IDENTIFY THE PERCENTAGE OF WORKING STUDENTS: BASIS FOR A

COUNSELLING AND INTERVENTION PROGRAM

A Research Presented to the Faculty of

Senior High School Department
Libon Private High school Inc.
Libon, Albay

In Partial Fulfillment
of the Requirements for the Subject
Practical Quantitative Research 2

by:

Ramos, Mary Ces B.

Tan, Ilonah Kyle S.
Regalia, John Quincy Adams
Satuito, Flex Hero
Segubiense, Nheo R.
Sentillas, EJ N.

October 2022
 CHAPTER 1

The Problem

Working while studying is driven mostly by financial

necessity: to cover setbacks in various forms of understudy

support; to supplement wage to supply a better understudy

comprehension; or to aid towards future goals. It also

allows students to share responsibility for financing the

costs of their education, gives them a sense of financial

autonomy, and develops skills in account management. This

new work extends on SIES insights to get a more thorough

understanding of work motives, job nature, and the problems

and benefits of working while studying in higher education

(HE) (Williams, 2014). According to research performed by

Endsleigh (2015), eight out of 10 (77%) understudies are now

working part-time to aid with their financial needs in

school. Being a working student is likely to be hard in

terms of managing your social life, time for family, school,

and employment. Understanding how to manage the pressure

that comes with being a working undergrad and ensuring you

have at least one night off every week may reduce your

stress levels tenfold (Mitchell, 2016).

Despite their financial difficulties, Filipino students

can still sustain themselves financially by working.

According to The Working Student (2016), there are four

employment alternatives for Filipino working students:

internet jobs, paid corporate internships, fast-food crew,

and school positions. Filipino students are suffering

because they must fulfill work requirements in order to keep

their jobs and maintain academic performance in order to

avoid receiving a poor grade. According to the Commission on

Higher Education (CHED), over 216,000 students in the

Philippines are now balancing work and education. Working

students account for around 8% of all college students in

the Philippines (ABS-CBN News, 2010). According to CHED

(2010), barely half of employed students' complete college

since many are unable to concentrate on their academics,

some are ill, and others drop out due to financial

difficulties.

According to the research findings of Williams' (2014)

study, the reasons why students work are to satisfy a

budgetary requirement, fulfill a short or fundamental

necessity, and to assist the understudies in their future

objectives. This is accompanied by the findings of Furr and

Elling (2002), who discovered that students work part-time

owing to financial constraints. Aside from these factors,

there were also disadvantages of working while learning,

according to the findings of Darolia's (2014) study, where

understudies took less qualities in school due of job

commitments. As a result, students lost faith in enrolling

and began to look for a solid career. According to the U.S.

Bureau of Labor Statistics (2013), 34.1 percent of high

school graduates who graduated between January and October

2013 are presently employed.

Researches about working students is generally

undertaken at universities in industrialized nations, but

these studies lack understanding about how working students

deal with their daily life and how they overcome whatever

problems they confront. According to Ruhm's (1997) study, it

is important to comprehend how working students affect

society because, as the rate of working students reached an

abnormal level, job-hiring began to demonstrate the

unfavorable effects that were attributed to it because it

reduces academic performance, particularly among young

workers without primary education. On the other hand, if

employment at a young age turns out to be beneficial for the

economy. The large percentage of working students may

therefore contribute to profit discrepancies later in life.

In order to properly study the experiences of working

students and comprehend what a working student is,

researchers must be able to recognize the gaps in this work

because there are several possible conclusions.

 This study investigates how students devise strategies

to make the most of their time when working and studying.

The study's other objective is to look into and catalog

students' employment-related experiences. They are only

beginning to realize how terrible things are. The issues

they run into follow. Then, how do they handle and overcome

such challenges. Finally, to provide a solution that might

help the working students shortly.

Working students frequently encounter particular

difficulties that may affect their academic performance. The

management of time, dealing with financial stress, and

juggling work and personal obligations can be exhausting.

These systemic issues, however, are treatable. Working and

studying simultaneously is achievable with some preparation

and effort; the challenges faced by working students can

undoubtedly be addressed, and students can undoubtedly

position themselves for success.

Here are some problems of working students:

Time becomes a balancing act. The greatest problem for

working students is time management. You must find time to

study, but you also need to ensure that you are earning

enough money to cover your living expenses. This may entail

obtaining additional work at their current job or other side

jobs for some students. The most crucial thing is to

maintain your organization and prioritize your education

first. To combine employment and school such that neither

suffers and you don't burn out, time management is crucial.

Mustering self-motivation and willpower. Working

students who are used to having free time all day long may

find it challenging to find the motivation to study or

finish their projects. Working students should set demanding

yet reasonable goals for themselves, and should treat

themselves when they succeed. You can decide to reward

yourself with some M&Ms after finishing each chapter in your

textbook (or whatever treat works best for you). You'll stay

motivated and on track with your studies with the help of

these little incentives!

May experience loneliness and isolation. It can be

difficult to work while attending full-time school because

it limits the amount of time you can spend with friends and

family who don't have to balance job and education. Working

students should make time to spend with their loved ones

because this will provide much-needed rest and renewal time,

which will boost their mood and help them balance work and

study more successfully.

Now that we have seen some common problems of working

students, here are some solutions:

 Give yourself realistic time frames. One of the biggest

challenges for students who are working is keeping up with

all the deadlines and obligations that go along with their

education. Set reasonable deadlines for oneself to complete

tasks and projects is one of the best methods to prevent

being overburdened. This could entail setting multiple due

dates for tasks or projects so that you can spread them out

over several weeks or months. Additionally, it will be

beneficial if you can postpone some duties until after

examinations, when your burden will be less demanding.

Talk to your friends, lecturers and even your boss.

