CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Rationale

The term “academic performance” encompasses the assessment of student achievements

in their studies, considering both their long-term and short-term GPA, as highlighted by Darolia,

R. (2014). A “working student” is an individual who holds employment while pursuing their

academic studies, a definition emphasized by multiple sources such as Darolia (2014); Theone et

al. (2015), and Zhang et al. (2019). This designation also reflects on the grades and overall

success of these students in their academic endeavors, as noted by Zhang et al. (2019).

Furthermore, “academic achievement” signifies a specific level of success in school courses

measured by teachers or assigned tests, providing a standardized scale to evaluate a student

performance across subjects. Finally, a “working student” is described as an individual enrolled

in an educational institution while concurrently engaging in part-time work for financial support.

Students of Asipulo National High school will be the focus in the study. Asipulo National

High School is located in Bahag, Antipolo, Asipulo, Ifugao. Asipulo offers junior and senior

high school programs in Asipulo, Cordillera Administrative Region. Asipulo National High

School is one of the five national high school in Asipulo, along with Camandag National High

School, Natcak National High School, Nangkatengey National High School and Haliap National

High School.

The synthesis of these findings from various studies showcases a complex relationship

between working while studying and its impact on academic performance and student

engagement. Martinez et al. (2023) highlighted the positive impact on student engagement but

1
identified exhaustion and stress as major obstacles. Hakkinen (2006) emphasized the benefits in

career success while suggesting considerations for diverse dimensions of pre-graduation work.

Maganga (2016) emphasized the significance of English language capacity, teaching resources,

and counseling on academic achievement. Darolia (2014) suggested that increased work time

might not significantly affect study time or grades. Ab Fatah et al. (2021) pointed out a negative

correlation between working and academic performance, while Peteros (2021) and Peprah et al.

(2023) highlighted the average performance of working students, emphasizing time

management. Stinebrickner & Stinebrickner (2003) indicated harmful effect on academic

performance, recommending measures like regulating work hours. Zhang et al. (2019) found no

significant relationship between work time and performance but suggested a balanced workload.

Smith & Johnson (2010) highlighted the trade-offs between work, academic, and social

engagement. Rica et al. (2019) summarized both positive and negative effects, recommending

time management for working students.

Drennan et al. (2009) found lower grades and negative impacts on the college experience

for employed students, while Kurata et al. (2015) highlighted higher workload and lower

performance among working engineering students. These studies collectively underline the

nuanced interplay between work and academics stressing the need for balanced time

management, regulation, and considerations for various dimensions to support student success.

The endeavor to balance work and study simultaneously presents multifaceted challenges

for students, ranging from exhaustion to diminished academic performance. The majority of

students experience fatigue and stress when juggling both commitments, potentially leading to

reduce effectiveness in their academic pursuits. The benefits of developing skills through work

but emphasized the struggle of managing studies alongside employment, where excessive

2
workload may amplify exhaustion and increase the likelihood of retakes. The demanding nature

of full-time work alongside schooling, necessitating advanced time management skills for

success. Statistic from Georgetown University’s Center on Education and the Workforce and the

National Center for Education Statistics corroborate a longstanding trend, revealing that over

70% of college students have juggled work and study for decades, with average working hours

exceeding 30 hours per week for many. According to the Commission on Higher Education

(CHED), around 216,000 students in the country are currently misrepresenting school and work

and his figure is about 8% of the total number of college students in the country. CHED said that

working students today are mostly into food service, entertainment and sales, apart from their

usual stints as librarians and research assistants.

Researches about working student are mostly conducted at universities in developed

countries, but those researches lack knowledge about how working students face their everyday

lives and how they conquer every problem they encounter. According to the study of Ruhm

(1997) as cited in Abenoja et al. (2019), it is necessary to understand the effects of working

student in society because as the rate of working student reached an abnormal state, job-hiring

started to show the negative effects that were attributed to it since it lessens instructive

fulfillment and scholarly execution particularly among youthful laborers without school training.

On the other hand, if working at a young age proves to be a favorable aspect of the economy.

Then the high rate of working student could add to profit gaps observed later in life. Since there

are many possible conclusions, the researchers have to see the lapses is this work so that the

researcher will able to explore experiences of the working students and to be able to understand

fully what working students is.

