance to school, commute time,

student safety, and the cost and availability of transportation are all critical elements that determine the degree

of real “choice” present in any school system, and more information is needed regarding family experiences,

preferences, and challenges related to school transportation across school types (Catt, 2020).
 In general, commuter students encounter distinct obstacles compared to residential students, which

restrict their duration on campus, (Giacalone, 2022), and, in turn, cause commuter students to feel less

connected to their institutions than their residential counterparts (Newbold et al., 2011). Connecting with other

students who have had similar experiences is essential for developing a sense of belonging (Strayhorn, 2019).

The ability to interact authentically with the campus environment also contributes to students' feelings of

belonging (Holloway-Friesan, 2018). Involvement has been shown to improve students' feelings of belonging

(Strayhorn, 2019). However, according to Thompson and Gregg (2018), commuting students often encounter

challenges related to time management, stress, and fatigue due to long travel times. This can impact their

academic performance and overall satisfaction with the university experience. Similarly, a study by Smith et

al. (2018), found that commuting students reported higher levels of stress compared to their non-commuting

counterparts, with factors such as traffic congestion and unreliable public transportation contributing to their

distress.

A variety of interpersonal factors influence children's active travel, such as parental and family traits

and attitudes, such as their patterns of work-related or leisure travel and their perceptions of environmental

security and public safety (Ikeda, Hinckson, Smith, 2019). However, investigations, have produced

contradictory findings. Numerous research investigations have discovered that because parents set an example

for their children, the way they travel is one of the behavior patterns that the parents choose to exhibit. A child's

choice of AST is influenced by their social status, and pupils' travel habits are significantly influenced by their

physical surroundings. The most important aspect influencing the choice of travel pattern is the distance from

the school, although research on the ideal distance has not been very thorough. Walking to school is a good

way to start encouraging kids in the US to travel actively, as younger kids and teenagers have lower walking

distances on average. The physical surroundings of the student's home have a significant impact on children's

AST, and it is important to take into account the relationship between physical attributes and AST at various

distances from home.

Moreover, research suggests that land use characteristics and the layout of the road network can affect

kids who walk to school. Studies have shown that kids who live in high-density areas walk to school less

frequently, and that the land use mix makes it easier for people to walk to school. However, there are still

conflicting results regarding land use mix and active travel. Among built environmental factors, the beneficial
correlation between urban green space and physical activity and active mobility has been noted. The

Normalized Difference Vegetation Index (NDVI) is linked to children's propensity for physical activity, and

enhancing the urban greenness (NDVI) around a school increases the likelihood of students engaging in active

transportation. However, other research failed to find a meaningful connection between NDVI and AST. There

is still debate about this connection, and the findings are inconsistent (Javadpoor, Soltani, Fatehnia, 2023).

Over the past ten years, research has focused on the impact of roadway network design on school

travel. Studies have used metrics such as high density of street crossings and compact size of urban blocks to

evaluate roadway network architecture. However, it is still unclear how signs of space syntax will affect active

travel. The results show that building a well-connected roadway network enables more direct and enjoyable

active transportation, and a number of studies indicated a correlation between rising rates of walking to school

and the connectivity of the roadway network (Wang, Yu, Zheng, 2020).

Based on the key findings of the existing surveys a twelve month’s project was started in November

2018. The focus of the project “Sustainable mobility at campus Schwabisch Hall” is the development of a

concept for sustainable mobility and greener commuting by offering alternatives to individual car traffic.

Financial support is provided by the Ministry of Science, Research and Arts Baden-Wurttemberg. The main

project milestones are the execution of a test phase for an e-bus line and e-bikes and the generation of

quantitative and qualitative data through an online survey. Local stakeholders such as the public transport

provider, the city of Schwabisch Hall, student representatives, the building society Schwabisch Hall (owner

of parking areas), bike shops others shall be integrated. Furthermore, the potential for integrating startups-

shall be assessed (Wellbrock, Högele, Ludin, Mueller, 2019). Collins (2021), defined different types of

sustainable commuting. Commute types that have no emissions: walking and bicycling, commute types that

transport more than one passenger: public transportation and carpooling, commute types that replace fossil

fuel with renewable energy: electrically powered forms of mobility with green electricity. All types of green

commuting are part of the concept development and were include in the test phase. In the period from

20.05.2019 to 24.05.2019 students had the opportunity to use an e-bus line for their way to campus. Here it

was important that the bus stops connect all important junctions, like the two camps buildings, the alternative

parking space in walking distance and the train station. With further tops between with these junctions, a good

accessibility could be ensured. The electricity for the bus and the bikes was purchased by the municipal utility
of Schwabisch Hall. It uses renewable resources to produce its energy (Shinn, 2022).

