Working Students: Their Benefits, Challenges and Coping Mechanisms

http://sshj.in/index.
php/sshj/ Research Article
Social Science and Humanities Journal
Working Students: Their Benefits, Challenges and Coping

Mechanisms
ANDREWS P. MAQUILING, Ed. D.
Center for General Education, Department of Languages and Social Sciences
Abstract:- This descriptive - survey study finds out the challenges, benefits and coping mechanisms of
working students in the different companies and colleges in the Kingdom of Bahrain during the Academic
Year 2016 – 2017. Included in the study were 150 working students. Frequency, Rank, & Mean were used to
determine the dominant challenges, benefits, and coping mechanisms of working students. T-test was used to
determine the significant difference on the dominant challenges & coping mechanisms of the working
students for their type of part-time job. The results revealed that out of the 150 respondents who are working
mostly in the private sector, their main reason why they work part-time is because of additional money and
not so much for experience. Many of them are into business and customer service. Their serious challenge is
of their friends & family’s complain of spending less time with them. Although their highest benefit revealed
is winning a lot of friends at work and financial security. Nevertheless, they find comfort to have a strong
support system from family, friends and significant others as their highest source of coping mechanism aside
from their high hopes and determination in finishing their career. Inferential analysis revealed that there is
significant difference in the dominant challenges & coping mechanism of the working students for their type
of part-time job. Thus, both the null hypotheses were rejected.
Keywords: - working students, challenges, benefits, coping mechanism
1. Introduction
attaining to care for their aged parents have a hard
According to the National Center for Education
time finishing their homework because they need to
Statistics, enrollment among college working
tend their family members.
students rose by 26 percent, from 2005 to 2015. But
Working students find it hard to resist
years after enrolling, 68% of part time students are
procrastination because they have outside
either still struggling to finish or have dropped out
commitment. Time management can be a challenge
[1]. Working students face individual challenges
for working students. Without time management
that make it difficult for them to finish school in
skills, working students may let their homework file
four years.
up.
Approximately 80% of working college students is
The main objective of this research work is to help
between the age of 16 and 24. According to the
students with their challenges and for the school to
Association of University Professors, the rising cost
enhance coping mechanisms that encourages
of college education is the primary reason why
students to bank on their benefits that they may
students work and attending school [2]. To balance
graduate on expected time.
work with classes can lead to many problems for
working students. However, their hard work is 1.1 Statement of the Problem
beneficial once they finish college. Companies This study finds out the challenges, benefits and
hired working students because of their experience coping mechanisms of working students who are
and dedication. working in the different companies and studying
Working students also need to balance school and college at the same time.
family. Working students who have children or
SSHJ 2018, VOL-2, ISSUE-3, Page no. 358-369 Page 358

ANDREWS P. MAQUILING, Ed. D. / Working Students: Their Benefits, Challenges and Coping Mechanisms
Specifically, the study answered the following Teachers as the direct advisors in the classroom,
questions: knowing the working student’s difficulties can
1. What are the types of part-time job the highlight some schemes and tactics in arranging
students mostly engaged in; sector of their lessons in a variety of directions and strategies.
company they belong and the dominant Parents as part of the stakeholders and immediate
reasons for taking part-time job? co- player in the revolutionizing of their children
2. What are the dominant challenges of will catch a broader view to help address working
working students? student’s predicaments.
3. What are the benefits of working students School administrators as educators, school
compared to full-time students? managers can look forward to the altering
4. What are the coping mechanisms of working educational needs of the time. As the drift of
students? enrollees changes to rise from mere full time
5. Is there a significant difference in the college students to the on-going needs of part time
dominant challenges of the working students students, school administrators can better address
for their type of part-time job? the stream of knowledge may it in the curriculum
6. Is there a significant difference in the coping preparation or so, because they have more expertise
mechanisms of the working students for of the educational structure in a particular school.
their type of part-time job? Researcher as such, being a teacher, can apply
different ways of approaches and instructions upon
1.2 Hypothesis
knowing the problems of the working students.
1.2.1. There is no significant difference in the The Community which is the eventual institution
dominant challenges of the working students for whose public welfare is reliant to the kind of people
their type of part-time job. that inhabits the locale is the vital beneficiary of this
1.2.2. There a no significant difference in the study as every good this study brings to the working
coping mechanisms of the working students for students boils down to the community and thus to
their type of part-time job. the bigger society.
1.3 Significance of the Study Future Researchers who are interested in
This study is beneficial to the following persons enhancing the problems of working students into
because it aims to promote the educational future study will be greatly helped from this
milestone in the modern world. research work.
Working Students as the recipient of the study that 1.4. Scope and Limitation
might be incorporated in results and This study is limited to the undergraduate students
recommendations working students will have better in the Academic Year 2016 – 2017 who are
opportunities to develop their confidence including working in selected companies in the Kingdom of
their personal bearing that better promote sound Bahrain.
values.
1.5 Conceptual Framework
Independent Dependent
Challenges and
Working Students
Benefits of Working
Students
Coping Mechanisms of Working Students