It's critical for people who are handling employment and

study to keep lines of communication open with their

professors and instructors—and the same goes for their

bosses! Discuss any problems you are having with your

schoolwork or work obligations with someone who can offer

solutions if they are influencing how well you perform in

class or at work. You might discover that it's simpler than

attempting to continuously balance all of these different

balls in the air by yourself!

Start studying early. The greatest way to overcome any

obstacle is to be prepared, so if there is something

specific that has been bothering you soon, start studying as

soon as possible to feel more confident and well-equipped.

The difficulties faced by working students are nothing new,

but there are solutions available, particularly with the

launch of online courses. It may surprise you to learn that

working while you are in school has several advantages. Many

students are working while enrolling in higher education

(Bennet, McCarty & Carter, 2015; Darolia, 2014). This

employment somehow affects their academic studies and

experiences. Among the reasons why students choose to work

while studying is due to increasing study cost, decreasing

scholarship, and low family incomes. These situations have

resulted in increasing number of students to do part-time

employment and encourage the students who are willing to

continue their studies to higher education to take loan

(Metcalf, 2003; Watts & Pickering, 2000). Even though there

is a specific budget for education in the form of

scholarship, it is indeed not the privilege for most of the

students. Hence, loan is considered the best alternative for

students to continue their studies (Lucas & Lammont, 1998).

Some students might have to work full-time and do multiple

jobs to cover the expenses of their studies (Goldrick-Rab,

2016). Although it is difficult to determine the exact

numbers of working students, Curtis (2007) and Hakkinen

(2006) described that between 50 and 60 percent of

university students are engaged in part-time employment.

Full-time or part-time employment may alleviate the

financial pressure of working students. However, they may

face other problems such as time constrains and allocation

to study. Additional responsibilities related to personal

matters and family duties might add up to stress and mental

health issues (Matheuws, 2018). Furthermore, the egative

impacts of working students are mainly related to anxiety,

depression, and poor academic achievement (Mounsey, Vandehey

and Diekhoff, 2013). Based on the above-mentioned

explanation, the current study explores the experiences of

working students, especially in higher learning institutions

in coping with the challenges of working while studying.

Hence, the aim of this research is to develop an

understanding of working students among postgraduate

students determine the reasons behind the choice of part-

time employment, and find out the challenges and how the

students overcome the problems. It is expected that the

suggestions and recommendations from the study can improve

working students’ experiences to be successful in both

working and studying (Ikhwan, 2018).

Statement of the Problem

This study aims to identify the difficulties that

working students face.

Specifically, it aims to answer the following

questions:

1. What is the demographic profile of the respondents in

terms of;

1.1 Age

1.2 Gender

1.3 Types of Job

2. How many students are working while studying?

3. What are the challenges faced by the working students

in terms of;

3.1 Time Management

3.2 Health Concern

3.3 Safety & Security

3.4 Acceptability of the Nature of Job

Assumptions of the Study

 Based on the objectives of this study, the following

assumptions were devised:

1. The profile of the respondents may vary;

2. Some students think that working while studying is a

means to an end, and some thinks it is a career

opportunity.

3. Working while studying provides both positive and

negative impacts. The main benefit was to experience

the real working environment and followed by many other

benefits. However, through our findings, we can see

that students tend to encounter exhaustion and stress

more than those who's not working.

4. Working students have less time to study on their

lessons. So, to overcome it, they eliminate the

distractions, stick to a schedule, create to-do lists,

prioritize tasks, have a routine, meal prep, wake up

early, and sometimes they ask for help.

Significance of the Study

This study would be significant and beneficial to the

following:

Working Students. This study will motivate them to

manage their responsibilities towards school and work so

that their academic performance will not be affected in

favor of their work or vice-versa.

Students. This study will give the regular students an

idea on how important education is. This will motivate them

to be more focused on their studies.

Parents. This study will give the parents idea on the

problems working students have encountered. This will

motivate them to become more supportive and more

understanding towards their children.

School Administrators. School administrators will

benefit from the results of the study by applying the

proposed action plan which will help minimize drop-outs

among working students.

Teachers. This study will give teachers an idea on the

problems encountered by working students. Thus, they will

understand them better.

Researchers. This will deepen the researchers’ knowledge

of the lives and struggles of the working students in their

quest for success.

Future Researchers. The future researchers will benefit

in this study because this will serve as their guide for

future studies.

Scope and Delimitation

 This research focuses on working students at Libon

Private High School.

Senior high school working students at Libon Private

High School (LPHS). Given the number of four hundred forty-

six (446) senior high school students at LPHS, the

researchers intended to include only selected students who

work while studying as respondents in this research.

The research focuses on the issues faced by working

students at Libon Private High School. The research also

looks about why LPHS students work and study at the same

time. the benefits and disadvantages of being a working

student, as well as their life goals to pursue job even if

it causes them troubles.

The main location of the study will be the Libon

Private High School, and the most targeted respondents will

be working students, specifically senior high school

students, but the researcher may also request information

from other students, as well as school administrators and

faculty members, and will use other resources to make this

research possible and effective.

Locale

This study will be conducted at Libon Private High

School, which is located at Zone 3, San Antonio Street,

Libon, Albay. Participants in the study are senior high

school students from Libon Private High School. The map

below shows the Municipality of Libon, Albay, as well as the

specific location of the research, indicated by the red

position point.

Libon Private High School is the municipality's only

private school, and it has been offering high school

education since 1950. Justice Ramon Calleja Fernandez

founded the school, and whether it is a public or private

school, his purpose is to deliver a high-quality education

at an affordable cost. Libon Private High School is now

under the new management of Genecom Institute of Science and

Technology, Inc., Legaspi City, which is represented by its

President and Comptroller, Ms. Maria Alma D. Chavez and Mrs.

Annie C. Marquez, both LPHS alumnae, and Mr. David Q. Panday

Jr. as the Libon Private High School (LPHS) Principal, they

also improved its outstanding educational programs in

kindergarten (nursery and preparatory levels), Elementary

grades 1-6, and Senior High School Programs. Libon Private

High School excels not only in academics and teaching, but

also in extracurricular activities such as athletics and

bands (DLC), among others.

