PROBLEMS MET BY WORKING STUDENTS UPON COPING WITH THEIR ACADEMIC TASKS WESTERN MINDANAO STATE...

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PROBLEMS MET BY WORKING STUDENTS

UPON COPING WITH THEIR

ACADEMIC TASKS

WESTERN MINDANAO STATE UNIVERSITY IPIL EXTERNAL STUDIES UNIT

A thesis

presented to

the Faculty Committee of the College of Education


In partial fulfillment

of the requirements for the degree

Bachelor in Elementary Education Major in General Education

by

Lowell Jason Garcines Retino Shielou Marie Sabandal Aperdo

Marjorie Pacilan Guarin Maricar Cabilona Montiel Nelvin Bandoja Gutierrez

27 October 2013

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DEDICATION

Â\ Åtç ÇÉà ux à{xÜx çxà?

uâà \ËÅ vÄÉáxÜ à{tÇ \ ãtá çxáàxÜwtçÊ

This work is wholeheartedly dedicated to

our God,

for being our savior and friend, apart from you we are nothing.

We want to lift up everything to you, your will be done into our life.

to our Families

for all those years, for the love, prayer, support and for being a

blessing, we are what we are now because you mold, guide, and

allow us.

to our families, friends, classmates, and teachers

for bringing joyous, blissful moments into our life, for providing us

the support and prayers.

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CERTIFICATE OF COMMITTEE APPROVAL

In partial fulfillment of the requirements for the degree of Bachelor in

Elementary Education Major in General Education, this thesis entitled “Problems

met by working students upon coping up their academic tasks,” has

been prepared and submitted by Lowell Jason Garcines Retino, Shielou

Marie Sabandal Aperdo, Marjorie Pacilan Guarin, Maricar Cabilona

Montiel, and Nelvin Bandoja Gutierrez is recommended for Oral

Examination.

FROILAN M. MEÑEZ Thesis Advisor JESSICA E. CRUZ Critic Reader Approved by the Examining Committee with the grade of Passed.

MANUEL P. VEGARE, Ed. D.

(Committee Chair)

ROGER D. RAMBUYONG JERRY C. BOKINGKITO (Committee Member) (Committee Member) Date of Oral Examination:

October 26, 2013

Accepted in Partial Fulfillment of the Requirements for the Degree of:

Bachelor in Elementary Education Major in General Education

BEVERLY LUCEǸO MIǸOZA, DM

Unit Coordinator Western Mindanao State University Ipil External Studies Unit

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PROBLEMS MET BY WORKING STUDENTS

IN COPING WITH THEIR

ACADEMIC TASKS

Lowell Jason Garcines Retino, Shielou Marie Sabandal Aperdo, Marjorie Pacilan Guarin, Maricar Cabilona Montiel, Nelvin Bandoja Gutierrez

ABSTRACT

The purpose of this study was to determine the problems met by

working students upon coping with their academic tasks and the significant

difference in the degree of seriousness of the problem met between male and

female. The result of this study will provide further knowledge and

understanding not only to the working students of Western Mindanao State

University Ipil External Studies Unit but to all students and teachers as well.

Furthermore, this will provide an insight on the proper management of time.

Moreover, this study will hopefully remind working students on how to deal on

their studies and daily activities or work. In addition, this study is significant for

us researchers and other individuals because it will furnish necessary information

on how working students cope with their academic engaged tasks. And to

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researchers where the results of this study will serve as a future reference for

those individual who wish to conduct studies regarding time management of

working students.

This study used a descriptive-survey and descriptive-evaluative

type of research design in determining the relationship between gender towards

the problems met. The independent variable of this study is gender and the

dependent variable is the problems met which were measured using a

questionnaire checklist which had corresponding choices of 4 – serious problem;

3 – moderate problem; 2 – minor problem; and 1 – not at all a problem.

The study yielded the following findings: This study found out that among

all the problems presented, between male and female, there are two common

problems that they considered moderate as to the degree of seriousness of the

problem. Such as: “When I got tired because of my job/work (home/store, etc.),

I’m not going to make or do my assignments/projects in school.’’ And, ‘‘It’s

difficult for me to balance or adjust my time in my study and time of my

work/job’’.

And the chi-square computed value on the significant difference as to the

degree of seriousness of the problem met between male and female was 1.223

which is lesser than the chi-square critical value at alpha .05 which is 7.715.

