ABSTRACT
This study underscores the difficulties that so many college students confront as they try to make ends meet by holding down jobs and going to school, particularly for those from low- and middle-income households, where working is hardly a choice but rather a requirement. Utilising five main theoretical lenses (Human Capital; Role Theory; Social Capital; Maslow’s Hierarchy of Needs and Socia Lmbitive Career Theory) it investigates the role education, employment, societal ties, personal wants and needs and resources including confidence has played in shaping these students’ motivations, challenges work goals.
Conducted at Abuyog Community College in Leyte, this qualitative phenomenological inquiry utilized in depth interviews among five on-campus working students who balanced academic obligations and working activities. Four key themes emerged from their telling: the impact on the rest of their lives, schooling, time management issues and the struggle for balance.
In conclusion, this study has indicated that these students are meeting serious challenges in their attempt to balance school and work. Their strength, courage and faith in them selves have demonstrated that self-confidence and help from the social environment in which they are living, in addition to a deep sense of mission are helpful in meeting obstacles. The results also indicate that working students need help from the school and the community in order to attain their educational and occupational goals.
Keywords: working students, time management, resilience, qualitative research, academic-work- balance.
INTRODUCTION
The biggest obstacle for most college students who have to juggle their schoolwork and a job is the responsibility of being a campus assistant. Many campus assistants take on additional responsibilities at work in order to support themselves and to also be able to afford the increasing cost of going to college. Because the increasing cost of higher education has led many students to seek employment in order to be able to afford these increased costs, and to achieve better economic and social status, many students are experiencing high levels of stress from balancing their responsibilities at home and at work (Aucejo & Nguyen, 2024). Therefore, it is important for colleges to develop ways to support the overall wellness of students while they pursue an education.
According to research, students from low- and moderate-income families are at greater risk for experiencing stress, anxiety and fatigue due to having to work to support their education as well as their daily lives (Tuttle, 2005). Nevertheless, there is substantial evidence that part-time jobs provide many benefits for student development; Students who work while in school experience increased confidence, improved time management skills, independence and a heightened level of personal responsibility. Furthermore, work experience is an opportunity for students to apply what has been learned in the classroom in a “hands-on” way to enhance the value of their academic learning (Lederman, 2009).
College life is a training ground to guide students on how to navigate real-life challenges. Additionally, having a job provides students with an opportunity to obtain an early exposure to the professional environment, which is critical in enhancing their creativity and productivity at work (Haifa, 2013).
However, as students work more hours, their study and social lives are likely to suffer due to limited time. Research established that students who work for longer hours have less time for academic and social study (Fjortoft, 1995, as cited in Tuttle, 2005). For students from disadvantaged backgrounds, work is often a necessity to pay for their education or support their families.
Abuyog Community College students who work exhibit great perseverance and adaptability as they balance the demands of both school and work. Although student athletes often feel exhausted and stressed, they possess great time management and problem-solving skills. They exhibit a great sense of responsibility and determination to improve their lives.
This research aims to investigate the difficulties that students who work on campus encounter. It also looks at how the job positions of students affect their self-esteem, academic performance and time management.
This study seeks to investigate the specific difficulties encountered by students who balance their education with on-campus employment. It also analyzes the impact of being working students on their self-esteem, academic achievement, and ability to manage time effectively.
The research gap of this study is the limited knowledge on the lived experiences of on-campus working students at Abuyog Community College, especially on how their dual roles shape their academic performance, self-esteem, and time management skills. Whereas prior work has examined the overall difficulties of students who work, few have considered the environment of on-campus work at nearby community colleges where economic limitations and institutional support mechanisms can be much different than at larger universities.
Teachers should consider the individual situations of students who work while studying, especially as these learners constantly strive to meet academic requirements. Effective learning requires a calm and rested state of mind, yet many of these students arrive exhausted from their jobs, which can delay their academic performance. As Kleinschmidt (2013) observes, one major disadvantage of juggling work and school is simple exhaustion from an tireless routine. Insufficient sleep leaves college students more exposed to stress and anxiety as they attempt to manage securely packed schedules. In parallel, Steinberg and Dornbusch (1991, as cited in Watanabe, 2005) found that students who are overloaded by multiple responsibilities tend to prosper less positive attitudes toward their studies. Astin (1993, as cited in Watanabe, 2005) found that taking on full-time employment or working long hours tends to lower a student’s grade point average (GPA) and lessen the likelihood of earning a bachelor’s degree
STATEMENT OF THE PROBLEM
This study explored on the lived experiences of college working students as they navigate the challenges of balancing academic demands and employment responsibilities. Specifically, it sought to answer the following research questions:
What are the lived experiences of a working students balancing their academic and employment?
