Republic of the Philippines

Department of Education
National Capital Region
DIVISION OF CITY SCHOOLS– VALENZUELA
PUNTURIN SENIOR HIGH SCHOOL
155 Faustino St., Punturin, Valenzuela City

EFFECTS OF PART-TIME JOB ON WORKING

STUDENT’S EDUCATION AT PUNTURIN SENIOR

HIGH SCHOOL IN VALENZUELA CITY

Submitted to

The Faculty of Punturin Senior High School

In Partial Fulfillment for the Requirements in Practical Research I

Submitted by

Vincent B. Cenon, Luke Ashley M. Faustino, Ken Liu Francisco

Daisy Abarratigue, and Ina Marie A. Dignos

Punturin Senior High School, Punturin, Valenzuela City

March, 2019

1
 Table of Contents
TITLE PAGE ................................................................................................................................1
APPROVAL SHEET .....................................................................................................................3
ACKNOWLEDGMENT ...............................................................................................................4
ABSTRACT ................................................................................................................................................. 5

INTRODUCTION..........................................................................................................................7
METHOD .....................................................................................................................................10
RESULTS AND DISCUSSIONS ................................................................................................12
CONCLUSION ............................................................................................................................24
RECOMMENDATION ...............................................................................................................25
REFERENCES .............................................................................................................................26
APPENDICES ..............................................................................................................................29
RESEARCHERS PROFILE ...........................................................................................................

2
 APPROVAL SHEET

This research which entitled “EFFECTS OF PART-TIME JOB ON WORKING

STUDENT’S EDUCATION AT PUNTURIN SENIOR HIGH SCHOOL IN

VALENZUELA CITY” was prepared and submitted by Luke Ashley M. Faustino, Vincent B.

Cenon, Ina Marie A. Dignos, Daisy Abarratigue, Wendel S. Cayabyab and Ken Liu

Francisco, has been approved in partial fulfillment for the requirements in Practical Research I.

MR. RENATO MAS MERON

Research Adviser

MR. BIENVENIDO B. JULIAN MRS. IRENE Z. DIMAAYO

Panel Examiner Panel Examiner

REYNANTE B. SALDIVAR

Panel Chairman

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 ACKNOWLEDGEMENT

The researchers would like to extend their sincere thanks and appreciation to the following

people who have contributed, in one way or another, to the realization of this study.

Mr. Rey B. Saldivar, for the assistance and valuable suggestions, conceptualization, editing the

study, helping the researcher for the study, and for the invaluable tips to improve the quality of

the research study;

Mr. Renato M. Meron, research adviser, for the encouragement and support to the completion of

the study. Also, for the assistance and valuable suggestions and for the invaluable tips to improve

the quality of the research study;

Our families who showed non-stop support on our research activity. Most of all, to our Almighty

God, for giving the researcher the courage, knowledge, guidance, love and blessings.

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 ABSTRACT

The study aimed to find out the effects of part-time job on student’s education, training

and work itself. The researchers collected their data from selected senior high schools in

Valenzuela City particularly the Lawang Bato National High School; Vicente P. Trinidad

National High School and Punturin Senior High School. They utilized four methods in gathering

their data namely, Observation, Survey, Interview and Focus Group. They treated their data

statistically using percentage method.

The researchers found out that part-time jobs have great effects on student’s education.

Through mere observation, survey, interview and focus group, the researchers came up with

significant findings. In student’s education, the learners were struggling on their studies with

higher number of absences, tardiness, and subject’s failure, drop-out rate in school despite of

earnings they receive which can support them. In student’s training, the learners were slightly

affected especially when sudden changes on time schedule of training which they cannot able to

attend. In student’s work, the learners were slightly affected when they required submitting

school works with deadlines. Most working students enjoyed on their jobs independently.

There are two set of questions researchers had been faced. The researcher’s tries to deal with the

following problems for example: other things being equal, are school students who work more

likely to become apprentices,(a) to study at TESDA, or (b) to enter a university, (c) compared

with those who do not work? (d) Does part-time work reduce the risk of unemployment after

school? (e) Among students in senior high school, who is more likely to work? (f) How many

hours do they tend to work? (g) Does this vary by the course of study? (h) Does participation in

part-time work at secondary level have any effects on the likelihood of dropping out? (i) Does it

5
add positive effect in education performance of a working student? Next is (a) dropping out

rather than completing high school, and (b) young people's participation in education, training or

employment after leaving school.