Which showed, that there is no significant difference as to the degree of

seriousness of the problems met between male and female.

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Based on the results of the study, the following recommendations are:

Since the respondents express that they got tired of their work and have

difficulty in balancing their time in study and work/job, it is recommended

that every working student must have a proper time-plan-table, to plan

every tasks or duties assigned to them with corresponding time frame and

set what are the priorities that need to be done first, in order to avoid

conflicts with the other succeeding tasks.

The time-plan-table must be flexible enough to be stretched in

times that conflicts of schedules or worst-case scenarios arise.

The school should give immediate attention in giving instructions to

every faculty member informing them that every working student that is

under with them, they should give special consideration in the date-line of

passing projects and fulfilling requirements, this will help working students

to have an extension to finish the set requirements by the teacher. Minor

school activities also, such as programs, culminations, etc. should not be

obliged and required for the working students to attend. And lastly, in

terms of paying financial obligations, the school should be again flexible

enough to give reconsideration to working students, noting that these

working students experienced financial constraint especially those who

work in stores.

The benefactors should show their full support to the students who

are working with them, especially in times of fulfilling requirements and

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schedule of examinations, they should always give special privilege, the

time, for their working students to study, finish, and do all the necessary

things.

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ACKNOWLEDGEMENTS

The researchers feel very grateful and would like to express our profound

gratitude to the following persons, without those help and assistance this paper

has not been possible:

Dr. Beverly M. Minoza, Unit Coordinator of Western Mindanao State

University External Studies Unit Ipil for her approval of the conduct of the study;

Dr. Manuel P. Vegare, Chairman of the Oral Examination Committee for

constructive suggestions and sharing valuable comments and insights in the

completion of this manuscript;

Our beloved instructor Froilan M. Meñez, for the useful comment,

remarks, engagement and continuous support for the learning process of this

thesis, for his patience, motivation, enthusiasm, and immense knowledge

especially in correcting our thesis via electronic mail. His guidance helped us in

all the time of research and doing of this thesis. We could not imagine having a

better advisor and mentor for our thesis.

To the respondents of the study, the Bachelor in Elementary Education,

Secondary Education, Bachelor of Science in Computer Science and Accountancy

workings students of Western Mindanao State University External Studies Unit

Ipil for sharing their valuable time and cooperation in giving support to this study

for without them no data will be analyzed and interpreted.

To the Western Mindanao State University Ipil External Studies Unit family

who showed no less than great assistance and great support to finish this study.

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To our ever respective and supportive families who supported us morally

and financially which led to the success of this pursuit of knowledge.

To the researchers’ classmates, schoolmates, friends and colleagues who

in one way or another showed and imparted their priceless time and presence in

crafting this research.

Above all, the Almighty Father for the strength, wisdom, love, peace, joy

and perseverance.

LJGR

SMSA

MPG

MCM

NBG

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TABLE OF CONTENTS

CHAPTER PAGE

I. INTRODUCTION

Background of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Statement of the Problem . . . . . . .. . . . . . . . . . . . . . . . . . . . 2

Significance of the Study . . . . . . . . . . . . . . . . . . . . ... . . . . . 3

Scope and Delimitation of the Study . . . . . . . . . . . . . . . . . . 3

CHAPTER

II. THEORETICAL AND CONCEPTUAL FRAMEWORK

Related Literature . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . 4

Related Studies . . . . . . . . . . . . . . . . . . . . . . ... . . . . . . . . . 5

Theoretical Framework . . . . . . . . . . . . . . . . . . .. . . . . . . . . .7

Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Hypotheses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Operational Definition of Variables and Other Terms . . . . . . . 8

CHAPTER

III. RESEARCH METHODOLOGY

Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Research Locale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Respondents of the Study . . . . . . . . . . . .. . . . . . . . . . . . . . 11

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Sample and Sampling Procedure . . . . . . . . . . . . . . . . . . . .11

Research Instrument . . . . . . . . . . .. . . . . . .. . . . . . . . . . .. 11

Data Gathering Procedure . . . . . . . . . . . . . . . . . . . . . . . . . .12

Validity of the Instrument . . . . . . . . . . . . . . . . . . . . . . . . . .12

Statistical Treatment . . . . . . . . . .. . . . . . . . . . . . . . . . . . . 12

CHAPTER

IV. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Statement Number One . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Statement Number Two . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

