i
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
WESTERN MINDANAO STATE UNIVERSITY IPIL EXTERNAL STUDIES UNIT
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
ii
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.
iii
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
iv
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
v
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.
vi
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
vii
schedule of examinations, they should always give special privilege, the
time, for their working students to study, finish, and do all the necessary
things.
viii
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.
ix
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
x
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
xi
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
xii
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
1
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
2
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.
4
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
5
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
6
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.
7
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.
8
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
9
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.
10
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,
11
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
16
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
Problem’, 21 ‘Minor Problem’, 10 ‘Moderate Problem’ and 4 ‘Serious Problem’ out
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
Problem’, 20 ‘Minor Problem’, 15 ‘Moderate Problem’ and 5 ‘Serious Problem’ out
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
Problem’, 18 ‘Minor Problem’, 11 ‘Moderate Problem’ and 3 ‘Serious Problem’ out
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
Problem’, 20 ‘Minor Problem’, 13 ‘Moderate Problem’ and 8 ‘Serious Problem’ out
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
18
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
WESTERN MINDANAO STATE UNIVERSITY IPIL EXTERNAL STUDIES UNIT
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
WESTERN MINDANAO STATE UNIVERSITY IPIL EXTERNAL STUDIES UNIT
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
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