THE EFFECT OF STUDENT-EMPLOYMENT IN THEIR ACADEMIC STANDING IN

THE FIRST SEMESTER OF S.Y. 2022-2023 OF SENIOR HIGH SCHOOL STUDENTS

IN CAMP VICENTE LIM INTEGRATED SCHOOL

A Research Paper
Presented to
the Faculty of Camp Vicente Lim Integrated School
CAMP VICENTE LIM INTEGRATED SCHOOL
Calamba City

In Partial Fulfillment
Of the Requirements for the Course
Inquiry, Investigation, and Immersion

Agreda, Mae Kyla

Feria, Mary Rose
Ledesma, Jerryann
Mateo, Ma. Cristina
Ruiz, Marivic

June 2023

i
 Table of Content

TITLE PAGE …………………………………………………………………i

TABLE OF CONTENTS……………………………………………………1

CHAPTER

I. THE PROBLEM
Introduction…………………………………………….. 2
Research Objectives………………………………….. 3
Hypothesis……………………………………………….3
Scope, Delimitation and limitation of the study………4

II. REVIEW OF LITERATURE

Literature Review………………………………………...5
Theoretical Framework………………………………… 11
Conceptual Framework…………………………………12
III. RESEARCH METHOD AND PROCEDURE
Research Design…………………………………………14
Subjects of the Study…………………………………….15
Data Gathering Instrument………………………………16
Data Gathering Procedure……………………………….17
Statistical Treatment of Data……………………………..17
IV. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Interpretation of data………………………………………18
V. SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
Conclusions and Recommendations……………………..24

BIBILIOGRAPHY

APPENDICES

CURRICULUM VITAE

1|Page
 CHAPTER I

THE PROBLEM

(introductory statement)

Introduction

Working students are those students who are working as a part-timer and a student. There

are a lot of factors that affect the rising number of student-workers this could be the financial factor,

self-support factor, and many more. The most common factor is the financial factor because not

everyone can afford to go to school or even to provide sufficient money to pay for their expenses

and needed materials for their study. Working and studying is both hard task and it becomes even

harder if you do both at the same time. The greatest struggle of a student-worker is time

management and health. There are several consequences of being a student-worker this may

affect the health and performance of the students as well as being a worker. Health is on the line

because the body itself also needs to rest and it is difficult upon doing so because the student-

workers must do their academic tasks and jobs. Working may affect the academic performance of

the students and may lead to decreasing attainment of knowledge and skills in the field of learning.

The rising number of student-worker proves that education is still expensive.

Not all have been allowed to go to school to pursue their studies. Being employed and a

student at the same time will affect to their daily schedule and they need to be smart in balancing

their life, and responsibilities towards work and study. Besides that, they need to fulfill their job

requirements on the weekend that normally classes will be held during the weekend, causing them

to skip the class. Working students have less time to study their lessons. Classes that require

extensive reading and writing are affected (Powers, 2013). They can be always late for their

classes. This may result in poor academic performance and low grades.

2|Page
 Working students that are working off-campus tend to have few friends on campus because

they are not always around. The students have less time to socialize and enjoying and cannot

establish relationships because of their work outside the campus. This may also lead to depression

and drug abuse by students. Working full-time, part-time jobs off-campus prevents them from

enjoying and all the activities that they should experience because the bulk of their time are

devoted to working and studying (Powers, 2013).

One of the negative impacts of working while studying is the student’s performance in

school. Working more than 20 hours a week hurts student grades, whether they employment on

campus or off. Students who work 20 hours or less, on campus and off, report roughly similar

grades as do students who do not work at all (Pike, 2008).

(statement of the problem)

Research Objectives

The main purpose of this research is to determine the effects of student-employment on

their academic standing of Senior High School in Camp Vicente Lim Integrated School.

Specifically aims to:

1. Identify how do the student-employment affect their decision in terms of.

1.1 Time Management;

1.2 Self-Support;

1.3 Number of Siblings; and

1.4 Financial States?

2. Determine the factors affecting the student-Employment to their Academic Standing.

3. Find the solution needed by the problem.

3|Page
Scope, Delimitation, and Limitation of the Study

This research focuses on the factors and effects of a student employment to their Academic

Standing in Senior High School students on Camp Vicente Lim Integrated School. The study will

also probe if there is a significant effect between the student-employment in their academic

standing. This study will use 10% of Senior High School student workers in CVLIS. Furthermore,

the study will be delimited to the other problem that’s are not consider as one of the effects of

student employment to their academic standing. The others students who do not belong as

Students Workers of Senior High School in CVLIS are not within the scope of this research. The

researchers will design a self-made questionnaire and will be validated by the experts. By the

strategy the researchers will be able to know the factors and effects on the increasing of the

student-worker in Camp Vicente Lim Integrated School.

