EXPLORING THE LIVED EXPERIENCES OF ACCOUNTANCY

WORKING STUDENTS

A Research Presented to
Michael S. Mendez

In Partial Fulfilment
of the Requirements of the subject
Purposive Communication

Members:
Cyrose Ronah Mae Silgas
Gabriel Evan Bedar
Justine Sequira
Nathaniel Sayloon
Van Deore A. De Castro
 Table of Contents

Chapter ............................................................................................................ 2

Introduction ........................................................................................................... 1

Significance of the study ....................................................................................... 3

Definition of Terms ................................................................................................ 4

Scope and Limitations .......................................................................................... 5

Chapter 2

Review of related Literature ………………………………………………………6

Theoretical Framework …………………………………………………………....6

Chapter 3

Methodology ………………………………………………………………………. 18

Research Design …………………………………………………………………..18

Research Participants……………………………………………………………. .19

Research setting ……………………………………………………………………20

Locale of the Study …………………………………………………………………21

Data collection Instrument …………………………………………………………20

Data Collection Procedure…………………………………………........................21

Research question ……………………………………………………….................21

Trustworthiness ……………………………………………………………..............27

Ethical Considerations ……………………………………………………………..29

References ………………………………………………………………………….30
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Chapter 1

INTRODUCTION

As the cost of higher education increases, the number of students that engages in

part-time or full-time jobs are also increasing which not only help to pay tuitions fees but

also to cover other expenses (Hulla, 2021). A study by

Georgetown University's Center on Education and the Workforce (2015) found that over

70 percent of college students have worked while enrolled for over 25 years, averaging

30 hours per week. This indicates a significant increase in the number of working

students over the past two decades.

Peltz et al. (2020) explored working students’ experiences and found that working

students suffered from poor sleep quality and mental health which impedes their other

responsibilities. In addition, it was also argued by Carnivale and Smith (2018), that

students go to work not only to earn money to support themselves but also to gain

helpful experience that they can use in their future careers. It is also stated that almost

70 percent of them do not earn enough to cover the costs associated with continuing

their education. Lastly, from the study of Del Carmen et al. (2020), working students at

Northlink Technological College face challenges balancing work and studies, often

experiencing stress and needing strong time management skills. Many work due to

financial constraints, especially those from low-income families. Despite the difficulties,

work offers benefits like practical experience, improved academic performance, and

essential benefits like health insurance. Students with clear goals and purpose are
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better equipped to handle these challenges and succeed academically and

professionally.

Emphasized in the study of Ecton et al. (2023), there is a strong relationship

between working while enrolled and their chances in completing a degree, where they

found that working students may not only find a delay on their college completion by

more than half an extra term but also a drastic decrease of chances of even getting a

degree and completing their college studies. Carnevale and Smith (2018) also claimed

that, working or having internships in your college career has become the best way for

students to gain proper and useful skills as well as to show enough competence and

bolster connections with possible future employers before they even enter the job

market. Finally, from the study of Paolo and Matano (2016), it is crucial to acknowledge

the significant impact of working while studying on the academic performance of

students and their future employment opportunities. It is also confirmed that being

employed while studying can significantly increase the length of studies but only has a

negligent impact on the final mark a student can get and it is even proven that working in

a field that is related to your course of study can have positive effects on your academic

performance.

While previous research has explored the potential benefits and drawbacks of work

experience for students, it often overlooks the day-to-day realities of balancing academic

and professional commitments. While studies have highlighted the potential for skill

development and career opportunities, they have also emphasized the negative impact

of factors such as intense work schedules, job nature, and individual student

characteristics. However, these studies often fail to delve into the specific strategies and
 3

coping mechanisms that students employ to navigate these challenges. This research

aims to fill this gap by examining the unique approaches these students adopt to

successfully balance their academic and professional lives. By understanding these

strategies, we can gain valuable insights into the experiences of working students and

identify potential support systems or interventions to enhance their overall well-being

and academic success.