CHAPTER

V. SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Hypotheses . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . 20

Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . 21

Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

BIBLIOGRAPHY. .. . . . . . . . . . . . . . . .. . . . . . . . . . . .. . . . . 23

APPENDICES

Appendix A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Appendix B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

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LISTS OF TABLES

Tables Page

4.1 Male Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . 14

4.2 Female Respondents .. . . . . . . . . . . . . . . . . . . . . . . . 15

4.3 Male and Female Respondents . . . . . . . . . . . . . . . . . . .18

4.4 Data in the Chi-Square Computation . . . . . . . . . .. . . . .19

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LIST OF FIGURE

Figure Page

2.1 Conceptual Framework . . . . . . . . . . . . . . .. . . . 8

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CHAPTER I

INTRODUCTION

Background of the Study

Working is now a fundamental responsibility for many undergraduates.

But understanding how it affects students’ educational experiences is

complicated by why students work. Many students must work to pay the cost of

attending college.

Many students in Western Mindanao State University Ipil External Studies

Unit are working while studying. There are 121 working students in the said

campus and some students are more likely to work than they are to live on

campus, to study full time or to apply for or receive financial aid. Students work

regardless of the type of institution they attend, their age or family

responsibilities, or even their family income or educational and living expenses.

Most working students face many challenges in their busy everyday lives. They

encounter problems upon coping with their academic engaged time.

Studying a specific course in college is not only about paying the fees

rather the most important things here are the time and effort spent. Money,

time and effort are the most precious things in one’s life and once it is used or

spent, it’s hard to gain again or worst you may never have it at all. So the time

these are wasted for nothing, for sure the blame for this mistake will be felt

truly. When looking at the profile of those students who are working and at the

same time is studying, you would notice that they never dare wasting their time.

For them, every second counts. Student jobs have become a sort of trend among

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students around the world, who want to work while they are studying. In short,

the trend 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 what are the possible

problems met by working students in Western Mindanao State University Ipil

External Studies Unit. The primary objective of the study is for working students

to overcome conflict between their corresponding academic tasks and required

working hours as against their studies. In addition this study aims to provide

encouragement and motivation to all students especially those who are

financially distressed to pursue their 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.

Statement of the Problem

This study aimed to determine the problems met by working students in

coping with their academic tasks. Specifically, this study sought to answer the

following questions:

1. What are the problems met by the working students upon coping up with

their academic tasks?

2. Is there a significant difference in the degree of seriousness of the

problem met between male and female working students?

3

Significance of the Study

This study is significant in determining the problems met by working

students in coping with their academic engaged tasks.

The result of this study will provide further knowledge and understanding

not only to the working students of Western Mindanao State University Ipil

External Studies Unit but to all students and teachers as well. Furthermore, this

will provide an insight on the proper time management.

Moreover, this study will hopefully remind working students on how to

deal with their studies and daily activities or work.

In addition, this study is significant for us researchers and other

individuals because it will furnish necessary information on how working students

cope with their academic engaged tasks.

And finally to future researchers where the results of this study will serve

as a future reference for those individual who wish to conduct studies regarding

time management of working students.

Scope and Delimitation of the Study

This study focused on determining the problems met by working students

upon coping with their academic tasks. Furthermore, this would also determine

the priorities, financial stability, and time management of working students.

The respondents of this study were the selected working students of

Western Mindanao State University Ipil External Studies Unit, First Semester

School Year 2013-2014.

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CHAPTER II

THEORETICAL AND CONCEPTUAL FRAMEWORK

This chapter embraces some related literature and studies of some

authors and researchers in the problem related to the present study.

Related Literature

According to (professionals.collegeboard.com) although students who

work have an obligation to fulfill their academic responsibilities, colleges and

universities also have a responsibility to ensure that all students—including those

who work—can be successful.

John B. Boshoven, counselor for continuing education at Community High

School in Michigan stated that “College costs are high, and young adults also

want the amenities that extra money brings,". However, he warns, "school is my

students' full-time job."

Helping your students decide whether to work during high school is an

important discussion that can have repercussions on their success in high school

and beyond.

