EXPERIENCES AND STRUGGLES SELF-SUPPORTING

STUDENTS IN LNC

A Thesis
Presented to the
Faculty of
-----------------------

In Partial Fulfillment
of the Requirements for the Degree
of Arts in Education
Major in ___________

Name

September 2018
 TABLE OF CONTENTS

Preliminaries Page
Title Page ................................................................................................. i
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Table of Contents .................................................................................... iii
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Abstract ....................................................Error! Bookmark not defined.

Chapter

THE PROBLEM AND ITS SETTING ................................................. 2

INTRODUCTION .......................................................... 2
BACKGROUND OF THE STUDY................................. 2
THEORETICAL FRAMEWORK .................................... 2
CONCEPTUAL FRAMEWORK .................................... 2
THE PROBLEM ............. Error! Bookmark not defined.
Statement of the Problem ...... Error! Bookmark not
defined.
Null Hypotheses .......Error! Bookmark not defined.
Scope and Delimitation of the Study ............... Error!
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Significance of the Study ........ Error! Bookmark not
defined.
DEFINITION OF TERMS ............. Error! Bookmark not
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REVIEW OF RELATED LITERATURE AND STUDIES ............. Error!
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Subjects of the Study .......................................... 108
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PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

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Subproblem 1 ........................................................... 114
Subproblem 2 ........................................................... 116
Subproblem 3 ........................................................... 117
Subproblem 4 ........................................................... 119

SUMMARY, FINDINGS, CONCLUSIONS AND

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A. Letter of Request ................Error! Bookmark not defined.
B. Questionnaire ................................................................ 162

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Chapter 1

THE PROBLEM AND ITS SETTING

INTRODUCTION

Classroom social environment plays an important role in development for

school-aged children. Student experiences within the classroom help to develop

their behavioral, social, and academic skills. Much of the discussion in

educational reform hinges on the question of whether schools matter. Over the

past two decades, policymakers have called for improvements in the academic

performance of U.S. students. Many educational reformers, particularly those

associated with the standards movement, hold that the key to improving student

performance lies in improving schools. If academic standards are rigorous,

curriculum and assessments are aligned to those standards, and teachers

possess the skills to teach at the level the standards demand, student

performance will improve. However, this perspective is to some extent at odds

with another that has emerged from the discussion about school improvement,

namely that it is students rather than schools that make the difference. The

quality of the interactions that students have with their teachers predicts later

academic success

BACKGROUND OF THE STUDY

THEORETICAL FRAMEWORK

CONCEPTUAL FRAMEWORK
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Statement of the Problem

This study aims to answer the following questions:

a. What is the effect of the work of the working students in the College of

Business Administration in the University of the East – Caloocan to their studies?

b. What are the reasons why a student of College of Business Administration in

the University of the East– Caloocan needs to work while he or she studies?

c. How do they manage their time between studies and work?

d. What are the kinds of work that a working student in the College of Business

Administration have?

e. What are the problems of a working student in the College of Business

Administration in the University of the East – Caloocan encountered while he or

she studies?

Scope and Delimitation

This study focused only to all level of students in the College of Business

Administration in the University of the East that are already working. This study

focused only on the work and study habits of the students, on how they manage

their time and the effects of their work to their studies. The personal life of the

students do not belong to this study. This study emphasized the solution to the

problems of the working students in the University of the East – Caloocan.

 4

Significance of the Study

This study is important to the following:

Students

To know how the working student manage or balance their time between

studies and work

Professors

To put railings on their student, to help and give considerations to the

working students

Administrators

To grant an additional program for all working students in the University of

the East – Caloocan

Parents

To support their children, not only in financial support but also in moral

support
 5

Definition of Terms

Budget- list of expenses

Night Classes – class hours during night time

Night Differential Pay – additional income for those who work at night

Night Shift – working hours during night time

Scholar – students who can study for free because of their high grades

Scholarship – free education for those students who got the required grades

Shifter – a person who can cope with the change of working hours, either night or

day time

Students Assistant – students working in school for free education

Time Management – right scheduling of time for different activities

Working Students – students who are working while studying

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CHAPTER II

Review of Related Literature

Foreign

LEARNING AND EARNING: WORKING IN COLLEGE

Jonathan M. Orszag, Peter R. Orszag, and Diane M. Whitmore

Commissioned by Upromise, Inc., August 2001 and reproduced with permission

of Upromise

Students are increasingly likely to work while in college. Since 1984, the

fraction of college students aged 16 to 24 who also work full- or part-time has

increased from 49 to 57 percent. Not only are students more likely to work today,

but they are more likely to work full-time: the share of students working full-time

while going to school full-time has nearly doubled, rising from 5.6 percent in 1985

to 10.4 percent in 2000. In 2000, 828,000 full-time students worked full-time,

compared to 366,000 in 1985.