(significance of the study)

(definition of terms)

4|Page
 CHAPTER II

REVIEW OF LITERATURE

This chapter presents the literature review, its synthesis, theoretical and conceptual

frameworks, and hypothesis of the study.

Literature Review

The following literature shows specific concepts about effects of student-employment in their

academic standing.

Time Management

As stated in the article Experiences of working student in the Philippines (2019), studying is an

important factor of life. Education is a basic need of every individual. This is where we learn basic

to complex things in life. A students’ life is a mixture of self-discovery and educational milestone in

order to learn and success in life. However, not all students can go to school and support their

basic needs toward school expenses. Thus, becoming a working student these days is a norm just

for them to support their educational needs. Also, students that has been working (part-time) has a

tendency on having poor grades and participation in school due to not enough time-management.

On the report of Cazares (2016), working can take time away from studying and social time so

students may find it difficult to adapt in the beginning but learning to prioritize helps a lot. Building

schedule that can help keep working students on track can be very important. But contrary to this.

Bourdillon (2017) stated that there are possibilities for work and school to come together. At the

minimal level, schools can take into account the work of children by being flexible in their hours,

allowing pupils to work before or after school or during appropriately timed school holidays.

5|Page
 As discussed by Ali, 2017 the real challenge to balance between part time job and study is

that students may feel sleepy and reduce time from study. Some may even see it hard to complete

their school works and may be absent from class. That is why he emphasized that it is important

that working students should have reasonable hours of work try their best to balance between work

and study related responsibilities. He also stated that there is an opinion that there are several

reasons drive students to do part time work and it does affect academic performance to some

extent.

Furthermore, aside from financial problem, as stated in a (2019) article entitled Why Part

Time Jobs Are Bad for Students? One of the worries of parents and students while working and

studying at the same time is how it affects one's studies. Because of exhaustion and lack of time,

their studies suffer and as a result, the student might not be able to maintain better grades. Some

even fail because of the lack of time and energy from work.

Self-Support

A study led by Endsleigh (2015), showed that eight out of ten (77%) understudies are now working

part-time to help them in their financial needs in school. Being a working student is stressful most

likely in balancing your social life, time for family, school, and work. Figuring out how to manage

the pressure that pursues with being a working undergrad, and ensuring you have no less than one

night off a week, can bring down your stress levels ten times (Mitchell, 2016).

Learn to improve decision making for the reason the least risk taker, the number of working

students. In the global estimate of the International Labor Organization (ILO), for the year 2012

2016, 152 million were in child labor, of which 7.4% are in the Asia-Pacific region. Majority of the

child laborers are in the agricultural sector. In the Philippines, 3.3 million of children aged 5 17

years worked for at least one hour, a week prior to the 2011 Survey of Children (SOC). Almost

6|Page
90% (2.97 million) of them are Junior-High-School aged children, and 2.1 million were attending

school. It is not a surprise anymore that many studies showed an increasing trend on the number

of students who are working. Green and Jaquess (2015) observed that part-time employment is

increasing among high school students.

Following this, based to the Philippine Statistics Authority (PSA), the employment rate in

March 2022 is estimated at 94%. Employment rate was placed at 94.2 percent in March 2022, it

was the highest since April 2020 but lower than the registered employment rate in January 2020 at

94.7 percent. In March 2021, employment rate was reported at 92.9 percent and working students

was included. The rate of the said percentage of employment is increasing year by year due to

financial crisis or problem.

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 students, it can create a negative

impact on academic performance (Hovdhaugen, 2015; Creed, French & Hood, 2015; Darolia,

2014)

Foreign students obtaining authorization to remain and work in the U.S. after graduation

come from all corners of the globe, but the majority of them hold citizenship in Asia. Students from

India, China and South Korea made up 57% of all OPT participants between 2004 and 2016, Neil

G. Ruiz et al. (2018)

According to the 2015 article entitle Which countries have the most students juggling work

and studies? The countries with the most students working are the Netherlands, where nearly 64%

work, closely followed by Australia. Czech students are the most focused on their studies, with just

over 18% in a job. Gender was not found to influence the likelihood of working. While up to 50% of

7|Page
employment is comprised of apprenticeships and vocational education programmes, most students

were found to work in jobs not related to their field of study.

