Working Students’ Academic Hurdles.

According to Canto, et al.(2024) Working students are more likely to struggle with
maintaining good grades, and sometimes experiencing failing grades that results to a
longer period to complete their college degree. This supports the study of Pagon &
Ponce (2021) The study found that work load and work schedule being the most
important element, have a considerable impact on academic achievement. Working
students must rely increasingly on their own resources to succeed because their
parents cannot afford to pay for their education. Additionaly,students who work at night
are the ones whose jobs have negative impacts on their academic performance. This is
because these students don't get enough sleep or rest Autida (2023). For Instance, a
student was interviewed by Naylor (2020) stating that he agrees that his academic
performance declined and he feels sleepy during the day. Besides, When it came to
challenges, students who worked tended to experience more stress and fatigue than
those who did not. Chantrea (2019) As well as, Working students experienced lower
GPAs than those who do not work. Cheng (2019)

For working students who try to strike a balance between their career and
academics, time management is still very important. It is clear that juggling employment
and school requires a great deal of work, and finding ways to reduce conflicts between
the two has a significant positive influence on the lives of working students. Thus,
realising the complexity of their multiple duties and creating a thorough time
management strategy has a profound impact on working students' life Pedroso, et al.
(2023). Further, Numbers of working students make use of techniques for time
management including Pomodoro, planners, to-do lists, and Quizlet as part of their
study routines to manage their time well in spite of their busy schedules. Students who
work also build up new abilities, such improved communication skills. The survey
indicated that the situation for working students is extremely difficult and stressful. They
have problems meeting school requirements. But according to Magno G. C. & Magno E.
S.(2022) Working students benefit from learning how to prioritise and manage their
time, as well as increasing their self-confidence. The drawbacks include increased
school tardiness, which leads to poor academic performance. Working students'
strengths include optimism and the ability to manage their life priorities. On the other
hand, the shortcomings are having difficulties adjusting clashing schedules and mental
exhaustion. In addition to that, Most respondents on the study of Acaso, et al.(2019) felt
that working while studying had an impact on their academic achievement. Most
students, believe that holding these occupations can detract from their academic
performance Paje (2023). The most common outcome was low engagement in class
activities. Due to their professional obligations, working students frequently give up
extracurricular activities. It is because they are more likely to be preoccupied with their
jobs, they are less likely to develop the traditional study habits of taking notes and
reading widely Dungon, et al. (2024).

Despite this, the study of Bias V. M. & Bias A. P. (2023) states that the academic
performance among working students showed great result, indicating enthusiasm for
learning and participation in classroom discussions. The research, conducted at
Muhammadiyah University of Sidoarjo, found a positive correlation between academic
stress and adversity quotient in working psychology students. The study involved 112
students and revealed a correlation coefficient of 0.526, suggesting a moderate
relationship between the two variables. This means that higher levels of academic
stress are associated with higher levels of adversity quotient and vice versa. Academic
stress contributes 40.5% to adversity quotient Larasati et al. (2024) A negative
correlation was found between academic fatigue and self-efficacy, indicating that
working students with higher self-efficacy are less likely to experience academic burnout
according to Weny, et al.(2022). The association between employment and academic
success is good, with the majority of respondents strongly agreeing that working
part-time would have an impact on student perseverance. Fataha, et al.(2021)
Moreover, Students who have a clear vision of their future selves are more likely to use
proactive boundary management techniques to help them manage their duties.
Eastgate, et al.(2022)

In a research conducted at UMTC, working students' academic performance is low.

In other words, the academic performance of working students performance is
somewhat impacted by school-related activities, examinations, as well as study
Requinto & Mojico (2022).To support that statement, One of the most difficult things for
working students to do is to keep up with all of the obligations and deadlines associated
with their studies (UNITAR International, 2022) Also, the study of Silgeura (2024)
findings indicated the participants' pursuit of intelligence has not always took place. This
is because the participants recognised situations in which they were unable to
completely use their rights to an education because of obligations that they had not
initially chosen to carry out. All of this is a result of the family's poverty, as the parents
are unable to afford to send their kids to school. In exchange, some kids thought of
taking jobs while going to school in order to support themselves as they pursue their
dreams. Additionally, Students must balance meeting their financial obligations with
maintaining high academic standing. The employee must simultaneously perform well
enough to maintain employment. The burden of stress at job and education is quite
different. Sometimes, one of boundaries may have to be sacrificed because the other
cannot be maintained (RepublicAsia, 2024)