Significance of the study

This research aims to identify and explore different experiences of working BSA

students and to identify their coping strategies in balancing both of their work and study

schedules. This research study aims to benefit the following variables

Working students- with this research study it will help them identify different coping

strategies in facing challenges with regards to their work and study schedules.

Furthermore, it will also provide them relevant information about how to balance their

agendas.

Teachers and Faculties- with this research study it will help them acknowledge the

different challenges and situations that the working students have to endure. It will also

allow them to formulate different teaching strategies in order for them to have a positive

impact towards working students.

Work superiors- with the assistance of this research study It can benefit the work

superiors of the working students as it allows them to acknowledge the different

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challenges the students have to undergo. In addition, it will also allow them to formulate

alternative schedules so that collision of both agendas will be avoided.

Definition of Terms

Working Students- College or university students who take on jobs, either part-time or
full-time, while partaking in educational activities.
Mental health- A person's emotional, psychological, and social well-being, affecting how

they think, feel, and act, often impacted by factors such as stress or poor sleep quality.

Coping mechanism- Strategies or behaviors that students adopt to manage the stress,

fatigue, and challenges associated with balancing work and study.

Skill Development- The process in which students gain different skills and knowledge

while undertaking work and studies at the same time.

Student Characteristics- The personal qualities, behaviors, and attributes that may

influence how students manage their academic and work commitments, such as

resilience, time-management skills, and support systems.

Work-study experience- The experience where students perform work related duties

while studying to support financial cost in education and other living expenses.

Financial struggle- Difficulties faced by students in managing their financial resources

to meet the costs of education, living expenses, and other personal needs while

attending college.

Time management- The process of planning and controlling how students allocate their

time between academic duties, part-time work, and personal

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activities.

Burnout- Physical and emotional exhaustion caused by prolonged stress, based on a

working student’s unbalanced management in work and studies.

Scope and Limitations

This research study aims to examine the lived experiences of 1 st year working

Accountancy Students who pursue in both full-time and part time jobs. This research

study also aims to examine how working accountancy students manage both their

working and academic agendas at the same time. Furthermore, this study will also focus

on how these working accountancy students generate different coping strategies to

manage the challenges and hardships of balancing both work and study schedules.

This research study will be limited and will be conducted on the University of

Mindanao, Matina Branch. Research respondents will also be limited for both male and

female genders. In addition, in regards to this study’s time frame, this research will be

conducted on the current school year 2024-2025.

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Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents a discussion of the theoretical and empirical literature

related to the lived experiences of working BSA students in relation to the topic of work-

study experience, financial struggles, mental and physical health, time management,

and academic performance.

Theoretical Framework

This study will draw upon the Role Theory and Social Cognitive Theory to discover
and acknowledge the experiences and hardships that a working student faces.

Role Theory

Role theory is a sociological viewpoint that emphasizes how people's experiences

are shaped by their social positions and the expectations associated with those

positions. It explains how these roles, and the behaviors expected of them, can affect

individuals' lives and overall well-being. Factors such as the importance of a role, the

extent to which a person engages in a role, the other roles they hold, and the stress

associated with a role can all influence these outcomes Howwel and Greenfield (2015).

This theory will help this study in understanding how students navigate various social

roles.

Especially their roles as a student and a worker at the same time. By examining

their experiences and behaviors in this aspect.

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Social Cognitive Theory

As stated by Schunk and DiBenedetto (2022), Social Cognitive Theory explains

how people learn from others. It suggests that our behaviors, thoughts, and environment

all influence each other. We learn by watching what others do and the results of their

actions. This theory emphasizes the importance of self-control and belief in our own

abilities in shaping our behavior. Social Cognitive Theory will help this study understand

how working BSA students learn and grow. It will serve as a looking glass that shows

how their thoughts, feelings, and actions are connected and influence each other. For

example, their beliefs about their abilities, the support they get from friends and family,

and the examples set by others can shape their academic success, work-life balance,

and overall happiness. By using this theory, this study better understand their

experiences and challenges.

