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Working Students and Academic Performance Essay Sample

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Working Students and Academic Performance Essay Sample

Student jobs have become a sort of trend among students around the world, who want to work while they are studying. In short, the term that suits this trend is ‘Earn and Learn’ policy. Other reason why student jobs are popular among students is they help to cope up with the constant increase in tuition fees, and a way to afford further educations. The problem has been developed with the question as to how the corresponding working schedule, required working hours and salary of working students affect their academic performance at Panabo National High School. As a researcher, the main purpose of the study is to know the factors that affect the academic performance of working students. In addition, this paper aims to provide encouragement and motivation to all students especially those who are financially distressed to pursue their secondary and finish a college degree in order to be competitive in the future and be able to realize their goals and aspirations. It may also provide learning experiences and information to other students who are not working.

In order to accomplish our objectives, we adopted several methodologies in obtaining data and information such as conducting surveys by providing questionnaires to our subjects, getting information in the internet and conducting interviews personally and honestly with our target subjects to get assurance that our data, information and values gathered were correct and accurate. http://www.termpaperwarehouse.com/essay-on/Factors-Affect-The-Academic-Performance-Of/39069 (incorrect way of citing source, follow the sample I gave…) The researcher viewed the above background as worth investigating. It interests them to know level of performance of working students and academic performance at Panabo National High School. This study may serve as a contribution to the students, educators and school that can enhance the instruction, develop and improve the performance in core academic subject. Statement of the Problem

The main focus of the study was to determine the relationship between working students and academic performance of Panabo National High School. Specifically, it sought answer to the following questions: 1. What is the work schedule working students in Panabo National High School; 2. What is their working hour?

3. What is the status of their salary?
4. What is the level of academic performance working Students in terms of: 2.1 Grades
2.2 Class Participation;
3. Is there a significant relationship between the working students and academic performance of Panabo City National High School? Hypothesis

The null hypothesis was formulated and tested in alpha 0.05 level of significance that there is no significant relationship between Working Students and academic performance of Panabo National High School. Review Related Literature (Cite your source per paragraph)

Everyone seeks for independence, everyone wants for freedom; everyone wants to stand alone just to prove to themselves, that they can do something without the prescriptions of others. In the field of education or studying, there are lots of young people that cannot send themselves to the school, due to financial scarcity. Some of the parents are not allowing their siblings to study in tertiary, for the reason that they can’t afford the miscellaneous and tuition fees. Usually most of the young people nowadays, do something just to cater this problem. They don’t want to be stagnant or to stay in a place where in a lot of people mock and bully them. They keep on seeking alternative solutions for them to surpass this kind of problem. And that’s the reason why they persevere to study while working, several youth and adult proved it, that they can finish their study independently.

On the other hand, what will be the impact of their work to their academic performance? Are performances of working and non-working students the same? Ardent motivation, spirit, and faith will be emphasizing with this very challenging life being a student. The impact of being a working student to the academic performance are dual, 1st, it depends always on the motivation and behavior of the student towards to their studies. Many of them, when it comes to their school performance they are excellent, for the reason that, they use strategies and methodologies on how to study their lessons in the middle of the hectic and rush schedule. Diligent and being wise in this provocative challenges is so essential. 2nd, some of them becomes lousy when it comes to their studies because they are tired form work and the effect they will get low performance and grades. What makes student busy? Is it about their academic performance? Probably you say yes, but the most rampant issue and the great competitors in student interest nowadays are their works, who makes them busy, bother, restless, tired, and sometimes lousy in school performance.

Being a worker is not a problem, for the reason that this is a source and means of income to everybody. But we have to accept the fact that it is not advisable for a certain student to engage in such work while studying, because the cognitive and psychomotor aspects of the learners will be divided. Here in Davao City most of the students in Colleges even in Universities are working. They force themselves to be in the new trends of survival, study while working. They don’t mind how stressful it is, and can possibly affect their academic performance, because the only thing registered in their mind is the burning desire to achieve what they dream for. This students believe that poverty is not a hindrance to success, they make initiatives and own ways to send themselves in school. The saddest thing in this case is, most of the parents depend on them and they serves as bread winner of their family. Poverty is not a hindrance in achieving things but a factor why students’ work. The core issue why students both work and study is poverty, in the other side of this research we also find out that why students forced to work while studying are their parents, who enable to support them financially because of increased family number.

