FACTORS AFFECTING WORKING STUDENTS ACADEMIC PERFORMANCE AT

BATO NATIONAL HIGH SCHOOL

CHAPTER 1

A. Background Of The Study

The phenomenon of working students – those who balance

their work with the academic responsibilities – has gain increasing
attention not just in universities but in high schools. According to
British English, Working students is a students who is permitted to
work while studying, and use the money earned to pay for their
studies. Busalim et al. (2019) defined academic performance as
students ability to carry out academic tasks, and it measures their
achievements across different academic subjects using objective
measures such as final course grades and grading point average.
School life is very important part of one’s life because it provides
opportunity for study and discipline. Education is very important to a
Filipino family. They really work hard to send their children to school
even if they cannot support them financially. Many teenager leads to
work while studying to support themselves and also their family.
Working while studying is driven fundamentally by budgetary need.
According to Furr and Elling (2002) the reason why the students
work part time is due to financial problem. There was an increase in
the number of working students which can be attributed to a desire
minimize loans and debts Kavarana (2013).

Gender, age, time management, type of work and number

of hours worked are the contributing factors that the researchers
have seen that could possibly affect the working students academic
performance. In addition number of siblings and economic status
are the contributing factors that the researchers have seen that
could influence working students to work while studying.

According to Shannon Webster 2022 student employment

means having a full time or part time job while going to school as a
full time student. The responsibilities of a working student is very
hard they need to give their 100% of attention in the school and
other 100% of their strength when they work.Many students feel
that taking on a part time job will destruct you while studying,
(Caldwell, 2019). According to Shahida Ab et al 2021 while some
people may be able to successfully juggle employment and school,
others may experience difficulties that negatively affect their
performance in either or both fields.
Neill et al. (2004) found that students have experienced
working alongside studies as being useful in developing their oral
communication, leadership, and teamwork. However, working
longer hours per week alongside studies can potentially become
problematic in various aspects:a paid job might become an obstacle
for students’ mobility, a risk factor for successful and continuous
engagement in their studies, or even a reason to interrupt one’s
studies (Hauschildt et al., 2018).

Based on our review of related literature it is revealed that

majority of researchers concentrated on the factors affecting the
academic performance of college working students. However, only
few existing studies talks about the factors affecting working
students academic performance at highschool and senior highschool
level. While existing literature provides insights into the general
effects of work on academic performance, there is limited research
specifically focused on the unique context of BATO National High
School. With these fluctuating result, it tickles our interest as a
researchers to study, test, know and clarify the gaps mentioned
above.

Statement of the Problem

The study aims to investigate the impact of time management to

the academic performance of working students at Bato National
High Schoo. Specifically this seek to answer the following questions:
1. What is the profile of the respondents in terms of:

1.1 Academic Performance ;

1.2 Academic Track;
1.3 Time Management;
1.4 Number of hours worked ?

2. Is there a significant difference between academic track and

academic performance of working students?
 3. Is there a significant relationship between time management
and academic performance ?
4. Is there a significant relationship between number of hours
worked and academic performance of working students?

B. Significance of the study

Researchers
The study will helped the researchers understand what
are the possible factors that can affect their academic
performance even if they are not a working students. It will
enable them to understand different strategies on how the
working students manage those factors to survive their
academic performance.

Working Students

The study will provide working students with a platform

to share their experiences and perspectives on the challenges
they face. The findings may also lead to the development of
strategies on how to manage those factors properly so that it
will less affect their academic performance.

Parents
The study will provide parents with insights into the
challenges faced by their children who are working while
studying. This information can help parents to better support
their children and to advocate for policies that support
working students.

School
 The study will provide the school with valuable
information about the experiences of working students. This
information can be used to develop programs and policies that
will help working students to have a better academic
performance.

Teachers
The study will provide teachers with a better
understanding of the challenges faced by working students.
This understanding can help teachers to provide more
effective support , teaching strategies and instruction to
working students.

Future Researchers
This study will serve as a guideline and basis for future
researchers who wish to study the same topic. They can use
the research findings and result as their reference and basis
on finding research gap.

C. Scope and Delimitations

The general objective of this study is to identify the relationship

between time management and academic performance working
students at Bato National High School. This research specifically
examines factors such as time management, number of hours worked
and academic track that may influence the academic achievements of
working students. The respondents of this research are the grade 12
senior high school working student at Bato National High School
during the school year 2024 to 2025.

D. Definition of Terms
The terminologies below are operationally defined for the
readers better understanding of this study.