Based on the results, the relationship between non-completion in school and intense involvement

in part-time work remains a matter for speculation. So the researchers wanted to imply that

working part time is a difficult task to do in some disciplined areas.

INTRODUCTION

The trend of employment among high school students has been increasing rapidly in the

last decade. Some suggest that economic reasons are mainly the factor for this trend. Part-time

work can have a positive impact on the students especially if the work is course-related. Students

can

have a glimpse of their future job and determine whether they actually like that particular career

path. Also, part-time jobs can help students improve time management skills and become more

6
efficient. Parents and educators are in favour of employment amongst students because they

believe that employment ‘builds character’ (Greenberger and Steinberg, 1986). Dwyer et al.

(2001) argue that combining work and study promotes a ‘pragmatic perspective on education’

On the other hand, an excessive workload can have a detrimental effect not only on the students’

academic performance but also psychologically and physically. Combining work and study can

also have negative effect on the students’ mental health such as stress and fatigue, leading to

worsening performance in class. Rolfe (2002) reports that Filipino students believe that the

excessive and unsocial hours of part-time work sometimes lead to tiredness and depression. With

an increase in the number of students taking part-time job outside campus, its effect on students’

academic performance of students has been questioned by many researchers (Green, 1987). The

statement agrees that work is playing a larger role in the lives of Valenzuelano students.

According to statistics collected by the Philippine Statistics Authority (PSA), the labor force

participation rate in year 2017 is about 61.3%, well stepping up by year 2018 in the month of

October it decreases at 60.7%. PSA added that employed persons are classified as either full-time

workers or part-time workers. Full-time workers refer to those who worked for 40 hours or more

during the reference week, while those who worked for less than 40 hours were considered part-

time workers. Ronald D’Amico (1994) states that part-time employment “provides opportunities

to assume greater responsibility, authority and cooperative interdependence”. Students who work

part-time will develop networking skills; contacts and references will be valuable for future

employment opportunities. Employers may prefer students who held part-time jobs while at

college because it indicates stronger management skills. Also, there is high probability that

students who worked part-time will be employed on full-time basis once they graduate with the

same company.

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Of the total employed persons in October 2018, 70.8 percent were full-time workers, while 28.6

percent were part-time workers. By comparison, in October 2017, full-time workers comprised

67.3 percent while part-time workers, 32.0 percent. In October 2018, workers worked 42.8 hours

per week, on average, while in October 2017, the mean hours worked per week was 41.7. There

is a particular need of job for ages 15 and above. Many undergraduates now rely heavily on work

to support their study. Whether due to an increase in the availability of work for teenagers,

particularly part-time work, or to growth in the diversity of students remaining to the end of

school and those entering university, the changes represent a profound shift in the numbers of

young people combining study and work. Given these sorts of changes, it is important to

continue to monitor students who work for the purpose of supporting their education and to

examine what effects it has on their progress.

The table above shows that there is a large percentage of job employment coming from

Labor Participation Rate, and only means that a massive section of working population in the age

group of 16-64 in the economy is currently employed or seeking for employment. So that the

gathered data only intend to conclude that student part-time employees plays a big role in our

economy.

The study pursues a comprehensive set of questions related to participation in part-

timework. For example: other things being equal, are school students who work more likely to

become apprentices, to study at TESDA, or to enter a university, compared with those who do

not work? Does part-time work reduce the risk of unemployment after school? Among students

in senior high school, who is more likely to work? How many hours do they tend to work? Does

8
this vary by the course of study? Does participation in part-time work at secondary level have

any effects on the likelihood of dropping out? Does it add positive effect in education of a

working student?

The questions about participation in part-time work carry theoretical significance, in

terms of the meaning and value of part-time teenage work. Through theoretical argument and

empirical demonstration, the researchers have constructed very different interpretations

regarding the benefits or dangers of student work. One view is that engaging in work while at

school is a positive strategy for young people who do not plan on entering higher education. An

alternative view, credibly supported by several Philippine studies, is that part-time work distracts

students from academic goals, leading them to drop out of high school and shun further study. At

the tertiary level, one view suggests that employment has little effect on progress, while others

suggest that it can adversely affect academic performance.

The researchers’ goal in this study was to assess the empirical support for these

alternative views, by examining the attrition rates and main post-school activities of working and

non-working students in the Philippine Statistics (PSA)-based research. Among school students,

this study examined the effects of working in high school on (a) dropping out rather than

completing high school, and (b) young people's participation in education, training or

employment after leaving school. Among students in tertiary study, the report looked at who

works while studying full-time and its effects wherein chances of dropping out are high.