Fifty students coming from poor families began their summer jobs last Monday, making them part of the very first batch of a summer job program participated in by the City Government. But before they were assigned to different agencies, they were given guidance by officials from the City Government and from Department of Labor and Employment (Dole) during the simple program held at the Dagupan City Museum. Present were City Administrator Vladimir Mata, City Councilor Brian Lim (from whose budget the salaries of the working students will be charged), City Employment Service Officer Melita Malong, and Dole Central Pangasinan Field Officer Reynaldo Catapia and Sylvia Catapia who is in-charge of the Special Program for the Employment of Students (Spes). Field Officer Catapia thanked Mata for responding to the agency’s call to local government units (LGUs) for a tie-up regarding the program’s implementation. Under Republic Act 7323, the Spes specified that 60 percent of the students employed shall be shouldered by the LGU, while the 40 percent will be paid by Dole through education voucher, which will be given after the employment period and after all the required reports from the LGU will be submitted to them.

The original goal is to employ 200 to 500 students this summer to help them out with their tuition fees come June, Mata said. However, this did not push through due to budget constraints. Meanwhile, the young Lim (who is the chief executive officer of the family-owned Magic Group of Companies) encouraged their students to take their summer jobs seriously as it is already an on-the-job training. This can be included later in their resume or bio data as a work experience. The students were detailed at offices where their skills fit based on their college course. Field Officer Catapia told the students to work hard and learn from this experience. Naming the student-beneficiaries as Spes babies, he asked the City Government that same students be employed next year and until they graduate from college. The U.S. Department of Education (1998) found that less than one in five students in 1995-96 whom self identified as students who work, were employed on campus (15%). These were the students who were most likely to be working 15 or fewer hours a week and were most likely to be work-study students.

One study at a somewhat selective urban institution found that a higher rate of persistence was found for students who were employed on campus in the first or second year of college. In addition, these students also reported higher satisfaction with the institution and higher graduation rates (Cermak &Filkins, 2004). There are some studies that would seem to indicate the benefits to students of working on campus. Working on campus seems to have the most positive impact on student performance and satisfaction with college (Astin, 1993; Terenzini, Yaeger, Pascarella, & Nora, 1996). Examining data from the NPSAS: 93 (National Postsecondary Student Aid Study) and the Beginning Postsecondary Study (BPS:90/94) data, researchers at the National Center for Education Statistics (NCES) found that working on campus part time may facilitate social integration (Cuccaro-Alamin& Choy, 1998). This seems to support the findings of earlier researchers who suggested that working off campus is more likely to inhibit social or academic integration (Anderson, 1981; Ehrenberg & Sherman, 1987). Off-campus employments negatively associated with involvement in critical learning experiences including faculty interaction, at least in one study at a southeastern urban university (Furr&Elling, 2000).

Jobs related to a career interest may also have a positive impact on students (Broughton & Otto, 1999; Pascarella&Terenzini, 1991). Pascarella&Staver (1985) found that working on campus in science related areas had a positive influence on science major choices. They suggest that for those science career aspirants, working in a science-related area reinforces their major choice. While it would appear that on-campus work strengthens campus integration and academic engagement, there are relatively few opportunities for on-campus work. Cuccaro-Alamin and Choy (1998 ) found that most working students (91%) worked off-campus. Given that work-study allocations serve approximately1.2 million students out of a total of nearly 15 million undergraduate degree seekers, this would seem consistent (College Board, 2004). A Review of Related Literature (Use the specific indicator discussed here as title) College enrollments have continued on an upward climb for decades, as more and more people recognize the value of a college education, especially the tangible value of the diploma in the market place.

The past few decades have witnessed growing diversity in higher education, but with that diversity we also see dramatic changes in how students are funding their college educations. Adult degree seekers, first generation students, students of color, and students from low-income backgrounds have become a main stay in the growing mix in college today. This new mix challenges the persistent image of the of the “traditional,” direct-from-high school, white, middle-class college student on a residential campus, who may work part time, is dependent on parents, and graduates within four years. In fact this picture represents less than 27% of college students today (Choy 2002). Today’s college students face a complex set of dilemmas about whether Today’s college students face a complex set of dilemmas about whether to attend college, where to attend, how to pay, how much to work, how many jobs to take, how to pay credit card bills and car payments, how to juggle family and children, and how to balance these competing priorities while in school. The amount of time students spend working has been of increasing concern for the educators that serve them and, in some instances, the students themselves. Recent data would indicate that 80% of American undergraduates worked while attending college in 1999-2000 (King, 2003).