1. What are the challenges faced by working students in balancing their academic and work responsibilities?
2. What insights, meaning and inspiration for the working students emerge from these experiences?
3. How these college working students face these challenges?
4. How do the researchers reflect on this study?
METHODOLOGY
Research Design
The study employed descriptive phenomenology research design to obtain deeper comprehension of the working student’s experiences. The data collection methods included semi-structured interviews, participant observations and document analysis to obtain comprehensive information on the experiences of the university students at work.
Research Instrument and Validation.
The primary tool used in this study was the semi-structured interview guide, which consisted of open-ended questions aimed to gather the detailed experience from the participants. Follow-up questions were used to elaborate responses further. The researcher also observe the real-life situations of the working students to supplement the study. The research and interview questions were validated for efficacy through expert reviews and pilot testing.
Validation of Research Instrument
The study used member checking to validate the results by allowing participants to confirm that the researcher’s interpretation of data actually reflected their views (Creswell, 2007; Maranon, 2011 as cited in Ariston, 2016). This method was effective because the information retained its original meaning and thus easy to understand. The study results were reviewed and analyzed by teachers to ensure that the interpretations were accurate and clear.
Locale of the Study
The study was conducted at Abuyog Community College, Abuyog, Leyte. The location was selected because many students work on campus while attending their classes. This environment was an ideal place to obtain information on the experiences of working college students.
Research Participants
The participants of this study were working students of Abuyog Community College from different academic programs and job backgrounds. Data were drawn from their narratives, coping strategies, challenges, and goals through semi-structured interviews. Observations in academic and workplace contexts, along with documents such as academic records and workplace policies, provided additional insights. A diverse pool of participants ensured the reliability of the data.
Data Analysis
The data for this study were evaluated through Colaizzi’s (1978) phenomenological method. This involved multiple readings of the result for comprehension, isolating important passages, and meaning extraction. These meanings were then evaluated and categorized into themes that captured the participants’ experiences. The essential structure of the phenomenon was then defined for validation the findings were returned to the participants.
Data Gathering Procedure
Data were collected through face-to-face interviews. Using a set of prepared questions guided the interview and follow up question for clarifications. Participants signed a consent form stating that they agreed in the interview. Interviews were audio recorded and transcribed. Participants selected the venue where they feel comfortable during the interview. Observations of nonverbal cues and a nonjudgmental, empathetic approach were emphasized to build rapport and ensure credible responses (Bogdan & Taylor, 1975; Ferreira et al., 1988).
Ethical Considerations
The researchers made sure that the participants signed an informed consent, including consent for audio recording. Ethical principles such as anonymity, confidentiality, and privacy were addressed, to protect participants’ safety and comfort. Identifiable details were excluded from transcripts and reports. Audio recordings were stored securely and destroyed after transcription. By maintaining trust and respect, the researchers created a safe space for participants to freely express their experiences (Steffen, 2016).
Research Reflexivity
The researchers considered how their individual biases and backgrounds may influence their data interpretation. Their own student experience and fatigue helped empathize with the participants. Working students’ realities and their impact on academic motivation and perseverance became clear to them as the study progressed. One of the participants’ key challenges was juggling multiple responsibilities, a situation the researchers had firsthand experience with. They took necessary precautions to ensure the findings and themes represented the participants’ narratives, and not the researchers’ perspectives.
RESULTS AND DISCUSSION
The following themes emerged after conducting a semi-structured interview with the participants.
1. Personal life Was Affected
Being a working student affect their personal life and their social relationship on people.