It shows one independent variable; working Characters of the student and teacher are
students and the dependent variable which are the consequently lifted, as a teacher and student
challenges & benefits of working students together cooperate with each other to help simplify sense in
with their coping mechanisms. the knowledge process. Thus, learning becomes a
mutual involvement for the teacher and students.
In dissimilarity with many classroom undertakings
that contain intangible knowledge, Lave (1990) Chapter 2
argues that learning is situated; that is, learning is
Literature Review
rooted within activity, context and culture [3]. So
this research work is anchored on Situated Learning The postsecondary learners of today are confronted
theory. This theory postulates that learning is with a composite hype of dilemma about balancing
unpremeditated and found within genuine context, work & family and children while in school. Some
culture and activity. This theory supports to data shows in which eighty percent of US college
facilitate the working students learning activities students work while joining in school in 2010 –
since their situation warrants special attention based 2013 [6]. And eventually, this data increases in the
on context and culture. present times.
Knowledge necessitates to be obtainable in reliable All of a student's education expenses won’t cover
settings — environment and situations which will working through college. More than 75% of college
generally involve learning. Societal collaboration students for the past 26 years, have worked while
and teamwork are necessary mechanisms of situated joining school, according from the finding of the
learning — students become involved in a new study of Georgetown University's Center on
―community of practice‖ which represents certain Education and the Workforce [7]. The increase of
behaviors and beliefs to be attained. college enrollment and tuition is the primary reason
for the rise of working students.
Collins and Brown highlight the impression of
mental preparation [4]: ―Cognitive apprenticeship Contrary to other study, Wirtz (2013) found out that
maintains learning in a field by enabling students to there is only little evidence in support of students
acquire, advance and practice cognitive tools in working for money than in some social and
authentic domain activity. Learning, both inside and situational factors [8]. Social and situational factors
outside school, advances through collective social were found to be significantly related reasons for
interaction and the social building of knowledge.‖ working. Grades and academic programs were also
significant to working for future education than
Situated learning is correlated to Vygotsky’s idea of gaining experience and workplace skills. Working
education through communal growth. One basis of for money is only one of the many reasons, and not
constructivism is this theory. It proclaims three the main reason.
main subjects regarding, the zone of proximal
development, the more knowledgeable other & The National Center for Education Statistics
social interaction [5]. presented a data which shows that the growth of
college enrollment to 41% is attributed to students
Interaction with the society shows an essential part who ages over 26 from 2012 to 2014 [9]. Students
in the course of intellectual progress. Vygotsky now are nontraditional. There is a handful of
sensed social learning precedes progress. By this secondary pupils who directly go to college." said
trend of thought the researcher finds this theory Oppelt Kim, education specialist.
supportive for working student in the sense that
working students have more social interaction According to Carnevale, Anthony, many college
outside compared to full time college students. students work, but even then they have to take out
debts and loans because of the high expense of
The theory of Vygotsky encourages education college [10]. However, work experience can add to
settings that learners show participation in progress.