The majority of international students work while studying. According to Australian

Education International, about 56% of overseas students undertake paid jobs during academic

periods. This increases to approximately 70% during university holidays. Similar patterns have

been reported internationally. A survey of 20 UK universities reported that more than 50% of

international students had undertaken paid work during their study with postgraduate students

working more hours than undergraduate students.

International students can be characterized as young migrant workers. As such, they

frequently undertake jobs in the workplace that rank low in terms of employment status and skills.

Coupled with this, they are more susceptible to exploitation than local workers because they are

often in need of additional income to support the financial burden of studying overseas. Numerous

studies have investigated international students’ working hours together with their rates of

payment, including studies in Australia and New Zealand. Their working conditions have been

reported frequently in the media, confirming that many international students face exploitation and

even discrimination in the workplace. However, most of those reports describe international

students’ problems on a case-bycase basis.

Number of Siblings. According to (Butcher & Case, 1994), Family characteristics have

been widely recognized as essential factors impacting children’s education. Sibling relationships

are regarded as one of the most intensive and influential relationships in an individual’s life (Cools

& Patacchini, 2017). As such, the possible correlation between sibling factors and children’s

educational outcomes has long attracted the interest of economists (e.g., Angrist et al., 2010; Black

et al., 2005; Qian, 2009).

8|Page
 Moses Kwadzo, PhD (2014), stated that working students also suffered from emotional and

physical stress which resulted in tiredness, lack of sleep, role conflict, homesickness, and

frustration. Kwadzo (2014), also added that the effects of working while studying included both

positive and negative impacts. Students benefit from working by having access to extra cash, good

nutrition, development of interpersonal and communication skills, making more friends, and cultural

adjustment. On the other hand, the students negatively experienced the effects of physical and

emotional stress due to having demanding physical responsibilities, workplace relation issues and

conflicts caused by dual role.

Financial Status.

The three main reasons provided for working while studying were to get extra money (55.3%),

to pay living costs (54.1%), and to supplement their living allowance (32.6%). Interestingly, more

than 30% of respondents revealed that one reason to be involved in the Australian workplace was

to improve their English language skills while 28% of participants claimed that understanding

Australian culture was their main motivation to take a paid job. The remaining reasons were to pay

tuition fees (11.5%), for peer recognition (8.8%), and to support family in their home country

(6.7%).

Foreign students obtaining authorization to remain and work in the U.S. after graduation

come from all corners of the globe, but the majority of them hold citizenship in Asia. Students from

India, China and South Korea made up 57% of all OPT participants between 2004 and 2016, Neil

G. Ruiz et al. (2018)

According to the 2015 article entitle Which countries have the most students juggling work

and studies? The countries with the most students working are the Netherlands, where nearly 64%

work, closely followed by Australia. Czech students are the most focused on their studies, with just

9|Page
over 18% in a job. Gender was not found to influence the likelihood of working. While up to 50% of

employment is comprised of apprenticeships and vocational education programmes, most students

were found to work in jobs not related to their field of study.

The majority of international students work while studying. According to Australian

Education International, about 56% of overseas students undertake paid jobs during academic

periods. This increases to approximately 70% during university holidays. Similar patterns have

been reported internationally. A survey of 20 UK universities reported that more than 50% of

international students had undertaken paid work during their study with postgraduate students

working more hours than undergraduate students.

International students can be characterized as young migrant workers. As such, they

frequently undertake jobs in the workplace that rank low in terms of employment status and skills.

Coupled with this, they are more susceptible to exploitation than local workers because they are

often in need of additional income to support the financial burden of studying overseas. Numerous

studies have investigated international students’ working hours together with their rates of

payment, including studies in Australia and New Zealand. Their working conditions have been

reported frequently in the media, confirming that many international students face exploitation and

even discrimination in the workplace. However, most of those reports describe international

students’ problems on a case-bycase basis.

Theoretical Framework

10 | P a g e
 The study first anchored to the Zero-Sum model by Becker (1965). It was stated that one

perspective is based on an economic theory of time allocation. Given their limited amounts of time

and energy, children must divide their time between work and schooling. Time allocated towards

work necessarily reduces the amount of time available for attending school, resting, and studying

at home. This theoretical perspective, often labeled the “zero-sum” model, predicts detrimental

consequences for children's educational outcomes. Research based on the zero-sum model has

focused on the impact of work intensity. Not only is intensive work associated with decreased

school attendance and increased drop-out rates, but, from a human capital perspective, work also

limits academic success by inhibiting the amounts of cognitive skills children are able to acquire

from schooling.