At the same time, the students had the option to rent e-bikes for their way from and to the campus and

between the campus buildings. With two rental systems; students could rent an e-bike either for the entire

week or for short periods to get to the other campus building. The last-mentioned app based mental system

was available for six weeks. To reduce the pressure on the parking space at the campus, students were

motivated to use the alternative parking space with a distance of approximately 1,200m (Andrin, Mejia,

Gutierrez, OCA, 2020).

Filipino students in the Philippines commute to school by car, which has an impact on their schedule

and lowers their academic performance. Lack of sleep among students has been linked to memory issus, a

reduced immune system, a higher risk of high blood pressure, and weight gain. Students must deal with the

physical effects of traffic in the Philippines, claims Lamudi (2021). Along with the mental stress of the ordeal,

long commutes can also lead to fatigued muscles. Slugging tiredness will arise from two factors together. It is

also important to keep in mind that traffic in the Philippines negatively affects a persons’ general health and

wellbeing. Traffic congestion raises car emissions, which deteriorate air quality. In turn, respiratory disorders

may result from or be made worse by poor air quality. The public transit problem also has an impact on

students. Students must manage their studies, personal lives, and self-care on top of trying to get to class on

time in this traffic. The difficulty of mass transit and navigating the city has an impact on Filipinos on a

physical, emotional, and celebral level. Students lose valuable time that could be spent studying, working on

projects, or spending quality time with family and friends by doing things like spending hours behind the

wheel of a car that is stalled in traffic or standing in line for a bus, jeepney, or train in the pouring rain (Pineda,

2019).

In Davao City's intersections, cars were fiercely parked in a line. Once again, there is traffic. Although

some people view traffic as a sign of development, it is a major source of worry for many Davaoenos in daily

life. The local government is continually repairing roads and bridges as more buildings rise and give way to

industrialization. Some could see these as a major step in urban development. In Davao, thousands of people

depend on public transportation for their daily journey. Every time they need to get a jeepney, multicab, van,

or even a taxi, they must be patient because not everyone can afford the conveniences of owning a personal

car. Even a large number of students experienced the escalating traffic issue in some way (Garay, 2020). The
city's present public transportation system is inadequate for a city the size of Davao with the number of people

traveling every day. The introduction of the bus system has long been demanded by commuters in Davao City

(Sunnexdesk, 2022).

The issues that all students face, commuter student will experience some unique circumstances that

come with living off campus. When students are living at home, they are usually navigating three very different

worlds every day. Commuters often believe that their classmates who live on campus have more fun, more

friends, and more freedom. Certainly, they can have just about all the same opportunities as residential

students, but where they live means they must approach those opportunities in different ways. As a parent of

a commuter student, here are some of the challenges you may see your student face that will be different as

compared to students who are living on campus:

The Commute Itself. For some commuters, the time spent getting to and from school each day can add up to

three or four hours. If they’re good at tuning out the noise around them, they might be able to study a lttle bit

on the bus. If they drive, however, this can be a tiresome additional responsibility because it requires them to

know where to park, what to do if bad weather delays their commute, and how to get to school if their usual

route or mode of transportation isn’t unavailable.

Food on the Go. By taking lunch from home, commuter students can access less expensive meal alterntives,

but doing so requires more time to prepare the food and ensure that it is kept at a safe temperature. This is

particularly challenging if they are bringing food for one or more meals.

Financial Stress. One reason why commuters decide to live at home is to save money, but there are other

costs associated with commuting that are occasionally overlooked, such as the price of gas, parking,

transportation by bus, and the cost of food if a lunch isn’t packed. Students will still require money for snacks

even if they bring their own food.

Limited Schedule Options. Students who use city-transit systems or strive to maintain a regular schedule

may encounter difficulties managing transportation due to issues with nighttime classes, study groups, and

students organization meetings.

Keeping Your Entire Day on Your Back. There may be no home base on campus to store belongings, relax,

take a break from school, especially during large breaks in the day between classes or transit times.
Transportation. Time is a vital element for commuter students; some of the struggles commuter students

faced were lacking the time to study/do work, not having enough time to sleep, paying gas/toll/parking money,

traffic problems, the inability to participate in study groups with their fellow classmates, loneliness, lacking

friends (not the same for everyone), and possibly culture shock or not familiar with the place (Char, 2019).

Many students had no idea how taxing, expensive, and frustrating commuting is until they started doing

it themselves. Traffic congestion, accidents, and canceled services are a few examples of the challenges that

were connected to the way of transportation (González, Maya, Calatayud, 2021). Furthermore, when the

students arrived, they discovered that there was nowhere for them to hang out, "belong," or keep their stuff. In

general, there was a sense of "othering" since, according to institutional rhetoric, students who commute are

assumed to live nearby, live with other students, and have an active social life. Students are portrayed on TV

and in the media as socializing and unwinding, feeling compelled to commute for a number of reasons. This

is in contrast to the institutional culture and discourse, which assumes that students are going great distances

to study and have little time or interest for further interaction (Salusky, Gaytan, Raposa, 2022).