This represents an 8% increase over the class less than a decade previously, among whom 72% worked (Cuccaro-Alamin& Choy, 1998). Further, there appears to be a strong body of literature that points to the positive effects of not working versus working while attending college (King, 2002; Pascarella&Terenzini, 1991). Many studies focus on working students, but ask very different questions and measure different outcomes. Researchers have looked at how work affects campus engagement, persistence and graduation, cognitive and social development, development of leadership and social skills, GPA, faculty interaction, and peer interaction. Other studies have looked at financial aid and the relationship with working. Given that many, if not most, students need to work to afford college, it is important for higher education researchers, policy analysts, practitioners, faculty, and administrators to better understand their needs and challenges in trying to balance work, financing, and college.

This brief on working students reviews the literature on issues relating to working students and the challenges for campuses—challenges for student persistence and degree completion. This review is broken into the most common categories with research relating to each category reviewed. After a summary of the literature, we present questions for campus administration and for researchers and information on the federal work-study program. College students have to make a series of choices about whether to go to college, how to fund college, where to live, and whether to work and how much to work. Paulsen and St. John (1997) point to the relationships between these choices and college persistence. Their financial “nexus “framework looks at the influence of costs and various forms of financial aid and working options, highlighting the complex calculus of students’ decisions as they weigh the pros and cons of attending and persisting against an array of funding dilemmas. Some researchers have reported that “the more time a student devotes to employment, the less he or she has for either academic or social activities” (Fjortoft, 1995).

Although this may leave the students with less time, what is the impact on college success? Some studies have looked at the effects of working on social and academic integration—or student engagement. This is an important component in student behavior theory (Bean, 1985; Pascarella & Staver, 1985; Tinto, 1975) that has long been linked with persistence (Kuh, 1995; Pascarella & Terrenzini, 1983). Lundberg (2004) examined a national sample of3, 774 responses to the College Student Experiences Questionnaire (CSEQ) and found that students working more than 20 hours per week reported significantly fewer interactions with faculty and lower quality student relationships with peers. Cheng (2004) examined how work affected the academic and social experience of college students, using a mixed method design, and found “no significant difference between working and non working students in their academic and social experience, though working students’ GPAs are lower than those of the non working.

Some authors have stated that nearly 50% of all full-time students are working enough hours to hinder their academic experience, including grade performance, class schedule, and class choice (King & Bannon, 2002). However the evidence on the affect of working on persistence is somewhat conflicting. Some studies have shown the positive benefits of working on student persistence. King (2002) noted that students from all income groups who worked part time persisted at higher rates than students who did not work at all. Pascarella and Terrenzini (1991) reviewed a number of studies and noted the positive relationship between working and student success. Cheng (2004) questions the college-centric focus on persistence and graduation as the outcome measure, suggesting that it “contributes little to our understanding of work on students’ college experience itself “There appears to be evidence that shows that working does affect the time available for student interaction with faculty and for academics, and that this might inhibit social and academic integration or engagement. But does this impact persistence and, if so, at what point does it influence persistence?

The reason students work may seem self-evident—to pay for college; however, the sense of many administrators seems to be that students are working more hours, and this choice inhibits their college success as it cuts into study time. As the price of higher education continues to increase, the amount of credit card debt is also increasing and this could be contributing to more students working more hours (Pinto, Parente, & Palmer, 2001).Cheng’s focus groups revealed a theme of “constantly searching for meaningful work as well as meaning in their work” (2004, p. 9). Students also expressed a complex attitude developing toward their work, first seeing it as purely economical, and then with growing appreciation for the academic, social, and career advantages of their work. Choy (2002) reported that 26% of students who considered themselves students who worked thought that working helped them with their course work, and 55% thought it helped to prepare them for a career. But Horn and Berthold capture the catch 22 in their report on Under graduates Who Work: “If the amount they work has an adverse effect on their academic performance or impedes their progress toward attaining a degree, then the primary reason for working has been undermined.” (U.S. Department of Education, 1998).