Academic Performance. Refers to the practical research average

grade of working students during the 1st quarter.
Number of Hours Worked Refers to the amount of time a working
student spends performing job-related activities.
Time Management. Refers to the process of organizing and
planning how to divide your time between working and studying.
Working Students. Refers to a person who are studying and at the
same time working.
 Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES

Review of related literature

This part presents an extensive review of related literature

and studies about working students age , gender , time
management, type of work, number of hours worked, number of
siblings and family income in relation to their academic
performance.

Working Students to Academic Performance

The ACT Foundation (2014) defines working students learners

as individuals who are both working for pay and in formal learning
programs that lead to a recognized credential. Darolia (2014) found
that working students in higher education is a common
phenomenon everywhere. However, even though the number of
working students is growing to a greater extent, this is not a new
phenomenon. Over 30 years ago, working while studying was
considered as a good preparation in one’s later career (Steinberg et
al., 1981; Schill, McCartin & Meyer, 1985).According to Watts and
Pickering (2000), working while studying has many positive
outcomes to persist in the modern higher education realm. The
experiences of working part-time can enhance students’ motivation
in academic studies and employment prospects (Curtis & Shani,
2002; Curtis & Williams, 2002).Hence, students need a combination
of academic knowledge and financial needs to enhance their future
career opportunities (Harvey, 2000; Devlin, James & Grigg, 2008;
Nonis & Hudson, 2006).In recent years, working whilst studying is
considered necessary to develop the skills of teamwork,
communication, and costumer care (Lucas & Lammont, 1998; Curtis
& Lucas, 2001).

On the other hand the negative impacts of working students

are mainly related to anxiety, depression, and poor academic
achievement (Mounsey, Vandehey and Diekhoff, 2013).the more
time abstudent spends on working, the less time he or she engages
in academic studies (Greene & Maggs, 2015; 2017).In the study of
Curtis and Shani (2002), they believed that students who are
working part-time would most likely miss lecturers with a lot of
lessons to catch and feel that they could achieve higher grades had
they not been working. For that reason, researchers suggested that
higher education institutions should be more flexible and identify
opportunities for work and career experiences (Yorke, 2004; Glover,
Law & Youngman, 2002).

Working students Academic Performance to Age

The relationship between age and academic performance for

working students is multifaceted and often intertwined with other
factors. Robinson (2019) that proportion varies somewhat with age
and year level at school, and by gender. Higher percentages of
males work at earlier ages, but by the post-compulsory years, this is
reversed, with considerably greater percentages of females. While
some studies suggest that older students may have an advantage
due to maturity, life experience, and motivation, others point to
potential challenges associated with juggling work and studies.

One study explored the impact of age on academic

performance in nursing students, finding that older students tended
to perform better than younger counterparts. Students aged
between 20 and 24 years were less likely to score good academic
performance compared to those who were aged between 25 and 29
years. (Mesfin Tadese, Alex Yeshaneh & Getaneh Baye
Mulu,2022).Older students may have greater financial
responsibilities, family commitments, or even health concerns that
can impact their ability to dedicate sufficient time and energy to
their studies.

Working students academic performance to gender

Maltese and Cooper (2017), males’ comparative advantage

when it comes to academic performance in time past reinforced the
notion of males intellectual superiority over females and often
disregarded the structural impediments and stereotypes that
inhibited females academic abilities, especially in the sciences.
While some studies suggest that gender may not significantly
influence academic performance, others point to potential
differences in experiences and challenges faced by working
students based on their gender.

Studies have shown that female students may face greater

challenges in terms of work-life balance, career advancement
opportunities, and even wage disparities .According to Sparks-
Wallace (2007), males’ comparative advantage when it comes to
academic performance in time past reinforced the notion of males’
intellectual superiority over females and often disregarded the
structural impediments and stereotypes that inhibited females’
academic abilities, especially in the sciences.

Female students may face greater societal expectations

regarding family responsibilities, childcare, or even gender-based
discrimination in the workplace, which can impact their ability to
dedicate sufficient time and energy to their studies.Sharkey (2012)
further note that females improved academic performance at
elementary and higher levels of education is not because they are
enrolling in easier classes or courses, but rather reflects the
competencies they possess in all educational fields.