working students resume that favors them to apply part-time work and career aspirations are being
for a job especially if their work is related to their women and self-efficacy [15].
field of choice. One of the classroom strategic teaching
Only half of working students finish college in the interventions suitable for working students to better
Philippines [11]. The CHED’s newest data, about facilitate learning is group work. This is
226,000 undergraduates in the country are presently exemplified in the study conducted by Rafferty,
altering work and school. Nowadays students who Patricia. The study reveals that group work
are working are into entertainment and sales, and assignments contribute to the positive group work
food service, apart from their usual times. outcomes [16].
Studies show that working students are more There was a study conducted on graduate
confident and possess better time-management employability, by Gbadamosi, Gbolahan et al, on
skills than full time students [12]. In addition to the relationship between student’s part-time work,
offering a paycheck, some freedom and satisfaction, self- efficacy, and career aspirations in a survey of
a part-time job can offer both experience and 357 UK students. The study suggests a positive
training. Working can reinforce what they are relationship on part-time work and career
learning in school and teaches students about aspirations. The students who value opportunity and
responsibility. work part time are likely to have high career
aspirations and endeavor to improve their agenda on
On the other hand, specialists approve that students
employability. Self-efficacy (students' belief in their
who work more than 15 to 20 hours per week
ability to succeed) is significantly associated with
frequently experience decreased school success,
career aspiration. Finally, students' level of study
which lead to dropping out completely. Working
and malleable self-theories (the belief that people
extensive hours can also limit chances to build
are changeable and with effort can achieve more)
friendships and explore comforts that enhance
were found to be the strongest predictors of part-
intellectual and emotional development.
time work, while self-efficacy is the strongest
According to Crabtree, D., college & career predictor of career aspiration [17].
counselor at Wheaton Academy in Illinois, ―The
A study conducted by Ibrahim, Norhayati et on the
main point that students should have in mind is the
impact of work experience of Malaysian working
importance of balance and moderation‖ [13]. It may
student’s success all indicated results that lower
not be a wise decision, if working will restrict with
academic success was related with lower intrinsic
completing schoolwork, spending time with friends
motivation, higher negative belief, and adopting
& family or getting adequate rest.
surface learning approach. Students with a deeper
In the study conducted by MacCann, Carolyn, et all, learning approach, greater intrinsic motivation, and
entitled, ―Strategies for Success in Education: Time greater learning orientation tended to perceive
Management Is More Important for Part-Time than higher positive belief. In contrast, students who
Full-Time Community College Students‖, revealed favored surface learning approaches were more
that time management was a significant mediator likely to perceive negatively the impact of work
for working students than on full time students [14]. experiences on their academic learning. The best-
Another study conducted by Gbadamosi, Gbolahan, fitted path model demonstrated students' academic
et al indicates a finding that despite low levels of success was affected negatively by negative belief
part-time working generally among students, more and weakly by intrinsic motivation [18].
experienced older, higher level and female students
place a premium on the skills that part-time work
can develop. Significant predictor in understanding

Chapter 3 gathered for some statistical analysis. This
descriptive statistics employed include:
1. Research Methodology
Frequency, Rank, & Mean were used to determine
This study used the descriptive – survey method. It
the dominant challenges, benefits, and coping
utilized a modified questionnaire from Dr. Arlen
mechanisms of working students.
Arellano on her study, entitled, ―Working Students
at AMAIUB: Their Pains and Gains‖ A.Y. 2014- The following statistics were utilized for inferential
2015. statistics are:
This study was conducted during the Second T-test was used to determine the significant
&Third Trimester of the Academic Year 2016 – difference on the dominant challenges of the
2017. Questionnaires were distributed to the working students for their type of part-time job and
working students in different universities in the on the comparison of the difference in the coping
Kingdom of Bahrain connected to the different mechanisms of the working students for their type
companies in Bahrain and the Gulf Region. of part-time job.
After retrieval of the answered questionnaires, the Chapter 4
data were processed, analyzed and interpreted based
4. Results and Discussion
on the requirements of the problems.
4.1. The type of part-time job the students mostly
The Statistical Package for Social Science (SPSS)
engaged in; type of company they belong and the
program will be used to counter-process the data
dominant reasons for taking part-time job.
Table 1.The type of part-time job the students mostly engaged in; type of company they belong and the
dominant reasons for taking part-time job.
Reasons Respondents Percent Rank
Money 82 54.6% 1
Experience 37 24.6 2
Interest 22 14.6 3
Spare Time 9 6 4
Total 150 100%
Private 93 62 1
Company/Sector Government 57 38 2
Total 150 100%
Business 45 30 1
Customer Service 21 14 2
Education 20 13.3 3
Medical 18 12 4
Engineering 16 10.6 5
Type Military 14 9.3 6
Manufacturing 12 8 7
IT 6 4 8
Food & Hospitality 5 3 9
Construction 3 2 10
Total 150 100%
Table 1 shows the rank of the reason, company Out of the 150 respondents of the study, their main
sector, and type of work of the working students. reason why they work part-time is because of