Figure 1. Map of Libon Albay Highlighting the LPHS
Definition of Terms

The operational definitions that follow are meant to

help you understand some key phrases that come up often in

this study.

Working Students. Refers to someone who mainly works

and is also studying (part-time).

Battle. Tenaciously strive or struggle to attain or

oppose something.

Study. Refers to a detailed investigation and analysis

of a subject or situation.

Experiences. Refers to (the process of getting)

knowledge or skill from doing, seeing, or feeling things.

 CHAPTER 2

Review of Related Literature and Studies

This study includes citations to related literature and

studies, both foreign and local, that are relevant to the

current research. The studies were divided into three

categories: Students’ Experiences, Factors Affecting Working

Students, and Effects of Working while Studying. It also

includes the synthesis of the state of the arts, the gap

bridge of the study, as well as the theoretical framework

and conceptual framework.

Students' Experiences

According to Steinberg et al. (1981), engaging students

in part-time and some full-time jobs is becoming

increasingly popular around the world. Working while

studying, as indicated in a research 30 years ago, offers

pupils with an idea of the needs that would be required to

operate well in one's later job (Schill, McCartin, & Meyer,

1985). Further research has indicated that students who work

part-time may readily acquire teamwork, customer service,

communication, and practical abilities (Lucas & Lammont,

1998; Curtis & Lucas, 2001). Students can immediately link

their part-time job experiences to improve and polish their

academic understanding, motivation, and employment chances

(Curtis & Shani, 2002; Curtis & Williams, 2002). As a

result, several studies have found that a mix of financial

necessities and the potential to gain experience will

eventually improve future employment possibilities (Harvey,

2000; Devlin, James & Grigg, 2008; Nonis & Hudson, 2006)

According to the research conducted by Watts and

Pickering (2000), working part-time while studying full-time

offers a range of good results, respondents typically saw

part-time employment as a necessity in today's higher

education arena. According to Manthei and Gilmore's (2005)

study, money gained from part-time work is often spent on

critical living costs. Part-time employment, from the

perspective of students, is frequently an introduction to

the real world, which will aid them in both personal and

professional growth, particularly in the higher education

sector (Tymon, 2013; Tomlinson, 2007). Higher education

institutions should seek out ways to expand students'

familiarity with employment and expose them to educational,

part-time vocational, and job experiences (Yorke, 2004;

Glover, Law & Youngman, 2002)

Factors Affecting Working Students

According to the Commission on Higher Education (CHED),

over 216,000 students in the country are presently

misrepresenting school and job, accounting for approximately

8% of all college students in the country. Working students

today, according to CHED, are largely involved in food

service, entertainment, and sales, in addition to their

typical jobs as librarians and research assistants. "One of

the reasons why students require an extra income is because

of a financial problem," according to officer-in-charge at

CHED's executive director's office, Atty. Vitriolo, Julito

He further stated that these kids are obliged to work

independently due to rising commodity costs and tuition

bills. 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 didn't continue because of financial problems.

CHED recommended working students to have jobs that are not

too demanding and that is more related to their courses so

that they can work comfortably.

According to Evangelista (2008), Nueva Vizcaya State

University's Student Information System (SIS) is a secure,

web-accessible interactive computer system that allows users

to access grade reports, transcripts, class schedules, and

remaining balance for the semester, as well as register for

classes online. Students would be assigned a unique

identifying number because of this. That unique

identification would be used for all data sent and received

by the university. Individual student records would be used

to: increase admissions capacity to track a student's

progress over time; provide better quality data to drive

more informed policy decisions, resulting in improved

educational opportunities for all students; reduce data

collection burden through a web-enabled SIS; and as a tool

for parents to monitor their children's academic

performance.

Effects of Working while Studying

According to Pascarella and Padgett (in Lederman 2009)

investigated the impact of employment on academic

achievement and observed how students who worked on, and off

campus contributed to their critical thinking, moral

reasoning, socially responsible leadership, and mental well-

being. Working 20 hours or more had a favorable influence on

students' psychological well-being, and students who worked

off campus also showed a good trend in leadership abilities.

Work has no negative impact on cognitive outcomes such as

moral reasoning and critical thinking, but it had a

favorable impact on psychological well-being and leadership

even when one works a lot of hours. The findings also

revealed that there were considerable disparities in the

impact on students who entered college with varying academic

ability, with students who scored lower on college admission

examinations suffering far greater harm. Working on campus

for 1-10 hours a week had a good effect on critical thinking

for high-ability students but a significant negative effect

on low-ability students.

According to Kavarana (2013), an increase in the number

of working students can be related to a desire to reduce

loans and debts. Students felt compelled to restrict their

borrowing to earn a larger portion of their tuition. Another

advantage is the sense of accomplishment and self-

satisfaction gained by challenging oneself with double the

effort and two distinct lives. It's all about pushing

oneself to the maximum and showing to the world that one can

manage their time efficiently and effectively by working and

studying at the same time. It also felt that such an

attitude reflected people's capacities for hard work and

dedication, which are attributes that every organization

seeks. Whether it is about financial considerations or

future employability chances, Alli (2010) emphasized that

the combination of working and learning at the same time is

the key to success and the basis upon which one's future and

career are built.

Synthesis of the State of the Arts

The researchers presented various related literature and

studies regarding the study. To have a clearer understanding

of these literature and studies, the researchers made a

synthesis in the succeeding discussion.

The highlights of this research are students’

experiences, Factors affecting working students, and the

effects of working while studying. According to Steinberg et

al. (1981), engaging students in part-time and some full-

time jobs is becoming increasingly popular around the world.