Working students academic performance to time management

Aceanding in Logaloo (2020) Flame Mango stated that having

time management can be helpful to the working student it can
lessen their stress level. What people gain from time management,
in essence, is not more time, but a better life (Britton & Tesser,
1991; Misra & McKean, 2000). Students who exhibited effective time
management strategies, such as setting realistic goals, prioritizing
tasks, and utilizing scheduling tools, tended to achieve higher
academic performance.Good time management behaviours such as
selling goals and priorities as well as monitoring the use of time can
facilitate productivity and minimize stress (Lay & Schouwenburg,
1993), contributing to work effectiveness and academic success
(Misra & McKean, 2000).

On the other hand, poor time management behaviors, such

as not allocating time properly or last minute cramming for exams
are sources of stress and poor academic performance (Britton &
Tesser, 1991).Students often struggle with conflicting schedules,
unpredictable work hours, and the pressure to meet both academic
and professional deadlines.The students who work more than 20
hours a week and also live at home are the most at risk for suffering
damaging impacts on their collegiate success due to the competing
demands for their time and the stress that comes with it (Bozick
2010).There is evidence that working students have less time for
socializing outside of work and are therefore less likely to form social
connections at school or participate in campus activities (Dundes &
Marx, 2006; Furr & Elling, 2000; Lang, 2012).Svanum and Bigatti
(2014) and their study that showed how students who spent more
time on job activities had less time to dedicate to course effort,
achieving lower course grades than their non- working peers.

Working students academic performance to family income

Han (2017). Education is an important way for children in low-

income families to change their social status, it also shows that
family income has a significant influence on children’s education
level, and increasing family income can improve their education
level; the phenomenon of intergenerational transmission of
education is not obvious, and the intergenerational mobility is good.
Students from lower-income families may have greater financial
responsibilities, limited access to educational resources, and even
greater pressure to contribute to their families’ financial well-being,
which can negatively impact their academic performance.Tao Lin &
Han LV’s 2017 study and explored the effects of family income on
children’s education. According to the study “education is an
important way for children in low income families” to change their
social status.

Students from families with higher incomes tended to perform

better academically, potentially due to factors such as access to
better educational resources, tutoring services, and a more
supportive home environment. If the family has high income at the
early age of the student learning may help to accept him/har at that
school. Which makes a huge eatherscice from that student whose
family has a high income in his late learning (humlun,
2011).Furthermore, financial limitations can restrict access to
essential resources, such as textbooks, technology, and even
adequate nutrition, which are all crucial for academic success.
Students from low-income families may also be more likely to work
longer hours or take on multiple jobs to meet their financial needs,
further impacting their time and energy available for their studies.
Which makes a huge difference from that student whose family has
a high income in his late learning (Humlum, 2011).

Working students academic performance to number of siblings

While some studies suggest that having a larger family can

provide students with valuable social skills and experiences, others
point to potential challenges associated with having many siblings,
which can negatively impact academic performance. From the
perspective of factors within family, extant research has found that
the number of siblings and birth order have different effects on the
educational attainment of each child from various countries in
different time periods (Barclay, 2018; Booth & Kee, 2009).Students
from larger families (with more siblings) sometimes exhibited lower
academic performance, potentially due to factors such as increased
competition for parental attention and resources, or greater
demands on time and energy within the household. According to the
quantity-quality balance approach, there is a more complex
relationship between the number of siblings and their education
quality (Mogstad & Wiswall, 2016; Zhong, 2017).Proponents of this
view often point to studies demonstrating that children with few or
no siblings perform better in school and on tests of cognitive skills
than children with many siblings (Blake, 1981).In addition some
researchers have also highlighted that siblings’ outcomes in
domains such as academic achievement can be positively correlated
(e.g., Feinberg & Hetherington, 2000; Whiteman et al., 2009).

Working students academic performance to number of hours worked

As reported by Steinberg et al. (1981), engaging students in

part-time and
some full-time employment is progressively a common
phenomenon everywhere. While some studies suggest that
moderate work hours can provide students with valuable skills and
experiences, others point to potential challenges associated with
excessive work hours, which can negatively impact academic
performance. Aside from these reasons, there were also
consequences of working while studying and that is according to the
findings of the study of Darolia (2014), where understudies take
fewer attributes in school because of work duties. According to the
research conducted by Watts and Pickering (2000), while working
part-time and studying full-time has a variety of positive outcomes,
 respondents generally viewed part-time employment as a necessity
to survive in the contemporary higher education sphere. Students
who worked more than 20 hours per week tended to experience a
decline in their academic performance, potentially due to factors
such as time constraints, fatigue, and increased stress. Most
researches indicate that there is a detrimental effect on academic
achievement if secondary students work for over 15 hours a week
(Stern, 1997).Students who worked long hours often struggled to
prioritize their academic responsibilities, attend classes regularly,
and complete assignments on time. Singh (1998), in his study which
factored in socio-economic status and previous achievement, states
that the more hours worked the greater negative effects on student
However according to the study of (Curtis & Shani, 2002; Curtis &
Williams, 2002) students can have the prospect to directly relate the
experiences of working part-time to enhance and refine their
academic knowledge , motivation and employment prospects .. In
recent years further studies found that students who are working
part-time can easily develop team cooperation, customer care,
communication, and practical skills (Lucas & Lammont, 1998; Curtis
& Lucas, 2001).