additional money they get compared from what they gaining experience and workplace skills. Wirtz
gain to experience. There is 82 (54.6%) out of 150 (2013) study found out that there is only little
respondents show money as the main reason for evidence in support of students working for money
working.On the question as to which company were than in some social and situational factors [19].
most of the students are working, table 1 shows that In dissimilarity with many classroom undertakings
most of them are working in the private sector that contain intangible knowledge, Lave (1990)
which out of the 150 respondents, 93 (62%) are in argues that learning is situated; that is, learning is
the private sector while only 57 (38%) are in the rooted within activity, context and culture [20].
government.On the question as to which type of Therefore, the working students reasons and
work are mostly engaged by working students in performance at school cannot be attributed by only
Bahrain, 45 (30%) of the respondents are in
one factor, but also situations and culture.
business. It is followed by costumer service which
is 14% and education 13%. Contrary to the reasons Collins and Brown highlight the impression of
for opting to work part-time while studying is mental preparation [21]: ―Cognitive apprenticeship
Wirtz’s (2013) study. Working for money is not the maintains learning in a field by enabling students to
main reason. Social and situational factors were acquire, advance and practice cognitive tools in
found to be significantly related reasons for authentic domain activity. Learning, both inside and
working. Grades and academic programs were also outside school, advances through collective social
significant to working for future education than interaction and the social building of knowledge.‖
4.2. The dominant challenges of working students.
Table 2. The dominant challenges of working students.
Indicator Mean Descriptive Rank

n=150 Interpretation
1. I feel physically drained due to stress between work and 2.50 Agree 3rd
university studies.
2. I usually miss my classes because of my official function. 2.15 Disagree 7th
3. I have to work more hours beyond my required work 2.46 Disagree 4th
schedule.
4. I usually get lower marks because I can’t cope with the 2.05 Disagree 9th
university requirements.
5. I spend more years in the university than those who are 2.37 Disagree 5th
regularly enrolled.
6. I don’t have quality output in the university though I am 2.09 Disagree 8th
academically qualified.
7. I have conflict with my immediate superiors at work who are 2.04 Disagree 10th
not supportive of my university studies.
8. I have class with my professors who are not aware of the 2.31 Disagree 6th
multiple roles I am experiencing.
9. I wish I could be more involved with university activities but 2.61 Agree 2nd
my work hinders me.
10. My friends and family complain of my spending less time 2.67 Agree 1st
with them.

work is beneficial once they finish college.
Table 2 shows the dominant challenges of working
Companies hired working students because of their
students, which indicates that their serious
experience and dedication.
challenge is of their friends & family’s complain of
On the other hand, specialists approve that students
spending less time with them. It has a mean of 2.67 who work more than 15 to 20 hours per week
and is ranked 1st. The second in rank is about them frequently experience decreased school success,
hindered to be more involved in universities which lead to dropping out completely. Working
because of work. The third dominant challenge of extensive hours can also limit chances to build
working students is about them physically drained friendships and explore comforts that enhance
due to stress between work and university studies. intellectual and emotional development
To balance work with classes can lead to many
problems for working students. However, their hard
4.3. The benefits of working students compared to full-time students.
Table 3. The benefits of working students compared to full-time students.
1. Extra income gives me a desirable lifestyle. 3.00 Agree 3rd
2. I gain the skill I can apply in my future career. 2.95 Agree 5th
3. The experience I gained may be appealing to my future 2.99 Agree 4th
employer.
4. My job is related to my present career goals. 2.87 Agree 9th
5. Employers believe the company will benefit from their 2.89 Agree 7th
employers’ finishing their degrees.
6. Students’ work are related to their future careers. 2.91 Agree 6th
7. Working increases my awareness of time management. 2.88 Agree 8th
8. Employers understand the lives of working students. 2.79 Agree 10th
9. Students work for financial security. 3.05 Agree 2nd
10. People make a lot of friends at work. 3.06 Agree 1st
Table 3 shows the benefits of working students college [22]. However, work experience can add to
compared to full-time students. The highest in rank working students resume that favors them to apply
as to the benefits the working students experience is for a job especially if their work is related to their
the indicator that they can win a lot of friends at field of choice.
work. The 2nd indicator is for financial security.
And the 3rd in rank is the indicator that says that Studies show that working students are more
working gives them extra income for a desirable confident and possess better time-management
lifestyle. skills than full time students [23]. In addition to
offering a paycheck, some freedom and satisfaction,
According to Carnevale, Anthony, many college a part-time job can offer both experience and
students work, but even then they have to take out training. Working can reinforce what they are
debts and loans because of the high expense of learning in school and teaches students about
responsibility.