Working part-time while studying full-time offers a range of

good results, respondents typically saw part-time employment

as a necessity in today's higher education arena (Watts and

Pickering, 2000). A few studies have been conducted to

investigate the effects of part-time jobs on full-time

students. Working part-time, according to Manthei and

Gilmore (2005), leaves less time to study. They believed in

their study that pupils who work part-time would most likely

miss lecturers with a lot of classes to catch and believe

they might have gotten better scores if they hadn't been

working. As a result, institutions should be cognizant of

the lifestyles of today's students (Curtis and Shani, 2002).

Institutions have a moral obligation to better understand

and manage the pressures that students face when studying

full-time and working part-time (Jogaratnam and Buchanan,

2004).

According to the study of Elisabeth Hovdhaugen (2015),

notes that there are numerous different reasons why students

quit a given university before completing their degree, and

one of the most usually stated is being employed while

studying. This research examines the influence of work

status on dropout rates using survival analysis. The

fundamental determinant of the new connection between

students and universities in Australia is the changing

structure of higher education finance arrangements and the

trend toward "user pays" (Marcia Devlin, Richard James, and

Gabrielle Grigg, 2008). Young people whose main activities

is attending high school dedicate an average of more than 4

hours per day to their education and around 7 to 8 hours to

amusement. Men spend more than a half-hour more on rest than

women and roughly a half-hour more on unpaid labor (Sandra

Franke 2003). According to the study of Rajeev Darolia

(2014), there are an increasing number of college students

who work, and to a larger extent. Around 216,000 students in

the country are presently misrepresenting school and job,

accounting for around 8% of all college students (Commission

on Higher Education, CHED). According to the National Center

for Education Statistics in America, nearly half (45

percent) of "traditional" undergraduate students between the

ages of sixteen and twenty-four attending college work full-

time while enrolled in 2007.

Pascarella and Padgett (in Lederman 2009), investigated

the impact of employment on academic achievement and

observed how students who worked on, and off campus

contributed to their critical thinking, moral reasoning,

socially responsible leadership, and mental well-being.

According to the data, the impacts of working while in

college differ depending on the sort of job held full-time

versus part-time, and on-campus versus off-campus. There are

various quantities of on- and off-campus employment that

directly influenced students' self-reported grades and

indirectly affected their levels of participation in

academic activities. According to reports, students who work

20 hours or fewer per week on and off campus achieve equal

grades as those who do not work at all (Pike and Lederman,

2009). Furthermore, Furr and Elling (2000) demonstrated

that students working 30-39 hours (about 1 and a half days)

per week and those working more than 40 hours (about 1 and a

half days) per week believed that their employment

negatively impacted their academic progress. However,

Watanabe (2005), investigated the impact of student

employment on academic achievement. The findings

demonstrated that the employment of a college student has no

effect on academic success. According to Kavarana (2013), an

increase in the number of working students can be related to

a desire to reduce loans and debts.

Gap Bridged of the Study

When students go through local job listings, they

frequently realize that practically all opportunities demand

prior work experience. This might be intimidating for many

students. Students understand what they are doing and are

prepared for work, yet they cannot find work without prior

experience. And how do students obtain that experience when

all employers need prior experience? This is where an

internship may help. This research will benefit not only the

senior high school working students of Libon Private High

School, but also other students who are suffering from

financial issues, and the things that they can do to survive

in this type of situation will have either a positive or

negative effects on senior high school students studying

while working. This is the gap that this study will solve.

Theoretical Framework

The theoretical framework of the study came from the

works of philosophers, sociologists, psychologists and

Christian teachings. The framework discussed the theories

about a society, organization and individuals that explain

the phenomena of injustices---prejudice, abuses and

discrimination.

Lens of Theory While in school, students worked part-

time, occasionally even full-time. A common occurrence

everywhere is studying. Working for a living eventually get

the students ready for their future careers. While common

the majority of this study's data material will be

experiences; these data will be examined and defended in

light of certain theories. This study utilizes the P.F.'s

Moral Responsibilities Theory strawson,

Edward Sociobiology Theory Wilson, as well as the

Existential Theory of Friedrich Nietzsche and Soren

Kierkegaard. P.F.'s Moral Responsibility Theory Published in

1962 by Strawson outlines each action's effects in a pros

and disadvantages section. It might Philosophy defines moral

standing as being deserving of adulation, reward, blame, or

retribution for an action taken or omitted by one's moral

obligations accompanied by the three essential elements:

accountability, freedom, and results that can be either

praiseworthy or blameworthy. This theory shapes the pros and

cons of the life experiences of working students. As

indicated by Watts and Pickering (2000), working part-time

and studying full-time has a variety of positive outcomes

and respondents generally viewed part-time employment as a

necessity to survive in the contemporary higher education

Sphere. However, the student might experience under pressure

due to demands in academics such as completing the tasks in

the given time and instability regarding with financial. The

work plus studies make these hardworking students sleep

deprived, and sleep deprivation increases the risk factors

of insomnia and damage to brain function. Working students

exposed to excessive workload despite the satisfactory

salary will have bad effects on health and wellbeing in the

long run.

Second, this study will also make use of the

Sociobiology Theory of Edward Wilson published in 1975 that

talked about the relationship between social behavior and

Charles Darwin’s Evolution Theory. It focuses on the

hypothesis that natural selection partly affects the

behavior of an individual. Natural selection is a process in

which different biological traits become more or less

ordinary based on the effect that a specific attribute.

Furthermore, sociobiology investigates and illustrates that

the concept of one’s behavior may be due to by the genes of

their parents. This theory gives shape to this study in a

way that it helps to offer a valid point over the

circumstances that surround the research participants which

have urged the decision to be a working student to afford

education. It will also aid in the comprehension of the

behavior of the students as they adapt to what a certain

thing adequately fit in that precise social change whether

their determination is genetically passed or

environmentally-circumstantial. It is through this theory

that the experiences and characteristics of the participants

are given meaning and importance in their decision-making

process.