For some students, especially those in traditionally underserved

populations, taking a job is not a matter of choice, but necessity. They need to

work to save for college or even to supplement family income. Counselors should

help students who have a real need to work improve time-management

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skills and seek employment that helps their educational goals. His studies

show that students who work are more confident and possess better time-

management skills than students who are not employed. In addition to offering a

paycheck, some independence and satisfaction, a part-time job can provide both

training and experience. Working teaches students about responsibility

and can also reinforce what they are learning in school." Admission

representatives want to find candidates who demonstrate maturity,

responsibility, independence and initiative — and good workers certainly

demonstrate those important character traits," Boshoven says. "Employers can

write excellent recommendation letters for the students who have worked for

them."

On the other hand, experts agree that students who work more than

15 to 20 hours per week often experience decreased school success,

which can lead to dropping out entirely. Working long hours can also limit

opportunities to build friendships and explore interests that enhance intellectual

and emotional development. The major point that students should keep in mind

is the importance of balance. College and career counselor at Wheaton

Academy in Illinois, explains, "We want our students to establish . . . a healthy

balance in life . . . and work to maintain it throughout their lives."

If working will interfere with completing schoolwork, participating in

extracurricular activities, spending time with family and friends or getting enough

rest, it may not be a wise decision.

Related Studies

Cuccaro-Alamin & Choy, (1998) made a study on the problems met by

working student. His finding reveals that 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

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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.

Moreover, Choy (2002) made a study and his findings revealed that

“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 marketplace. 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 mainstay 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. On the other hand, he agree that students who work more than

15 to 20 hours per week often experience decreased school success, which can

lead to dropping out entirely. Working long hours can also limit opportunities to

build friendships and explore interests that enhance intellectual and emotional

development.

According to the National Center for Education Statistics, 79 percent of

undergraduates in 2007-2008 worked while they were enrolled. When it comes

to having a college job, perhaps the most important thing to keep in mind is not

necessarily where you'll work in college—but how much.

Research shows that "students who work a modest number of hours per

week (10 to 15 hours), on campus, are more likely than other students—even

students who do not work at all—to persist and earn degrees," notes Professor

Laura Perna of the University of Pennsylvania's Graduate School of Education.

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But what exactly should students look for in a college job? While some

jobs can offer the obvious benefits, such as extra income and a better college

experience, others can offer perks that extend well past graduation.

Debbie Kaylor (2000), director of the Boise State University Career Center,

found out that one of the best things a college job provides is "an opportunity to

develop professional skills that employers will be expecting upon graduation.

When employers recruit new college grads, they are not only looking for a major,

but they are looking for a skillset."

According to Rob Sabo | January 15, 2011, balancing work and school is

no easy task, especially for full-time students who work more than 25 hours a

week. Juggling academic demands and a busy work week takes more than

dedication and determination. Careful planning can help you avoid overloading

your academic and work schedules, which can lead to poor performance and less

favorable grades. Avoiding outside distractions during study time can also help

keep you focused on your academic work.

Theoretical Framework

This study was anchored on the theory formulated by Watson (2003)

which states that most of the problems met by the working students at New York

State University were; financial problem, time management, difficulty in

managing work assignments, absences due to heavy work assignment, difficulty

in studying lesson, and no more time for self-welfare.

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Conceptual Framework

Figure 1

Independent Variable Dependent Variable

Figure 1. The Conceptual Framework. This is a schematic diagram showing the

relationship between the independent variable which is the Gender and

dependent variable which is the Problems Met.

Hypotheses

1. There is no significant difference as to the degree of seriousness of the

problems met by the respondents as they are group according to gender.

Operational Definition of Variables and other Terms

Gender- refers to the male and female or the sex of the respondents.

Working student – a male and female student who work on household, store,

office, etc. to sustain and send themselves to study.

Gender Problems Met

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Workloads - The amount of work assigned to or expected from a worker in a

specified time period. While a precise definition of a workload is elusive; a

commonly accepted definition is the hypothetical relationship between a group

and individual human operator and task demands.

Financial Status - The net worth of a person or business. Also referred to as

financial condition, financial status is the status of a person's or an organization's

liabilities, assets and equity. It is most used to determined borrowing

qualification.

Time management-is the act or process of planning and exercising conscious

control over the amount of time spent on specific activities, especially to increase

effectiveness, efficiency or productivity. Time management may be aided by a

range of skills, tools, and techniques used to manage time when accomplishing

specific tasks, projects and goals complying with a due date. Initially, time

management referred to just business or work activities, but eventually the term

broadened to include personal activities as well. A time management system is a

designed combination of processes, tools, techniques, and methods. Usually time

management is a necessity in any project development as it determines the

project completion time and scope.

