ANG MUNTING PANGARAP NI INDAY: CHALLENGES AND COPING

MECHANISMS OF STAY-IN GRADE 11 WORKING STUDENTS

IN TACURONG NATIONAL HIGH SCHOOL

A Research Requirement
Science, Technology, Engineering, and Mathematics Strand
Of Senior High School
Tacurong National High School, Tacurong City
In Partial Fulfillment
Of the Requirement in Practical Research I

MARCELINO, MEIKEE
VERGARA, HERALD JAY
CABATUANDO, COLEEN JAE
FLORES, MARIELLE
GANDALIBO, BENJAR
Researchers

LEIZEL C. CASTAÑO
Research Adviser
 Chapter I

INTRODUCTION

Background of the Study

In one's life, education is a crucial issue. It is the answer to future success

and having a lot of opportunities in life. People can benefit much from education.

In other words, education teaches us how to live a successful and fulfilling life. It

also teaches us how to think, work, and make decisions (Bano, 2015).

On the other hand, poverty is the greatest enemy of all people and poverty

leads to devastation, (Bano, 2015). One of the most common measures of

academic achievement in today's schools is poverty. It is crucial that teachers are

aware of how poverty affects children' behavior and ability to learn in the

classroom as the number of pupils raised in poverty rises, (McKenzie, 2019).

Ndaruhutse (2008) illustrated that within countries in sub-Saharan Africa most

financially poor students are made to repeat a grade due to low academic

performance, and this has greatly influenced to increasing school dropout rates.

However, even though families are free of paying tuition, there are still

extra expenses related to education such as those for uniforms, books, supplies,

and/or test fees and poor families frequently have to choose between providing

their child's basic needs and sending them to school (Rodriguez, 2020). (Furr

and Elling, 2000) says that there are many reasons why students take a part-time

job. One of those reasons is financial problems, it become mostly reasons of

some students forced to take part time job.

 There are many obligations that come when you are a working student.

They encounter numerous challenges that occasionally lead them to think about

giving up, so it is obvious that it takes a lot of work and an investment of their

mental and physical energy that can quickly lead to tiredness, stress, or both.

(Becker, 1965). Moreover, Abenoja et al. (2019) found out that studying while

working is undoubtedly tough because it requires managing your social life,

family time, school, and work.

Understanding these scenarios, the challenges and coping mechanisms of

being a working student on the results of various studies conducted, the study on

Challenges and Coping Mechanisms of stay-in Grade 11 Working Students in Tacurong

National High School will be conducted. This study focused on the challenges and

coping mechanisms of Grade 11 senior high school working students of

Tacurong National High School, Tacurong City. The general objective of this

study is to determine the experiences of various Working Students in terms of

challenges, social changes, and their coping mechanism.

Research Questions

The study aims to determine the Challenges and Coping Mechanisms of

stay-in Grade 11 Working Students in Tacurong National High School.

Specifically, it sought to answer the following questions:

1. What Challenges do the stay-in working students have encountered in

terms of:

1.1. Time

1.2. Money

1.3. Family

1.4. Academic Performance

2. What social change do the stay-in working students manifest in terms

of self-confidence, openness, inferiority, and isolation among peers,

parents, family members, and teachers?

3. What Coping mechanism do the stay-in working students initiated to

manage the challenges?

Significance of the Study

1. To the New Generation

The result the of this study will help the new generation to deal their

schoolmates who are working while studying. It is important to know the

factors that affect the students learning, social interaction and attitudes in

order to know the reasons behind this. Moreover, this study will remind the

students of how hard to study while working.

2. To the Teachers and Policy Makers

This will serve as basis in guidance program and strengthen school

policies in coordination with Parents, Teachers, and Community Association

(PTCA) and concerned line agencies on how to regulate, help working

students guide them in coping up with the challenges, and provide substantial

counselling skill about their shared experiences to elevate their self-esteem

and other personality development aspects of students.

Scope and Limitations of the Study

This study will be limited only in determining the Challenges and Coping

mechanisms of stay-in Grade 11 Working Students in Tacurong National High

School in terms of challenges, social changes, and coping mechanisms. The

participants will be female students on Senior High School, particularly Grade 11

students at Tacurong National High School.

Operational Definition of terms

Education is one of the ways that communities pass on their values from one

generation to the next. For some, education is a way of preserving a

culture against outside influences.

Working Student is a student who worked in all four quarters in a year, while a

non-working student was defined as a student who did not work in any

quarter of a given year.

Poverty is a state or situation in which people lack the money or material

possessions to meet their basic needs such as food, clothing, shelter,

education, and health.

Learning Modality - Is a sensory channels or pathways through which

individuals give, receive, and store information.