This theory is related to the study since time allocation is one of the factors and effects of

student employment. Furthermore, this theory will help the students be perceptive and have a

broad perception according to Time Allocation.

In addition, this study is anchored to The Resource Dilution Theory of Blake (1981). The

resource dilution model posits that parental resources are finite and that as the number of children

in the family increases, the resources accrued by any one child necessarily decline. Siblings are

competitors for parents' time, energy, and financial resources and so the fewer the better. Number

of siblings is one of the factors why students choose to work while studying for them to be able to

help their parents in terms on daily necessities.

This theory of Blake (1981) is associated to the study of the researchers, for the reason that

it elaborates the casualties of increased number of siblings, the theory will also enlighten the

students knowledge and capacity about this factor.

Moreover, Self-determination theory (Deci and Ryan, 1985; Ryan and Deci, 2000) also

anchored to the study for it posits that fulfillment of three basic innate, human psychological needs

(autonomy, competence, and relatedness) is necessary for optimal human functioning. Supporting
11 | P a g e
this, it is infact undeniable for most of the student workers tend to work for their satisfaction, needs

and for their self-support in terms on their academic performance. Apart from that Walberg's theory

of educational productivity, supports SDT theory for it asserts that “psychological characteristics of

individual students and their immediate psychological environments influence educational

outcomes (cognitive, behavioral, and attitudinal)” (as cited in Rugutt & Chemosit, 2005, p. 1).

Therefore, student employment duly occurs with self-support for their educational outcome.

Conceptual Framework

The study aims to determine the effects of student-employment in their academic standing

of Senior High School in CVLIS. It has an end goal of proposing to imply a program inside the

campus that will benefit the student working in order for them to manage their time effectively.

12 | P a g e
 Process: Output:
Input:  Knowing the  Student-
 The effects of problem (Issue) workers are
Students  Data Gathering struggling in
Employment  Interview managing their
to their  Data time, the other
Academic Computation factors affecting
Standing of to their
 Reccomendatio
Senior High
n academic
School in
Camp standing is also
Vicente Lim the financial
Integrated status leading
School the research to
 Time recommend
management that school
 Self-Support
 Numbers of have a
siblings program, which
 Financial provide work
Status inside the
campus. For
instance,
arranging the
book in the
library, being
assistant in
school
cooperative and
in the canteen.

Feedback

13 | P a g e
 Figure 1. Research Paradigm

Figure 1 presents the difficulties faces by the respondents such as difficulties in managing their

time, self-supporting, numbers of sibling and the financial status which is the first box. The second

box which contains process in conducting the whole study and the third box is the assumption and

recommendation of the researchers in order to solve the issue itself.

Based on the results, the study will come up with implying a program inside the campus that

will benefit all the student workers in order for them to provide support for themselves and manage

their time effectively.

14 | P a g e
 CHAPTER III

RESEARCH METHOD AND PROCEDURE

This chapter presents the research design, subjects of the study, the instrument and

procedures used in gathering the data as well as the statistical tools to treat data.

Research Design

This research employs the quantitative method of research utilizing correlational design.

Quantitative research design is a formal, objective, systematic process in which numerical data are

used to obtain information about the variables. It is used to describe and examine relationship

between and among variables (Lamar, 2005).

Correlational research design is a quantitative method of a research in which you have two or

more quantitative variables from the same group of subjects. This design will be used since the main

purpose of the study is to determine the effects of student-employment in their academic standing of

Senior High School in CVLIS and explain the factors or reasons of this is issue.

Population and Sampling

Subjects of the Study

The research will involve Senior High School Students of Camp Vicente Lim Integrated School

that is working while studying. Approximately there are 154 total of working students in Camp Vicente

Lim Integrated School according to their strands STEM, HUMSS, H.E, ICT, ABM, SMAW and EIM.

However, the researchers only use it’s 68% thus, a total of 104 students will be the respondents of the

study.