THEORETICAL AND CONCEPTUAL FRAMEWORK

The Theory of Allocation of Time, introduced by Gary Becker in

1965, revolutionized our understanding of how individuals make
choices about their time. It is suggested that student employment
severely limits students’ use of time: time spent working crowds out
time spent on activities that improve academic success (e.g.,
studying, doing homework, and attending classes; Bozick, 2007;
Kalenkoski & Pabilonia, 2009; 2012). As a result of the decreased
time spent on the students employment may have a negative
impact on educational attainment. Belle, & Van Casteren, in press;
Bozick, 2007; Warren, 2002), often cited in the field of
sociology ,This theory suggests that the worse academic
performance of working students is related to their primary
orientation being toward work rather than toward school .
 On the other hand, other studies concluded (Astin, 1975) that
only on-campus employment had a positive influence on academic
performance. Astin reported that the effects of on-campus
employment were characterized as positive in nature, while off
campus student employment is associated with lower GPA. The
positive effects of on-campus employment are due to enhanced
integration with the institution, including involvement with other
students and with faculty (Furr and Elling, 2000). Becker’s theory
emphasizes the importance of considering the opportunity cost of
time, meaning the value of the next best alternative that is forgone
when choosing a particular activity. The theory also recognizes that
individuals may face constraints on their time, such as family
obligations or limited work opportunities.

The Zero-Sum Theory, while not directly linked to Becker’s

work, provides a complementary perspective on the allocation of
time. This concept can be applied to the allocation of time,
suggesting that allocating more time to one activity inevitably leads
to less time available for other activities. For example, a student
who works more hours might have less time available for studying,
potentially impacting their academic performance. The Zero-Sum
Theory highlights the trade-offs inherent in time allocation,
emphasizing that individuals must make choices about how to
prioritize their time. This theory underscores the importance of
considering the potential consequences of time allocation decisions,
recognizing that gains in one area may come at the expense of
losses in another.

The Human Capital Theory, pioneered by Gary Becker and

Theodore Schultz in the 1950s and 1960s, views individuals as
investments. This theory has significant implications for working
students, as it sheds light on the trade-offs they face when
balancing work and education. Working students are, in a sense,
investing in both human capital and financial capital. Working
provides immediate financial returns, but it can also detract from
time dedicated to education, potentially impacting their academic
performance and future earning potential. The theory suggests that
working students must carefully consider the costs and benefits of
 their time allocation decisions. If they prioritize work over
education, they might experience short-term financial gains but
potentially limit their long-term earning potential. Conversely, if
they prioritize education, they might face financial challenges but
potentially enhance their future earning prospects.

The relationship between working students and human capital

theory is further complicated by the concept of “opportunity cost.”
The opportunity cost of working is the value of the education or
other activities that the student forgoes by choosing to work. For
example, a student who works part-time might miss out on the
opportunity to participate in extracurricular activities, volunteer
work, or internships, which could enhance their human capital and
future career prospects. The theory suggests that working students
should consider the opportunity cost of their time and make
informed decisions about how to allocate their time to maximize
their overall returns on investment in human capital.

This study focuses on the seven predetermined variables

( Gender, Age,Academic Performance , Number of Siblings ,Time
Management ,family income ,Number of hours worked) and shall
be tested as direct factors that could affect working students either
boon or bane.

Students profile in terms

Of:
Xma

 Gender
 Age
 Academic
WORKING
performance
STUDENTS ACADEMIC
 Number of
PERFORMANCE
Siblings
 Time
Management
 Family income
 Number of
Figure 1.Schematic Diagram of the Conceptual Framework of the Study

STATEMENT OF HYPOTHESIS

Null Hypothesis (Ho):

There is no significant difference in the level academic performance of

working students at Matalom National High School when they are grouped
according to their:

1.1 Gender

1.2 Age:

1.3 Number of siblings

1.4 Time Management

1.5 Number of hours worked

1.6 Family Income