Lastly, this research will use the Existential Theory

which is a branch of Philosophy that focuses on the meaning

of life. Existential Theory (also referred to as

Existentialism, Merriam 1828) can be taken as a

philosophical theory which means that someone's development

depends on their choice and which emphasizes that everyone

is free and responsible. It is the view of humans that

define their meaning in life and try to make rational

decisions despite existing in an irrational universe. The

Existential Theory is categorized into two perspectives:

first, a religious perspective which states that humans'

free will is affected by their beliefs. Second, a

psychological perspective which states that everyone has

their different mind and will, whatever they decide is

through their own. To relate in this study, working students

possess legal rights and own action which corresponds to

their will. Existential theory will aid in further

understanding of the instances such as students might even

stop studying to continue working or starting studying to

stop working and even or commonly do both simultaneously.

Existentialism has a certain thing to focus in terms of a

human will and supports the factors that affect the working

students' choices and perspective by one's moral obligations

accountability, freedom, and results are added as supporting

components, it may be either honorable or reproachable. The

advantages and disadvantages of working-life experiences are

shaped by this theory. Students Working part-time and there

are numerous benefits to studying full-time, according to

respondents in general, they believed that part-time work

was essential for surviving in the modern higher education

the field of education. However, the student could feel

under pressure as a result of academic requirements like

completing projects on the deadline and financial

instability. These people are hard workers since they work

and study. Sleep deprivation increases the risk factors for

sleeplessness and impairment of cognitive function. Working

students exposed to a lot considering the conditions

surrounding the study subjects, which encouraged the choice

to work while attending school to help pay for it.

Additionally, it will help with understanding of how

students' behavior changes when they adjust to particular

things sufficiently fit in that specific societal

development, regardless of whether their decision is

inherited genetically or as a result of environmental

factors. This idea suggests that the individuals'

experiences and traits are given context and their decision-

making process, significance. The Existential Theory, a

subfield of philosophy that is concerned with life's

purpose. Existentialist theory, commonly known as

Existentialism (sometimes referred to as Existentialism,

Merriam 1828) is a philosophical doctrine that says that a

person's development is influenced by their decision and

that emphasizes that everyone is in charge of their own

actions. The viewpoint of humanity is that despite residing

in a complex world, people must determine their purpose in

life and attempt to an absurd universe. There are two

categories for the Existential Theory: first, a religion

which holds that people's free will is influenced by their

beliefs. Second, a psychological viewpoint that claims that

each everyone has their own unique Different in thought and

will, they make their own decisions. Relating in According

to this report, students who are employed have personal and

legal rights that complies with their wishes. Existential

theory will help with a deeper comprehension of the

occasionally, students will forget their studies in order to

work. Beginning to study after quitting your job, and even

or frequently simultaneously. Existentialism has a certain

thing to focus in terms of a human will and supports the

factors that affect the working students' choices and

perspective.
 Sociobiology Theory of Existential Theory (also
Edward Wilson published in referred to as
(1975) Existentialism, Merriam
(1828)

LIBON
SAN
QUALITATI
PRIVATE
SURVEY
LIKERT
VE
ATNTONIO
QUESTIONAIRE

HIGH
SCALE IDENTIFY THE
PERCENTAGE OF
WORKING
STUDENTS: BASIS
FOR A
COUNSELLING AND
INTERVENTION

ST. ZONE 3
PROGRAM

RE
SCHOOL SE
LIBON
ALBAY

Identifying the percentage of working students in Libon

Private High School for a counselling and intervention
program.
Conceptual Framework
Figure 2. The Theoretical Paradigm
The conceptual framework of this study is illustrated

based on the system’s approach, Input, Process, and Output.

This will serve as the researcher’s guide concept ideas and

the main thrust of the study.

Input. The input of the study includes the demographic

profile of respondents which includes their age, sex, grade

level. The kind of work did they apply for and how long or

how many hours did they work in a day or per week. This will

also include the review of the related literature and

studies, theories and used in this study research instrument

and statistical tool.

Process. In this study, the following process are

considered important in the analysis of the data. The

researchers will analyze the experience of senior high

school working students for the academic year 2021-2022 as

well as the process of analyzing the data from the data

gathered during the conduct of the study, testing the

hypothesis, constructing or formulating pointers and

recommendation for further growth of the selected

respondents and other beneficiaries of the study.

Output. The output of the study includes the

researcher’s theory pointers and recommendation for further

study. The results will indicate the general view of the

situation on how the experiences of working students relates

on their study habit and academic performance. Conclusions

are to be made to know and define the outcomes of this study

and give justification to the research.

 PROCESS
OUTPUT
 Analysis of
INPUT data  Researcher’s
gathered theory
 Age from the  Recommendati
 Sex conduct of on
 Grade level the study for further
 Type of work  Testing the study
 Review of hypothesis  Pointers on
related  Constructing the
literature of experiences
and studies formulating of working
 Theories in pointers students
the study  Recommendati  The outcomes
 Research on of of this
instrument selected study and
respondents give
 Statistical
and other justificatio
tool
beneficiarie n to the
s of the research
study
 FEEDBACK
Figure 3. The Conceptual Framework

CHAPTER 3

Research Design and Methodology

This chapter explains the steps and procedures that

will be used to address the research questions. The Research

Design, Sampling Technique, Research Instruments, Research

Procedures, and Statistical Treatment utilized in the data

are all included in this section.

Research Design

In order to identify the percentage of working

students: basis for a counselling and intervention program,

this study will use a descriptive - survey research design.

Descriptive survey research is an approach of descriptive

research that blends quantitative and qualitative data to

provide you with relevant and accurate information. A time-

efficient research method, descriptive survey design engages

the people at the center of the research objective.

There are numerous advantages to using a descriptive

survey design. First of all, it is cheap and easy to

conduct. You can have a large sample and gather extensive

data quickly and inexpensively. The survey descriptive

research method consists of creating questionnaires or polls

and distributing them to respondents, who then answer the

questions (usually a mix of open-ended and closed-ended

questions). This method will be a big help to researchers to

identify the percentage of working students: basis for a

counselling and intervention program.