15 | P a g e
 Table 1.0

Distribution of Respondents

Strand Frequency

23
Humanities and Social Sciences (HUMSS)
Science, Technology, Engineering and 16
Mathematics (STEM)
14
Accountancy, Business, and Management
(ABM)

3
Electrical Installation and Maintenance (EIM)
24
Information Communication and Technology
(ICT)
13
Shielded Metal Arc Welding (SMAW)

Home Economics

TOTAL 104

Data Gathering Instrument

The study will use a researcher-made questionnaire as data gathering instruments.

The main instrument which will be used in gathering data is the researcher-made questionnaire

which will consist of three parts: The first part will consist of items which is to determine the profile

of the respondents. The second part is intended to determine the factors that affect the student-
16 | P a g e
 workers decision in terms of their academic standing. The last part is to analyze the effects of each

factor to the student-workers in their academic standing. All the variables in all categories will have

ten statements each.

Construction. The contents will be derived from multiple sources as well as statements

designed specifically for this study that will determine the effect of student-employment to their

academic standing of Senior High School student. The questionnaires will be made according to

how the questions in the statement of the problem are posed.

Validation. The survey questionnaire will undergo face and content validation by the researcher's

adviser, and faculty experts. Dry run will also be administered to 20 non-respondents to further

ensure its reliability and to determine clarity, length and conciseness of items.

Administration. The administration of the questionnaires will be done via online. Specifically, the
use of google form will be used to reach out the Senior High School student – respondents. Data

Construction and Validation of the Instrument

Data Gathering Procedures

Upon the approval of the topic and the statement of the problem, the questionnaires will be

formulated through the use of information gathered from different reading materials, personal

observation and interviews. The researcher will also gather additional information for this study by

visiting several libraries.

17 | P a g e
 In addition, the researcher will make necessary coordination with her adviser prior to the

distribution of the questionnaire. Data gathering permits will be secured as well before the actual

survey to the teacher - respondents. The researcher will administer the survey questionnaire via

Google Form or if situation permits the questionnaire will be distributed personally to the

respondents to ensure a high percentage of retrieval.

The questionnaires will be retrieved, and data will be tabulated, and statistically treated

through the help of the Practical research adviser—Mrs. Virginia V. Papas. Statistically treated data

will be presented, interpreted and analyzed.

Statistical Treatment of Data

To interpret the data collected, the following statistical tools will be used to answer the

research questions.

1. Percentage was used as the statistical test to determine the number and profile of the

respondents.

The Formula was

% = S/Nx100

Where:

% = Percent

S = Sample

N = Total numbers of the respondents

2. Weighted Mean was used to determine the numbers of student workers.

18 | P a g e
The formula was

fx
Wx = ∑ N ¿
¿

Where:

F = Frequency

∑ fx = Summation of frequency times score

N = Total numbers of respondents

Chapter IV

19 | P a g e
 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter present the findings and results of the study by achieving all the objectives

found in chapter 1.

Profile of the Respondents

Table 1.1: Age

Age Frequency Percentage

15-16 7 6.7%

17-18 41 79.8%

19-20 9 8.7%

20 above 5 4.8%

Total 104 100%

Table 1.1 shows that most of the respondents 17-18 years of age having 41 or 79.8%,

followed by 19-20 years old having 9 or 8.7%, followed by 15-16 years old having 7 or 6.7%,

and lastly 20 above having a lowest frequency and percentage of 5 or 4.8%.

Table 2.1:
How the student workers affect their decision in terms of Time Management

Mean Adjectival Interpretatio

Statement Rating n

1. Setting goals that are 3.43 Often Better

achievable and measurable.

2. Prioritizing tasks- 3.50 Often Better

based on importance and
urgency.

3. I can set time for my 3.16 Often Better

academic performance while
I'm working.

20 | P a g e
 4. I remove non-essential Often Better
tasks/activities. 3.10

5. I plan ahead. Often Better

3.24

6. I can spend more time Often Better

studying my lesson than my 3.01
work.

7. I can experience Often Better

conflict with time with my 2.93
study while I'm working.

8. I chose to go to work Often Good

than go to school 2.55

9. I can still participate Often Better

towards my academic 3.25
performance.

10. I struggle in managing Often Better

my time. 3.21

Often Better
General Assessment 3.13

Legend:
3.51 – 4.0 Always Best
2.51 – 3.50 Often Better
1.51 – 2.50 Rarely Good
1.0 – 1.50 Never Bad

Table 2.1 contains 10 items, the mean, adjectival rating, and the interpretation of the

mean in each item. Statement number 2 obtained the highest weighted mean of 3.50 which

falls on the description level better. This means students can better prioritize tasked-based on

importance and urgency.