3
 The general objective of this study was to know the perceived effect of being a working

student on the academic performance of the selected students.

Statement of the Problem

The study aimed to investigate the perceived effects of being a working student on the

academic performance of the working students of Asipulo National High School during the

academic year 2023-2024.

Specifically, this study sought to answer the following questions

1. What is the profile of the respondents in terms of general average?

2. What is the perceived effect of being a working student on the academic performance of

the respondents?

3. Is there a significant difference on the perceived effect of being a working student on the

academic performance of students when grouped according to general average?

4. What strategies can be implemented to help the working students improve their academic

performance?

Null Hypothesis

For a deeper analysis of the study, the following hypothesis is tested:

1. There is no significant difference on the perceived effect of being a working student on

the academic performance of the respondents when grouped according to general

average.

Significance of The Study

4
 This study focused on the perceived effects of being a working student on the academic

performance of the respondents. Therefore, the result of this study will be beneficial to the

following:

Students. This study will give valuable insights to students who are managing their time

in many responsibilities, especially those students who are facing challenges in their academic

performance. It can help them improve their study habits, prioritizing their school

responsibilities, and understand the challenges they face, possibly resulting in better academic

performance and reducing stress.

Teachers. This study will be beneficial to the teachers through this research they may

understand the impact of being a working student on academic performance. It can also assist

teachers in identifying the struggles of students and to have better understanding on making

action plan and attention to the student emotions and struggles for an improve guidance as

support to be given.

Parents. They will strengthen the connection between students and parents, they will be

able to understand the situations, problems and experiences on the issues that their children face

while working and studying. It would help them formulate some preventive measures to help

their children in facing challenges.

Future Researcher. This will help the future researcher who will intend to conduct

research of understanding the complex relationship between work and academic performance

among high school students.

Scope and Delimitation

5
 The study aimed to investigate the perceived effect of being a working student on the

academic performance of high school students within Asipulo National High School. It

specifically delved into how being a working student influences academic achievement, utilizing

questionnaires as the primary metrics to gather quantitative insights on the student’s experiences,

challenges, and coping mechanisms as working students. Factors like general average was

considered in this investigation, conducted over academic year 2023-2024. However, the study’s

scope was limited to Asipulo National High School, making generalization to other schools

unfeasible. Additionally, it solely focused on the working student aspect, excluding exploration

into other potential influencers like extracurricular activities or personal circumstances.

Theoretical and Conceptual Framework

The confluence of theories concerning the experiences of high school students managing

work alongside academics reveals multifaceted dynamics.

Role Strain Theory (Goode, 1960) underscores the challenges arising from simultaneous

roles, highlighting how the clash between being a student and working induces stress, potentially

impeding performance. Complementing this, Time-Management Theory (Lake in, 1973; Covey,

1989) emphasizes efficient time allocation as pivotal.

Proficient time management aids in balancing work and academic obligations, potentially

alleviating stress and enhancing scholastic achievements.

Additionally, Barbara Schneider and David Stevenson’s “Resources Drain Theory”

(1999) delineates how work commitments may deplete crucial resources, impacting academic

endeavors negatively. Albert Bandura’s “Social Learning Theory” (1977) supplements by

suggesting that students observe and emulate role models, shaping their strategies for balancing

6
roles and influencing academic performance. These theories collectively illuminate the intricate

interplay between roles, time management, resource allocation, observational learning, and

academic success for high school students engaging in work alongside their studies.

The study literature has indicated that students in secondary schools are not performing

well due to various reasons. This study further takes steps to investigate on some problem with

focus to Asipulo National High School. The variables investigated were working students and

academic performance. This variable has been identified because the researchers hope that by

analyzing the variables the deep insides on the effects for student poor performance can be

revealed, thus guide strategies can be implemented to mitigate the effect of being a working

student on their academic performance.

 Working Students’
Experiences Academic Performance
 General Average

Time Management
Workshop

Figure 1. Research Paradigm

This model illustrates the relationship between the three parts of the research paradigm

namely the independent variable, dependent variable and intervention.

Definition of Terms

To facilitate the understanding of this study, different terms are defined herein

operational.

7
 Academic Performance. It refers to the overall grade/score of a student in different

activities like quizzes, exam, written works and performance task.

Working student. It refers to the student who work for pay and a student under someone

receiving an allowance or his guardian will spend for his studies.