4.4. The coping mechanisms of working students.
Table 4. The coping mechanisms of working students
1. I have a strong support system from my family, friends and 3.10 Agree 1st
significant others.
2. I find time for leisure activities related to my interests. 2.90 Agree 7th
3. My parents help me financially. 2.56 Agree 10th
4. I find time to hang out with my friends. 2.79 Agree 9th
5. I can manage to get good marks in the university. 2.95 Agree 5th
6. I feel that I cope well by balancing my multiple roles. 2.88 Agree 8th
7. I can give my best efforts both in the university and in my 2.94 Agree 6th
work.
8. I have a strong determination to finish my degree. 3.03 Agree 3rd
9. I have high hopes for my career. 3.06 Agree 2nd
10. I pray I can manage my daily routine. 2.97 Agree 4th
Table 4 is the ranking of coping mechanisms of academic success was related with lower intrinsic
working students. The 1st in rank is the indicator motivation, higher negative belief, and adopting
that states of working students to have a strong surface learning approach. Students with a deeper
support system from family, friends and significant learning approach, greater intrinsic motivation, and
others. This is followed by the 2nd coping greater learning orientation tended to perceive
mechanism which suggests that working students higher positive belief. In contrast, students who
have high hopes for their career. The 3rd indicator favored surface learning approaches were more
that plays in the heart of the students are their strong likely to perceive negatively the impact of work
determination to finish their degree. experiences on their academic learning. The best-
fitted path model demonstrated students' academic
A study conducted by Ibrahim, Norhayati et on the success was affected negatively by negative belief
impact of work experience of Malaysian working and weakly by intrinsic motivation [24].
student’s success all indicated results that lower
4.5. Significant difference in the dominant challenges of the working students for their type of part-
time job.
Table 5. Comparison of the difference in the dominant challenges of the working students for their type of
part-time job.
Sum of df Mean F Sig. Interpretation
Squares Square
Dominant Between 5.714 9 .635 2.059 .037* Statistically significant

challenges of Groups
working
students Within 43.159 140 .308
Groups
Total 48.874 149

The mean difference is significant at the .05 level. Multiple Comparisons
Dependent (I) TYPE (J) TYPE Mean Sig. Interpretation
Variable Difference (I-
J)
Dominant business Medical .4817 .025* Statistically
challenges of significant
working engineering .4629 .005* Statistically
students significant
medical Military -.4964 .046* Statistically
significant
Customer service -.4607 .048* Statistically
significant
manufacturing -.6833 .008* Statistically
significant
construction -.8083 .033* Statistically
significant
engineering Military -.4777 .020* Statistically
significant
Customer service -.4420 .018* Statistically
significant
manufacturing -.6646 .002* Statistically
significant
construction -.7896 .025* Statistically
significant
* The mean difference is significant at the .05 level.
the relationship between student’s part-time work,
Table 5 shows that there is significant difference in
the dominant challenges of the working students for self- efficacy, and career aspirations in a survey of
their type of part-time job. Thus, the null hypothesis
357 UK students. The study suggests a positive
which states that there is no significant difference in
relationship on part-time work and career
the dominant challenges of the working students for aspirations. The students who value opportunity and
their type of part-time job is rejected. work part time are likely to have high career
aspirations and endeavor to improve their agenda on
Only half of working students finish college in the
employability. Self-efficacy (students' belief in their
Philippines [25]. The CHED’s newest data, about
ability to succeed) is significantly associated with
226,000 undergraduates in the country are presently
career aspiration. Finally, students' level of study
altering work and school. Nowadays students who
and malleable self-theories (the belief that people
are working are into entertainment and sales, and
are changeable and with effort can achieve more)
food service, apart from their usual times.
were found to be the strongest predictors of part-
There was a study conducted on graduate time work, while self-efficacy is the strongest
employability, by Gbadamosi, Gbolahan et al, on predictor of career aspiration [26].
4.6. Significant difference in the coping mechanisms of the working students for their type of part-
time job.
Table 6. Comparison of the difference in the coping mechanisms of the working students for their type of
part-time job.