Working Hours- part of day when people work: the part of the day during

which most people usually work and stores and offices are open. Any of the

hours of a day during which work is done.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter presented the methods and procedures on how the problem

was treated. This includes sections on: (a) research design, (b) research locale,

(c) respondents of the study, (d) sample and sampling procedure (e) research

instrument, (f) data gathering procedure, (f) validity of the instrument, and (g)

statistical treatment.

Research Design

This study used the descriptive-survey-evaluative type of research design

in determining the relationship between working students’ gender towards

degree of seriousness of the problems met. The independent variable of this

study is working students’ gender and the dependent variable are degree of

seriousness of the problems met which was measured using survey

questionnaire which had corresponding choices of 4 – serious problem; 3 –

moderate problem; 2 – minor problem; and 1 – not at all a problem.

Research Locale

This study is conducted at Western Mindanao State University Ipil External

Studies Unit. And the respondents is taken randomly from first year to fifth year

Bachelor in Elementary Education major in General Education, Secondary

Education major in English, Mathematics, Filipino, and Biological Science,

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Bachelor of Science in Computer Science, and Accountancy who are based on

their Certificate of Registration indicated that they working students.

Respondents of the Study

The target population of this study was the randomly-selected working

students of Western Mindanao State University Ipil External Studies Unit. The

total population of working students from First year to Fifth year from all the

curriculum namely; Bachelor in Elementary Education major in General

Education, Secondary Education major in English, Mathematics, Filipino, and

Biological Science, Bachelor of Science in Computer Science, and Accountancy is

121 students.

Sample and Sampling Procedure

The samples of this study were the randomly-selected working students of

Western Mindanao State University Ipil External Studies Unit who were officially

enrolled this first semester school year 2013-2014. There were 121 working

students in the said institution and the researchers got fifty-five (55) out of it or

the 45.45% out of the total population of working students; fifteen (15) male

and forty (40) female. The researchers used the Slovin’s Formula as their

sampling procedure with a 10% margin of error.

Research Instrument

The instrument used in this study is questionnaire-checklist. The main

purpose of this questionnaire is to evaluate the respondents’ problems and

difficulties during their school days as being working student.

12

Data Gathering Procedure

Prior to the dissemination of the research instrument, permission was

asked from the office of the Supervisor of the said institution to conduct a

survey. Only after the permission was granted the questionnaire checklist were

distributed to the selected working students. And after the retrieval of the

answered questionnaire checklist, the data collected were tabulated for

appropriate statistical treatment.

Validity of the Instrument

Prior to the dissemination of the research instrument, the questionnaire-

checklist was being checked and validated by our thesis advisor, to assess the

validity of the questionnaires.

Statistical Treatment

This study employed the following statistical tools:

1. Weighted means was used to determine the degree of seriousness of

the problems met by the respondents.

2. Chi-square test was used to determine the significant difference in

degree of seriousness of the problems met by the respondents as they

are grouped according to gender.

13

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION

OF DATA

This chapter presents the data its analysis and interpretation. The data

are tabulated base on the sequences of the statement of the problem.

What are the problems met by the working students upon coping with their

academic tasks?

To answer this problem the gathered data were tabulated as follows:

Table 1 shows that male have experienced minor in the degree of

seriousness of the problem, with general weighted mean of 2.3.

Table 2 shows that female have experienced minor in the degree

of seriousness of the problem, with a general weighted mean of 2.2.

14

Table 1

Male Respondents

Item Number Weighted Mean Interpretation

1 3.0 Moderate

2 2.6 Moderate

3 2.5 Minor

4 2.6 Moderate

5 2.5 Minor

6 2.0 Minor

7 2.2 Minor

8 1.7 Minor

9 2.0 Minor

10 2.0 Minor

15

Table 2

Female Respondents

Item Number Weighted Mean Interpretation

1 2.7 Moderate

2 2.3 Minor

3 2.8 Moderate

4 2.3 Minor

5 2.5 Minor

6 1.9 Minor

7 1.8 Minor

8 1.9 Minor

9 2.3 Minor

10 2.0 Minor

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Is there a significant difference in the degree of seriousness of the problem met

between male and female working students?

To answer this problem the gathered data were tabulated as follows.