Working Students’ Experiences. It refers to the collective encounters, challenges, and

learning opportunities that individuals face when they simultaneously engage in employment and

pursue their education.

General Average. It refers to the general average of the respondents during second

quarter academic year 2023-2024.

Time Management Workshop. It refers to the structured training session or program

designed to help individuals improve their ability to effectively manage their time.

8
 CHAPTER II

RESEARCH METHODOLOGY

This chapter gives the description of the research method and the procedure of the study,

which includes the sampling technique, the research instrument and statistical tools.

Research Design

The researchers collected data on the academic performance of high school students who

were working part-time jobs. The design focused on examining the perceived effect of being a

working student on the academic performance of the respondents. To conduct this research, the

researchers needed to gather data on the academic performance of working students, such as

their grades. The researchers then analyzed the data using statistical techniques to determine if

there is a significant difference between being a working student and general average. Overall,

the research design aimed to investigate the effects of being a working student on the academic

performance of high school students in Asipulo National High School using a quantitative

descriptive design.

Research Environment

The study was conducted at Asipulo National High school, municipality of Asipulo the

province of Ifugao. Asipulo National High School is located in Bahag, Antipolo, Asipulo,

Ifugao. Asipulo offers junior and senior high school programs in Asipulo, Cordillera

Administrative Region.

9
Research Respondents

The respondents of this study were the grades 7, 8, 9, 10, 11 and 12 in public high school

of Asipulo National High School who are doing part- time job or working while studying. These

respondents are the ones who are knowledgeable enough to answer the problems posed in the

present study. They answered the questionnaire that the researchers gave them which supplies

the information that the researchers need.

Research Instrument

A researcher-made questionnaire was the tool in gathering the needed data. It was

prepared by the researchers based from their observation and readings from previous studies. It

was designed to find out the effects of being a working student on the academic performance of

the respondents using the Likert Scale, 4 is the highest and 1 is the lowest.

To measure the effects of being a working student on the academic performance of the

student, the following parameter limits were utilized:

Table 1. Survey Scale

RANGE DESCRIPTION INTERPRETATION

4 Strongly agree This means that the effects of being a
working student on the academic performance of the
student is very much evident.
3 Agree This means that the effects of being a working student
on the academic performance of the student is much
evident.
2 Disagree This means that the effect of being a working student on
the academic performance of the student is
not/sometimes evident.
1 Strongly disagree This means that the effects of being a working student
on the academic performance of the student is very
much not evident.

10
Data Gathering Procedure

1. Gathering of data were gathered personally by the researchers who conducted the survey

questionnaire to the respondents of the study. Prior to the answering of questionnaires,

instruction was given to ensure honest, clear, and complete answer. Each item in the

questionnaires was explained clearly for the student-respondents to understand each

question. To ensure that the questionnaire served its purpose, the researchers personally

retrieved it immediately after answering.

2. Collation and Tabulation of Data

All responses of the respondents were checked and consolidated through Microsoft Excel

and SPSS.

3. Analysis and Interpretation

The researchers analyzed and interpreted the results based on the aim of the study.

Treatment of Data

The answers to the survey questions were consolidated and analyzed by the following statistical

treatment:

1. Frequency and percent distribution were used to present the profile of the students. It

helped to identify how many respondents fall into each specific category.

2. Frequency, standard deviation and mean of variables were used to determine the

perceived effects of being a working student.

3. Paired sample t test was used to determine the significant difference between selected

questions with the general average of the respondents.

11
 CHAPTER III

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This section showcases the results, analysis, and interpretation of the accumulated data.

Its findings were based on the data gathered through the questionnaires. The results of the study

were presented in tabulation and were interpreted by the researchers.

1. Profile of the Respondents

a. General Average

The profile of the respondents was classified in terms of general average.

Figure 2. Percent Distribution of the respondents according to General Average

12
 Figure 2 illustrates the distribution of student’s according to general averages. It reveals

that students with a general average of 75-84 constitute 66.67 % of the total, while those with

averages between 85-90 account for 33.33 % of the total respondents.