Sum of df Mean F Sig. Interpretation
Squares Square
Coping Between 10.321 9 1.147 2.793 .005* Statistically
mechanisms Groups significant
Within 57.474 140 .411
Groups
Total 67.795 149
* The mean difference is significant at the .05 level. Multiple Comparisons
Dependent (I) TYPE (J) TYPE Mean Sig. Interpretation
Variable Difference (I-J)
Coping education business .4139 .018* Statistically significant
mechanisms that medical .5925 .029* Statistically significant
can be enhanced engineering .8238 .000* Statistically significant
to help students manufacturing .4717 .046* Statistically significant
to graduate in food & hospitality .9650 .003* Statistically significant
their desired business engineering .4099 .030* Statistically significant
time military -.4160 .036* Statistically significant
medical military -.5946 .038* Statistically significant
engineering military -.8259 .001* Statistically significant
Customer service -.4664 .030* Statistically significant
* The mean difference is significant at the .05 level.
Table 6 revealed that there is significant difference Based from the findings of the study, the following
in the coping mechanism of the working students conclusions are drawn:
for their type of part-time job. Thus, the null Out of the 150 respondents of the study, their main
hypothesis which states that there is no significant reason why they work part-time is because of
difference in the coping mechanism of the working additional money and not so much for experience.
students for their type of part-time job is rejected. More than half of the respondents are working in
According to Crabtree, D., college & career the private sector. Many of them are into business
counselor at Wheaton Academy in Illinois, ―The and customer service.
main point that students should have in mind is the
Their serious challenge is of their friends &
importance of balance and moderation‖ [27]. It may family’s complain of spending less time with them.
not be a wise decision, if working will restrict with Although their highest benefit revealed is winning a
completing schoolwork, spending time with friends lot of friends at work and financial security.
& family or getting adequate rest. Nevertheless, they find comfort to have a strong
In the study conducted by MacCann, Carolyn, et all, support system from family, friends and significant
entitled, ―Strategies for Success in Education: Time others as their highest source of coping mechanism
Management Is More Important for Part-Time than aside from their high hopes and determination in
Full-Time Community College Students‖, revealed finishing their career.
that time management was a significant mediator Inferential analysis revealed that there is significant
for working students than on full time students [28]. difference in the dominant challenges & coping
Chapter 5 mechanism of the working students for their type of
part-time job. Thus, both the null hypotheses were
5. Conclusions and Recommendations
rejected.
5.1 Conclusions

5.2 Recommendations 10. Rapacon, Stacy. More College Students are
Working while Studying.
Based from the findings of the study, the following
http://www.cnbc.com/2015/10/29/more-
recommendations are drawn:
college-students-are-working
1. Working students have to balance work and 11. Valdez, Mylene L. & Penoliar, Jecylene Q.
study by having a good sense of time Working Students in the Phillipines
management. 12. https://professionals.collegeboard.org/guidance
2. Teachers can use the working student’s /prepare/work
survey to appraise alternative methods of 13. https://professionals.collegeboard.org/guidance
assessment and instructional strategies. 14. MacCann, Carolyn et al. (2012). Strategies for
3. School administrators can develop or Success in Education: Time Management Is
enhance instructional curriculum in favor for More Important for Part-Time than Full-Time
working students. Community College Students. Learning and
4. An in-depth study on the findings of this Individual Differences, v22 n5 p618-623 Oct
study will merit further knowledge. 2012. 6 pp.
References (http://libresources.amaiu.edu.bh:2187/ehost/re
sults)
1. Natalie Smith. Problems Faced by Part-Time
15. Gbadamosi, Gbolahan et al, (2016).
University Students.
Multitasking, but for what benefit? The
http://oureverydaylife.com/research-problems-
dilemma facing Nigerian university students
faced-parttime-university
regarding part-time working. Journal of
2. http://oureverydaylife.com/research-problems-
Education & Work. Dec2016, Vol. 29 Issue 8,
faced-parttime-university-
p956-979. 24.
3. Lave, J., & Wenger, E. (1990). Situated
(http://libresources.amaiu.edu.bh:2187/ehost/re
Learning: Legitimate Periperal Participation.
sults)
Cambridge, UK: Cambridge University Press.
16. Rafferty, Patricia D. (2013). Group Work in the
4. Brown, J.S., Collins, A. & Duguid, S. (1989).
MBA Classroom: Improving Pedagogical
Situated cognition and the culture of learning.
Practice and Maximizing Positive Outcomes
Educational Researcher, 18(1), 32-42
with Part-Time MBA Students. Journal of
5. Vygotsky, L. S. (1980). Mind in society: The
Management Education, v37 n5 p623-650 Oct
development of higher psychological processes.
2013. 28 pp.
Harvard university press.
6. Tina Tuttle. Problems of Working Students.
sults)
http://www.termpaperwarehouse.com/
17. Gbadamosi, Gbolahan et al. (2015).
7. Rapacon, Stacy. More College Students are
Employability and Students' Part-Time Work in
the UK: Does Self-Efficacy and Career
Aspiration Matter? British Educational
Research Journal, v41 n6 p1086-1107 Dec
8. Wirtz, Philip W. (2013), Situational and Social
2015. 22 pp.
Influences on High School Students' Decisions
To Work Part-Time.
sults)
18. Ibrahim, Norhayati et al. (2012). Exploring the
sults).
Impact of Work Experience on Part-Time
9. http://www.cnbc.com/2015/10/29/more-
Students' Academic Success in Malaysian
Polytechnics. Career and Technical Education
Research, v37 n1 p57-74 2012. 18 pp