9
 METHODOLOGY

MATERIALS and METHODS

The study utilized four primary methods that perform critical evaluation. These methods

were observation, survey, interview, and focus group.

EDUCATION
(Independent
Variable)

PART-TIME
JOB
EMPLOYMENT
(Dependent
Variable)

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 Observation

The school building of the Punturin, Lawang Bato, and Vicente P. Trinidad Senior High

School served as the venue for observation of the selected students who mainly participated in

part-time employment. The researchers observed critically how the selected students participated

in the interaction of the lesson during class hours. It also applied on how the respondents are able

to show their productivity within or outside the vicinity.

Survey

The study needs to increase knowledge in specific areas such as social research, so the

researchers conducted a survey to assess thoughts, opinions, and feelings of respondents. Even

the study’s subject was specific and limited; still the widespread goal is unbiased and based on

what respondents had been assessed.

Interview

The study stated precisely the method in order to learn the views, opinions, and

evaluations of each individual/respondent. The researchers gave the respondents a structured

interview. The facilitator/researcher prepared a set of questions and tried to obtain the given

questions. The researchers also picked data analysis easily for it because they have comparable

categories for each respondent, and they analyzed what each respondent had said and compared

and contrasted their answers.

Focus Group

The study focused on the respondents in these three senior high schools. The group of

researchers facilitated a focus-group interview to inform, to assess, and to give some highlights

11
on the said opinions and feelings of respondents towards the study that the researchers are

conducting. The researchers guided the respondents for the future actions they might made after

the short assembly that happened.

A total 0f 150 students completed the questionnaire. The average mean of age of students

interviewed was at 18.

RESULTS and DISCUSSION

Table I – Distribution of Respondents according to Student’s Achievement, Family Wealth, Job

Type and Gender

Students’ reason Student Achievement *Family Wealth *Job Type Gender

for working part- High Mid Low H M L W.C B.C M F

time

I liked the sense of 79% 80% 88% 81% 80% 81% 85% 70% 72% 86%

independence

the

job provided

I enjoyed the work 57% 67% 68% 70% 58% 66% 66% 58% 59% 67%

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It will help me get 54% 63% 67% 61% 61% 59% 65% 51% 56% 64%

a job when I finish

studying

It was the kind of 9% 14% 14% 18% 9% 10% 12% 12% 15% 10%

work I want to do

as

a career

I needed money to 76% 77% 76% 75% 78% 74% 76% 78% 77% 76%

support myself

The money I 13% 14% 13% 9% 14% 19% 13% 15% 12% 15%

earned enabled

me to

remain a student

My family needs 15% 13% 9% 8% 14% 9% 14% 11% 9% 17%

the money

It was the family 6% 8% 6% 9% 7% 3% 5% 10% 8% 6%

business and I was

expected to help

After evaluating the responses of 150 students, the study found out that almost two thirds of this

cohort is engaged in part‐time employment. After focusing on the aspects of education, training

and work, the study identified that females are more likely to have a part‐time job and students

worked

Table I shows the percentages of student-workers who agreed with statements about reasons for

13
working, by students’ background characteristics, type of job, and hours worked per week.

*Student achievement is based on report cards for the first semester.

*Family wealth is based on a factor scale derived from respondents’ reports on the nature of their

accommodation and on the possession of certain consumer durables.

*Job type is based on their classification and expertise.

The researchers tries to investigate the behavior of a selected part-time student by asking

questions that will serve as their perception on a particular idea:

Q.1 How many average work hours per weeks did you spend to work part-time?

In order to see the relation between part-time employment and students’ academic achievement,

the researcher needed to consider and look at the length of time spent by the students. The

assumption is that the more time they spent on part-time job, the less likely they will get good

academic result. This assumption was just common as they would have less time to study, or

they will be tired and could not focus on their tracks.

Responding to the above question, two respondents said that they worked for 20-30 hours per-

week. They had to work long hours because the wage is low. To fulfill their needs, these

respondents have to work long hours so the wage is enough for them to cover their needs. One

respondent said he worked for over 35 hours per week because in his workplace there was still a

shortage of teacher. Until additional teachers were rescruited, he must teach several classes.

One respondent said that he had no definite working hours. This is because his working hours

depends on how many students enroll in his track; but he estimates he spent about 10-15 hours

per week doing part-time job.

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Q.2 What type of job did you have?

This question was asked in order to get the insight of the nature of work that the students

involved in. This was intended to see the level of stress and energy used to do their jobs. Two of

the respondent worked at boarding schools. They were recruited as scout coach, not as teachers.