Work-Study Experience

Stated from the study of Tumin et al. (2020), one of the major factors why students

choose to work is to support their financial needs and the expenses of pursuing their

academic career, while seeking real world experiences for the

future.

While Carnevale and Smith (2018) discussed the balance between working and

learning and the several reasons why students choose to work while studying, there is

no clear discussion about what the students face in their day-to-day lives as an integral

part of the local workforce and their strategies in facing the challenges they may

encounter.
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Freshmen working students in college often find it hard to balance their studies

and part-time jobs. They struggle to keep up with difficult topics, assignments, and

projects. On top of that, they need to work to support themselves, which makes it even

harder to focus on their studies (Pabriga et al., 2023).

The students who balance work and studies are primarily driven by financial

needs, a desire for personal growth, and a strong motivation to bridge the gap between

theoretical knowledge and practical application. It appears that these students have a

clear understanding of the reasons behind their decision to pursue both academic and

professional commitments simultaneously. The findings suggest that working while

studying can lead to greater responsibility, improved personal lives, and increased

feelings of satisfaction. Many students who work while studying face a variety of

challenges. Two key strategies that have proven effective are good time management

and self-reflection. By effectively managing their time, students can balance their work

and study commitments. Additionally, self-reflection helps them stay motivated and

focused, even when faced with demanding schedules (Abenoja et al., 2019).

Working students juggle work and studies to meet their financial and social

needs, even if they come from low-income families. Despite the challenges, they push

through uncertainties and manage to get good grades, proving that financial struggles

don’t always mean poor academic performance. In the new normal, they rely on support

from others, build self-discipline, and create a positive environment for themselves. This

helps them make better decisions, stay engaged in learning, and find a balance between

school and work (Mutya et al., 2022).

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In the previous study of Richardson et al. (2014) the experiences faced by

students, particularly those engaged in part-time employment, in balancing work,

academic responsibilities, and social life. The study found that part-time work often leads

to a reduction in time available for academic activities, which can negatively impact a

student’s ability to meet academic requirements and achieve high grades.

According to the Commission on Higher Education (CHED), around 216,000

students in the Philippines work while studying. That is 8 percent of the total college

population. These young heroes reconcile difficult hours and demanding coursework like

homework, reviews, and tests with their jobs and school.

The results of the study by Di Paolo and Matano (2016) showed that working

while studying can extend the time it takes to graduate, but it has little effect on

academic performance, especially when the job is full-time and related to the student’s

field of study. Additionally, working in a job related to the field before graduation

increases the chances of stable, relevant employment after college. The study highlights

the importance of balancing work and study in related fields to improve career success

without significantly affecting academics.

Part-time employment may also have a positive effect towards students. In the

study of Saddique et al. (2023), many students find their part-time jobs fulfilling, as they

provide financial support, practical experience, and social connections.

Working students experienced increased level of stress because of the demands

in part-time jobs and academics which affected their mental and physical health, time for
 10

studies, and difficult lifestyle which made their day-today lives more challenging

(Paranial & Campaña, 2023).

While previous research has highlighted the importance of effective time

management in balancing work and study (Ikhwan, 2017), there remains a gap in

understanding the specific strategies employed by working students to successfully

navigate this challenge. This study aims to fill this gap by exploring the experiences and

perspectives of working students, particularly focusing on their time management

techniques and coping mechanisms.