Item number one states, ‘When I got tired because of my job/work

(home/store, etc.), I’m not going to make or do my assignments/projects in

school.’ From the given problem 15 who check ‘Not at all a Problem’, 6 ‘Minor

Problem’, 8 ‘Moderate Problem’ and 26 ‘Serious Problem’ out of 55 respondents.

Item number two states, ‘If ever we have a group project in our subject,

I let my group mates work or make it without my help.’ From the given problem

13 who check ‘Not at all a Problem’, 19 ‘Minor Problem’, 12 ‘Moderate Problem’

and 11 ‘Serious Problem’ out of 55 respondents.

Item number three states, ‘It’s difficult for me to balance or adjusts my

time in my study and time of my work/job.’ From the given problem 7 who check

‘Not at all a Problem’, 14‘Minor Problem’, 21 ‘Moderate Problem’ and 13 ‘Serious

Problem’ out of 55 respondents.

Item number four states, ‘Assignments are done half-hazard due to

shortage of time to do it. From the given problem 10 who check ‘Not at all a

Problem’, 22 ‘Minor Problem’, 14 ‘Moderate Problem’ and 8 ‘Serious Problem’ out

of 55 respondents.

Item number five states, ‘I have difficulty managing my works/tasks

between my school activities.’ From the given problem 11 who check ‘Not at all a

Problem’, 17 ‘Minor Problem’, 16 ‘Moderate Problem’ and 11 ‘Serious Problem’

out of 55 respondents.

17

Item number six states, ‘I can no longer attend my class regularly, due to

of being busy at my work.’ From the given problem 20 who check ‘Not at all a


of 55 respondents.

Item number seven states, ‘Studying my notes at night, are cannot be

done due to time pressures.’ From the given problem 12 who check ‘Not at all a


of 55 respondents.

Item number eight states, ‘Projects cannot be passed on time due to

conflict of task and studies.’ From the given problem 23 who check ‘Not at all a


of 55 respondents.

Item number nine states, ‘Sometimes, I can no longer give time for

myself, due to of being busy.’ From the given problem 14 who check ‘Not at all a


of 55 respondents.

And item number ten states, ‘Financing my projects is very difficult on my

part.’ From the given problem 28 who check ‘Not at all a Problem’, 8 ‘Minor

Problem’, 9 ‘Moderate Problem’ and 10 ‘Serious Problem’ out of 55 respondents.

Table 3 Shows that both male and female have experienced the

same as minor in the degree of seriousness of the problem, with a

general weighted mean of 2.3

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Table 3

Male and Female Respondents

Table 4

Item Number Weighted

Mean Interpretation

1 2.8 Moderate

2 2.4 Minor

3 2.7 Moderate

4 2.3 Minor

5 2.5 Minor

6 1.9 Minor

7 2.3 Minor

8 1.9 Minor

9 2.3 Minor

10 2.0 Minor

19

Data in the Chi-Square Computation for Male and Female

General

Weighted

Mean

Interpretation

Chi-Square

Computed

Value

Critical Value

Male 2.3 Moderate 1.223 7.715

Female 2.2 Moderate

Chi-square critical value at alpha .05 level is 7.715.

Table 5 shows the weighed mean chi-square computation between male

and female. Male has a weighted mean of 2.3 while the female has a weighted

mean of 2.2 which was interpreted as moderate. When this data were subjected

to chi-square test, the chi-square computed value was 1.223 and the chi-square

critical value was 7.715. This means that there is no significant difference in the

degree of seriousness of the problems met between male and female

20

CHAPTER V

SUMMARY, FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

Summary

This study aimed to determine the problems met by working students in

coping with their academic tasks.

Specifically this study sought to answer the following question.

1. What are the problems met by the working students upon coping with

their academic tasks?

2. Is there a significant difference in the degree of seriousness of the

problem met between male and female?

Hypotheses

This study posits one hypothesis: There is no significant difference in the

degree of seriousness of the problems met by the respondents as they are group

according to gender. There were 55 respondents included in this study. There

were 40 females and 15 males. To gather the needed data questionnaire

checklist was constructed.

21

Findings

The study yielded the following findings.

1. This study found out that among all the problems presented, between male

and female, there are two common problems that they considered moderate in

the degree of seriousness of the problem. Such as: “when I got tired because of

my job/work (home/store, etc.), I’m not going to make or do my

assignments/projects in school.’’ And, ‘‘it’s difficult for me to balance or adjust

my time in my study and time of my work/job’’.

