Problem of Working Student in Relation to Their Academic Performance

Introduction
Many college students work part-time. Does this affect their school performance? Employment during school could improve grades if working fosters attributes that are complementary with academic success, such as industriousness or time management skills, or instead reduce grades by constraining time and energy available for schoolwork. Alternatively, working might be correlated with academic performance, yet not directly impact it, if unobserved student differences influence both labor supply and grades. Most college students face many challenges in their already busy everyday lives. Some students work full or part time while attending college. Others also support families of their own in addition to working full time while furthering their education. The strain of this extra Workload can be overwhelming at times, causing the seemingly easy things in life to become a struggle. Unfortunately, the consequence of this responsibility to one’s education is the additional stress at home, work, and school. Refusing to cope with this stress can cause tension in a person’s physical health, metal state, and personal relationships.

You may think that there is nothing you can do about the amount of stress created in your life. The bills aren’t just going to stop coming, there will never be more hours in the day to fit your busy schedule, and the responsibilities to your family and career are not just going to disappear. But you can have more control over the stress in your life, and by realizing this you have already taken a step in the direction of managing that stress. Once you have identified the need for stress management you can find methods in which to relieve the stress in your life. Some of these methods can do more harm than good and should be avoided whenever possible.

Some methods involve reaching out to others. Other methods are solitary. Yet another involves working through the stress physically which also has the benefit of improved health. A number of people may deal with stress in harmful ways. Some students are endangering themselves trying to relieve stress. Some may engorge themselves on junk food, eating relentlessly as a pacifier for the stress. Others gather by the ashtray with their nicotine sticks, smoking the stress away; knowing they can get addicted to very harmful substances that could eventually cause them health problems later in life. Many people keep the stress bottled up inside, this keeps their nerves on the edge.

Background of the Studies
Student jobs have become a sort of trend among students around the world, who want to work while they are studying. In short, the term that suits this trend is ‘Earn and Learn’ policy. Other reason why student jobs are popular among students is they help to cope up with the constant increase in tuition fees, and a way to afford further educations. The problem has been developed with the question as to how the corresponding workloads and required working hours of working students affect their academic performance. As a researcher, the main purpose of the study is to know the factors that affect the academic performance of working students.

In addition, this paper aims to provide encouragement and motivation to all students especially those who are financially distressed to pursue and finish a college degree in order to be competitive in the future and be able to realize their goals and aspiration ns. It may also provide learning experiences and information to other students who are not working. In order to accomplish our objectives, we adopted several methodologies in obtaining data and information such as conducting surveys by providing questionnaires to our subjects, getting information in the internet and conducting interviews personally and honestly with our target subjects to get assurance that our data, information and values gathered were correct and accurate. Theoretical Framework

Research Paradigm

Statement of the Problem
This Study will evaluate the Analysis of the Problem of Working Students in Relation to their Academic Performance.

The following specific problems will be answered.
1. What is the profile of the working students enrolled in several state college and university?
1.1 Age
1.2 Gender
1.3 Course
1.4 Company
2. What are the qualities of the working students?
2.1 Effectiveness
2.2 Efficiency
2.3 Industry
2.4 Attentiveness
2.5 Initiative
2.6 Reliability
2.7 Punctuality
2.8 Self-control
2.9 Adaptability
2.10 Cooperativeness
3. What are the problems they encountered most?
4.1 Irregularity of Attendance
4.2 Inability to do Assignment/Homework
4.3 Failure to Submit projects
4.4 Inactive in the Class
4.5 Tardiness

Hypothesis

Significance of Study

Scope and Limitations of the Study
The study is beneficial not only for the student, but also for working student. The Study will be able to review the current effects of working
student determine its flows and weaknesses and will try to address these problems by doing a time management. This is indeed a big help for a working student, as it will lessen tedious and lack of attention to their study.

Definition of Terms
Correlated – To put or bring into causal, complementary, parallel, or reciprocal relation. To establish or demonstrate as having a correlation: correlated drug abuse and crime.  Pacifier – A person or thing that pacifies.A rubber or plastic nipple for a baby to suck on

Relentlessly – Unyielding in severity or strictness; unrelenting: relentless persecution. Steady and persistent; unremitting: the relentless beat of the drums.

Flows – To move or run smoothly with unbroken continuity, as in the manner characteristic of a fluid. To issue in a stream; pour forth: Sap flowed from the gash in the tree.

Tedious – Tiresome by reason of length, slowness, or dullness; boring. See Synonyms at boring. Obsolete Moving or progressing very slowly.

Consoled – The portion of a computer or peripheral that houses the apparatus used to operate the machine manually and provides a means of communication between the computer operator and the central processing unit, often in the form of a keyboard. A small storage compartment mounted between bucket seats in an automobile. An often scroll-shaped bracket used for decoration or for supporting a projecting member, such as a cornice or shelf. A console table.