Financial Struggles

According to Nnamani et al., (2014), the financial problems of the students

extremely contribute to the student’s low academic performance, which therefore leads

to the low quality of education in many ways. It was also stated by Asri et.al (2017) that

although students do not have a commitment on paying monthly debt instalments like

other households, their status as students requires them to pay their education fees,

rents and other essentials, resulting to them finding ways to gather enough funds to

support themselves. As higher education expenses in both public and private

educational institutions continue to rise, students at the tertiary level demand more

money to pay for the cost of study and living at universities, which added responsibility

to students that lack the financial capability to pay these costs (Daud et al., 2018). Even

students at a public/state institution who pay lesser or no tuition fees must pay money to

cover costs of study such as photocopying books, printing outputs, purchasing school

materials, providing snacks and meals, and a variety of other charges. The researchers
 11

also revealed three significant financial concerns that students face: (1) their spending

will always exceed their income; (2) they will use their personal finances for essential

needs; and (3) they are anxious about their financial resources.

Following the study conducted by Williams (2014) that states the reasons why

students work is due to budgetary need, meet a quick or basic necessity, and to help the

understudies in their future objectives. As stated by the officer-in-charge at CHED’s

office of the executive director, Atty. Julito Vitriolo. “One of the reasons why students

need an extra income is due to a financial crisis,” He also added that because of higher

commodity prices and tuition fees. These students are forced to work independently.

The CHED stated that only half of working students get to finish college, as many cannot

adapt and cannot concentrate on their studies, while some have poor health, while

others did not continue because of financial problems. Around 216,000 understudies in

the Philippines are right now juggling School and work, the most recent information from

the Commission on Higher Education (CHED). Alarmingly a recent report from College

Atlas (2015) revealed that 60 percent of students who drop out of college were

responsible for paying their own tuition, and the inability to balance multiple life demands

was a top contributor in the decision to discontinue college. Financial problems had a

negative influence on GPA (Britt et al., 2016), Students in that study who reported that

they had the ability to pay only for necessities had lower registrar-reported GPAs relative

to Students who could afford all of their needs and most of their wants. The findings of

the study of Darolia (2014), where understudies take fewer attributes in school because

of work duties. As a result, the students’ lost confidence to enroll and are dropping out

and started to find a stable job.

 12

One of the factors why students struggle in budgeting their money in school,

personal life and work is that the young generation often enters the world of work

without having good financial management Sandi (2020). Many students struggle to

make ends meet and pay for their education because they have limited income,

inadequate financial literacy, compulsive spending habits, and high debt levels (Widener,

2017). Letkiewicz (2014) found that students who overspend on consumer loans and

have higher levels of student debt frequently experience a higher Level of stress, which

results in a longer path to degree completion than students with higher financial

capabilities. A lack of financial capability, including concern about debt levels, overall low

financial literacy, and other problematic financial behaviors that are a result of poor

spending and saving habits (Mottola, 2014).

Despite growing awareness of financial barriers faced by underrepresented

college students, there is a lack of research on effective strategies to help these

students access and utilize financial resources efficiently (Echelberger et al., 2017).

Mental and Physical Health

Aisyah et al. (2020) found that working while studying affects student mental

health in a positive way. Students, having a part-time job brings happiness, as they

enjoy gaining new experiences and developing skills. This sense of growth contributes

to their overall well-being.

The study by Peltz et al. (2020) shows that financial stress in college students

leads to poor sleep, which in turn affects their mental health by increasing depressive
 13

symptoms. Students who work more hours, especially those under financial strain,

experience these challenges more intensely. These mental health issues are most

evident in low-income and first-generation students, who are already at greater risk of

dropping out. The study suggests that improved support systems could help students

better manage both work and mental health challenges.

Previous research of Rogge et al. (2020) highlights associations between poor

sleep quality and depressive symptoms in college-aged students. College students who

frequently experience poor sleep quality often grapple with heightened levels of

depression, anxiety, and impaired cognitive function. Insufficient sleep can lead to

increased fatigue during class time, making it difficult to concentrate and participate

actively in academic pursuits. Furthermore, students who juggle both work and studies

may face additional challenges, as the demands of employment can further exacerbate

sleep disturbances and mental health issues.

According to Verulava and Jorbenadze (2022) 44 percent of student’s difficulty of

balancing work and study as a significant reason for their sleep disturbances. This

imbalance negatively impacts their mental health, ultimately affecting their academic

performance.