Working is a necessity for most students in higher education today, and this is unlikely to change inthe future. Pascarella and Terenzini (1998) point out “a relatively small number of research universities and elite liberal arts colleges have set the academic and public standard for what most Americans believe higher education is or should be about.” (p. 155-156). The reality outside these illusory walls is that American students are working their way through a more costly college education, and as college has become more accessible for a greater part of the population, colleges have to find strategies to adapt to these realities. Shelton et al. (1995) comment that “retention is a joint effort between the student and the institutions,” and the reality of working students is an opportunity for colleges to show innovation and leadership. King (2002) and others have pointed out that institutions may want to think about their discourse with students on the choices they must make.

It is a complex calculus of work + borrowing + working full or part time+ attending full time or part time and compensating for the work penalty . and there is little in the life of the young adult to prepare him or her for this kind of cost-benefit analysis. As the nexus of knowledge and learning, perhaps crafting messages about balancing financing strategies and priorities and weaving these into first-year experiences or orientation sessions would help students make good decisions that will help them achieve their goals. Colleges may want to think about strengthening and expanding on-campus work opportunities. A collaborative partnership between career services, human resources, and the institutional research office at IUPUI is looking at ways to develop on-campus working opportunities for more students and is working with academic and entrepreneurial organizations on campus on the benefits of hiring student employees.

One Florida urban university strategized on creating 150 on-campus positions to provide, more on-campus employment opportunities in an effort to increase retention. Other colleges have built strong research/work programs to help provide major-related employment for their undergraduates. Helping inform students of the benefits of working, but within the limits known to be beneficial to student success, and helping students meet their educational goals should be the objective. Integrating this with messages of time management and financial choices is the challenge. (Tina Tuttle, with Jeff McKinney & Melanie Rago 2005) wrong citation format! Theoretical and Conceptual Framework

This study was anchored by the theory of (King, 2002) Lower-income students, and to some extent, middle-income students have some unmet financial need that also contributes to their need (or perceived need) to work. After the expected family contribution, when all forms of awarded aid are subtracted from the students’ budget, the difference is “unmet need.” King also found that low-income students at community colleges were much less likely to apply for financial aid. It was supported by another author Pascarella and Terrenzini (1991) reviewed a number of studies and noted the positive relationship between working and student success. Figure 1: Conceptual Frame Work of the Study

Independent variable Dependent variable
Profile of Working students * Working schedule * Working hours * Salary | | Academic performance * Class Participation * Grades | Significance of the Study

This study is significant in determining the relationship of Working Students and Academic Performances to the students of Panabo City National High School. Specifically, the findings will benefit the following: To the teachers. This proposed study about the working student will give a deeper understanding to the teachers who are obviously manipulating and too much demanding about the student who are pressured working just to support their studies and maintain their grades if they are scholar in a certain institutions or some organizations just like compassion’s or some benefactors etc. They are one of the beneficiaries in this research in the said that they will be having deeper considerations but to expect that their students who are working will aim a grade more than their expectation. Teachers will be having a good background about the student who are working and they will going to evaluate themselves of what they are going to do with this kind of situations, that maybe every teachers will voluntarily support if they saw some student who cannot stand anymore about this big challenge that they have in life.

To the parents. This proposed study will enlighten the mind of every parents if they read some portions of this research, they will be giving an extended concerns about their sons and daughters, and strive more to find the needed support which is more than enough the need of their son and daughter. They will extend much compassion and might do something about the problem of their student, just to educate themselves even they will be having a moment by moment hard time experiences in life. Parents will really do something about this matter if they just know how hard to be a working student.

DepEd. This proposed study will provide the much needed information about the student who is working. This study provoked the DepEd to give some special reward about those student who received some highest honors during their graduation, it also give a good background to the student and the DepEd will no longer find a hard time to find some qualified teachers to teach in the public schools, because they themselves proved that those working student will really do their best just to educate their student in the future if they are already graduates.

To the students. This proposed study will give some inspiration to the student to strive hard as they can, because of this research. It provides rich ideas how to balance your time as well as being an excellent in academic subjects. This research gives an extraordinary perceptions and views about themselves that they can also if they are working students. It also maintains the student’s perseverance and motivations due to some facts and information that they will know about this proposed study. Definitions of terms

Working student – A persons that had been centered of this research. Academic Performance- A things that we hope to know if the grades are affected when the students are working. Panabo National High School – A school where the respondents are studying. Chapter II

METHOD
This chapter gives the description of the research method to be used, the procedure of the study which included the sampling technique, the research instrument and the statistics to be used in the analysis of data. Research Design