2. The chi-square computed value on the significant difference on the degree of

seriousness of the problem met between male and female was 1.223 which is

lesser than the chi-square critical value alpha .050 which is 7.715. This shows

that there is no significant difference in the degree of seriousness of the

problems met between male and female.

Conclusions

Based on the findings the following are the conclusions.

1. Male and Female experience minor as to the degree of seriousness of the

problem.

2. The gender does not influence the degree of seriousness of the problem.

Recommendations

Based on the results of the study, the following recommendations are:

22

1. Since the respondents express that they got tired of their work and have

difficulty in balancing their time in study and work/job, it is recommended

that every working student must have a proper time-plan-table, to plan

every tasks or duties assigned to them with corresponding time frame and

set what are the priorities that need to be done first, in order to avoid

conflicts with the other succeeding tasks.

2. The time-plan-table must be flexible enough to be stretched in times that

conflicts of schedules or worst-case scenarios arise.

3. The school should give immediate attention in giving instructions to every

faculty member informing them that every working student that is under

with them, they should give special consideration in the date-line of

passing projects and fulfilling requirements, this will help working students

to have an extension to finish the set requirements by the teacher. Minor

school activities also, such as programs, culminations, etc. should not be

obliged and required for the working students to attend. And lastly, in

terms of paying financial obligations, the school should be again flexible

enough to give reconsideration to working students, noting that these

working students experienced financial constraint especially those who

work in stores.

4. The benefactors should show their full support to the students who are

working with them, especially in times of fulfilling requirements and

schedule of examinations, they should always give special privilege, the

time, for their working students to study, finish, and do all the necessary

things.

23

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APPENDICES

Appendix A

Checklist Questionnaire


Purok Corazon, Ipil Heights, Ipil, Zamboanga Sibugay Telefax: (+63 62) 333 - 5449

website: wmsu-ipil.com/ email add.: [email protected]/blog site: wmsuipilesu.wordpress.com

Questionnaire Name: (optional) ________________________ Age: _____

Year & section:_________________ Gender: _________

School: _______________________ Date:___________

Instruction: On the box provided after each number put a check that best fit on the level of problem where; 4 – serious problem, 3 – moderate problem, 2 – minor problem, and 1 – not at all a problem.

Problems 4 3 2 1 1. When I got tired

because of my job/work (home/store, etc.), I’m not going to make or do my assignments/projects in school.

2. If ever we have a group project in our subject, I let my group mates work or make it without my help.

3. It’s difficult for me to balance or adjusts my time in my study and time of my work /job.

4. Assignments are done half-hazard due to shortage of time to do it.

5. I have difficulty managing my works/tasks between my school activities.

6. I can no longer attend my class regularly, due to of being busy at my work.

7. Studying my notes at night, cannot be done due to time pressure.

8. Projects cannot be pass on time due to conflict of task and studies

9. Sometimes, I can no longer give time for myself, due to of being busy.

10. Financing my projects is very difficult on my part.

33

Appendix B

Letter Request


Purok Corazon, Ipil Heights, Ipil, Zamboanga Sibugay Telefax: (+63 62) 333 - 5449

website: wmsu-ipil.com/ email add.: [email protected]/blog site: wmsuipilesu.wordpress.com

September 28, 2013

MARIA MICHELLE A. HELAR Supervisor

WMSU ESU IPIL

Greeting of Peace!

We, the BEED IVA students of WMSU ESU IPIL would like to ask your permission

to conduct an educational research to the selected working students in this institution as

the respondents of our study. We are going to give them survey questionnaire in which

they are going to answer the given questions regarding their time management as being

working student and to further achieve the following objectives:

1. What are the problems met by the working students upon coping up with their academic tasks?

2. Is there a significant difference in the degree of seriousness of the problem met between male and female?

We earnestly look for a very positive response to this research endeavor.

Very truly yours, Lowell Jason G. Retino Shielou Marie S. Aperdo Nelvin B. Gutierrez Maricar C. Montiel Marjorie P. Guarin

Noted by: Approved by:

MR. FROILAN M. MEÑEZ MARIA MICHELLE A. HELAR Thesis Instructor Supervisor

PROBLEMS MET BY WORKING STUDENTS UPON COPING WITH THEIR ACADEMIC TASKS WESTERN MINDANAO STATE...

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