SAN JOSE PILI NATIONAL HIGH SCHOOL

A research study about

Academic Performance of Working Students in Grade 12 At San Jose Pili National High
School, Academic Year 2022-2023

Ampongan, Kyle G
Madrona, Jordan M
Villanueva, Mikylla B
Basagre, Ariannne D.C

12 – GAS Sage

Michael L. Manjares
Inquiries, Investigation, and Immersion Teacher

June 29, 2023

Academic Performance of Working Students in Grade 12 at San Jose Pili National High
School, Academic Year 2022-2023

A RESEARCH PAPER
Presented to Michael L. Manjares
San Jose Pili National High School
Pili, Camarines Sur

In Partial Fulfillment of the Requirements for Inquiries, Investigation, and Immersion

Kyle G. Ampongan

Jordan M. Madrona

Mikylla B. Villanueva

Arianne D.C. Basagre

2022-2023
Academic Year
 ABSTRACT
This study investigates the academic performance of working students that will
undergo quantitative descriptive method and purposive sampling, which means that the
researcher only includes the student that can give the right knowledge and information to the
study. The scope of the study is 30 working students in Grade 12. The objective of the study
is to know the academic performance of working students, know the reasons why they are
engaged in working why studying and maintaining their academic performance, and to know
their demographic profile.
The results show that among the 30 respondents, 60% of them are male working
students which is much higher compared to the 40% of the females, and around 19 years old
have a higher employment rate than those younger or older than them. Furthermore, it shows
that the general weighted average (GWA) of the working students varies in the range of 85 –
95 above but they barely maintained it due to the time balancing of their work and study.
In conclusion, the researcher suggests employing strategies to maintain and improve
their academic performance like seminars, training, and activities related to the academic of
the working students and their work environment, and to have a program that can boost the
financial needs of the families of the respondents. Furthermore, researchers suggest
deepening the understanding of working students shortly.

Keywords: Academic Performance, Working Students, Employment rate, General

Weighted Average (GWA), Demographic Profile.
INTRODUCTION
Working while studying is driven fundamentally by budgetary needs (Williams,
2017). Almost 23 countries/regions show that 39% of students work on average across those
countries, apprenticeship account for more than 40% of all work and study but many youths
who combine work and academics are neither in full-time work (Bennet, MeCarty & Carter
2015: Darolia 2014). A study led by Endsleigh (2015), Highlighted that eight out of ten
(77%) understudies working while studying have the advantage of having an extra income,
but it has an impact on the performance level of students in their academics.

The level of working students in the Philippines is undoubtedly high because of the
low-income rates and employment standards. That shows how students divide their time to
make extra money for their basic commodities and needs. According to the Commission of
Higher Education (CHED), almost 8% of students in the Philippines are working students.
This condition has a possible negative effect identified as a higher risk of dropping out,
delayed graduation rates, and a high risk of developing health issues. Although Filipino
students are struggling to meet the standards in their work so they won’t lose their job and
maintain their academic performance so they won’t get a failing grade (Accion, March 20). In
some cases, employed students can’t finish school as many can’t concentrate on their studies.
Research about working students is mostly conducted at universities in developed countries,
but those researchers lack knowledge about how working students face the adverse of having
a conflict with working while studying

Students who have been working while they’re studying have many reasons to do so,
it’s very likely to us Bicolano’s to work while studying to provide our basic needs for
everyday life. Unlike those who have stable finance students that didn’t need to work for their
money, students who have been working encountered many different negative effects of
working it is so noticeable in a sub-rural area and areas that haven’t developed much.
Although in many developed regions still many don’t have work because of the standards that
the employee should meet and it is one of the factors why students are most likely to work at
an early age. According to the study of Ruhm (2017), it is necessary to understand the effects
of working students in society because as the rate of working students reached an abnormal
state, job hiring started to show negative impacts that were attributed to it since it lessens
instructive fulfillment and scholarly execution, particularly among youthful laborers without
school training. On the other hand, working at a young age proves to be a favorable aspect of
the economy.
 This research will explore how working students’ academic performance changes over
time, as students tend to be warier about their personal and financial needs. Although working
while studying gain more advantages in experience in every work and can be used in the
future, it is more observable that working students tend to have a low to middle range grade
outcome that can cause a serious problem in their academic life. This study will identify the
academic performance of working students in Grade 12 at San Jose Pili National High
School.