There are schools and universities that offer courses with teaching and learning
activities that students can complete at their own pace. Programmes intended for
asynchronous learning delivery, in which no real-time interaction with instructors or
classmates is required, allow students to complete all academic activities at the time
that is most convenient for them. One will never be concerned about his study
interfering with other commitments (Sunnexdesk, 2021). In support that statement The
working students at Open High School Program of Mariano Peralta National High
School demonstrated time management skills ranging from average to good level, with
an overall good level of proficiency. Additionally, the respondents' academic
performance ranged from developing to proficient levels, with a mean grade of 82.68,
indicating progress towards proficiency. A high correlation was found between time
management skills and academic performance, signifying a significant relationship.
Thus, cultivating time management skills among working students can significantly
enhance their academic performance Mariano, et al. (2022). Additionally, According to
the study, work support has been connected to improved academic performance, while
family support was linked to improved employability, well-being, and academic success
of working students Chu et al.(2019) In addition, Raboca & Cărbunărean (2024) study
also reveals that intrinsic academic drive and faculty support for working students are
strongly positively correlated.

Student's Motivations on working while studying

According to the Philippine Statistics Authority, 15.5 percent of Filipinos, or about

17.54 million Filipinos were considered as poor in 2023. With this, according to Perna
and Odle (2020), The cost of attending college is increasing faster than family incomes,
and increases in government, state, and university scholarships have not been enough
to cover all students' financial needs. Therefore, Filipino students are frequently forced
to work in order to pay for their education and living expenses due to financial
constraints (TeamAsia, 2018). Many working students find themselves in employment
not by choice, but due to circumstances stemming from an early age. They often grow
up in families facing significant economic challenges, where the necessity to contribute
to financial stability becomes a fundamental part of their upbringing (TeamAsia, 2024).
Additionally, according to Autida (2023), underprivileged students need to overcome not
only their academics but also to the financial aspects which is why many chose to
become working students. This supports the study from Eurostudent (2019) stating that
working students claim that they could not afford to study without having an income
from a paid job, and others said that they chose to work to also support their family
financially. But, these students who chose to work while studying still have learning
motivation. The study by Hermawan and Astuti (2021) revealed that students are
motivated to learn because they have different intrinsic and extrinsic motivations. These
are because they still have a sense of responsibility to learn, having the goal of having a
good career path after graduation, therefore they can fulfill their financial needs.

On the other hand, Beam and Quimbo (2023) said that having work experience
serves as a signal of applicant quality highlighting the role of temporary work as a
stepping stone to employment. This supports the study of Eurostudent (2019) stating
that gaining work experience might increase the employment competitiveness in the
labor market of future graduates. With this, a research by Jackson (2023) shows the
effects of different kinds of student employment on the labor market, with substantial
support for aligning paid work to academic fields, especially part-time work, which
tended to improve work-readiness and lessen skills mismatch after graduation.
Additionally, an article from College of St. Scholastica (2018) stated that one advantage
of working while in college is that it allows students to obtain more professional
experience. For traditional students, who might normally have limited work experience,
this is particularly true. Also, Chandrea et al. (2019) stated that working in different fields
while studying helps to build up students' backgrounds and experiences which can
contribute to gaining high salary after graduating Therefore, according to Cheng (2019),
work experience improves students self-confidence in collaborating with others which is
essential on the work environment.

However, despite the various motivations of working students, working while

studying can have negative effects mainly on their academics, health, and their life as a
whole. A study from StartQuestion (2022) revealed that the demands imposed on
working students often leave them feeling overburdened, which has a detrimental effect
on their academic performance, social lives, and mental health. According to the
College of St. Scholastica (2018), working while in college may lead to overstretching
yourself, sometimes at the expense of your academic performance. This validates the
study of Summer (2023) stating that working while studying has four main impacts on
students' lives: It limits flexibility in scheduling, making students vulnerable in an
emergency, it requires difficult financial calculations, and it can negatively impact
students' social and mental well-being. In addition, Walog et. al. (2024) shows
challenges of working students including time management, and sleep
deprivation.These contrasts the study of Payusan et. al (2022) as cited from the study of
Childress (2014) highlights students who work and go to school have a good mindset
including excellent time management skills, essential job skills, and self reflection. In
addition, the study of Wage et al. (2024) states that working students exhibit a high level
of good financial behavior because they keep track of their finances to make sure they
can meet their family financial goals and their personal financial goals.

The working student’s preference in learning

The COVID-19 pandemic has changed education, especially for students who work
while studying. Many students found that having a job while studying gave them
valuable opportunities to develop important skills and character traits (Adam, 2023).
This combination allowed them to earn money and build resilience during tough times.

During the pandemic, students faced many challenges, such as limited resources and a
sudden switch to online learning. However, those in programs that offered
asynchronous learning could manage their studies alongside their jobs. This flexibility
allowed them to complete assignments at their own pace, reducing some of the stress
of juggling multiple responsibilities (EBARDO, 2021; WVU Online, 2024).