Working students can be categorized into two groups: those who primarily

identify themselves as students but who work in order to pay the bills, and those

who are first and foremost workers who also take some college classes. Almost

two-thirds of undergraduates who work consider themselves "students who

work"; the other third consider themselves "workers who study."

 7

In the 1995-96 school year, employed students worked an average of 25 hours

per week. Students at four-year colleges are more likely to work a smaller

number of hours per week. On average, working college students earn roughly

$7.50 per hour.

The empirical evidence suggests that the effects of working while in college

varies by the type of job held (e.g., full-time vs. part-time work) and its relation to

the academic environment (e.g., an on-campus vs. an off-campus job).

Part-time student employment may have beneficial effects: for example, an on-

campus research position may spark a student's interest in further academic

programs or provide important work experience that will improve future labor

market prospects. Working part-time as a student generally appears to supplant

only non-productive activities, such as watching television. In addition, students

who work fewer than 10 hours per week have slightly higher GPAs than other

similar students.

However, full-time employment may impair student performance. For example,

55 percent of those students working 35 or more hours per week report that work

has a negative effect on their studies. Students working full-time also reported

the following liabilities: 40 percent report that work limits their class schedule; 36
 8

percent report it reduces their class choices; 30 percent report it limits the

number of classes they take; and 26 percent report it limits access to the library.

Students who work full-time are also more likely to drop out of school. For

example, the available evidence is consistent with a roughly 10 percentage point

differential in graduation rates between full-time and part-time workers. In 2000,

nearly 830,000 full-time college students worked full-time. Because of the

adverse effects of such full-time work, tens of thousands of these college

students are likely to drop out of school and fail to receive a college degree.

Working a limited number of hours (e.g., 10 hours a week) at an on-campus job

appears to have positive impacts on student performance, while working a

significant number of hours (e.g., 35 hours or more per week) has adverse

consequences. It is unclear at what point student employment moves from being

beneficial to being counterproductive. But the difference between graduating

from college and not graduating from college may involve a change in work

schedules that would have a modest impact on student earnings relative to the

lifetime gains from completing college. For example, reducing hours worked by

10 hours (from 35 hours per week to 25 hours per week) would reduce a

student's annual earnings during the school year by roughly $2,250. Such

potential earnings pale in comparison to the lifetime gains from completing

college.
 9

Since full-time work appears to have negative effects on student enrollment rates

and perhaps also on academic performance, it is therefore of particular concern

that full-time work among full-time college students has risen sharply over the

past 15 years. For these students, the research suggests that, if possible, it may

be prudent to find other ways of financing college so they can complete their

degrees, maintain their academic performance levels, and thereby reap the long-

term benefits of a college education.

LEARNING AND EARNING: WORKING IN COLLEGE

Jonathan M. Orszag, Peter R. Orszag, and Diane M. Whitmore1

August 2001

The financial burden of college tuition is significant and rising. In light of the

increasing price of college, many families are facing significant challenges in

financing their children's education.2 The evidence shows that as one response

to the financial burden of college tuition, students are working more while in

college. Over 60 percent of college students report that their parents now expect

them to work during the school year to help cover expenses.3 More students are

working, and more are working longer hours.

Today, more than half of college students have a job. In 1999, on average,

working students earned roughly $7.50 per hour. These earnings undoubtedly

help to alleviate some of families' financial struggle to pay for college in the short

run. But the extent of working while in college raises important questions. In

particular, what is the overall effect of work? Does it have a beneficial effect in
 10

the long run by building discipline and a strong work ethic in students, or does it

have a deleterious effect by diverting students' efforts from schoolwork? The

evidence suggests that the answers depend on how much a student works and

what type of job she has.

Characteristics of Student Employment

An increasing number of students work while in college. Since 1984, the fraction

of college students aged 16 to 24 who also work full- or part-time has increased

from 49 to 57 percent.4 The share of full-time college students working has also

increased; in October 2000, a majority of full-time college students was

employed. Figure 1 displays the increase in employment rate among college

students.