sults)
19. Wirtz, Philip W. (2013), Situational and Social
Influences on High School Students' Decisions
To Work Part-Time.
sults).
20. Lave, J., & Wenger, E. (1990). Situated
Learning: Legitimate Periperal Participation.
Cambridge, UK: Cambridge University Press.
21. Brown, J.S., Collins, A. & Duguid, S. (1989).
Situated cognition and the culture of
learning.Educational Researcher, 18(1), 32-42
22. http://www.cnbc.com/2015/10/29/more-
23. Valdez, Mylene L. & Penoliar, Jecylene Q.
Working Students in the Phillipines
24. Gbadamosi, Gbolahan et al. (2015).
Employability and Students' Part-Time Work in
the UK: Does Self-Efficacy and Career
Aspiration Matter? British Educational
Research Journal, v41 n6 p1086-1107 Dec
2015. 22 pp.
sults)
25. Rapacon, Stacy. More College Students are
26. Rafferty, Patricia D. (2013). Group Work in the
MBA Classroom: Improving Pedagogical
Practice and Maximizing Positive Outcomes
with Part-Time MBA Students. Journal of
Management Education, v37 n5 p623-650 Oct
2013. 28 pp.
sults
27. https://professionals.collegeboard.org/guidance
/prepare/work
28. https://professionals.collegeboard.org/guidance

Working Students: Their Benefits, Challenges and Coping Mechanisms

Uploaded by

Copyright:

Available Formats

Working Students: Their Benefits, Challenges and Coping Mechanisms

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Working Students: Their Benefits, Challenges and Coping Mechanisms

Uploaded by

Copyright:

Available Formats

http://sshj.in/index.

php/sshj/ Research Article

Social Science and Humanities Journal

Working Students: Their Benefits, Challenges and Coping

SSHJ 2018, VOL-2, ISSUE-3, Page no. 358-369 Page 358

Coping Mechanisms of Working Students

SSHJ 2018, VOL-2, ISSUE-3, Page no. 358-369 Page 359

SSHJ 2018, VOL-2, ISSUE-3, Page no. 358-369 Page 360

SSHJ 2018, VOL-2, ISSUE-3, Page no. 358-369 Page 361

SSHJ 2018, VOL-2, ISSUE-3, Page no. 358-369 Page 362

Indicator Mean Descriptive Rank

SSHJ 2018, VOL-2, ISSUE-3, Page no. 358-369 Page 363

SSHJ 2018, VOL-2, ISSUE-3, Page no. 358-369 Page 364

Dominant Between 5.714 9 .635 2.059 .037* Statistically significant

SSHJ 2018, VOL-2, ISSUE-3, Page no. 358-369 Page 365

SSHJ 2018, VOL-2, ISSUE-3, Page no. 358-369 Page 366

SSHJ 2018, VOL-2, ISSUE-3, Page no. 358-369 Page 367

SSHJ 2018, VOL-2, ISSUE-3, Page no. 358-369 Page 368

SSHJ 2018, VOL-2, ISSUE-3, Page no. 358-369 Page 369

You might also like