Hulla (2021) also stated that student who are employed had several affects

towards their physical health which includes extreme headaches, less time for fitness

activities, skipping meals, fatigue, and soreness from work.

Working students often face serious physical health issues, with sleep deprivation

being one of the biggest challenges. The demands of balancing part-time jobs and
 14

school—especially for those working night shifts—disrupt their sleep, leading to fatigue,

headaches, and reduced focus. Many students report that juggling work and studies is a

key reason for their poor sleep, which then impacts their overall health (Verulava &

Jorbenadze, 2022).

Burnout is another major problem, caused by the constant stress of handling both

academic and job responsibilities. This stress can lead to long term physical effects,

such as migraines, changes in eating habits, and chronic exhaustion. Research shows

that working over fifteen (15) hours a week significantly increases these health risks,

making it harder for students to stay physically and mentally well (Drăghici & Cazan,

2022)

People who aren't happy with their jobs often have worse physical health. They

may experience problems like muscle and joint pain, feeling sick, heart issues, and

trouble sleeping (Chang & Chang, 2019).

Time Management

Time management is essential for college students to achieve academic and

psychological success, especially if they have part-time jobs, academic stress, and other

personal pressures. Effective time management enhances academic performance and

helps to reduce stress, while lack of it leads to disorganize routine, poor grades, and

guilt feelings (Nasrullah & Khan, 2015; Häfner, Stock, & Oberst, 2014; Richardson,

Evans, & Gbadamosi, 2014).

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The concept of time management originated in the 1950s from the work of

Frederick Winslow Taylor on efficiency and productivity (Razali et al., 2018). The

relevance of time management increases as more students balances their role as a

workforce and as a student. While part-time work is valuable in career preparation,

reading and other academic tasks are usually sacrificed. A survey of 30 business

students identified that work obligations often force learners to opt for short-term

financial gains at the expense of long-term academic gains (Richardson et al., 2014).

Practices in time management have an impact on academic performance.

Nasrullah and Khan (2015) discussed that an organized schedule and favorable

conditions help a lot in gaining effectiveness. Also, Razali et al. (2018) expressed that

planning time appropriately is the most significant determinant of success in academics.

Alsalem et al. (2017) note that the differences in gender and faculty also require different

time management practices. However, regardless of these differences, time

management always requires prioritizing tasks for all students. Häfner et al. (2014)

illustrated that training interventions on goal setting and daily planning reduce stress and

improve students’ perceived control over their schedules without changing the external

demands.

For working students, effective time management is even more crucial because

they have to balance academic demands with part-time jobs. Such students often

experience more stressors, such as having little time to study and do assignments,

which can have a negative impact on their academic performance and general well-

being. According to Gupta and Chitkara (2018), poor time management leads to
 16

exhaustion and increased stress. However, students who have effectively managed

work and study commitments report greater control over their lives and less stress.

Students who are working while in school can improve their academic outcomes and

mental health through prioritizing tasks and structuring schedules, thereby demanding

that universities provide resources that address the unique challenges they face.

Despite the acknowledged importance of time management skills for academic

success, there remains a significant gap in research exploring effective strategies to

foster these skills among students, specifically the impact of task breakdown, time

management strategies, and time management awareness (Alsalem et al., 2017).

Academic Performance

Working students always struggle to balance their time and academics. As a result,

students who spend more time working have less time to engage in academic studies,

which can lead to poor academic performance (Green & Maggs, 2015). Working while

studying affects student’s academic performance, employment can result to pull

students away from their academic activities (Vaughn et al., 2016).