2. Perceived Effect of Being a Working Student on the Academic Performance of the

Respondents

Table 2
Perceived Negative Effects of Being a Working Student

Indicators Mean SD REMARKS

1) The additional stress of being a working student Moderately Low
2.62 .731
has affected my overall well-being.
2) Being a working student has limited my Moderately Low
2.45 .633
participation in extracurricular activities.
3) The fatigue from working as a student has Moderately Low
affected my ability to concentrate and perform well 2.55 .633
academically.
4) Working affects the amount of time I have Moderately Low
2.64 .656
available for studying.
5) Being a working student has limited my time for Moderately Low
social activities, which can affect my mental health 2.48 .671
and well-being.
6) I don’t have enough time for my homework Moderately Low
2.12 .772
activities.
7) I don’t have enough time to sleep during night Moderately Low
time that’s why I sleep in the classroom during class 1.98 .715
hours.
TOTAL 2.4057 Moderately Low
Decision rule: 1.0-1.75(low); 1.76-2.75(moderately low); 2.76-3.75(moderately high); 3.76-4.00(high)

13
 Table 2 shows that the negative effect of being a working student affecting the amount of

time that students have available for studying has the most significant impact recorded at a mean

of 2.64.

Conversely, not having enough time to sleep during night time that’s why the student

sleep in the classroom during class hours is noted as the least negative significant impact of

being a working student, with a mean of 1.98.

Overall, the negative impact of being a working student has a moderately low effect on

the academic performance of the working students. This suggests that while being a working

student does have some negative impact on academic performance, it's not severe. The

moderately low effect indicates that although there may be challenges balancing work and

studies, it doesn't significantly hinder the overall academic achievement of working students.

This view acknowledges that there are obstacles, but they are manageable and don't substantially

impede students' ability to succeed academically.

Table 3
Perceived Positive Effects of Being a Working Student

Indicators Mean SD Remarks

8) I am able to effectively manage my time between work 2.93 .558 Moderately High
and study.
9) Being a working student has provided me with valuable 3.38 .697 Moderately High
real-world experience and skills that will benefit me in the
future.
10) I prioritize my time effectively between work and 2.93 .601 Moderately High
school-related activities.
11) Working has taught me valuable lesson in financial 3.24 .431 Moderately High
management.
12) Being a working student has made me more 2.93 .601 Moderately High
independent.
13) I am able to maintain a positive attitude towards both 2.98 .468 Moderately High
work and academics.
14) Being a working student has enhanced my 3.12 .670 Moderately High
understanding of my future career.

14
 15) Being a working student helps my parents and reduces 3.38 .661 Moderately High
their expenses.
TOTAL 3.111 Moderately High
Decision rule: 1.0-1.75(low); 1.76-2.75(moderately low); 2.76-3.75(moderately high); 3.76-4.00(high)

Table 3 illustrates that the most positive impact is indicator number 9, being a working

student provided me with valuable real-world experience and skills that will benefit me in the

future, and indicator number 15, being a working student helps my parents to reduce their

expenses, with a mean of 3.38

Conversely, indicators 8, 10, and 12 have the lowest mean score with 2.93. The prevalent

responses from the students suggest that they have developed proficient time management skills,

balancing their work and academic responsibilities effectively, and have cultivated a greater

sense of independence through their dual roles.

Overall, the perceived positive effect of being a working student is at a moderately high

scale with a mean of 3.11. It implies that the students generally believe that working while

studying brings considerable benefits or advantages. It further indicates that this perception of

positive effect is consistently held among respondents, reinforcing the idea that being a working

student is seen as generally beneficial.

According to Lederman (2009), working while studying could have positive effect on one

thing and negative effect on the other thing. Employed students are more confident and have

better time management skills than ordinary students. In addition, working gives independence,

training and experience to the students. Studies show that they are more responsible compared to

others.

However, another study reported that devoting to employment and performing good

grades at the same time has inverse relationship. Meaning, the more time the students engage in

employment, the less achievement of good academic performance. Pike in Lederman (2009)

15
found that various amounts of on and indirectly affected their levels of engagement in academic

activities.

3. Significant difference on the perceived effects of being a working student on the

academic performance of the respondents when grouped according to general average

3.1 Significant Difference between Question number 4, fatigue from working, and

general average

Table 4
According to Fatigue from Working

Paired Differences t df Sig. (2-tailed)

Mean Std. Deviation Std. Error Mean 95% Confidence Interval of the Difference
Lower Upper
Q4 .00000 .96077 .25678 -.55473 .55473 .000 13 1.000

In this representation, the computed p-value is 1.000. The standard p-value is 0.05 which

indicates that there is no significant difference between general average in terms of fatigue from

working as a student that affected the ability of the respondents to concentrate and perform well

academically.