Blended learning became a helpful solution, allowing students to connect their

education with their career goals. This approach enabled them to use skills gained from
their jobs in their studies, making learning more meaningful (Aton, 2024). However,
blended learning also brought challenges, especially with time management. Students
often struggled to balance work schedules with schoolwork, leading to personal
sacrifices and worries about maintaining a healthy work-life balance (Villanueva, 2021).

Educators quickly adapted to the new situation, with many teachers learning new skills
to teach online effectively. This rapid change was crucial to ensure that students could
still access learning (Pedroso, 2022). The dedication of teachers to provide quality
education during this time was vital in supporting students.

The shift to online learning opened new opportunities but also highlighted the need for
better resources and training for students. Many working students reported that their
academic performance and mental health were satisfactory, but some felt stressed and
bored during online classes (Bote, 2022). The flexibility of online programs was
especially helpful for those with full-time jobs, allowing them to attend classes from their
workplaces (Kaoud, 2023).

Despite the benefits of online learning, adult learners faced unique challenges that
required additional support. Adult students often juggle work, family, and education,
which can create difficulties in an online learning environment (McKenna, 2023). To help
these students, schools must implement strategies that address their diverse needs,
ensuring that everyone has a chance to succeed.

Blended learning also helped address digital inequalities, allowing students to build
important digital skills (Gardner, 2019). By providing opportunities for students to
engage with technology, educators can help close the gap between those with access
to resources and those without. This focus on digital skills is crucial in a world where
online interactions and technology are becoming the norm.

The experiences of working students during the pandemic highlight the need for flexible
learning systems. Schools must recognize the different needs of their students and
provide support that helps them succeed. This includes offering flexible schedules,
access to resources, and opportunities for interaction with peers and teachers
(Macawile, 2022; Singh, 2021). By creating an inclusive learning environment, schools
can help students manage the challenges of balancing work and study.

As higher education continues to change, integrating technology and innovative

teaching methods will be essential for supporting students in their academic and career
paths (O’Donoghue, 2019; Nimesheim, 2024). Institutions that embrace new
technologies and teaching strategies will be better prepared to meet the needs of their
students.

The pandemic has also led to a reevaluation of traditional education models. Many
universities have recognized the value of online and blended learning, leading to the
creation of programs specifically designed for working students. These programs often
feature self-paced learning options, allowing students to complete coursework on their
own schedules (Doctor, 2020; Best Colleges Online, 2023). This flexibility is particularly
appealing to nontraditional students who may be balancing multiple responsibilities.

Moreover, the rise of online education has made it easier for students to access a
wealth of academic resources. Many institutions have invested in digital platforms that
provide students with easy access to course materials and support services (Liu, 2023).
This accessibility is a significant advantage for working students who may not have the
time to visit campus regularly.

However, the transition to online schooling has not been without its challenges. Many
working students have expressed difficulties in balancing online classes and schoolwork
with their jobs, leading to mental and physical exhaustion (Bayrak, 2020). Effective time
management and self-discipline are crucial in an online learning environment, where
students must take greater responsibility for their own learning.

To support working students, schools must prioritize the development of strong support
systems. This includes providing access to academic advising, tutoring, and mental
health resources. By addressing the overall needs of students, schools can help them
navigate the challenges of balancing work and study while promoting their well-being
(Stoltz-Loike, 2017).
In addition to institutional support, peer networks can play a vital role in the success of
working students. Engaging with fellow students can provide a sense of community,
which is especially important in an online learning environment (Forest Trail Academy,
2023). Collaborative learning opportunities, such as group projects and discussion
forums, can foster connections among students and enhance their learning
experiences.

Furthermore, the pandemic has highlighted the importance of being prepared for
emergencies in education. Schools must be ready to respond to unexpected
challenges, ensuring that both teachers and students can adapt quickly to changes in
the learning environment (Singh, 2021). This preparedness includes investing in
technology, training teachers in online teaching methods, and developing plans for
various scenarios.

As we look to the future, it is clear that the landscape of higher education will continue
to evolve. The experiences of working students during the pandemic have shown the
need for flexibility, adaptability, and innovation in educational practices. By embracing
new technologies and teaching methods, schools can create learning environments that
support the diverse needs of their students and prepare them for success in a complex
world.

In conclusion, the COVID-19 pandemic has reshaped the experiences of working

students, presenting both challenges and opportunities. The shift to online and blended
learning has allowed students to balance their academic pursuits with their work
commitments, but it has also required a reevaluation of traditional educational models.
As higher education continues to adapt, it is essential for institutions to prioritize the
needs of working students, providing them with the resources and support necessary to
thrive in their academic and professional journeys. By fostering an inclusive and
adaptable learning environment, we can ensure that all students have the opportunity to
succeed, regardless of their circumstances.