Furthermore stated by Ali (2017) part-time jobs could bring extra income and help

university students to gain working experience however, students may feel sleepy and

reduce time from study, thus it is a real challenge to balance between part-time job and

study, studying while having part-time jobs may face problems regarding to their studies

as a result they spend less time going to school and studying and instead give their

attention towards their part-time jobs it can also lead to factors like low or failed grades,

poor test scores, and some leads to dropping off. Stated by Ngan (2021) academic
 17

performance and studies suffer more as a result of working part-time, some also fails

their subjects this is because of time spent on part-time jobs due to the difficulty of

allocating time between academics and their work.

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Chapter 3

METHODOLOGY

This chapter reveals the methods of the research to be employed by the

researcher in conducting the study which includes the research design, population of the

study, research instrument, and the data gathering procedures.

Research Design

This qualitative research utilized phenomenological study to describe the

experiences of the working students specifically the Bachelor of Science in Accountancy

in University of Mindanao. A qualitative approach was followed, Cypress (2015) defined

Qualitative research refers to any kind of research that produces findings Not arrived at

by means of statistical analysis or other means of quantification. It uses a naturalistic

approach that seeks to understand phenomena about persons’ lives, stories, and

Behavior including those related to health, organizational Functioning, social

movements, or interactional relationship. The purpose is to examine a phenomenon as

individuals experience it and directly describe it. The focus was on the subjective

experience of learners who are working students taking BSA. The goal of the approach

is to come up with a description of the nature of the phenomenon (Creswell & Poth,

2016).
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Research Participants

This study utilized a purposive sampling technique to select 15 Bachelor of

Science in Accountancy students from the University of Mindanao. The participants were

chosen based on their current year level (first to fourth year) and their work status (part-

time or full-time). This approach allowed for a diverse sample that could provide rich

insights into the challenges and strategies associated with research writing.

The demographic profile of the participants is as follows:

Age: 18 years old

Gender: 7 male, 8 female

Year Level: Work Status: Part-time: 8. Full-time: 7

First year: 15

All participants provided informed consent before participating in the study. Their

identities were kept confidential throughout the research process.

While purposive sampling allowed for a focused exploration of the research topic, it

is important to note that the findings may not be generalizable to a wider population.

Future studies may consider a larger and more diverse sample to enhance the

generalizability of the results.

The researchers employed a purposive sampling to select part time and full time

working students which composed of three groups with 5 participants from University of
 20

Mindanao, specifically the Bachelor of Science in Accountancy program first to fourth

year students currently enrolled for the school year 2023-2024. The target participants

has been chosen in purpose whom they can clearly and sincerely share their

experiences about research

writing.
Research setting

The study was conducted inside the school premises at University of Mindanao

Matina Campus specifically the working students of Bachelor of Science in Accounting.

Locale of the study

The study was conducted to the full time and part time working students, with 25

participants of Bachelor of Science in Accountancy in University of Mindanao at Matina,

Davao City, Davao del Sur. The University of Mindanao (UM), then the Mindanao

Colleges (MC), was opened in Davao City to the public in July 1946. In the present the

university caters 25,000 students. Moreover, this school was chosen because the

researchers are also students attending this university.

Data collection instrument

A group focused interview was chosen as the data collection instrument. A group

focused interview is a technique for data collection wherein it is comprised of individuals

with certain characteristics who focus discussions on a given issue or topic” (George,

2023). This was used for the study to get the accurate information about the lived

experiences of the BSA working students on how they managed their time effectively in
 21

school and work responsibilities and also to know the challenges they faced along the

way. With the following research questions.

Data Collection Procedure

Face-to-face interviews were conducted with target participants on-site at the

school’s conference room. Interviews were scheduled at times convenient

for the students. The researchers employed a structured interview guide with open-

ended questions and utilized audio recording to capture responses. Thematic analysis

was subsequently applied to the data to identify and code key themes and patterns,

using the table to present the research questions and answers.

Questions:

1. Can you describe your overall experience as a working student, including how

balancing work and study has shaped your life?

Sub-question:
How do you navigate your responsibilities as both a student and an employee?

 Probing Question 1: What does a typical day look like for you, balancing

your work and academic tasks?