The results of the study is parallel to the findings of Yangdon et al. (2021) which stated

that a number of students believed that excess academic work may help them achieve successful

grades in the short term, but fatigue from working didn’t affect their overall academic

performance.

3.2 Significant Difference between Question 7, prioritizing time effectively between work and

school related-activities, and general average

Table 5

16
 According to Prioritizing Time Effectively between Work and School Related-Activities

Paired Differences t df Sig. (2-tailed)

Mean Std. Deviation Std. Error Mean 95% Confidence Interval of the Difference
Lower Upper
Q7 .14286 .86444 .23103 -.35625 .64197 .618 13 .547

In this representation, the computed p-value is .547. The standard p-value is 0.05 which

indicates that there is no significant difference between general average of the respondents in

terms of prioritizing the time effectively between work and school-related activities.

The findings of the study are consistent with the study of De Guzman et al. (2021) which

showed that working students find advantages and disadvantages while studying and working.

Despite the challenges and struggles encountered, they have also been able to deal with these by

managing their time wisely and organizing their priorities by creating a proper schedule.

3.3 Significant Difference between Question 14, not having enough time for homework

activities, and general average

Table 6
According to Not Having Enough Time for Homework Activities

Paired Differences t df Sig. (2-tailed)

Mean Std. Deviation Std. Error Mean 95% Confidence Interval of the Difference
Lower Upper
Q14 .28571 .99449 .26579 -.28849 .85992 1.075 13 .302

In this representation, the computed p-value is .302. The standard p-value is 0.05 whi

indicates that there is no significant difference between general average of the students in terms

of don’t have enough time for their homework activities.

17
 Homework activities can be defined as “tasks assigned to students by school teachers

be carried out during non-school hours” (Cooper, 1989). The lack of time for homework

activities has no significant difference in the students’ general average. The study’s result echo

those of Cooper et al. (2006) which revealed that lack of time on homework activities didn’t

affect the achievement of students.

4. Intervention

The study emphasizes the importance of providing training opportunities for workin

students to improve their time management skill. It highlights the significance of finding a

healthy balance between work, academics, and personal life in order to establish a sustainable

work-study-life dynamic. Working students often experience fatigue from work, which can

negatively impact their academic performance. This intervention aims to equip them with

strategies to effectively manage their multiple responsibilities, with the ultimate objective of

enhancing their academic achievements.

***********************

A. TRAINING PROPOSAL

Title of the Training Workshop:

MASTERING TIME: Strategies for Success in Work and Study

I. RATIONALE

In today’s fast-paced academic and professional world, effective time management is

crucial for success. The “Mastering Time” workshop empowers working students with skills to

optimize their time, prioritize tasks, and enhance productivity. By mastering time management,

participants can achieve a balance between work and study, reduce stress, and improve overall

18
well-being. The workshop focuses on practical techniques, self-discipline, goal setting, and

communication to help students excel academically and professionally while maintaining a

healthy work-life balance. Attendees will gain valuable insights and actionable strategies to

navigate the challenges of managing multiple commitments successfully.

II. OBJECTIVES

The training-workshop aims to:

1. Teach students how to prioritize tasks effectively based on importance and deadlines

2. Help students optimize their study and work schedules to accomplish more in less time

3. Provide strategies to reduce stress by avoiding last-minute rushes and procrastination

4. Improve productivity by managing time efficiently and achieving better results in both

work and study

5. Equip students with tools to maintain a healthy balance between work, study, and

personal life

6. Assist students in setting clear objectives and working towards achieving them

systematically

7. Teach self-discipline to stay focused, motivated, and on track with tasks and deadlines

III. METHODOLOGIES

 Technology

 Workshop

 Lecture/Discussion

 Presentation

IV. PARTICIPANTS

19
 All the chosen students of Asipulo National High School who are working while studying

this academic year 2023-2024 will be the participants of the training-workshop, 1in grade 7, 4 in

grade 8, 1in grade 9, 5 in grade 10, 11in grade 11, and, 20 in grade 12 respondents.