One of the respondents said that he worked as private English tutor, and the other one work as a

delivery man.

Q.3 What are your reasons for taking part time job?

Two of the interviewees answered that the reasons why they take part time job is to seek

experience of work. By having the experience of work, it will make them easier to find a job in

future. Another reason why they work is to earn money. One of the respondents answered that

the reason she worked is to earn money to pay her college tuition fees and looked for

networking. Another respondent said that the reason he worked was to spend leisure time and to

improve his skills in teaching.

Q.4 Do you think part time job has negative or positive impacts on your academic achievement?

Three respondents said that working while attending class does not have a negative impact on

their academic achievement. Furthermore, they did not argue that they experienced a disruption

in concentration, so that they had to pay extra attention and had to have a good time

management. Besides, the interviewees said that part time job is only distracting their thesis

because of the time to meet the lecture and to look for the materials of literature review is not

sufficient.

15
One respondent mentioned that sometimes, when he must work overtime, he finds it difficult to

manage his time. Although working overtime is not regular, nevertheless it has caused him

difficulties in time management and resulted in stress.

The other interviewee answered that working part time has a negative impact on his academic

achievement:

“Sometimes, when I have to attend the class and do my assignments, I have to go to work as

well, and I am not able to attend a class. It was really effected the result of my examination. I got

several bad results from my examination and it has affected my time to complete my studies and

it has delayed my time to graduate”

The above statement shows that despite good GPA, some students have to sit in a remedial in

order to improve the result of their studies. This is why some of them have to spend more than 4

hours to finish their study and sacrifice training grounds such as OJT and job works just to attend

summer class and keep them back on track.

Present Satisfaction with the Job

Most students in the sample indicated that their reasons for working were relatively positive.

They gained both independence and enjoyment from work. Four fifths of all student-workers

agreed that they work because they like the sense of independence that their jobs can provide; in

this instance, the phrase ‘sense of independence’ might refer to either or both personal or

financial independence, there being no way of differentiating. And, despite concerns expressed

by some earlier researchers about the unchallenging, ‘dead-end’ nature of most student jobs,

sixty three per cent of students indicated that they enjoy their work. This was similar to survey

findings reported by Murphy (1986a) in which sixty seven per cent of students at senior high

16
schools said that their job is enjoyable and satisfying. Such figures, however, do not necessarily

contradict the view, expressed by Ashenden (1990), that students were satisfied with their jobs

merely because they expect so little from them.

Females were much more likely than males in giving those two reasons for working; for

instance, eighty six per cent of females, compared to seventy two per cent of males, agreed that

they like their job because it gives them independence. Earlier school achievement had some

effects on these responses, with lower achieving students being about ten percentages pointing

more likely than higher achieving students to endorse the statements relating to independence

and enjoyment. For instance, among low achievers, sixty eight per cent agreed that they enjoy

working, while the figure for the highest achievers was fifty eight per cent.

Family wealth did not influence responses to the item concerning independence, although there

was an effect on enjoyment, with higher percentages of students from wealthier families

indicating that they enjoy working. There was a significant difference on these two items

between those in white collar and blue collar jobs. Higher percentages of white collar workers

agreed that they like the independence that came with their job (eighty five per cent, compared

with seventy per cent of blue collar workers) and they enjoy working (sixty six per cent

compared to fifty eight per cent). This reflected, in large part, the gender difference noted above,

as females, who tended to be more positive about their jobs than males, predominated in white

collar jobs. The amount of time which was spent in a job had a somewhat contradictory, yet

plausible, effect on responses to these two items; students who work longer hours (more than ten

hours per week) were significantly more inclined than those who work shorter hours (up to ten

hours) like the independence which came with a job, but were slightly less inclined to enjoy

working.

17
The researchers also included some personal questions that could possibly give an answer to the

question: ‘How difficult it was to balance the three variables (Education, Training, and Work)?”

Ninety two percent of the respondents said that it was difficult to manage their time and focus on

those three areas. One of the respondents says, “because of insufficient money we’re facing, I

need to make the best use of time”.

Classified according to broad industry group, three in every five (60.9%) of employer in

own family-operated farm or business and those unpaid family workers (55.9%) were in the

agriculture sector. Whereas almost sixty percent (59.5%) of wage and salary workers and more

than half of the self-employed without any paid employee (56.2%) were in the services sector

(Table III and Figure IV).

