Chapter IV
PRESENTATION OF ANALYSIS, INTERPRETATION OF DATA
CHALLENGES OF WORKING STUDENTS IN DARAGA COMMUNITY COLLEGE
This chapter provides the presentation of analysis and interpretation of the data designed
to answer the specific problems raised in this study entitled “Challenges of working students in
Daraga Community College”.
I. DEMOGRAPHIC PROFILE
This section presents the demographic profile of the working students in Daraga
Community College in terms of age, civil status, annual family income, and nature of work.
Table 1. Demographic Profile of Working students in Daraga Community College
AGE Frequency (f) Percentage (%)
18 to 20 8 26.7 %
21 to 25 20 66.7 %
26 to 30 1 3.3 %
31 and above 1 3.3 %
TOTAL 30 100 %
CIVIL STATUS
Single 29 96.7 %
Married 1 3.3 %
Solo Parent 0 0%
NATURE OF WORK
Service Crew 20 66.7%
Sk Secretary 1 3.3%
Barber 1 3.3%
Computer Shop Attendant 1 3.3%
Delivery Driver 1 3.3%
Vendor 2 6.7%
Kitchen Staff 2 6.7%
Repacker 2 6.7%
TOTAL 30 100%
ANNUAL FAMILY INCOME
50,000 - 60,000 30 100 %
70,000 - 80,000 0 0%
90,000 - 100,000 0 0%
110,000 – Above 0 0%
TOTAL 30 100 %
YEAR LEVEL
First Year 1 3.3 %
Second Year 8 26.7 %
Third Year 19 63.3 %
Fourt Year 2 6.7
TOTAL 30 100%
Based on the data presented in the table above, the demographic profile of the working
students in Daraga Community College analyzed as follows:
The age distribution of working students mirrors that of the overall student population,
with the majority falling within the 21 to 25 age range (66.7%). This suggests that young adults
are more inclined to work while studying in desire for financial independence, career
preparation, and skill development among this demographic.
The civil status distribution among working students reveals that the overwhelming
majority are single, comprising 96.7% of the total. This suggests that single students have fewer
familial responsibilities, allowing them to prioritize work and study without the added
commitments of marriage or parenthood.
The nature of work for working students falls primarily into service-oriented roles, with
the majority (66.7%) working as service crew. This suggests that service crew roles are more
appealing to students looking to supplement their earnings.
The annual family income distribution among working students reveals that all of them
fall within the 50,000 to 60,000 range (100%). This concertation suggests a uniform
socioeconomic background among working students’ population.
The distribution of working students across different levels indicates a significant
concentration in the third year, comprising 63.3% of the total. This indicates that third-year
students have more extra time to study while working part-time to support themselves financially
and reduce reliance on parents. The second-most represented group among working students is
those in the second year, accounting 26.7% of the total. This suggests that second-year students
also find it beneficial to work while pursuing their studies. On the other hand, first-year students
may be less represented among working students due to the transition period into university, as
are the fourth-year students, due to the potential focus on completing their studies and preparing
for graduation.
II. CHALLENGES EXPERIENCED BY WORKING STUDENTS IN TERMS OF
FINANCIAL, TIME, AND ACADEMIC PERFORMANCE
This section presents the challenges experienced by working students in terms of
financial, time, and academic performance.
Table 2. Challenges experience by working students in terms of financial, time, and
academic performance
Frequency (f) Percentage (%)
1. What is/are the reason/s for you
to work while studying?
Personal Development 6 20%
Financial Instability 21 70%
Career Development 3 10%
TOTAL 30 100%
2. What are the challenges faced by
the students when working while
studying?
Time Management 16 53.3%
Health Related Issue 5 16.7%
Mental Health Issue 8 26.7%
Others: Money Issue 1 3.3%
TOTAL 30 100%
3. Does work affects your
performance in school?
Yes 22 73.3%
No 6 20%
Sometimes 2 6.7%
TOTAL 30 100%
4. What are your personal methods
that helps you cope up with school
works and other matters?
Eating 2 6.7%
Drinking 1 3.3%
Talking to someone 11 36.7%
Sleeping 13 43.3%
Sports/Exercise 3 10%
None of the above 0 0%
TOTAL 30 100%
5. What are the most pressing stress
and anxiety factors in your current
academic context?
Study Workloads 27 90%
Grades 1 3.3%
Work 2 6.7%
TOTAL 30 100%
In Table 2, it can be observed that the majority of the respondents’ reason as to why they
are working while studying is because of financial instability (70%), followed by personal
development (20%), and career development at the very least (10%). This indicates that financial
instability is the primary driver for students to work while studying at the same time. When it
comes to the challenges faced by working students, time management appears to be at the top of
the list, accounting for 53.3% of the total. This suggest that majority of working students struggle
with balancing their academic responsibilities with their work commitments. Also, it is revealed
that 73.3% of working students’ performance in school is affected by their work. This suggests
that for many working students, the time, energy, and mental focus required for work often
detract from their ability to excel academically. In terms of the personal method of the working
students to cope with school work and other matters sleeping (43.3%) followed by talking to
someone (36.7%) is the most prevalent coping mechanism among working students. Thia
indicates that prioritizing adequate rest and seeking emotional support from others are crucial for
managing the demands of school and work. Meanwhile, the most pressing stress and anxiety
factor for working students in their current academic context is their workloads, with 90% of
respondents indicating this as their most pressing concern. This suggests that managing the
balance between work and academics is the most significant challenge for these students, likely
due to time and energy constraints that come with juggling both responsibilities.
III. RECOMMENDATION TO ADDRESS THE CHALLENGES EXPERIENCED BY
THE WORKING STUDENTS OF DARAGA COMMUNITY COLLEGE
This section presents the possible recommendations to address the challenges
experienced by the working students in Daraga Community College.