Research Objectives

1. Describe the demographic profile of the students.

2. To know the reason why they are engaged in working while studying
3. To know the general weighted average of the students specifically in 3rd quarter.
4. Relate the general weighted average of the students to their demographic profile.
5. To determine what recommendation will be the best to do to help working students.

REVIEW OF RELATED LITERATURE AND STUDIES

Education plays a pivotal role in producing qualified human power that accelerates
economic development and solves the real problems of a community. Students are also
expected to spend much of their time on their education and need to graduate with good
academic results for further advancement in their future careers. However, the trend of
graduating students is not proportional to the trend of enrolled students and an increasing
number of students commit readmission, suggesting that they did not perform well in their
academics thus much of students struggle with their academics that’s why as time passes the
numbers much likely to increase each year. This study investigated the determinants of
academic performance. The finding showed that only two-thirds (66%) of university students
score good academic grades. Age, faculty, and cigarette smoking were found to have a
statistically significant association with academic performance. Students aged between 20
and 24 years were less likely to score good academic performance compared to those who
were aged between 25 and 29 years. (Mesfin Tadese, Alex Yeshaneh & Getaneh Baye Mulu,
2022).

Given a lack of comprehensive data on the outcomes of working and learning, our first
recommendation covers this need. We believe data, when communicated, can drive the
success of work and learning models. Current research does suggest that working learners
who work above a certain threshold of hours per week have an increased likelihood of poor
academic outcomes. Considering that the economic conditions causing a student to work full-
time are unlikely to change, employers and institutions must offer specialized support for
working learners. Last, employment that aims to integrate academic pursuits with
professional ones offers clear benefits to the academic institution of attendance, the employer,
and the student and should be promoted where possible (Zhang, G., Shao, C. Y., & Johnston,
C. R., 2019).

Factors such as truancy, parents’ levels of education and income, textbook availability
and accessibility, libraries, practical laboratory, meals provision, and teachers should be
regularly monitored and adjusted to meet students’ needs and aspirations. Specifically,
truancy negatively affects academic performance and should be eradicated. Also, most
parents should be educated on the importance of educating their wards (Evans Austin
Brew, Benjamin Nketiah, Richard Koranteng, 2021).

Economic theory suggests that working alongside academic study could smooth the
school-to-work transition. First, young people may acquire skills in the workplace that cannot
be obtained at school. These could be hard skills (e.g. knowing how to write business reports)
or soft skills (e.g. the ability to work in teams or demonstrate punctuality), and could also be
general or sector-specific skills (Heckman et al 2006, Alfonsi et al. 2017, Adhvaryu et al.
2018).

Guo (2018), social economic status (SES) on children's academic outcomes has been
well documented. However, the mechanisms underlying this relationship remain poorly
understood. Furthermore, the process by which SES relates to academic achievement needs to
be studied separately for boys and girls.

Tong (2021), limited resources owned by the family, there is a competitive relationship
between brothers and sisters, and the increase in the number of brothers and sisters means
that fewer resources are allocated to each child. This is still true and effective in China. When
the family is a decision-making body, the number of children will affect the investment in
children under certain resources.

Brew, Nketiah, and Korateng (2021), Academic performance is affected by many factors
including parents’ education levels and income, teachers’ knowledge of the subject, truancy,
textbook availability and accessibility, libraries, practical laboratory, meal provision, and
many other factors. Consistent lower academic performance at Senior High School is a threat
to every country’s educational system.

RESEARCH METHODOLOGIES

This presents the method of research, the locale, respondents, instruments, and
techniques. This study focused on the Academic Performance of Working Students in Grade
12 At San Jose Pili Camarines Sur, Academic Year 2022-2023.

The researcher will employ descriptive methods in their research which is part of
quantitative research and to assess the overall performance of the respondents. The study will
use purposive sampling and the participants for the study were the thirty (30) students who
identified as working students. The data was collected through survey questionnaires.

The data gathered by the researcher through survey questionnaires will be used on the
frequency distribution table to ensure correct interpretation of the research and to ensure a
systematic flow of the data gathered.

RESULTS AND DISCUSSION

This section presents the analysis and interpretation of the gathered data from the San
Jose Pili National High School respondents. The results were based on the data gathered and
were carefully analyzed and interpreted.

The study’s first objective is to identify the demographic profile of the Grade 12
Working Students at San Jose Pili National High School.