Statement number 8 got the lowest weighted mean of 2.55 which falls on the description

level better. This shows that the students often chose to go to work than to school.

21 | P a g e
The average weighted mean is 3.13 which falls on the description of better. This means that

the decision of student worker is often affect in terms of time management.

Table 2.2:
How the student-workers affect their decision in terms of Self-Support.

Adjectival Interpretatio
Situation Mean rating n
1. I force myself to stop being Often Better
tempted to buy things that I 3.24
want but I don't need.
2. I often forgot to think and Often Better
enjoy myself first before 3.01
work due to stress and
overthinking
3. I choose not to go anywhere Often Better
I want because my work and 3.30
studies is my priority.
4. I'll do my homework and Often Better
activities than going fun. 3.28
5. Not forcing myself to study Often Better
and sleep all day. 3.17
6. I probably do my homework Often Better
than having fun. 3.22
7. Sleeping early to get enough Often Better
sleep. 2.87
8. Forcing myself to study and Rarely Good
doing my assignment. 2.43
9. I'll do my activities without Often Better
hesitation. 2.87
10. Contemplating to having fun, Often Better
but I'll choose to study than 2.75
that.
General Often Better
Assessment 3.11
Legend:
22 | P a g e
 3.51 – 4.0 Always Best
2.51 – 3.50 Often Better
1.51 – 2.50 Rarely Good
1.0 – 1.50 Never Bad

Table 2.2 have 10 items, the mean, adjectival rating, and the interpretation of the mean

in each item. Statement number 3 obtained the highest weighted mean of 3.30 which falls on

the description level better. This means students can better choose not to go anywhere they

want because they priorities their work and studies.

Statement number 8 got the lowest weighted mean of 2.43 which falls on the description

level good. This shows that the students are good in forcing themselves to study and doing

their assignments.

The average weighted mean is 3.11 which falls on the description of better.

This means that the decision of student worker is often affect in terms of self-support.

Table 2.3

Number of Siblings

Number of Siblings Frequency Percentage

1-2 28 27.5%

3-4 41 40.2%

5-6 23 22.5%

7-8 10 9.8%

9-10 2 2.%

10 above 0 0%

Total 100%

Table 2.3 presents that most of the respondents has 3-4 siblings having 41 or 40.2%,

followed by 1-2 siblings having 28 or 27.5%, then 5-6 siblings having 23 or 22.5%, then 7-8
23 | P a g e
siblings having 10 or 9.8%, and lastly 9-10 siblings having a lowest frequency and percentage

of 2 or 2%.

Table 2.4: Financial Status per month

Financial Status Frequency Percentage

Less than 5,000 49 49%

5,000 – 10,000 33 33%

10,000 – 15,000 11 11%

15,000 – 20, 000 2 2%

20,000 above 6 6%

Table 2.4 divulged that 49 or 49% of the respondents having less than 5,000 income per

month, followed by 33 or 33% of respondent having 5,000 -10,000 income per month, then 11

or 11% respondents having 10,000-15,000 income per month, next is 6 or 6% respondents

having 20,000 above of income per month, and lastly 15,000-20,000 income per month having

lowest frequency and percentage 2 or 2% on the description of better. This means that the

decision of student worker is often affect in terms of self-support.

Table 3.1: The academic performances of the SHS students in CVLIS

Grades Frequency Percentage

90-100 6 5.8%

85-89 52 50%

80-84 43 41.3%

75-79 3 2.9%

Below 75 0 0%

Total 104 100%

24 | P a g e
Legend:

Descriptors Grading Scale Remarks

Outstanding 90-100 Passed

Very Satisfactory 85-89 Passed

Satisfactory 80-84 Passed

Fairly Satisfactory 75-79 Passed

Did not meet Below 75 Failed

Expectations

Table 3.1 presents the frequency and percentage distribution of Academic performance

of SHS students in CVLIS. The highest frequency and percentage of 52 and 50% are the

students with grades ranging from 85-89 and there were 3 or 2.9% of the students having a

grade of 75-79 having the lowest frequency and percentage distribution. The academic

performances of SHS students in CVLIS has a mean score of interpreted as Approaching

proficiency.

25 | P a g e
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of the findings, conclusions and recommendations

based on the data analyzed in the previous chapter.