The research design that was used in this study is the survey design. This method involves collecting information from a larger number of cases, perhaps using questionnaires; it is usually described as a survey. A survey might make use of already available data, collected for another purpose. It may be cross-sectional (data collected at one time) or longitudinal (collected over a period of time). Because of the larger number of cases, a survey will generally involve some quantitative analysis. This type of research attempts to describe and explain conditions of the present by using many subjects and questionnaires to fully describe a phenomenon (Carroll, 2008). This research design is appropriate for this study to describe the profile of the Working Students and Academic Performance of the Night Shift High School Students in Panabo National High School. Research Subjects

This part is a discussion of the research location, data gathering, and respondents. Sizes and selections of sampling should be a representative of the population. The investigation will be conducted to determine the profile of the Working Students and Academic Performance of the Night Shift high school students at Panabo National High School on the Year 2012-2013, these subjects are the whole High School Night Shift Students in Panabo City National High School. The questionnaire on Working Students and Academic Performance was directed to every High School Night Shift of Panabo National High School, so as to find the level satisfaction and performance among these respondents. Research Instrument

Two sets of questionnaires shall be used in gathering the data from the respondents. The first instrument is a validated questionnaire for Working Students and the other one is for Academic Performance. The development of these questionnaires involved various materials such as, the internet, articles, books and magazines. Working Students Description Interpretation

4.50 – 5.00 Always Never fail to practice the
Indicated activity.
3.50 – 4.49 Oftentimes Practices activity describes often. 2.50 – 3.49 Sometimes Perform the indicated activity
Moderately.
1.50 – 2.49 Seldom Performs the activity on minimal
Occasions.
1.00 – 1.49 Never Does not practice or perform the
item describe.
The following scale shall be used by the researcher in determining the Profile of the Working Students among high school night shift students of Panabo City, National High School. For the scale of 4.50 – 5.00 a description of A or Always is given which means never fail to practice the indicated activity, for 3.50 – 4.49, a description of O or Oftentimes is given which means practices activity describes often, for the scale of 2.50 – 3.49, a description of SO or Sometimes is given which is interpreted as perform the indicated activity moderately, for the scale of 1.50 – 2.49, a description of SE or Seldom is given which means that performs the activity on minimal occasions, and for the scale of 1.00 – 1.49 a description of N or Never is given which means that does not practice or perform the item describe. Data Gathering Procedure

The steps followed in conducting the study were 1.) Asking permission to conduct the study; 2.) Selection of respondents and sampling method; 3.) Construction and Validation of Research instruments;4.) Administration of research instrument, and 5.) Data treatment. Asking permission to conduct the study. Permission to conduct the study will be sought from Mr. Emilio A. Cañete, Curriculum Head Coordinator of Night Shift of Panabo City National High School, through a formal communication. Administration of the Research Instrument. The researcher shall go personally to the High School Night Shift Students and distribute the questionnaires to the respondents. Statistical Treatment of Data. The data gathered shall be analyzed and interpreted using the appropriate statistical treatment as follow: Mean. It shall be used to determine the level of effectiveness of the school facilities. Percentile. This shall be used to determine the relevancy of the respondents. T-test for independent groups. This shall be used to determine the significance of the relationship between working students and academic performance of the students when analysed on their responses. Chapter III

Presentation and Analysis of Findings
Data on Working Students and Academic Performance of the respondents are presented and analyzed in this chapter. A sequenced discussion in this study is desired, thus, all the indicators of each variable are specifically presented, analyzed and interpreted to satisfy the problems stated in Chapter 1. Working Students and their Academic Performance

One concern of the present investigation is to determine the students’ academic performance while they are working, how more they are able to learn and how motivated they are in coming to school even if they are working just to support their studies and to earn extra income. Working Schedule. The average for the time schedule that is not hindrance in schooling is 2.9 or sometimes, 2.8 or sometimes for finding hard time to adjust working schedule; 2.9 or sometimes for work beyond schedule and 2.4 or seldom for schedule that conflicts studies. Table 2

Working Students to the Selected Students of Panabo National High School Working Schedule | Ave. | QualitativeDescription |
1. My time schedule is not hindrance in my schooling. 2. I find a hard time to adjust my working schedule. 3. I work beyond my schedule. 4. My schedule conflicts my studies. | 2.9..2.82.9.2.4 | .Sometimes .Sometimes. Sometimes Seldom | Working hour | | |