V. RESOURCE PERSONS
NAMES
Resource Speaker 1 – Venchito Tampon
Resource Speaker 2 – Laira Smith
Facilitator 1 - teachers
Facilitator 2 - teachers
Facilitator 3 - teachers
Facilitator 4 - teachers

VI. VENUE

The venue will be at the Asipulo National Highschool Science Laboratory.

VII. DATE OF IMPLEMENTATION

The training workshop will be scheduled within the next calendar SY 2024-2025.

VIII. PROGRAM/MATRIX OF ACTIVITIES

DAY 1
SCHEDULE ACTIVITY
7:40-8:40 AM Opening Program
8:40-10:00 AM Lecture 1: Prioritization Power Hour
10:00-11:40 AM Time Management Challenges and Solutions Group
Discussion
1:20-2:30 PM Time Management Task Delegation Role-Play
Exercise
2:30-4:00 PM Time Management Task Prioritization Hands-on
Activity
DAY 2
SCHEDULE ACTIVITY
7:40:9:20 AM Time Management Tools Demonstration Session
9:20-10:40 AM Case Studies Analysis
10:40-11:40 AM Self-Assessment Activity: Time Audit
1:20-3:15 PM Goal-Setting Workshop

IX. IMPLEMENTATION AGREEMENT

20
 During the instructional sessions, a laptop, projector, and a large whiteboard we will be

utilized for facilitation. PowerPoint presentations will be used to convey information,

complemented by spoken discussions. On the final day of the session, participants are

expected to showcase their understanding gained from the assigned activities.

CHAPTER IV

SUMMARY, CONCLUSIONS, AND RECOMMENDATIIONS

This chapter discusses the conclusion based on the given hypothesis in the entire study. It

also discusses the recommendations the researchers could give to future researchers who could

possibly improve the study.

Summary

This study delved into the perceived effect of being a working student on the academic

performance of students. The study was conducted at Asipulo National High School in Bahag,

Antipolo, Asipulo, Ifugao, focusing on students balancing work and studies. The research

utilized a survey method to gather quantitative data from working students.

The main problems addressed in the study include:

1. Profiling the respondents in terms of general average;

2. Investigating the perceived effects of being a working student on academic performance;

3. Analyzing if there is a significant difference in the effects of being a working student

based on general average; and

4. Providing interventions and recommendations for working students.

21
 The research design was quantitative with a descriptive approach, involving working

high school students as respondents. The study found that most working students has a general

average of 75-84. The analysis revealed that there was no significant difference in the effects of

being a working student on the academic performance based on students’ general average. The

null hypothesis was accepted, indicating that being a working student did not significantly

impact academic performance among the respondents.

In conclusion, the study sheds light on the complex dynamics of balancing work and

academics for high school students. The findings highlight the need for strategies to support

working students in managing their time effectively and enhancing their academic success. The

research provides valuable insights for students, teachers, parents, and future researchers aiming

to understand the challenges and benefits of being a working student.

CONCLUSIONS

After analyzing and interpreting all the data, the following conclusions were drawn:

1. Most of the working students has a general average of 75-84. This suggests that while a

significant number of students perform satisfactorily, there is a smaller yet meaningful

group of students who excel, obtaining averages between 85-90.

2. Working students face significant challenges in balancing their academic and work

commitments. The most substantial impact is observed in their limited study time. This

highlights the critical need for effective time management strategies and support systems

to assist working students in mitigating these adverse effects and enhancing their

academic success.

22
 3. The study reveals that the level of fatigue experienced by students due to their work

commitments does not have a statistically significant effect on their concentration or

academic performance. Also, the study found that there was no significant difference in

the general average of the respondents when it comes to prioritizing time effectively

between work and school-related activities. The amount of allocated for homework

activities does not have a significant effect on the overall academic performance of

students. This means that being a working student has a parallel effect to the overall-

wellbeing of the students.

4. An intervention is needed to equip the working students with strategies to effectively

manage their multiple responsibilities, with the ultimate objective of enhancing their

academic achievements.