Sampling Technique

The method that is used in the process of making this

part of the study is the Snowball technique. Snowballing is

a non-probability sampling method that was employed to draw

up a sample of participants who provided adequate

information for the investigation. Snowballing technique is

a method whereby the researchers refer one by one to another

member (De Vos, 1998; McClure, 2001). Although the

researchers relate to participants, the researchers selected

participants who were rich in information that is relevant

to the study. The researcher is responsible for putting

together samples of people from different backgrounds to get

varied data.

Participants

After a thorough selection of participants and the

appropriate participants were acknowledged, the researchers

approached and invited them to participate in the data

collection of the study. The participants were provided an

information sheet, for them to be aware that they have the

right to refuse the researcher and to make sure that the

participation was voluntary. After the participants agreed

to participate, they were informed right away about the

information provided by the researchers that it will be

treated with confidentiality; they were not required to

disclose their identifying details.

The chosen participants consisted of thirty (30)

Senior High School Students who are working while studying.

All participants have experience of working while studying

and are qualified to be a participant. The participant's

information provided is given with full disclosure in which

involves disclosing one's personal information or presented

information.

Research Instrument

To gather the data needed in this study, the researcher

used a checklist. A checklist is a form that is used for

quickly and easily recording data or identifying actions or

requirements. It is usually easy to extract data in a useful

manner from a checklist. It is particularly effective at

registering the occurrence of incidents, events, tasks, or

problems. The main purpose of checklists is to keep track of

activities or projects and make sure nothing crucial is

overlooked while they are being carried out. In this method,

you ensure that nothing is left out that could affect your

outcomes. Also, they guarantee that tasks are carried out in

a systematic, organized way.

Research Procedures

School Year 2022-2023

Activities Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr.

1.Established
the research
title.
2.Finalized
Chapter 1.

3. Compiled
related studies
and resources
for chapter 2.

4. Finalized
Chapter 3.

5. The research
title proposal
was presented to
the school
research
committee.

Activities Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr.

6. Examined
chapters 1–3
based on the
research
committee's
recommendations.

7. Prepared
equipment to be
applied in data
gathering.
8. Gathered
Data.

9. Retrieved
Data

10. Compile and

Analyze the
Data.

11. Submitted
for preliminary
oral defense.

12. Reviewed
Manuscript.
13. Submitted
for Final
Defense.

14. Submitted
the Final
Output.

15. Published
the Output.

Statistical Tools

The data collected will be tabulated, analyzed, and

statistically treated using MS Excel application where

responses from questionnaires were encoded. Descriptive

statistics such as frequency counts, percentage technique,

weighted mean, and 5-point likert-scale will be used for the

analysis.

Frequency count or tally is the calculation of how many

people fit into a certain category or the number of times a

characteristic occurs. (University of Guelp, 2015)

Percentage technique is the calculation by taking the

frequency in the category divided by the total number of

participants and multiplying by 100 percent. (Korb, 2013)

 Formula for percentage technique:

P = (f/n)× 100

Where:

P = Percentage

F = frequency in the category

N = number of respondents

100 = constant value

Weighted mean involves multiplying each data point in a

set by a value which is determined by some characteristics

of whatever contributed to the data point. (Clark-Carter,

2010)

The formula is:

WM = TWF/n

Where:

WM = Weighted Mean
 TWF = total of the product of the frequency and weight

N = number of respondents

The interval level of measurement and verbal

description or interpretation is shown in the table below.

Table 1: 5-point Likert-Scale Interval Interpretation

Likert Scale Interval Description/Interpretation

1 1.00-1.79 Strongly Disagree

2 1.80-2.59 Disagree

3 2.60-3.39 Neutral

4 3.40-4.19 Agree

5 4.20-5.00 Strongly Agree

Source: Pimentel (2010)

 Bibliography

Matthew, W. (2014). Working while studying. Retrieved from

https://www.google.com/urlsa=t&source=web&rct=j&url=htt

ps://www.employmentstudies.co.uk/news/

workingwhilestudying&ved=2ahUKEwi0weqrxIDhAhXb7GEKHQN_A

JYQFjAAegQIARAC&usg=AOvVaw1LN2tyX7t3VUmvdxlGsGLc

Endsleigh. (2015). 77% of students now work to fund studies.

Retrieved from https://www.endsleigh.co.uk/press-

releases/10-august-2015/.

Darolia, R. (2014). Working (and studying) day and night:

Heterogeneous effects of working on the academic

performance of full-time and part-time students.

Retrieved from

https://ideas.repec.org/a/eee/ecoedu/v38y2014icp38-

50.html
Ruhm, (1997). Is High School Employment Consumption or

Investment. Retrieved from

https://econpapers.repec.org/RePEc:ucp:jlabec:v:15:y:19

97:i:4:p:735-76

The Working Student, (2016). Retrieved from

https://www.philstar.com/the-freeman/cebu-lifestyle/201

6/08/31/1619016/working-student

Furr and Elling, (2002). The Influence of Work on College

Student Development. Retrieved from

https://www.researchgate.net/publication/234640918_The_

Influence_of_Work_on_College_Student_Development

Mitchell, (2016). Predicting and assessing college students'

mental health. Retrieved from

https://dr.lib.iastate.edu/entities/publication/4fbb356

e-dc49-4dfa-aaf5-4be5d717dab6

U.S. Bureau of Labor Statistics, (2013). Retrieved from

https://youth.gov/federal-links/college-enrollment-and-

work-activity-2013-high-school-graduates

ABS – CBN News, (2010). Only half of working students finish

college: CHED. Retrieved from https://news.abs-

cbn.com/lifestyle/youth/06/13/10/only-half-working-

students-finish-college-ched

Frank, M. L. B. (2007). Existential theory. Counseling and

psychotherapy: Theories and interventions, 164-188.