5. I can’t able to attend school activities 6. My long working hour made me lousy inside the class. 7. I spend a lot of time in my work | 32.43.0. | SometimesSeldomSometimes. | Salary | | |
8. I earn high salary. 9. My salary is enough to cater my needs. 10. I am satisfied with my salary. | .2.52.72.6 | SometimesSometimesSometimes. | Analysis of the data shows that the respondents are occasionally have working schedule conflict to their studies. This means that their study is not their first priority. Data analysis also shows that the respondents occasionally find hard to adjust their working schedule. This means students every now and then go to the school, and occasionally they cannot go. Data analysis also shows that respondents are now and then worked beyond their schedule. This implies that they are not actively involved in school activities. Further, data shows that the responses of the respondents in most of the items under consistency are of sometimes level. This means that the Night shift High School Students of Panabo City National High School is now and again had conflict to between their work and studies. Working Hour. The average of the students that can’t attend school activities are 3 or sometimes;

2.4 or seldom for long working hour made the student lousy inside the class and 3.0 or sometimes for spending overtime for work. Data show that the respondents are sometimes attended school activity. It means that the students are not regular on their participation to the school activities. Data shows that the respondents are seldom for long working hour that made the student lousy inside the class these means that even if they are working still they participate to the school activity occasionally. Data shows that the respondents are sometimes spending overtime for work. These means that they really need money to support their studies. Salary. The responses on this indicator include an average score of 2.5 sometimes for earning high salary; 2.7 or sometimes for the salary that is enough to cater their needs; and the average of 2.6 or sometimes for the indicator that they are satisfied with their salaries. Data analysis shows that the response of the respondents for earning high salary was sometimes.

This means that the respondent’s salary is not too high and not too low. Data analysis shows that the response of the respondents for the salary that is sufficient to cater needs was sometimes. This further means that respondents have an average salary. Data analysis shows that the respondents were at times satisfied with their salaries. This means that the students long for more salary increase to support to their studies. The overall average for the working schedule indicator is 2.8 or sometimes level. This means that the respondents are contented to be in a working field occasionally. This implies that schooling is not their primary concern. The overall average for the working hour indicator is 3 or sometimes level. These means that the respondent struggle to balance their work and studies. The overall average for the salary is 2.6 or sometimes level. These means that the respondent struggle to budget their salary for food and for schooling. .Table 3

Summary of Respondents for the Working Students
Indicators | Mean | Description Equivalent |
Working schedule | 2.8 | Sometimes |
Working hour | 3 | Sometimes |
Salary | 2.6 | Sometimes |
Overall | 2.8 | Sometimes |
The grand average for the working student respondents is 2.8 with the descriptive equivalent of sometimes. This means that respondents are sometimes working student. These findings due to the average mean value for all indicators, which result to a sometimes overall mean score. This implies that the working students really try to continue to be balance their schooling and their work. Academic Performance of the Students at Panabo City National High School. Another concern of this study is the academic performances of the respondents which are measured through class participation and grades. Data are found in Table 4. Class Participation.

Responses of the respondents indicate 3 or sometimes level for involving such outdoor and indoor ativity; 4 or oftentimes doing project appropriately; 3.2 or sometimes engaging themselves in school activities; 3.1 or sometimes for participating class discussion; and 3.1 or sometimes for difficulty in attending school activity. Table 4

Level of Academic Performances of the students of Panabo National High School Class Participation | Mean | QualitativeDescription |
1. I involved myself in such indoors and outdoors academic competitions. 2. I do my project appropriately. 3. I engaged myself in school activities. 4. I participate in class discussion. 5. I find it difficult to attend school activities. | 343.23.13.1 | SometimesOftentimesSometimesSometimesSometimes | Grades | | |

1. I get high grades. 2. I aim good grades. 3. My maintaining grades are all decreased. 4. I study hard to get the target grade. 6. I find it difficult to maintain my grades | 3.13.333.33 | Sometimes Sometimes SometimesSometimesSometimes | Data analysis shows that the respondents have occasional level of involving themselves of such outdoor and indoor academic competition. It means that the respondents are moderately participated in the performed activity. Data analysis shows that the respondents have oftentimes level of doing project appropriately. It means that the respondents performed the indicated activity often. Data analysis also shows that the respondents have occasional level of engaging themselves in school activity. It means that the respondents from time to time involve into school activity and from time to time not participating. Data analysis also shows that the respondents have occasional level of participating class discussion. It means that the respondents performed the indicated activity moderately. Data analysis also shows that the respondents have occasional level of difficulty attending school activities.