TABLE 1: DEMOGRAPHIC PROFILE OF WORKING STUDENTS

Table 1.1: Age and Sex

Age Frequency Percentage Sex Frequency Percentage

17 6 20% M 18 60%
18 7 23.33%
19 10 33.34% F 12 40%
20 Above 7 23.33%
T 30 100% 30 100%
 Table 1.1 shows that there are 10 or 33.34% aged 19 years old working students and
also it shows that 18 or 60% of males are engaged than females that have 12 or 40% engaged
in working. 18 years old and 20 above years old has 7 or 23.33% of engagement in working
this is much higher than those aged 17 years old which has 6 or 20%.
It observed that there is a higher possibility that males are more engaged in working
while studying than females. At the age of 19, there is a high employment rate or engagement
in work, and thus at 18 and 20 above years old the employment rate or engagement in
working declined by 10%, it is the same for the respondents aged below 18 years old.
Magnus Carlsson and Stefan Eriksson (2017), there are systematic age and gender
differences in labor market outcomes. Older workers and women often have lower
employment rates, and the duration of unemployment increases with age.
Given the findings from the data gathered, males are more engaged in work at their
earlier ages than females, but as their age progresses the employment rate of the males is
much lower than females, and thus they need to improve their engagement or experience in
their work to maintain the employment rate. Furthermore, having a program that can motivate
the working student’s performance is highly advantageous.
Table 1.2: Parent Educational Background, Monthly Revenue, And Daily
Allowance
Father’s Frequenc Percentage Mother’s Frequency Percentage
Educational y Educational
Attainment Attainment
Elementary 5 16.67% Elementary 6 20%
Graduate Graduate
High School 16 53.33% High School 11 36.66%
Graduate Graduate
College 7 23.33% College 10 33.34%
Graduate Graduate
Post Grad. 2 6.67% Post Grad. 3 10%

Family Frequency Percentage Daily Frequenc Percentage

Monthly Allowance y
Revenue Given by
Parent
5000 - 7000 16 53.33% 0 2 6.67%
7000 - 10000 5 16.67% 20 – 50 11 36.66%
10000 - 15000 3 10% 50 - 100 12 40%
15000 Above 6 20% 100 - 200 4 13.33%
200 Above 1 3.34%

Table 1.2 shows that 16 or 53.33% of respondent’s father is high school graduate
which is interpreted as moderately low in terms of educational attainment, and 11, or 36.66%
of the respondent’s mother are high school graduate followed by 10, or 33.34% college
graduate which interpreted as moderately high in terms of educational attainment. And 16 or
53.33% have a monthly revenue ranging from 5000 to 7000 which is moderately low, and 12,
or 40% has a daily allowance given by parents ranging from 50 to 100 which is moderately
high.
It observes that the educational attainment of the parents can directly affect the family’s
monthly revenue and the daily allowance of the respondents. And the educational attainment
of both parents is interpreted as moderately low and the family’s revenue is also moderately
low. Furthermore, the daily allowance given by the parents may vary from moderately low to
moderately high.
Han (2017), Education is an important way for children in low-income families to
change their social status, it also shows that family income has a significant influence on
children’s education level, and increasing family income can improve their education level;
the phenomenon of intergenerational transmission of education is not obvious, and the
intergenerational mobility is good. Furthermore, family income doesn’t affect the academic
performance of the students, but the increasing income does play a greater role in enhancing
children’s education level.
Given the findings, the educational attainment of the parents can affect the family’s
monthly revenue and allowances for the students, as it stated they must take action in
improving the financial capacity by having a well
Table 1.3: Financial assistance and Number of siblings
Availing Answer Frequency Percentage No. of Frequenc Percentage
Government sibling y
Subsidies Yes 14 46.67% 0 1 3.34%
No 16 53.33% 1 4 13.33%
How much 500 - 1 3.34% 2 4 13.33%
financial 1000
assistance 1000 - 1 3.34% 3 6 20%
does your 1500
family avail 1500 - 8 26.66% More 15 50%
from it? 2500 than 4
2500 - 4 13.33%
3000

Table 1.3 shows that 16 or 53.33% of the respondents are not availing of any
government subsidies and 14 or 46.67% are availing of government subsidies, 8, or 26.66%
of the respondents that are availing of subsidies claim that they avail of 1500 to 2500. And
15 or 50% of the respondents have siblings more than 4 which can be interpreted as
moderately high.
 It observes that the family that is availing of financial assistance has around 6 or more
members in them, and it can be associated with the amount that they can avail from the
government for the financial assistance.