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Future Benefits

Other reasons why students take on part-time jobs were also canvassed in 1992. As Table

2 shows, a majority (sixty one per cent) believed that their part-time work would help them get a

job when they finished studying. Again, this overall figure masked a gender difference, with

males (2.38 per cent) considerably more likely than females (1.72 per cent) to agree that they

worked because it would help them to get a job later. The view that their part-time work would

help them get a job later was held more frequently by white collar workers (once more reflecting

the gender difference) than blue collar workers. It was also significantly more likely to be held

by lower and middle achieving students (two thirds of whom agreed with the statement) than by

higher achievers (of whom just over a half agreed). There was also a variation, although not

significant, in responses according to type of school attended - government school students were

more likely than those who went to independent schools to think that their part-time work would

help them to get a job later on.

While many students were working because they believed it would improve their future

job prospects, most were not actually employed in jobs that they hoped to pursue as careers

Employment can have a positive effect if balance working hours and study are balanced (Cheng

1995).. Only twelve per cent of the student-workers indicated that their job is a kind of work they

want to do as their career. This accords earlier interview about the data reported by Munro

(1989) and Coventry et al (1984:97). The words of one student quoted in the latter study,

“McDonalds is just a phase in life”. Such figures supported the view that students perceive the

main value of a part-time job to be in enhancing their employability by providing a more general

experience of working, rather than in developing job-specific skills. Nevertheless, there were

some groups of students who were more likely to be working in a job that was similar to that

19
which they believe they might be employed in the future – boys rather than girls, lower

achieving students rather than higher achievers, and also students from wealthier families. About

14.29 per cent of this last group also agreed that they were working because they are expected to

help in the family business, while overall only seven per cent of other students indicated such

responses.

Economic Reasons

Consistent with the findings of earlier studies about the largely financial motivation of

students to work, more than three-quarters (seventy seven per cent) of the sample agreed with the

statement that they need money to support themselves. The percentages were higher among

students from government rather than independent schools (seventy nine per cent compared with

sixty six per cent) and among those who work longer rather than shorter hours (eighty three per

cent compared to seventy four per cent). While it was doubtful that such high proportions of

students are literally dependent on the income from their jobs, as a narrow interpretation of the

phrase “needed money to support myself” would imply, clearly the earnings derived from part-

time work are important to most students.

Further evidence as to just how important earnings were available from two additional

statements about reasons of working. Approximately the same percentage of all student-workers

indicated that their family needed the money from their job (thirteen per cent), and that the

money they earned enabled them to remain a student (fourteen per cent); in both instances, these

responses were a little more common among females than males. As family financial

circumstances would not be expected to differ much by gender, this could indicate either a

gender bias in the responses, or that males were more likely than females to use their earnings to

20
contribute to family expenses. Not surprisingly, there was a strong and consistent relationship

between family wealth and responses to these two items about needing money - students from

the poorest families were significantly more likely to agree with the statements than students

from the wealthiest families - in each case, nineteen per cent compared with eight and nine per

cent respectively.

It was possible to explore another aspect of this question of economic need as a

motivation for employment by reference to additional information employment can have a

positive effect if balance working hours and study are balanced (Cheng 1995)., also collected

from students in 1992, relating to their receipt of an allowance in that year. As a means-tested

payment, the study can be used as another partial indicator of family financial status.

According to Furr and Elling (2000), 29% of the students working 30-39 hours per week and

39% of those students working full time indicated that work had a negative and frequent impact

on their academic progress. (Dallam & Hoyt, 1981) anticipated that there will be negative effects

on school performance because of part-time employment.

Table II – Percentage Distribution of Respondents about Reasons for Working according to the

Degree of Achievement

Reasons for working High Achievers Low Achievers All student workers

I needed money to 82 75 77

support myself.........

The money I earned 23 10 14

enabled me to

21
 remain a student...

My family needs the 23 10 13

money....................

Sample size 289 802 1091

Table II shows the percentages of students who agreed with these reasons for working, classified

according to the degree of their achievement. The data about students’ reasons for working, and

the extent to which they relied on their earnings, support the view that for the majority of

students. It was not economic necessity which prompted them to take a part-time job. Although

they said that they depend on the spending money that their job can provide. Most students

indicated that they work not only for this extrinsic reason. They liked the independence that

results from having a job (assuming such independence to be broader than mere financial

autonomy), they generally enjoyed the work, and believed that the experience of part time work

would help them obtain employment in later life. These benefits of part-time job were perceived

to be true more often by middle and lower achieving students, highlighting the importance of a

job for students who may not be as well served by the school system as those who are higher

achievers. Despite the fact that most students worked because they wanted to, not because they

had to, for a small proportion of students with jobs - perhaps as many as one in ten - there was

some evidence of a financial imperative in their decision to work while at school; these were

more often students from poorer families, especially those from such families who were

receiving the means-tested allowance.