(Summary of Findings)

-sop

Conclusion (ch1, ch3, ch4)

Based on the findings presented, the following conclusion were drawn, from the

gathered and calculated data from the 104 CVLIS respondents, the result revealed a positive

relationship between the student profile, decisions and academics standing towards students'

academic performance. Majority of the participant’s poor academic performance is due to their

financial status with a percentage of 49 or 49% has less than 5,000 income per month, which is

said to be the reason why they work on a part time job to sustain their education that resulted

into neglection of their academic responsibilities. Based on the formulated results, it shows that

the participants financial status, age, and number of siblings has a huge contribution why they

came up with the idea to work in a part time job while studying.

The researchers recommend to help and to improve the academic performance of every

working student, school councilors could work on the emotional well-being of every working

26 | P a g e
 student in schools. Teachers could possibly observe the current situations and engage

themselves with their students as they are said to be the parents inside the school premises,

Schools may promote inside-organizations focusing on the development of students-students

relationship and students-teachers relationship as well to improve the emotional intelligence of

every student and to encourage them to aim for success and also school should have a

program which will provide extra income for students such as cleaning libraries and canteens.

This research can help students so that they are aware in regards to time management

between their part time jobs and academic performance, it can also help the future researchers

in their study if ever their study is connected in this research.

Recommendations

Appendices

27 | P a g e
 Bibliography

A. Internet Sources

28 | P a g e
(2022) The impact of part-time employment on students’ health Tengiz Verulava, Revaz
Jorbenadze https://www.mmsjournals.org/index.php/mmj/article/view/413
(Hovdhaugen, 2015; Creed, French & Hood, 2015; Darolia, 2014). Working while studying: the
impact of term-time employment on dropout rates
Ali (2017)
Andrea Faye Coral, et al. (2020)
Claudia Cazares (2016)
Dalisay S. Maligalig, Rhona B. Caoli-Rodriguez, Arturo Martinez, Jr., and Sining Cuevas (2010)
https://www.adb.org/sites/default/files/publication/28409/economics-wp199.pdf
Education outcomes in the Philippines Dalisay S. Maligalig, Rhona B. Caoli-Rodriguez, Arturo
Martinez, Jr., and Sining Cuevas https://www.adb.org/publications/education-promote-
philippines
Effectiveness of an Online Classroom for Flexible Learning Christopher DC. Francisco1 and
Marites C. Barcelona2(August 8,2020) https://eric.ed.gov/?id=ED607990
Endsleigh (2015). Increase in university students 'working to fund studies'Published10 August
2015
Green and Jaquess (2015)
HKSLASH (2019)
https://hkslash.com/en/blog/why-part-time-jobs-are-bad-for-students/
https://journals.sagepub.com/doi/full/10.1177/2096531120921703
https://ojs.aaresearchindex.com/index.php/aasgbcpjmra/article/view/1682
https://www.bbc.com/news/education-33843987
https://www.coursehero.com/file/62230052/articlepdf/
https://www.opendemocracy.net/en/beyond-trafficking-and-slavery/ignoring-benefits-of-
children-s-work/
https://www.researchgate.net/publication/272122514_Working_while_studying_the_impact_
of_term-time_employment_on_dropout_rates
https://www.researchgate.net/publication/273278702_The_Effect_of_Part-
Time_Employment_on_Academic_Achievement
https://www.researchgate.net/publication/349468385_International_Students'_Experience_of
_Studying_and_Working_at_a_Northeastern_Public_University_in_the_US