Robinson (2019) that proportion varies somewhat with age and year level at school, and
by gender. Higher percentages of males work at earlier ages, but by the post-compulsory
years, this is reversed, with considerably greater percentages of females.

As further discuss, males who engaged in working at an earlier age gain more
experience than those who do not work, and as they grow older males who engaged in
working at an early age are most likely to accumulate a better working environment than
those males that age 19 that are unemployed because of lack of experience.

Given the findings, it is inevitable to not engage in work while you are studying, and to
improve the academic performance of working students must focus on giving them proper
training, seminars, and other activities related to their working environment and academic
background.

TABLE 2: Reasons Why Students Engaged in Working.

FREQUENCY PERCENTAGE
Personal Reason 15 50%
Financial Reason 10 33.4%
Family Reason 4 13.5%
Others 1 4%

Table 2 shows that half of the respondents have a personal reason to work while they
are studying, followed by a financial reason which has 33.4 percent, and a family reason
which has 13.5 percent. Furthermore, one student claimed that he wants experience that’s
why he is engaged in working.

Based on the data collected about the reasons why they are engaged in work are
personal and financial reasons at most, half of the respondents claim that it is due to their
personal need that is why they tendto work while they are studying, and 33.4% declared that
it is for their financial reasons to be engaged in it. Meanwhile, 13.5% say that they have
family reasons to cope with and 4% disclosed that they want to experience working to be able
to have employment experience.
 Heyder (2020), most students indicated that they worked not simply for financial
reasons; they liked the independence their job gave them, they generally enjoyed the work
and believed that the experience of part-time work would help them obtain employment in
later life. These benefits were perceived to be true more often by males and females, and by
middle and lower-achieving students, the latter fact highlighting the importance of a part-time
job for students who may not be as well served by the school system as those who are higher
achievers.

Given the findings from the data gathered, the students initiatively must focus on what
goal they set, and subsequently, male their personal, financial, and family reasons as their
aspirations to develop what they are lacking. And must focus on the area where they are
vulnerable.

TABLE 3: Working Students General Weighted Average In 3rd Quarter.

FREQUENCY PERCENTAGE
95 - Above 1 3.34%
94 - 93 3 10%
92 - 91 5 16.67%
90 - 89 3 10%
88 - 87 4 13.33%
86 - 85 6 20%
84 - 83 4 13.33%
82 - 81 3 10%
80 - 79 0 0%
79 - 78 0 0%
77 - 76 0 0%
75 - below 1 3.34%

Table 3 observe the frequency and percentage of each general weighted average of the
respondents, with 20 percent being the highest percentage with the range of grade about 85 to
86, the grades that also accumulate a percentage that is greater than 10 are in the range of 91
to 92, 87 to 88, and 83 to 84. It shows that the range 81 up to 92 has a greater frequency
compared to the other.

Based on the data gathered the majority of working student’s grades raging 85 to 86
percent which can be interpreted as the middle range of the grade, and the working students
can have a higher grade ranging from the middle range to high (92 – 91). And also, working
students can generate a lower grade if the time consumption is more frequent in their works.

Hobbs and Grant (2018), working students are very much prone to difficulties catching
up on their schoolwork, it is very much more evident in males than females; students who
were employed expressed a view that working had some kind of adverse effect on their
schooling. School type also had a consistent influence on the pattern of responses, reflecting
the strong correlation between hours worked and the type of school attended. Students from
independent schools (who worked fewer hours on average) were less likely to indicate that
their schoolwork suffered as a result of their participation in a job.

Given the data gathered, it showed that working student’s general weighted average
ranging from eighty-one percent to ninety-four percent are having a hard time balancing their
work and studying, and those who scored seventy-five percent are barely able to keep up their
academic track record. Furthermore, it is a must to directly consolidate the students to know
what specific problem they encounter, and give them proper guidance like activities,
seminars, and training on how they can improve their academic performance and working
environment.

TABLE 4: Relate the General Weighted Average of the Working Students to their
Demographic Profile.