22
Although they enjoyed working, still, it imposes threat on their studies. As on Table II, in

students achievement the low achievers are highly degraded to enjoy their work and show some

sense of independence but instead they are just carrying the business that they will inherit and

there is no sense of learning as part time student workers.

There was an agreement, therefore, between these findings which indicate that Lawang

Bato, Vicente P. Trinidad and Punturin senior high school students who worked longer hours

during their senior schooling were slightly less likely than non-workers to complete Grade

Twelve, and the conclusions from some American studies that intense involvement in

employment was associated with an increased probability of dropping out of school, despite the

disparity between average hours worked by the three said school students. But the process

through which this relationship between school non-completion and intense involvement in part-

time work might occur remains a matter for speculation.

CONCLUSION

The examination of the effects of part-time work on school students had shown that majority

perceives their jobs very positively. They believed that the experience will help them to get a job

later on, and are largely unconcerned about any detrimental impact on their schoolwork. These

findings confirm previous results derived from smaller scale cross-sectional studies.

23
But the added value of longitudinal data was that they allow outcomes to be investigated. Such

cases with the youth in transition data. The implications of in-school employment for both

educational progress and success in the post-school labour market were explored. Part-time

employment during any year at school was not shown to have an adverse effect on the likelihood

of students completing Grade Twelve or on their academic performance in that year. There was

evidence, however, that Grade Eleven students who worked longer hours (more than ten hours

per week) were slightly less likely to complete school than those who did not work. Furthermore,

academic performance at the end of Grade Twelve was a little lower for those who had been

intense workers during Grade Eleven and Grade Twelve than among non-workers in those years.

Taken together, these findings indicated that students who have part-time jobs do not put at risk

their likelihood of success at school, providing they do not work long hours.

Labour market outcomes were also positive for student-workers, with a clear relationship

between part-time employment while at school and a lower incidence of unemployment in the

post-school years. It seemed undeniable that students who have part-time jobs gain a knowledge

of the labour market and develop skills and contacts which provide them with some advantage in

that labour market, at least in the early years after leaving school. It can be concluded that having

a part-time job while at school is one of the ways in which a young person can achieve a

smoother transition into later full-time employment. It also develops their time-management on

how they are able to balance the hours spent on work, their ability to show independence and

low-inferiority as based on family’s wealth and their performance on their studies.

24
 RECOMMENDATION

Based on the conclusion, the researcher would like to recommend for further study on

effects of part-time job employment and how the senior high school students will be able to

balance their time in three different aspects of learning: a.) performance at school b.) work

immersion and c.) professional work even though they can obtain skillful actions that they might

used in a large company. The researcher would also recommend that parents and educators

should have an appropriate plan and time-management orientation for the students on certain

work before they undergo through performing work life. They should take into consideration the

possible consequences of prioritizing work before study. If the respondent is experiencing

insufficient money therefore, they should be aware of the effects of particular evidence and risk

of taking part-time job. The student should possess time-managing skills and not a

procrastinator. The non and government sectors should be aware of offering jobs who are really

qualified to be in a specific position wherein the academics will not be affected at all. The said

suggestion will help the future researchers to conduct further study on students achievement and

their attainments in life, if they want to submit application then they should accomplish study

first.

25
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 APPENDICES

APPENDIX 1

1.What type of part-time job do you prefer?

2. How many hours do you work on part-time job?

3. What is you major concern on your part-time job?

4. Working time and studying time can be balanced-------

5. What time do you usually choose a part-time job?

6. What did you get from part-time job?

7. How do you think part-time job helps you?

8. Students should have a part-time job------

9. Which age group students are interested to do a part-time job?

10. Which area of students choose part-time job?

APPENDIX 2 Interview Questions

1) What type of part-time jobs do you have now?

2) Why did you choose a part-time job?

3) Do you think is it necessary for students to have part-time job? Why?

4) How can study and job be balanced together?

5) How do you think part-time job improve your society ability?

6) How part-time job affects study?

7) What are the advantages of part-time job?

8) What are the disadvantages of part-time job?

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 Appendix 3

(the images below are the actual scene the respondents answering the provided

questionnaires)

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