Dissuaded – These verbs mean to persuade someone not to do something: tried to dissuade her from suing; couldn’t be deterred from leaving; discouraged me from accepting the offer.

Solitude – These nouns denote the state of being alone. Solitude implies the absence of all others: “The worst solitude is to be destitute of sincere friendship” (Francis Bacon). “I love tranquil solitude” (Percy Bysshe Shelley). Isolation emphasizes total separation or detachment from others: “the isolation of Crusoe, depicted by Defoe’s genius” (Winston Churchill). Seclusion suggests removal, though not necessarily complete inaccessibility; the term often connotes a withdrawal from social contact: enjoyed my walk in the seclusion of the woods. Retirement suggests a withdrawal or retreat from active life, as for serenity or privacy: “an elegant sufficiency, content,/Retirement, rural quiet, friendship, books” (James Thomson).

Samaritans – A native or inhabitant of Samaria. Often Samaritan A Good Samaritan.

Inculcate – 1. To impress (something) upon the mind of another by frequent instruction or repetition; instill: inculcating sound principles. To teach (others) by frequent instruction or repetition; indoctrinate: inculcate the young with a sense of duty.

Ceasing – To come to an end; stop: a process that never ceases. To stop performing an activity or action; desist: “fold our wings,/And cease from wanderings” (Tennyson).

Tangible – Discernible by the touch; palpable: a tangible roughness of the skin. Possible to touch. Possible to be treated as fact; real or concrete: tangible evidence.

Dilemmas – A situation that requires a choice between options that are or seem equally unfavorable or mutually exclusive. Usage Problem A problem that seems to defy a satisfactory solution. Logic An argument that presents two alternatives, each of which has the same consequence

Juggle – To juggle objects or perform other tricks of manual dexterity. To make rapid motions or manipulations: juggled with the controls on the television to improve the picture. To use trickery; practice deception.

Federal – Of, relating to, or being a form of government in which a union of states recognizes the sovereignty of a central authority while retaining certain residual powers of government. Of or constituting a form of government in which sovereign power is divided between a central authority and a number of constituent political units.

Exacerbating – To increase the severity, violence, or bitterness of; aggravate: a speech that exacerbated racial tensions; a heavy rainfall that exacerbated the flood problems.
Related Literature
Local Literature
http://opinion.inquirer.net/inquireropinion/columns/view/20080401-127563/Working-student Working student
By Veronica V. Rillorta
Philippine Daily Inquirer
First Posted 00:18:00 04/01/2008
Filed Under: Human Interest
After our high school graduation, I dreamt of going to college and taking up a course of my interest as the key to finding employment. But as June 2005 drew near, I started to worry. Who would send me to school? Would I end up like my brothers who became istambay [idlers] after high school because my parents couldn’t afford to send them to school? I was an honor student and the bread winner of my family, and I felt sorry for myself. My mother consoled me by saying I had the choice of where to work. I applied as a waitress in a restaurant in our town. We served so many customers, that we could only eat our lunch at 3 in the afternoon. After working a few weeks, I quit. I relaxed in our house for a few days. But because I didn’t want to be a burden to my parents, doing nothing, I found work as a saleslady. Unfortunately, my employer cooked up some “chismis” [gossip] about me and told my relatives I had many boyfriends.

I cried when they asked me about it, and I swore that I never had an affair with any of our customers. I explained to my mother and dissuaded her from confronting my employer. My mother then decided to put up our own cafeteria. But every night I felt miserable. I found out that I had lost my confidence in dealing with other people due to the negative experiences I had. I kept it from my mother, but every night I cried. I would stay in one corner most of the time, approaching customers only when they called. My mother told me that our business was not doing well because I was not good at entertaining customers. I pitied my mom and blamed myself. But I was unhappy with my life and bored with just sitting and waiting every night for travelers. All my dreams faded. Everybody expected me to meet and marry a “viajero” [itinerant trader] and become a simple housewife who would feed my children and take care of my own family, just like many of my cousins who didn’t have the chance to study and married early.

Then I met a high school batch mate, who was also unable to continue her studies. She suggested that I apply for work at a cafeteria near the bus stop. I grabbed the chance to regain my self-confidence. In this new job, I thought, I would find new friends to talk to and keep depression away by socializing with other workers. My mother understood and let me go. I was again working as a waitress. But things changed as I stayed longer. Our employer, an old woman, became too vulgar and difficult to work with. One time, she gave me only P750 for my half-month salary although I was expecting P50 more, since the month had 31 days. I complained about it and told her I was leaving. She gave me the P50, but not before making it clear to me that she considered me to be “mukhang pera” [excessively motivated by money]. I was back in our house, finding refuge in solitude. My thoughts were my companion for several months. To avoid problems with other people, I stayed at home and re-opened our cafeteria.