29 | P a g e
Impact of time management beheviors on Undergraduate Engineering students’ performance,
Ritchelle V. Adams, Erik Blair,2019
https://journals.sagepub.com/doi/full/10.1177/2158244018824506
Impact of Time-Management on the students’ Academic Performance: A Cross-Section Study
written by Adham Alyami, Abdulrahman Abdulwaheb, Abdul Azhar, Abdullah Binsaddik, Saeed
M. Bafaraj, published by Creative Education, Vol.12 No.3,2021
https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.scirp.org/journal.pape
rinformation.aspx%3Fpaperid%3D107573&ved=2ahUKEwjZ_PGiqND6AhvmtIYBHVzGBoM4HhA
WegQIAhAB&usg=AOvVaw2mZBOgPm7Do1juOg40FE- u
Leone Richmond (2013). Student part-time work increases
https://www.timeshighereducation.com/news/student-part-time-work-
increases/2006956.article
LOCAL
M. Bourdillon (2017)
Moses Kwadzo (2014). International Students’ Experience of
Moses Kwadzo, PhD (2014). International Students’ Experience of Studying and Working at a
Northeastern Public University in the US
Neil G. Ruiz et. al. (2018). Number of Foreign College Students Staying and Working in U.S. After
Graduation Surges https://www.pewresearch.org/global/2018/05/10/number-of-foreign-
college-students-staying-and-working-in-u-s-after-graduation-surges/
Ogunshola and Adewale (2012), Parents’ Occupational Background and Student Performance in
Public Secondary Schools in Osogbo Metropolis, Osun State, Nigeria
https://journals.dut.ac.za/index.php/ajims/article/download/802/646/2657
Rica Abenoja et. al. (2019) https://files.ost.io/v1/resources/w5t7a/providers/o
sfstorage/5ea5f39ae4f08100dc078a80? action=download&direct&version=1
Sebastian Williams (2015). Which countries have the most students juggling work and studies?
Studying and Working at a Northeastern Public University in the US
https://drive.google.com/file/d/18VO-bqhEHmcdiYRYKaTy-z5yx8U0l1l6/view?usp=drivesdk
The Effect of Sibling Size on Children’s Educational Attainment Evidence: In Indonesia
The Effects of Time Management among Working Students of Selected Grade 12 General
Academic Strand of Senior High School in Bestlink College of the Philippines Astudillo, M. L. .,
Martos, R., Reese, T.M. ., Umpad, K. J., & Dela Fuente,A. .(2019)
https://ojs.aaresearchindex.com/index.php/aasgbcpjmra/article/view/1254

30 | P a g e
 Curriculum Vitae

Name: Feria, Mary Rose G.

Age: 18 years old

Gender: Female

Status: Single

Email Address: rhoseferia30@gmail.com

Birthday: September 30, 2004

Birthplace: San Clemente, Tarlac

Contact Information/ Phone number: 09513295458

Religion: Catholic

Educational Background

Primary: Dueg Resettlement Elementary School

Secondary: Dueg High School

Senior High School: Camp Vicente Lim Integrated School

31 | P a g e
Name: Agreda, Mae Kyla C.

Age: 18 years old

Gender: Female

Status: Single

Email Address: maekylaagreda@gmail.com

Birthday: October 25, 2004

Birthplace: Davao City

Contact Information/ Phone number: 09121330268

Religion: Protestant

Educational Background

Primary: Santa Cruz Elementary School

Secondary: Manuel B. Guiñez Sr. National Highschool

Senior High School: Camp Vicente Lim Integrated School

32 | P a g e
Name: Mateo, Ma. Cristina

Age: 20 years old

Gender: Female

Status: Single

Email and Address: mateomachristina@gmail.com

Birthday: September 29, 2002

Contact Information/ Cellphone Number: 09060724378

Religion: Roman Catholic

Education Background

Primary: Paciano Rizal Calamba City Laguna

Secondary: San Cristobal National High School -Annex Calamba City Laguna

Senior High School: Camp Vincent Lim Integrated School Mayapa Calamba City laguna

33 | P a g e
Name: Ledesma, Jerryyan

Age: 19

Gender: Male

Status: Single

Email Address: jerryyanledesma9@gmail.com

Birthday: November 03, 2003

Birthplace: St. Fridz General Hospital #27 Paciano Rizal Calamba

Contact Information/ Phone numer: 09460701583

Religion: Catholic

Educational Background

Primary: Post Elementary School Mayapa Calamba City Laguna

Secondary: CVLIS Mayapa Calamba City Laguna

Senior High School: Camp Vicente Lim Integrated School Mayapa Calamba City Laguna

34 | P a g e
Name: Ruiz, Marivic S.

Age: 19 years old

Gender: Female

Email Address: marivicruiz256@gmail.com

Birthday: February 6, 2004

Birthplace: Estampar Cataingan Masbate

Contact Information/ Phone number: 09917704906

Religion: Roman Catholic

Educational Background

Primary: Estampar Elementary School

Secondary: Feliciano S. Samonte Memorial High School

Senior High School: Camp Vicente Lim Integrated School

35 | P a g e
Name: Jordan, Jamhir Andrew I.

Age: 18 years old

Gender: Male

Email Address: andrewibanez051821@gmail.com

Birthday: March 28, 2005

Contact Information/ Phone number: 09090273557

Religion: Catholic

Educational Background

Primary:Mayapa Elementary School

Secondary:Kapayapaan Integrated School

Senior High School:Camp Vicente Lim Integrated school

36 | P a g e