 Chapter II

REVIEW AND RELATED LITERATURES

Learning Modality

Face-to-Face instruction involves both the teacher and the students being

physically present in the classroom, which offers opportunities for active

engagement, prompt feedback, and the development of the student's

socioemotional skills. Furthermore, studies revealed that a college student's

employment had little bearing on their academic performance; rather, those who

worked both on and off campus considerably enhanced their moral reasoning,

leadership in socially responsible ways, and mental health (Pimentel, J. 2020;

Pascarella and Padgett, 2009; Watanable, 2005). Because of this, first-year

students who decide to pursue a part-time job while taking full-time school are

more likely to have stress and sleep issues. Also, working limits the time you

have for learning. Deprivation, which may negatively affect academic

performance (Hovdhaugen, 2015, Creed, French, and Hood 2015, Dorilia 2014,

Jogaratnam & Buchnanan 2004).

The cornerstone of academic progress is frequently a collection of skills

that enable people to take in, retain, and apply information. Academic

achievement's many learning domains serve as evidence that lessons can be

applied by pupils through cognitive, emotional, and psychomotor learning. Both

good and unfavorable consequences of working as a student have been felt by

the pupils. While some studies have found no correlation between the two,
certain studies have demonstrated stress and difficulty for working students who

are enrolled in school. In conclusion, working students find it difficult to complete

any type of school, but they finally mastered social and time management skills

(Manthei & Gilmore 2005).

Academic Development

Academic achievement in the classroom helps pupils develop goals. the

abilities that will allow them to succeed in the future. Learn the meaning,

importance, and associated traits of academic success. Resources are available

for meeting social, professional, and personal requirements (Bath and Smith,

2004). It is commonly acknowledged that academic progress is required in light

of the abrupt changes in education brought on by shifting economic and social

forces, new methodologies for research and instruction, and technical

advancements, including the use of IT to facilitate/mediate learning. (Buckley &

Cowap, 2013: Tamin et al., 2011).

In addition, students from the Philippines can also continue to support

themselves financially through their education. According to The Working

Students (2016), students who choose to work while studying do so for a number

of reasons, including financial considerations, personal experiences, networking,

and a range of other variables. Students require an increasing quantity of

financial aid to support their living and educational expenses due to the rising

cost of things. Among other significant benefits, students who work receive
relevant work experience, time management skills, financial flexibility, and

increased academic performance. (Caldwell, 2017).

Also, working in a certain location permits students to broaden their

perspectives, social networks, and horizons. Outside commitments, however,

may prohibit youngsters from studying and result in shame and confusion along

the way, resulting in subpar academic outcomes. Here is where college students

concentrate their time (Lucier, 2012).

Experts claim that kids who work more than 15 to 20 hours a week usually make

less progress academically and may even drop out entirely. Working long hours

might also inhibit individuals from pursuing the intellectual and social interests

required for development. (Students & Part-Time Work).

Balancing Working and Studying

Several studies have examined the consequences of part-time jobs on

full-time students. Manthei and Gilmore (2005), for instance, believed that doing

a part-time job leaves less time for learning. Also, first-year students who choose

to combine a part-time job with a full-time academic load are more likely to

experience stress, claim Jogaratnam and Buchanan (2004). Several studies

have suggested. In fact, if a student works part-time and studies full-time at the

same time, their physical and mental health may suffer. As a result, academic

performance could decrease (Hovdhaugen, 2015; Creed, French, & Hood, 2015;

Darolia, 2014).
Working Student’s Socio-demographic Profile and Academic Growth

Correlation

Socioeconomic status (SES) or family social class has long been

recognized as having a significant impact on a child's development and laying the

groundwork for future development, change, and functioning. Research have

demonstrated that a child's parental environment and history have a major, if not

the most significant, impact on their overall educational, behavioral, emotional,

and cognitive outcomes (Coleman 1966; Duncan & Magnuson 2012); Mare 1981;

Morris et al. 2007; Poulain et al. 2019; Wen 2017).

In addition, the Commission on Higher Education (CHED) asserts that

approximately 216,000 students in the nation are currently providing false

information about their 8% participation in both education and employment. Due

to this, the National Center for Education Statistics in America reports that more

than half (45%) of "traditional" undergraduate students between the ages of

sixteen and twenty-four who are enrolled in college work full-time while enrolled.

About 80% of traditional college students work a part-time job in addition to their

studies, though.
The Advantages of Working Students

Students can use their personal experiences working part-time to boost

their academic performance, motivation, and employment prospects (Curtis &

Shani, 2002; Curtis & Williams, 2002). Therefore, a lot of studies have found that

balancing financial requirements with the chance to develop skills can ultimately

improve professional chances in the future (Harvey, 2000; Devlin, James &

Grigg, 2008; Nonis & Hudson, 2006).