 https://books.google.com/books?

hl=en&lr=&id=XDHYCwAAQBAJ&oi=fnd&pg=PA147&dq=what+is+th

e+existential+theory+by+soren+kierkegaard&ots=zPbs4Kfhb

x&sig=z18G40zqWh4Tf4qPaUqM_ImsMDo

MacArthur, R. H., & Wilson, E. O. (2016). The theory of

island biogeography. In The Theory of Island
Biogeography. Princeton university press.
https://www.degruyter.com/document/doi/

10.1515/9781400881376/html

CHAPTER 4

IDENTIFY THE PERCENTAGE OF WORKING STUDENTS: BASIS FOR A

COUNSELLING AND INTERVENTION PROGRAM

This chapter contains the study's findings that

correspond with the data gathered from the survey. Data from

this chapter were taken from the responses given by the

respondents by means of the data gathering instruments and

the prepared questionnaire and checklist and interpretation

of the data designed to answer the specific problems raised

in the study regarding the “Identify the Percentage of

Working Students: Basis for a Counselling and Intervention

Program”. The findings are evaluated and interpreted using

various methods, and they are tallied, tabulated,

calculated, represented in tables, and statistically

analyzed to get logical conclusions and recommendations.

 The topics covered in the research are organized in

accordance with the given problem. The findings of

challenges faced of working students in terms of time

management, health concern, safety & security, and

acceptability of the nature of job. Type of job that can be

proposed based on the study's findings. The final section

includes recommendations based on the findings of the study.

The table below shows the age of respondents.

TABLE 2: AGE OF RESPONDENTS

AGE FREQUENCY PERCENTAGE (%)

16 3 15%

17 9 45%

18 4 20%

19 2 10%

20 above 2 10%

TOTAL 20 100%

The age of the respondents is shown in the table above.

It is revealed that 9 out of 20 respondents are under the

age of 17, representing the highest percentage (45%). With

20% of the population, respondents under the age of 18 had

the second highest percentage. Under the age of 16 had the

third rank with the percentage of 15%. The last one is those

19 and 20 years old above with the same percentage of 10%.

The following table discusses the gender of the respondents.

TABLE 3: SOCIO-DEMOGRAPHIC PROFILE OF THE RESPONDENTS

GENDER FREQUENCY PERCENTAGE (%)

Male 14 70%

Female 6 30%

TOTAL 20 100%

Table 3 shows that 14 of the respondents are male,

accounting for 70% of the total number of respondents.

Meanwhile, 6 of the respondents are female, accounting for

30% of the total. This means that the majority of

respondents were male, while the remaining portion

was female.

The table below discusses the types of job of the

respondents.

TABLE 4: TYPE OF JOB

TYPE OF JOB FREQUENCY PERCENTAGE (%)

 Part-time 12 60%

Freelancer 3 15%

Full-time 2 10%

Others 3 15%

TOTAL 20 100%

According to Table 4, 12 respondents were part timers

with the percentage of 60%. Freelancers and others have the

same percentage (15%). Meanwhile, 2 respondents (10%) work

full time. This signifies that most respondents are part-

timers.

The table below shows the challenges faced by working

students in terms of Time Management.

TABLE 5: TIME MANAGEMENT

INDICATORS WEIGHTED VERBAL RANK

MEAN INTERPRETATION

1. I can balance my time in

school while working. 3.8 Agree 1

2. I can handle all my 3.7 2

duties and responsibilities
at home and at the same time Agree
on my part-time job.

3. My part-time job affects 2.35 3

my academic performance in
school. Disagree

4. No time for extra 2.05 4

activities in school. Disagree

Overall Weighted Mean 2.975 Neutral

The study intends to determine the challenges faced by

working students on time management. The mean ratings are as

follows: “I can balance my time in school while working”

(WM=3.8; Rank 1), “I can handle all my duties and

responsibilities at home and at the same time on my part-time

job” (WM=3.7; Rank 2), “My part-time job affect my academic

performance in school” (WM=2.35; Rank 3), and “No time for extra

activities in school” (WM=2.05; Rank 4). The grand mean of the

time management is 2.975, which is interpreted as “Neutral”.

The table below discusses the challenges faced by working

students in terms of Health Concern.

TABLE 6: HEALTH CONCERN

INDICATORS WEIGHTED VERBAL RANK

MEAN INTERPRETATION

1. Lack of sleep and always

feel tired. 3.3 Neutral 1

2
2. Dealing with stress.
3.2 Neutral

3. Having a health problem 2.5 3

due to the working place.
 Disagree

Overall Weighted Mean 3 Neutral

The study intends to determine the challenges faced by

working students on health concern. The mean ratings are as

follows: “Lack of sleep and always feel tired” (WM=3.3; Rank 1),

“Dealing with stress” (WM=3.2; Rank 2), and “Having a health

problem due to the working place” (WM=2.5; Rank 3). The grand

mean of the time management is 3, which is interpreted as

“Neutral”.

The table below shows the challenges faced by working

students in terms of Safety and Security.

TABLE 7: SAFETY AND SECURITY

INDICATORS WEIGHTED VERBAL RANK

MEAN INTERPRETATION

1. I feel that my workplace

encourage me to work better. 3.3 Neutral 2

3.6 1
2. I felt like I’m safe and
comfortable at my working Neutral
place.

3. I experience being harmed 1.65 3

while I’m at work.
Strongly
 Disagree

Overall Weighted Mean 2.85 Neutral

The study intends to determine the challenges faced by

working students on safety and security. The mean ratings

are as follows: “I felt like I’m safe and comfortable at my

working place” (WM=3.6; Rank 1), “I feel that my workplace

encourage me to work better” (WM=3.3; Rank 2), and “I experience

being harmed while I’m at work” (WM=1.65; Rank 3). The grand mean

of the time management is 2.85, which is interpreted as

“Neutral”.