 Probing Question 2: Can you describe any moments where you felt proud

of successfully managing both roles?

 Probing Question 3: Have there been times when your experience as a

working student has led to unexpected opportunities or challenges?

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What are the most significant changes you’ve noticed in your life since you began

working while studying?

 Probing Question 1: How has your approach to time management or

organization changed since you started working?

 Probing Question 2: In what ways has your perspective on education or

career goals evolved through this experience?

 Probing Question 3: Has your sense of self or your identity shifted as a

result of being both a student and an employee? Explain.

How has working while studying influenced your social and personal life?

 Probing Question 1: How do you manage to spend time with family or

friends while balancing your academic and work commitments?

 Probing Question 2: What has been the biggest sacrifice in your personal

life due to working and studying at the same time?

 Probing Question 3: Have you noticed any positive impacts on your social

life or personal development from your work experience? Explain.

2. What are the most significant challenges you face as a working student, and how do

these challenges affect your daily life?

Sub-questions:
How does your work schedule impact your ability to focus on academic

responsibilities?
 23

 Probing Question 1: Do you find yourself struggling to keep up with

assignments or study sessions due to your job?

 Probing Question 2: How do you handle the fatigue that comes with

balancing work and study?

 Probing Question 3: Have you had to make compromises in your

academic performance due to work demands? Explain.

What personal sacrifices have you made to manage your work and study

responsibilities?

 Probing Question 1: How has your physical or mental health been

impacted by the need to work while studying?

 Probing Question 2: What have you had to give up, such as hobbies,

social activities, or sleep, to make it all work?

 Probing Question 3: Do you find that your relationships with family and

friends are affected by the time constraints you face?

What emotional or psychological challenges do you encounter as a working

student?

 Probing Question 1: How do you manage feelings of stress or overwhelm

when things get particularly difficult?

 Probing Question 2: Do you ever feel isolated or unsupported in your dual

role as a student and employee?

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 Probing Question 3: How do you handle moments of self-doubt or

frustration when things feel out of balance?

3. What strategies or coping mechanisms have you developed to manage the demands

of being a working student?

Sub-questions:
How do you prioritize tasks and manage your time effectively between work and

study?

 Probing Question 1: Do you use any tools or techniques (like planners or

digital apps) to organize your schedule?

 Probing Question 2: How do you determine which tasks need to be

completed first when faced with competing deadlines?

 Probing Question 3: Have you found any specific time-management

strategies to be especially effective or challenging?

What support systems or resources have you relied on to help manage the

pressures of being a working student?

 Probing Question 1: Have you sought support from family, friends, or

mentors, and how has that helped you?

 Probing Question 2: Do you make use of campus resources, such as

counseling or academic advising, and how effective have these been for

you?
 25

 Probing Question 3: How do you balance seeking help from others with

maintaining your independence as a student?

What personal habits or routines have you developed to manage stress and

maintain your well-being?

 Probing Question 1: Do you have any regular self-care activities or

practices that help you stay grounded (e.g., exercise, meditation)?

 Probing Question 2: How do you ensure that you get enough rest or

relaxation despite your busy schedule?

 Probing Question 3: Have you developed any specific mental or emotional

coping strategies to keep a positive outlook during challenging times?

4. What insights have you gained from your experience as a working student, and how

have these experiences shaped your views on education and work?

Sub-questions:

How has being a working student affected your views on the value of education

and career readiness?

 Probing Question 1: Do you see any differences between what you learn

in the classroom and what you apply at work?

 Probing Question 2: Has your job influenced your understanding of what

skills are most valuable in your future career?

 26

 Probing Question 3: How has balancing work and study affected your

long-term goals or career plans?

What lessons have you learned about resilience and perseverance through your

experience as a working student?

 Probing Question 1: Can you recall a moment when you felt particularly

proud of overcoming a difficult challenge as a working student?

 Probing Question 2: What personal strengths or qualities have you

developed through managing both work and study?