The students in our study prioritize academic involvement, yet it is generally agreed that a journey to

the institution must be "worthwhile." As a result, students are making value judgments regarding the

effectiveness of attending taught sessions. Additionally, most students were able to participate in group

projects, but they had to schedule this around their other obligations and travel plans. The institutional

perspective that commuting is not the norm and should not be accommodated by minor adjustments was

reinforced and reflected in the teaching staff's attitudes, which students found to be unacceptable. Travel delays

can put students in an embarrassing or worse situation, and they are especially disadvantageous when it comes

to early-morning tests. The difficulty of transporting the specialized clothing and equipment needed for

specific classes was brought up once more by the students. Rural students cited the slow internet speed as

proof that the internet is not a solution in this situation. Students on professional programmers recognized the

additional problems of professional assignments which do not take into account their home location when

placements are allocated (Delfino, 2019, pp. 2&3).

The commute itself can have both positive and negative effects on their well-being. Here are some

experiences that students may have during their commute.

for delayed public transportation. The stress of commuting can also cause fatigue, which can affect a student’s

alertness and ability to concentrate in class.

Time Management Challenges. Students who commute may need to wake up earlier and spend more time

traveling to and from school, which can take more difficult to balance academic responsibilities with work or

other obligations.

Financial Burdens. Depending on the mode of transportation, commuting can be expensive, which can place

a financial burden on students.

On the other hand, commuting can also have some positive effects on students:

Productivity. Some students use their commuting time to catch up on homework, readings, or other academic

work.

Independence. Commuting can give students a sense of independence and responsibility for managing their

time and transportation.

Exercise. If students walk, bike, or use public transportation to commute, they may also get some exercise as

part of their daily routine.

Additionally, students can develop habits that make commuting more comfortable, such as listening to music,

podcasts, or packing healthy snacks to eat on the go.

A different study conducted at the University of Western Ontario revealed no correlation between

commute time and effects on body weight and physical activity (Jamil, Rayyan, Hameed, Masood, Javed,

Sreejith, 2022). Moreover, long commutes can have various effects on a person’s physical and mental health.

Some of these effects include:

Physical inactivity- Long commutes may lead to sedentary lifestyles, as people may spend a significant

amount of time sitting in their car or on public transportation. This can increase the risk of obesity, heart

disease, and other health problems associated with physical inactivity.

Stress and anxiety- Commuting can be a stressful experience, especially in traffic or crowded public

transportation, long commute can also cause anxiety and feelings of isolation, which can have a negative
impact on mental health.

Poor sleep quality- People with long commutes may have to wake up earlier or stay up later to accommodate

their travel time, which can lead to a lack of sleep. Poor sleep quality can affect both physical and mental

health.

Exposure to pollution- Commuting can expose people to pollution from car exhaust, especially if they drive

in heavy traffic. This can lead to respiratory problems and other health issues.

Time pressure- long commutes can create time pressure, making it difficult to find time for exercise, healthy

eating, and other self-care activities. This can have a negative impact on overall health and well-being.

Students who commute to class rather than living on campus have certain minor inconveniences. Due

to their circumstances, commuter students frequently lose motivation to excel in school. They hardly have any

time left for studying or relaxing after they wake up and before they leave for home. Remember that the

majority of commuter students have to get up at absurdly early hours in order to have enough time to get

dressed, drive or be driven to school, and arrive on time at the same time (Contributor, Kaur, 2022). Students

may encounter a variety of difficulties while getting to school, including traffic jams, difficulty with public

transit, and weather-related issues. Students can use the following strategies to address these problems: Plan

ahead of time: Students can research their options for commuting ahead of time and create schedules for any

delays or other possible concerns. For example, they might look up the traffic or public transportation

timetables and leave early. Use a different form of transportation: Students may want to consider walking or

riding a bicycle if it makes sense for them to do so. In addition to saving traffic delays, this is usually a healthful

option (Stoyanchev, 2023).

In conclusion, commuting students face academic challenges, but they also gain valuable life

experiences that shape their character and prepare them for the real world. These experiences include

developing effective time management skills, forming strong bonds with peers and others, and adjusting to

new environments. Furthermore, commuting students face unique challenges related to transportation,

finances, and personal responsibilities, but with determination and support, they can overcome these obstacles

and achieve academic success. Overall, commuting students have a unique perspective that should be

recognized and valued, and their experiences can serve as inspiration for others facing similar challenges.