According to Watts and Pickering (2000), while working part-time while

going to school full-time provides many benefits, respondents tended to see part-

time employment as essential to surviving in the modern higher education

environment. It is also stated in Manthei and Gilmore (2005), part-time workers

often used their earnings to pay for necessities like food and shelter.

Part-time employment, particularly in the higher education sector, is

frequently seen from the perspective of students as an introduction to the real

world that will help them with both personal and career development (Tymon,

2013; Tomlinson, 2007). Higher education institutions should look for possibilities

to expose students to educational, part-time vocational, and job experiences, as

well as opportunities to expand the extent to which they are familiar with

employment (Yorke, 2004; Glover, Law & Youngman, 2002).

Negative Effects of Being Working Student

Being a student while working a full-time job has its drawbacks, one of

which is that there is frequently little time for studying, sleeping, or keeping up

healthy eating routines. Insufficient time to eat healthily is one of the major

problems working students experience, according to a 2012 study by Gorgulho et

al. Working students frequently skip nourishing items like fruit and whole grains in

favor of grabbing a quick meal made up of low-quality foods that are heavy in

sugar and sodium. Students should be aware of the commitment and make

arrangements accordingly, not that they shouldn't work while in college or should

feel discouraged. Students who work full-time, for instance, can benefit from

starting each week with a 7-day meal planning strategy (Gorgulho, et al., 2012).

On the other hand, on full-time counterparts, students who work part-time

often obtain inferior grades. According to Jogaratnam and Buchanan (2004),

universities have a moral duty to better comprehend and handle the challenges

faced by students who take part-time jobs in addition to their full-time studies.

This is due to the common incidence of students who are part-time workers.

Giving students the right instruction could be one option (Ahmad, F. 2018).

Moreover, the mental health of working students is a problem. Overuse of both

words and studies might result in fatigue and sadness (Rolfe 2002).

Even though the government offers free education, one of the biggest

obstacles for Filipino students pursuing a basic education is poverty. High school
students decide to find errands in order to get over financial restrictions and to be

independent while they are studying. Thirty-one part-time working public high

school students in Toledo City, Cebu, Philippines were researched to determine

whether there was a connection between time management, self-efficacy, and

academic success (Peteros, E. 2021).

 Chapter III

METHODOLOGY

Research Design of The Study

This study uses the qualitative-descriptive method of research.

Interviews will be conduct at Tacurong National High School with the stay-in

Grade 11 female working students. Participants will be asked about their

challenges, social changes, and coping mechanisms. The participants will be

interview one at a time. To validate the result of individual interview, participants

will be observed by the researchers. This will be likewise reinforced with key

informants to further validate the data gathered. Participants will be drawn from

among male students only.

Participants of the Study

Five (5) female Grade 11 stay-in working students in Tacurong

National High Schools Students will be asked.

Research Setting

The research setting will be at Tacurong National High School, Brgy.

New Isabela, Tacurong City.

Data Gathering and Instrumentation

The semi-structured in-depth interviews will be made. The instrument to

be used in gathering data will be interview guide, notes, sound recorder, and

participant observation. Key informants will be likewise interviewed to validate

and reinforce the data gathered.

Data to be gathered:

1. Challenges of stay-in female Grade 11 working students. The female

Grade 11 stay-in working students will be personally interviewed about

what challenges they encountered.

2. Social changes of stay-in female Grade 11 working students in terms

of social interaction among peers, parents, family members, teachers

and school environment. Social changes of female grade 11 working

students in terms of social interaction among peers, parents, family

members, teachers and school environment will be observed among

students. This will be likewise reinforced with interview with key

informants to reinforce the former data gathered.

3. Coping mechanisms of stay-in female Grade 11 working students.

Personal interview will be done among the participants on what are the

coping mechanism do stay-in Grade 11 female students execute to

overcome those issues and challenges.

Data Analysis

The data to be gathered in the study will be analyzed using descriptive-

qualitative analysis.

Ethical Considerations

As working students may have unique circumstances that could potentially

impact their academic performance, it is important to protect their privacy and

ensure that any data collected during the study is kept confidential. This includes

protecting the identities of the participants and ensuring that their personal

information is not shared without their consent.

To ensure privacy and confidentiality, the researchers could consider

using anonymized data, such as assigning unique identifiers to participants

rather than using their names or other identifying information. Additionally, the

researchers could clearly outline their data storage and sharing protocols to

ensure that participant data is protected throughout the research process.

It is also important for the researchers to obtain informed consent from the

participants, explaining the purpose and scope of the study and outlining how

their data will be used. This allows the participants to make an informed decision

about whether or not to participate in the study and ensures that they are aware

of their rights as research participants.

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IMPORTANCE OF EDUCATION.