Not only are students more likely to work today, but the share of students

working full-time while going to school full-time also has increased dramatically.

The percentage of full-time college students working full-time has nearly doubled,

rising from 5.6 percent in 1985 to 10.4 percent in 2000 (see Table 1).5 The data

indicate that the increase in the employment rate is largely due to increases in
 11

work among full-time college students; the share of part-time college students

working has remained relatively constant over the past 15 years.

The Department of Education undertook a special survey during the 1995-96

school year to provide an in-depth picture of how undergraduates finance college

through work.6 Working students can be categorized into two groups: those who

primarily identify themselves as students but who work in order to pay the bills,

and those who are first and foremost workers who also take some college

classes. According to the survey, almost two-thirds of undergraduates who work

considered themselves "students who work," while about a third considered

themselves "workers who study."7

The average number of hours worked by students during the school year varies

by the type of institution and by whether the student is part-time or full-time. As

Table 2 shows, in the 1995-96 school year, employed students worked an

average of 25 hours per week. About one-quarter of students work 35 or more

hours per week, and another quarter of students work 15 hours or less. Students
 12

at four-year colleges are more likely to work a smaller number of hours per week;

over one-third of such students work fewer than 15 hours.

On average, working college students earn roughly $7.50 per hour.8 Although

hourly earnings vary somewhat for college students, three-quarters earned less

than $8.00 per hour in 1999. More than one-third of students earn within $1.00 of

the minimum wage. Table 3 also shows that part-time college students earn

more per hour (on average) than full-time college students.

 13

The majority of students who work also receive financial aid to attend college. As

Table 4 shows, 56 percent of workers receive some other type of aid in the form

of grants or loans. Nearly 70 percent of students who work 15 hours or fewer

also receive another form of financial aid. Students who work more hours per

week are less likely to be recipients of financial aid.

Local

Congress broadens job opportunities for students

(The Philippine Star) Updated October 09, 2000 12:00 AM

The House of Representatives passed on second reading a measure that will

give wider employment opportunities to the country’s working students, Speaker

Manny Villar said yesterday.

The Special Program for Employment of Students, authored by Bohol Rep.

Ernesto Herrera, aims to broaden the present SPES to benefit more students.

Villar says that the bill lessens the employment size of participating

establishments from those employing at least 50 persons to those employing

more than 10 persons.

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It likewise seeks to adjust the income requirement for coverage under the law

based on the annual national poverty threshold line for a family of six as may be

determined by the National Statistics Coordination Board (NSCB).

"The objective is to help more students by ensuring part-time employment so

they can fund their studies," said Villar, a former fish vendor who put himself

through school.

The Speaker points out that the SPES, which is on its seventh year of

implementation, has helped numerous students finish their studies. "We hope to

improve on the program to make it more efficient, effective and responsive to the

present economic conditions," he said.

The bill also seeks to provide students employed in activities related to their

courses with equivalent academic credits as may be determined by appropriate

government agencies.

Villar points out that once passed into law, the proposal will benefit poor Filipino

students who will be given the chance to financially put themselves through

school.

"This system will certainly inculcate the values of sipag at tiyaga (perseverance
 15

and hard work) among our young people," stressed Villar.

Helping provide education to young Filipinos, says Villar, will likewise give them

the opportunity to improve their quality of life.

CHAPTER III

Methodology

Research Setting and the Respondents

The chosen respondents in this study are the students of the College of

Business Administration from 1st year up to 4th year of the current semester

2010-2011 in the University of the East - Caloocan.

The respondents are divided into four(4) groups, six(6) from 1st year,

nineteen(19) from the second year, twenty(20) in third year and fifteen(15) from

the fourth year. The researcher also uses random sampling for two groups to

have an equal presentation.

Methods of Research
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This research was done through the use of the survey. The researchers

have made survey questionnaire to have an idea about the opinions of the

students of the College of Business Administration about working while studying.

For the knowledge of the researchers to be enriched, the researchers

conducted interviews with the experts about the said topic.

For the betterment of this study, the researchers made sure that they will

collect information and data in different basis like books, journals, newspapers,

etc.

Design of the Research

This study was done based on the descriptive method. The main reason

for conducting this research is to describe and analyze the topic knowledge and

the perception of working students in the College of Business Administration

about their working situation.

Data Gathering Procedure

This research is only the initial study and not needed in having a degree.

The researchers did not use complicated statistics in analyzing data, only the

tallying method and taking of percentage that are needed in this research.
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