The table below discusses the challenges faced by working

students in terms of Acceptability of the Nature of Job.

TABLE 8: ACCEPTABILITY OF THE NATURE OF JOB

INDICATORS WEIGHTED VERBAL RANK

MEAN INTERPRETATION

1. I am satisfied regarding
to my associate works. 3.45 Agree 3

4.25 2
2. My part-time job helps me
to provide my monthly Strongly Agree
allowance in school.

3. I gain experience and 4.35 1

knowledge from my work/job.
 Strongly Agree

Overall Weighted Mean 4.016 Agree

The study intends to determine the challenges faced by

working students on acceptability of the nature of job. The

mean ratings are as follows: “I gain experience and knowledge

from my work/job” (WM=4.35; Rank 1), “My part-time job helps me

to provide my monthly allowance in school” (WM=4.25; Rank 2), and

“I am satisfied regarding to my associate works” (WM=3.45; Rank

3). The grand mean of the time management is 4.016, which is

interpreted as “Agree”.

CHAPTER 5

Summary, Findings, Conclusions, and Recommendations

This chapter shows the summary of the findings and

interpretations in chapter 4. From the findings, conclusions

are drawn arising from the study, in order to propose

recommendations. This chapter included the whole findings of

this study.

Summary

In total of twenty (20) participants of Science

Technology Engineering Mathematics (STEM), Technical

Vocational Livelihood (TVL), Humanities and Social Sciences

(HUMSS), and General Academic Strand (GAS) of Libon Private

High School have been surveyed.

The researchers employed questionnaire in obtaining

data from the twenty (20) selected Senior High School

participants. This was performed through a Likert-scale

survey that was given to every participant.

The existing patterns discovered in the gathered

responses were analyzed and interpreted using narrative and

thematically analysis. The quantitative data collected

yielded well-founded results, conclusions, and suggestions.

Findings

The research study yielded the following results:

1. The Profile of the Respondents

1.1 Age

They were aged 16 years old and above. Three (3)

respondents are aged 16 years old, nine (9) are aged 17

years old, four (4) are aged 18 years old, two (2) are aged

19 years old, and two (2) are aged 20 and above.

1.2 Gender

Fourteen (14) are male and six (6) are female.

 1.3 Type of Job

Twelve (12) respondents are working part-time,

three (3) are freelancers, two (2) are working full-time,

and the two (2) are others.

2. Challenges Faced by the Working Students

2.1 Time Management

The mean ratings are as follows: “I can balance my

time in school while working” (WM=3.8; Rank 1), “I can

handle all my duties and responsibilities at home and at the

same time on my part-time job” (WM=3.7; Rank 2), “My part-

time job affect my academic performance in school” (WM=2.35;

Rank 3), and “No time for extra activities in school”

(WM=2.05; Rank 4). The grand mean of the time management is

2.975, which is interpreted as “Neutral”.

2.2 Health Concern

The mean ratings are as follows: “Lack of sleep and

always feel tired” (WM=3.3; Rank 1), “Dealing with stress”

(WM=3.2; Rank 2), and “Having a health problem due to the working

place” (WM=2.5; Rank 3). The grand mean of the time management is

3, which is interpreted as “Neutral”.

2.3 Safety & Security

 The mean ratings are as follows: “I felt like I’m

safe and comfortable at my working place” (WM=3.6; Rank 1), “I

feel that my workplace encourage me to work better” (WM=3.3; Rank

2), and “I experience being harmed while I’m at work” (WM=1.65;

Rank 3). The grand mean of the time management is 2.85, which is

interpreted as “Neutral”.

2.4 Acceptability of the Nature of Job

The mean ratings are as follows: “I gain experience

and knowledge from my work/job” (WM=4.35; Rank 1), “My part-

time job helps me to provide my monthly allowance in school”

(WM=4.25; Rank 2), and “I am satisfied regarding to my

associate works” (WM=3.45; Rank 3). The grand mean of the

time management is 4.016, which is interpreted as “Agree”.

Conclusion

This study will help us to fully understand the

experiences of students working while studying. Most of the

reason why students work is because of money. This is the

main motivation for students to work more even though they

are studying as well because they earn money. Working also

gives them a happy feeling because they gain knowledge and

skills while studying. In the same way, it helps them manage

their time properly and efficiently by determining their

time for study and time for work but there are times that
they are having poor time management due to work overload.

Being a working student is truly hard and it comes with

great responsibility. This gives them a sense of being

responsible their actions and choices. Students also get a

lot of experiences and ideas while working which can help

them to improve their personal life and enrich their

problem-solving skills. Working while studying also helps

the students to know the positive and negative impact of

being an working student and also how to surpass the

problems they encounter and realize how hard it is to gain

money.

Conclusion Based on the findings of the study, the

following conclusions were drawn:

 According to the findings, most of the respondents are

working part-time. A part-time job can provide both

training and experience. It teaches students about

responsibility and can also reinforce what they are

learning in school.

 The results show that working students can balance

their work and studies at the same time, but in return,

 they lack sleep and always feel tired. Working while

studying had a favorable and negative effects on

students.

Recommendation

Recommendation in light of the findings and

conclusions, the following recommendations formulated to

each person who is involved in this study.

 Working students. Take enough time for studying

like the time you spent for working. You should

balance your time for both. Time management is

essential in working while studying.

 Future researchers. Improve the topic by increasing

the number of participants to attain more key themes

and more accurate results.

 Teachers. Motivate your students to pursue and reach

their dreams and goals, for them to never give up and

surpass all the challenges they encounter in their

everyday lives.

 Parents. Still guide your son/daughter by providing

special time and making them feels valued. Help them

 to build their self-confidence it might help to boost

their abilities and strengths.

References

 Creed, P. A., French, J., & Hood, M. (2015). Working

while studying at university: The relationship

between work benefits and demands and engagement and

well-being. Retrieved from

https://psycnet.apa.org/record/2014-57465-007