Table 3. Recommendations to address the challenges experienced by the working students
in Daraga Community College
POSSIBLE RECOMMENDATIONS Frequency (f) Percentage (%)
Reduce school works 16 53.3%
Fostering a supportive and empathetic 9 30%
environment
Giving exceptions or extension for the 5 16.7%
activities to those working students
TOTAL 30 100%
The table presents the possible recommendations to address the challenges experience by
the working students in Daraga Community College. The recommendations are based on the
responses of the respondents.
The highest percentage of respondents (53.3%) recommended to reduce school works.
This suggests lightening the academic burden on working students, possibly through streamlined
assignments, flexible deadlines, or prioritizing essential tasks to accommodate their work
schedules.
Fostering a supportive and empathetic environment to those working students were also
recommended by (30%) of the respondents. This emphasizes the importance of creating a
supportive atmosphere where working students feel understood the valued.
Giving exceptions or extension for the activities to those working students, although
mentioned by only 16.7% of the respondents, is an area that can be further explored. It
acknowledges the need for understanding and accommodation in unique circumstances.
It can be summarized that the recommendations provided by the respondents highlight
the importance of reducing school works, fostering a supportive and empathetic environment and
giving exceptions or extension for the activities in addressing the challenges experienced by the
working students in Daraga Community College. Implementing these recommendations can
contribute in balancing the between academics, extracurricular activities, family time and
personal relaxation.
Chapter V
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary, the salient findings, the conclusions drawn, and
recommendations of this study.
Summary
This study aims to determine the challenges of working students in Daraga Community
College. Specifically, it sought to find the answer to the following questions:
1. Determine the demographic profiles of the working students.
2. Determine the challenges experienced by the working students in terms of financial,
time, and academic performance.
3. Determine the recommendations that address the challenges experienced by the
working students in Daraga Community College.
The study attempted to determine the challenges of the working students in Daraga
Community College. The outcome of the study will be a great help to the working students,
parents, and future researchers.
The researcher employed the quantitative descriptive method of research with a validated
questionnaire through Google Forms as the primary data instrument. Among the statistical tools
used were frequency distribution and percentage technique.
Findings
Through statistical treatment of data with corresponding analysis and interpretation, the
following findings were obtained:
1. Demographic Profile of the Respondents
After gathering data through a self-made questionnaire, the demographic profile of the
working students in terms of the age shows that 66.7% are over 21 to 25 years old, which
indicates that young adults are more inclined to work while studying. With regards to the
students’ civil status, 66.7% are single, which implies that Single students have fewer familial
responsibilities, which allows them to work and study at the same time.
In terms of the nature of work, the majority of the working student (66.7%) works as a
service crew. This suggests that service-oriented roles are more appealing to students looking to
supplement their earnings.
In terms of annual family income, 100% of the working students are in the 50,000-60,000
range. This indicates that students have needs that necessitate employment while studying.
In terms of the year level, working students across different levels indicate a significant
concentration in the third year, comprising 63.3% of the total. This indicates that third-year
students have more extra time to study while working part-time to support themselves financially
and reduce reliance on parents.
2. Challenges experience by working students in terms of financial, time, and academic
performance
The data shows that the majority of the respondents (70%) cited financial instability as
the main reason for working while studying. This highlights financial instability as the primary
driver for students working while studying. Time management was identified as the top
challenge, affecting 53.3% of working students. This indicates a struggle to balance academic
and work responsibilities. Additionally, 73.3% of working students’ academic performance is
affected by their work. This suggests that work commitments detract from academic excellence.
Sleeping (43.3%) and talking to someone (36.7%) were the most common coping mechanism for
managing school and work demands. This emphasizes the importance of rest and emotional
support. The most significant stress factor for working students was their workload, according to
90% of respondents. This indicates that this is their primary concern, highlighting the challenge
of balancing work and academics.
3. Recommendations to address the challenges experienced by the working students in
Daraga Community College
The recommendations provided by the respondents highlight the importance of reducing
school works, fostering a supportive and empathetic environment and giving exceptions or
extension for the activities in addressing the challenges experienced by the working students in
Daraga Community College. Implementing these recommendations can contribute in balancing
the between academics, extracurricular activities, family time and personal relaxation.
Conclusions
Based on the findings of the study, it is evident that the academic performance of
working students is influenced by various factors, including age, civil status, annual family
income, and nature of work. The study highlights the need for educators to recognize these
differences and develop teaching strategies that cater to the needs of both groups of students.
Therefore, based on the statement of the problem, the study aimed to profile the
respondents in terms of age, civil status, annual family income, nature of work and the
challenges experienced in terms of financial, time and academic performance of the working
students. The finding of the study provides valuable insights for educators to support the learning
needs of working students.
Recommendations
Based on these recommendations, it is suggested that the Barangay La Union, Castilla,
Sorsogon implement the following programs:
1. Reduce school work: educators should collaborate with employers to create a
supportive learning environment for working students. This could involve allowing students to
work flexible schedule, providing support for students who are juggling work and school.
2. Foster a supportive learning environment that encourages communication and
collaboration among students. This can help students feel more connected to their peers and
instructors, which can lead to increased engagement and improved academic performance.
3. Giving exceptions or extension for the activities to those working students: Encourage
students to develop effective time management skills to balance their academic and work
responsibilities. This could include providing student with resources and tools to help them
manage their time more efficiently, such as online calendar, thus list, and study schedules.
These programs should be implemented in a coordinated and systematic manner, with
clear goals, timelines, and monitoring mechanisms to ensure their effectiveness and
sustainability. Regular evaluation and feedback from community members should also be
gathered to continuously improve and refine these programs.