I learned to talk to God every night about my fate and put my life in His hands. Before I knew it, I had spent two years struggling in a stressful environment. Then another friend from high school, who had just graduated as a working student, came for a visit together with her employer, Madame Judith. My friend told me she had recommended me to Madame Judith as her new working student. My parents were delighted. Thinking this was the help I had been praying for every night, I went to Solano town in Nueva Vizcaya province, one week before the start of classes in June 2007. I was fortunate to have the opportunity to study in my employer’s school, while working for her family. I got free tuition and miscellaneous expenses as well as free lodging and food. They also gave me a monthly allowance amounting to P800. Balancing my work and my studies was not easy for me at first, but my second parents guided and supported me. They accepted my weaknesses and trusted me. Days became months, and the months became a year.

I have encountered some problems along the way, but they hardly matter, compared to the chance of getting an education and becoming a more responsible and productive citizen. My end goal is to finish my course, but Madame Judith Salas and Sir Wilson Salas have told me they have other plans for me. They must be the instruments of God’s love for me. They are modern-day good Samaritans to whom I owe my new life. As I reminisce on my past, I no longer feel any trace of sorrow. God really works wonders for those who believe in Him. This early I am already thinking that in order to repay God and my second parents for their kindness, I will sponsor a scholarship program for some poor, young people so that they can go to college and have a brighter future. I will also try to inculcate in them spiritual values and moral strength. All the things happening in our country certainly affect the youth, but they should not drive us to despair. Instead, let us take them as a challenge to make a difference, for the future awaits us. Being a better youth today ensures a brighter future tomorrow. Let us always believe in God, pray without ceasing and stick to the hope that we can achieve our goals through sheer determination.

Foreign Literature
http://www.indiana.edu/~ipas1/workingstudentbrief.pdf
A Review of Research Literature on College Students and Work By Tina Tuttle, with Jeff McKinney & Melanie Rago

College enrollments have continued on an upward climb for decades, as more and more people recognize the value of a college education, especially the tangible value of the diploma in the marketplace. The past few decades have witnessed growing diversity in higher education, but with that diversity we also see dramatic changes in how students are funding their college educations. Adult degree seekers, first generation students, students of color, and students from low-income backgrounds have become a mainstay in the growing mix in college today. This new mix challenges the persistent image of the of the “traditional,” direct-from-high school, white, middle-class college student on a residential campus, who may work part time, is dependent on parents, and graduates within four years. In fact this picture represents less than 27% of college students today (Choy 2002).

Today’s college students face a complex set of dilemmas about whether to attend College, where to attend, how to pay, how much to work, how many jobs to take, how to pay credit card bills and car payments, how to juggle family and children, and how to balance these competing priorities while in school. The amount of time students spend working has been of increasing concern for the educators that serve them and, in some instances, the students themselves. Recent data would indicate that 80% of American undergraduates worked while attending college in 1999-2000 (King, 2003).This represents an 8% increase over the class less than a decade previously, among whom 72% worked (Cuccaro-Alamin & Choy, 1998). Further, there appears to be a strong body of literature that points to the positive effects of not working versus working while attending college (King, 2002; Pascarella & Terenzini, 1991). Many studies focus on working students, but ask very different questions and measure different outcomes.

Researchers have looked at how work affects campus engagement, persistence and graduation, cognitive and social development, development of leadership and social skills, GPA, faculty interaction, and peer interaction. Other studies have looked at financial aid and the relationship with working. Given that many, if not most, students need to work to afford college, it is important for higher education researchers, policy analysts, practitioners, faculty, and administrators to better understand their needs and challenges in trying to balance work, financing, and college. This brief on working students reviews the literature on issues relating to working students and the challenges for campuses—challenges for student persistence and degree completion. This review is broken into the most common categories with research relating to each category reviewed. After a summary of the literature, we present questions for campus administration and for researchers and information on the federal work-study program.

Engagement in paid work during term‐time amongst undergraduates in England has increased in recent years, reflecting changes in both higher education funding and labor market policy. This article draws on research with students in a post‐1992 university to explore undergraduate students’ accounts of combining work and study during term‐time and the various strategies they employ in their attempts to balance the two. Many of the students in this study may be described as ‘non traditional’ entrants, and attention is paid to the ways in which students’ accounts reflect issues of social class. It is argued that the transfer of responsibility for funding university study from the state to the individual student and their families, and the lack of attention paid to the demands of term‐time work in higher education and institutional policy, risks reinforcing and exacerbating inequalities.