Recommendations

The researchers would like to recommend this study to all future researchers who would

be making a study about examining the academic performance of working student. Lack of

research respondents hindered the researchers in improving their study. Therefore, the

researchers would appreciate if the future researchers would further improve this study through

exploring the long-term effects of working during academic studies, conducting a t-test to all

questions for more comprehensive analysis of the data and help identify any significant

differences between variables. Increasing the sample size of the research is also crucial in order

to obtain more reliable and generalizable results. A larger sample size can reduce the impact

random variation and increase the statistical power of the study. Exploring other areas of the

study and considering other parameters can also enrich the research findings. For example, future

researchers could investigate the impact of different types of employment on academic

23
performance or explore the role of support systems in mitigating the challenges faced by

working students.

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 APPENDIX A

LETTER OF REQUEST

ASIPULO NATIONAL HIGH SCHOOL

Senior High School Department

Bahag, Antipolo, Asipulo, Ifugao

Dear Madam/Sir:

We, the Grade 12 senior high school students, are currently undertaking a research project titled

“EXAMINING THE ACADEMIC PERFORMANCE OF WORKING STUDENTS IN

ASIPULO NATIONAL HIGH SCHOOL, ACADEMIC YEAR 2023-2024.” This study is being

conducted as a requirement for our subject Inquiries, Investigation, and Immersion (3Is).

In connection with this, we kindly request your permission to utilize approximately 30 minutes

of your class period to administer our questionnaire to your students.

Your cooperation in granting us this is crucial for the successful completion of our research. We

assure you that the process will be conducted efficiently and will not disrupt the flow of your

class activities.

Thank you for considering our request.

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 Yours truly,

The Researchers

Appendix B

LETTER TO RESPONDENTS

ASIPULO NATIONAL HIGH SCHOOL

Senior High School Department

Bahag, Antipolo, Asipulo, Ifugao

Dear Respondents,

We, the Grade 12 students, are currently engaged in a study titled “EXAMINING THE

ACADEMIC PERFORMANCE OF WORKING STUDENTS IN ASIPULO NATIONAL HIGH

SCHOOL, ACADEMIC YEAR 2023-2024.” This research endeavor forms a crucial component

of our requirements in the Inquiries, Investigation, and Immersion (3Is).

Your participation in our study by providing candid response to our questionnaires is greatly

appreciated. We want to assure you that all information shared will be treated with the outmost

confidentiality, and your privacy will be strictly maintained.

Thank you very much for your cooperation and valuable contribution to our research endeavor.

Yours truly,

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 The Researchers

APPENDIX C

RESEARCH QUESTIONNAIRE

Part 1: Profile of the Respondents

Instructions: Put check on the space provided

General average during the 2nd quarter:

_____ 70-84 85-90 and above

How many accumulated hours do you work in one week?

10 hours and below 41 – 55 hours 86 – 100 hours
11 – 25 hours 56 – 70 hours More than 100 hours
26 – 40 hours 71 – 85 hours

What type of job do you do during weekdays and weekends? (select your main job only)
Basic house chores (cooking, cleaning, Gardening only
washing dishes, doing laundry)
Basic house chores & babysitting or Gardening and feeding of animals
caregiving (elderly)
Basic house chores & store keeping
Basic house chores & feeding of animals Storekeeping only
Basic house chores and gardening Others (please specify) ______________

Part 2: Effects of Being a Working Student

Instruction: Please complete the questionnaires below by checking an option from 1-4 using the
following rating scale:
1 - Strongly Disagree 2 - Disagree 3 - Agree 4 – Strongly Agree

INDICATORS 1 2 3 4
1. I am able to effectively manage my time between work and study.
2. The additional stress of being a working student has affected my
overall well-being.
3. Being a working student has limited my participation in

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 extracurricular activities.
4. The fatigue from working as a student has affected my ability to
concentrate and perform well academically.
5. Being a working student has provided me with valuable real-world
experience and skills that will benefit me in the future.
6. Working affects the amount of time I have available for studying.
7. I prioritize my time effectively between work and school-related
activities.
8. Working has taught me valuable lesson in financial management.
9. Being a working student has made me more independent.
10. I am able to maintain a positive attitude towards both work and
academics.
11. Being a working student has limited my time for social activities,
which can affect my mental health and well-being.
12. Being a working student has enhanced my understanding of my
future career.
13. Being a working student helps my parents and reduces their
expenses.
14. I don’t have enough time for my homework activities.
15. I don’t have enough time to sleep during night time that’s why I sleep
in the classroom during class hours.

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30