Demographic Profile Frequency Percentage

Male 18 60%
Female
12 40%

17 6 20%
18 7 23.33%
19 10 33.34%
20 above 7 23.33%

Father’s Educational Attainment 16 53.33%

Mother’s Educational Attainment 11 36.66%
Family Revenue 16 53.33%
 Daily Allowance
Number of siblings 12 40%
15 50%
General Weighted Average (GWA)
95 above 1 3.34%
94 – 93 3 10%
92 – 91 5 16.67%
90 – 89 3 10%
88 – 87 4 13.33%
86 – 85 6 20%
84 – 83
4 13.33%
82 – 81
3 10%
75 below
1 3.34%

Table 4 shows the relationship of demographic profile to the general weighted average
of the working students, it observes that more male working students can have a high grade
even though they are working than females; the age range that can balance their studying and
working is nineteen years old to twenty year old, and most of them are males that have family
revenue and daily allowance given by their parents varies to the range of five thousand to
fifteen thousand pesos above monthly revenue, and twenty to two hundred pesos above their
daily allowances.

The table observes the interconnectivity of the demographic profile and the general
weighted average of the working students. Those who have higher grades are most likely to
have a lower financial capacity and most of them are males that have three or more than four
siblings. Furthermore, because of that component, they are more likely to get involved to
work.

Students’ opinions varied a little according to family wealth, following a similar pattern to
that for achievement. Compared with students from wealthier backgrounds, those from the
poorest families were somewhat less likely to say that they would have spent more time
studying but were a little more likely to agree that they had difficulty in balancing their work
and study.

Maltese and Cooper (2017), males’ comparative advantage when it comes to academic
performance in time past reinforced the notion of males’ intellectual superiority over females
and often disregarded the structural impediments and stereotypes that inhibited females’
academic abilities, especially in the sciences.

Given the findings, working students must have a proper education environment around
them that can be a great impact; teachers and the school should help them to gain knowledge
and have them stay focused even though almost half of their time is devoted to working.

TABLE 5: Findings and Recommendations

Findings Recommendations
There are more males engaged in working The researcher suggests having a series of
in their earlier ages than females that seminars that can enhance the time
averaging only 40%. And the most frequent management and balancing of the workload
reasons why they are engaged in working of the working students, proper training that
are personal reasons which 50 % of the can enable the students to apply the
working students claimed, and the academic knowledge properly to their work
performance of the working students varies, environment, and activities that can improve
in males the least grade they can accumulate their academic performance like
is 75 while the other is ranging about 82-94 remediations and other programs that the
percent, while in females it the range of working students can hone their potentials.
their grades varies from 81-91 percent, but it
can be affected by the demographic profile
specifically the educational attainment of
the parent, monthly revenue, daily
allowance, and the number of siblings.

CONCLUSION
While the demographic profile and general weighted average of the working students
play a great role to the academic life of the students. The findings observe that the students
who engaged more in working will become more to failing their academics, and transitioning
to more suitable environment of work can greatly affect the academic performance of the
students. Reasons why they are engaged are more frequent to personal reason due to the fact
that working students want to gain more experiences and have their own money. Although
students must focus on their studies, we can’ t deny that not all of us has the same privilege as
to those financially stable families. We all notice from the study that the gender and age has a
major effect to the academic performance and engagement in work, it is more frequent if the
parents educational background and monthly revenue is moderately low. Furthermore,
students must adhere the effect of both academic and work load to enable the growth of
students take places.

ACKNOWLEDGEMENT
The researchers would like to thank those who contributed to the completion of this
research. First and foremost, we would like to thank San Jose Pili National High School for
giving us this learning opportunity that helped us develop valuable life lessons of patience,
perseverance, teamwork, resilience, cooperation, and most of all, the endless pursuit of
knowledge.
Second, we would like to convey our deep and sincere gratitude toward Sir Michael L.
Manjares for providing invaluable guidance. support, advises, comments, suggestions, and
provisions that help the completion and success of this study. It was a great privilege and
honor to work and study under her guidance.
We would also like to express our greatest gratitude towards our parents for their
endless love, support, and sacrifices. This would not have been possible without their
unselfish love and support given to us at all times.
A big thanks to Almighty God for giving us the strength, knowledge, ability and
opportunity to undertake this research study. Without His guidance and mercy, we would not
be able to accomplish this research and all of our daily endeavors. To God be the Glory!
Lastly, our thanks go to all the people who have supported us to complete the research
work directly or indirectly
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