It means that the respondents performed the indicated activity moderately. Grades. Responses of the respondents indicate 3.1 or sometimes level for getting high grades; 3.3 or sometimes for aiming good grades; 3 or sometimes for maintaining grades that are all decreased; 3.3 or sometimes for study hard to get the target grades; and 3 or sometimes for difficult to maintain good grades. Data analysis shows that the respondents have occasional level of getting high grades during the class. It means that the respondents perform the indicated activity moderately. Data analysis shows that the respondents aim good grades occasionally inside the class. It means that the respondents performed the indicated activity moderately. Data analysis also shows that the respondents have occasional level of maintaining grades were all decreased. It means that the respondents occasionally involve into class discussion and at times not participating. Data analysis also shows that the respondents from every now and then find difficulties in maintaining grades. This further implies that the respondents are performed the indicated activity moderately. The total mean score for class participation is 3 which means sometimes; 3.1 for the grades which means sometimes. Table 5

Summary of Respondents for the Academic Performance
Indicators | Mean | Description Equivalent |
Class Participation | 3 | Sometimes |
Grades | 3.1 | Sometimes |
Overall | 3.05 | Sometimes |
On the whole, the mean value is 3.05 or sometimes. This means that the respondents are occasionally disturbed by their work while studying. Since their academic performance is sometimes, which means half of them struggle in their schooling because of their work or they just performed the indicated activity moderately. Their grades is sometimes decreased, for the reason that they can’t able to concentrate on it. This implies that Panabo National High School night shift students don’t fully give their attention in their studies. .This further implies that the students are occasionally effective in doing their responsibilities as student of Panabo National High School. Table 6

Significance of the Relationship between the Working Students and Academic Performance at Panabo National High School Academicperformance | Working students | Decision On Ho |
| Workingsched | Working hour | Salary | Over all | |
grade | -0.05709 | 0.106725 | 0.0174 | 0.01074 | ACCEPTED |
Class participation | -0.04099 | 0.190356 | 0.18212 | 0.11049 | REJECTED | |
-0.04904 | 0.148541 | 0.08235 | 0.06062 | REJECTED |
r 0.05= 0.091 * significant
0.06062 =moderate correlation

Significance of the Relationship between the Working Students and Academic Performance Presented in Table 6 is the significance of the relationship between the working students and academic performance of Panabo National High School. The working schedule of the students is correlated to their academic performance and the r computed value of – 0.04904 is greater than the tabular value of 0.091. When correlated to grade and class participation the r computed values are -0.05709 and -0.04099 respectively. The result is significant. This means that there is relationship between the working schedule of the students and their academic performance. This means that the longer the working schedule of the students, the lower is their academic performance in the area of grades.

Working hour as indicator is correlated to the indicators of academic performance and the r computed value of 0.148541 is greater than the tabular value of 0.09. When correlated to grade and class participation the r computed values are 0.106725 and for class participation 0.190356 respectively. Salary as indicator is correlated to academic performance and the r computed value of 0.08235 is greater than the tabular value of 0.091. When correlated to grade and class participation the computed tabular values are 0.0174 and 0.18212. The overall r computed value along this indicator is 0.06062 which is greater than the tabular value of 0.091. The result is significant and the null hypothesis is rejected. This means that the working student has a moderate correlation to the academic performance. Chapter 4

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
In this chapter, the researcher presents the summary, conclusions and recommendations. Summary
The main focus of the study was to determine the relationship between working students and academic performance of Panabo National High School. Specifically, it sought answers to the following questions: 1. What is the level of working students of Panabo National High School in terms of: 1.1 Working schedule

1.2 Working hour
1.3 Salary
2. What is the level of academic performance of Panabo National High School in terms of: 2.1 Class participation
2.2 Grade
3. Is there significant relationship between Working Students and Academic Performance of Panabo National High School? The null hypothesis was formulated and tested at .05 level of significance that there is a significant relationship between working students and academic performance of Panabo National High School. Descriptive correlation was used in the study. There were 105 respondents of Panabo National High .Mean and Pearson Product Moment Correlation were the statistical tools used in the study. The findings of the study are summarized as follows:

1. The level of working students of Panabo National High School with the mean score of 2.8 or sometimes. They sometimes have difficulties on Working schedule 2.8;sometimes on working hour 3 and sometimes on salary 2.6. 2. The level of academic performance of Panabo National high school was sometimes with the mean score of 3.05. They performed sometimes level in Class Participation 3; and grade 3.1 3. There was a significant relationship between working students and academic performance or Panabo National High School as revealed in the r computed value of 0.06 which is greater than the tabular value of 0.091. The result is significant and therefore the null hypothesis is rejected. Do not use the Qualitative Description itself to interpret the results, use a thesaurus and be resourceful in finding the appropriate synonyms Conclusions

Based on the findings, the following conclusions are drawn:
1. The level of working students of Panabo National High School has a correlation at their academic performance. 2. There was a significant relationship between the working students and academic performance of Panabo National High School. Recommendations

Based on the findings and conclusions, the following are the recommendations: 1. DepEd officials should design a program that would strengthen the level of academic performance and success in core subject. 2. School heads should enhance and improve the possible program of teaching that will consider ways to increase the level of academic performance by adopting the proposed program. 3. The teachers should opened the new trends of instruction accrue to the student that even if the students are working they can still cope up to their studies. 4. A further study on the title to discover other factors that affect these variables to attain quality education. Significance of the Relationship between the working students and academic performance Presented in Table 6 is the significance of the relationship between the working students and academic performance of Panabo National High School.

The working schedule of the students is correlated to their academic performance and the r computed value of – 0.04904 is greater than the tabular value of 0.091. When correlated to grade and class participation the r computed values are -0.05709 and -0.04099 respectively. The result is significant. This means that there is relationship between the working schedule of the students and their academic performance. This means that the longer the working schedule of the students, the lower is their academic performance in the area of grades. Working hour as indicator is correlated to the indicators of academic performance and the r computed value of 0.148541 is greater than the tabular value of 0.09. When correlated to grade and class participation the r computed values are 0.106725 and for class participation 0.190356 respectively. Salary as indicator is correlated to academic performance and the r computed value of 0.08235 is greater than the tabular value of 0.091. When correlated to grade and class participation the computed tabular values are 0.0174 and 0.18212. The overall r computed value along this indicator is 0.06062 which is greater than the tabular value of 0.091. The result is significant and the null hypothesis is rejected. This means that the working student has a moderate correlation to the academic performance.

REFFERENCES

Astin, A. W. (1985).The changing American college student. The Review of Higher Education, 21(2), 115-135. Astin, A. W. (1998). The changing American college student: The thirty-year trends 1966-1996. The Review ofHigher Education, 21(2)115-135. Bean, J. P., & Metzner, B. S. (1985, Winter). A conceptual model of nontraditional undergraduate studentattrition. Review of
Educational Research,55 485-540. Bosworth, B., & Choitz, V. (2002). Held back: How student aid programs fail working adults. Belmont, MA:FutureWorks. Date accessed 10/5/04: http://www.futureworks-web.com/images/held_back_report.pdf Burd, S. (2003). Too much work? Community colleges want Congress to ease a penalty that cuts aid to working students. Chronicle of Higher Education. 49, p. 3.

Broughton, E. A., & Otto, S. K. (1999). On-campus student employment: Intentional learning outcomes. Journal of College Student Development, 40, 87-88.
Carnevale, A. P., & Desrochers, D. M. (2004). Benefits and barriers to college for low-income adults. In B. Cook & J. E. King (Eds.), Low-income adults in profile: Improving lives through higher education (pp. 31-45). Washington, DC: American Council on Education.

Carroll, C.D. & Chan-Kopka T.L. (1988). College Students who work: 1980-1984 analysis findings from high school and beyond (NCES Report No. CS 87-413). Washington, DC: U.S. Government Printing Office. (ERIC Document Reproduction Service Number ED 297 680).

Cermak, K., & Filkins, J. (2004). On-campus employment as a factor of student retention and graduation. Report for Academic Affairs and OIPR, University of DePaul, Chicago. Cheng, D. X. (2004). To Work or Not to Work: The impact of work on students’ college experience. Paper Presented at the Association for Institutional Research Annual Forum . Choy, S. P. (2002). Findings from the Condition of Education 2002: Nontraditional undergraduates. Washington, DC: U. S. Department of Education, National Center for Education Statistics. College Board. (2004). Trends in Student Aid 2004. New York: College Board. www.collegeboard.com Cuccaro-Alamin, S. , & Choy, S. P. (1998). Postsecondary financing strategies: How undergraduates combine work, borrowing, and attendance. Washington, DC: Department of Education, National Cen

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