 Probing Question 3: How has this experience helped you grow as a

person, and what skills have you gained that you might not have otherwise

developed?

What advice would you give to other students considering balancing work and

study, based on your own experiences?

 Probing Question 1: What would you tell a student who is struggling to

manage both work and study responsibilities?

 Probing Question 2: How do you think students can better prepare

themselves for the challenges of being a working student?

 Probing Question 3: In hindsight, is there anything you wish you had done

differently, or any tips you’d offer based on what you’ve learned?

 27

Trustworthiness

Qualitative studies used validity and reliability procedures to test the strength of

instrument that measured the phenomena under study and qualify findings as accurately

representing the data in discernible and meaningful ways. Qualitative research relies on

reliability and validity instrument measures.

Middleton (2024) accentuated that validity answers the question of whether or not

a given instrument consistently yields the same results under like circumstances.

Qualitative research aspires to achieve trustworthiness during evaluation. Validity

and reliability in qualitative research are more a matter of consistency in pattern

development that statistical validation of an instrument (Middleton, 2024). Procedures,

participants, and readers ultimately decide the degree of validity and reliability of the

study. Terms often used to convey a sense of believability in a qualitative research

design project are credibility, dependability, confirmability, transferability, and authenticity

(Houghtton et al., 2015).

Credibility is defined as the ability of the researchers to take into account all of the

complexities that present themselves in a study and to deal with patterns that are not

easily explained. The researchers addressed the credibility of the study by giving

enough discussion on the lived experiences of the Bachelor of Science in Accountancy

working students of University of Mindanao undergoing research writing found in the

information gathered. Building trust and rapport with the participants to look into their

insights, experiences, behaviors and beliefs (Ahmed,2024)

 28

Transferability as defined as the researchers’ belief that everything is context-

bound. To address the transferability, thorough discussion on the method was

intensified. To meet this standard, a comparison of similarities and differences of a given

text to other texts was made to assure sound judgment of other possible contexts. In this

sense, we carefully elaborated the details of all the processed involved which result to a

vast description of the various approaches formulated. Thoroughly describing the

research that allows the readers to evaluate similarities between their context and the

study (Ahmed,2024)

Dependability refers to the stability of data accentuated that dependability is met

by establishing an audit trail. To address dependability, the audit trail was

accomplished in this study by involving my classmates and adviser in dissecting the

process of collecting, analyzing and interpreting my information. Maintaining a record of

decisions to avoid potential biases (Ahmed, 2024)

Confirmability is referred to as the neutrality or objectivity of the data collected‖. It

can only be achieved by applying triangulation. To address the confirmability, a series of

readings were conducted to critically check the acceptability of the study. The readings

will support and answer other authenticity issues. Pertains to the impartiality and

objectivity of the findings, guaranteeing that they remain unaffected by any biases or

preferences of the researchers (Ahmed, 2024).

 29

Ethical considerations

Ethical considerations have to do with the researchers ensuring ethical checking.

That is, a series of questions that a researchers asked about the research and the

specific procedures included safeguarding subjects.

In order to attain this, the researchers ensured the respect, rights to privacy and

protection from physical and psychological harm of the participants involved in the study.

The participants agreed to participate in the interviews, the writer secured a copy of a

letter of parents’/guardians’ consent and the consent of the participants themselves.

The participants informed of the “confidentiality.” This implies that the dignity of a

subject should be respected by treating all the information provided as confidential.

The participants are informed that their confidential information was only be

accessed by the researchers and the research professor. They are also not required to

provide any identifying details and or such, transcripts and the final report would not

reflect the subject identifying such as their names.

The participants assured that after transcribing, the voice records were kept in safe

and confidential place, and when the study was completed, the report was written and

then the cellphone recordings were deleted.

The researchers ensured that each participant understands what the study is all

about. The participants are given clear and enough background information on which to

base their own decisions as to whether they would take part in the study or not.
 30

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