as Participant 2 declares “this has an impact on my personal life, kay I have less free time for social activities and hobbies compared to my non-working peers, so it can be challenging gayud to maintain close relationships kay madalas perminte busy sa work. (Definitely, it has an impact on my personal life because I have less free time for social activities and hobbies compared to my non-working peers, so it’s really challenging to maintain close relationships since I’m often busy with work.) Similarly participant 4 express that. Naapektuhan liwat iton it parte sit mga relationship liwat kay kelangan mo man gud nimo pumili kun baga hain it kuan. it masaklap pa gud hiton it magdungan pa gud tun hira signgon naton na kun may birthday or kun may patron signgon ta harayo. ky tungod may trabahuon nimo or for example may bisita dire man tun pwede ma sacrifice gud hya. (Because you really have to choose which one to prioritize. What’s even harder is when events happen at the same time as a birthday or a fiesta, but you’re far away. Because of work or, for example, because you have guests, you can’t just sacrifice your responsibilities. You really have to choose. As for me, I chose work. This has limited my socializing or interacting with others, and it’s really kind of boring like that, but responsibility comes first. That’s how it influenced me, because I needed to, and it has shaped my decision-making.) these statements support the study of to Sebullen and Kitani (2023) College students work to support themselves financially and gain experience for self-development to improve the quality of their lives.
2. Education
Participant 3 states that “Para nako dako sya nga advantage Kay kung ang uban mu ingon na inig graduate nimo mao pay pag atubang nimo sa reality para nako as a working student is everyday nag atubang ko reality ang adjustment ang kahago ang kakapoy naa tanan”. (For me, it’s a big advantage because while others say that you only face reality after you graduate, for me as a working student, I’m already facing reality every day, the adjustments, the hardships, the exhaustion, it’s all there.) According to R Abenoja (2019) They want to improve themselves, the quality of life they have, and gain experiences that they could possibly use in the future.
3. Time Management
Time management affect the working students, indeed! According to Sebullen and Kitani (2023) Time management and introspection are key to effectively managing working while studying. Participant 4 stated that Kelangan gud nimo sering pa magset sin priority kun hain imo unahon kun may ma sakripisyo igsakripisyo sering pa you need to choose one to priority and one to sacrifice. (You really need to set priorities, you have to decide which one to do first, and if something has to be sacrificed, then sacrifice it.) Similarly participant 5 express that Na manage ko la ine kay pagkaaga kasi nasulod ak pagsayo tapos iton pag may klase na gud tigil na ako pag work tapos pag may klase liwat amo it akon focus liwat it akon pagstudy tapos liwat kun waray liwat nakon klase balik liwat ako sit akon (I was able to manage it because in the morning I go in early to clean/work, then when classes start, I stop working and focus on my studies. When I don’t have classes again, I go back to my work.) Similarly participant 5 express that Na manage ko la ine kay pagkaaga kasi nasulod ak pagsayo tapos iton pag may klase na gud tigil na ako pag work paglimpyo sugad siton tapos pag may klase liwat amo it akon focus liwat it akon pagstudy tapos liwat kun waray liwat nakon klase balik liwat ako sit akon trabaho mga kun ano tak buhaton amo tk buhaton liwat. (I was able to manage it because in the morning I go in early to clean/work, then when classes start, I stop working and focus on my studies. When I don’t have classes again, I go back to my work. Whatever tasks I must do, I do them.)
4. Balancing Academic and Work Responsibilities
According to Participant 1, “Oo mayda time labi na kun on call ba kami, mayda kuan sudden or urgent nga pag pa trabaho sa Amon nga kailangan namo biyaan it amon klase, so kailangan namon sundon talaga an nag mando sa amon, kailangan nala namo mo apas sa hirimoun. (Yes, there are times, especially when we’re on call, when there’s a sudden or urgent task assigned to us that requires us to leave our class. We really must follow the one who gave us the order, and we just have to catch up later on what we missed.) This statement was supported by Sebullen and Kitani (2023) study stating that working while studying can be a difficult endeavor, but with commitment, discipline, and time management, it can allow students to gain insight into the positive and negative impacts of the experience, and to successfully navigate any problems that arise.
CONCLUSIONS
The findings indicate that a majority of working students are having a difficult time managing their academics and work responsibilities. Many are willing to exert considerable effort to meet their school obligations while concurrently earning a wage to support educational and personal expenses. Being unable to manage one’s time was the most common challenge reported by working students.
Furthermore, the primary goal keeping students motivated to manage both work and school was the aspiration to achieve personal and professional success. The aspiration to achieve personal and professional success often stems from a desire to provide improved circumstances for themselves and their families. While students faced these challenges, they showed determination to be responsible to their education while taking advantage of opportunities, demonstrating strong perseverance and clarity of purpose.
RECOMMENDATIONS
Based on the conclusions and findings presented, the suggestions below are being made:
1. Institutions of Higher Learning should increase financial support for students who work.
2. Institutions and local government may want to offer special scholarships or grant programs to offer greater support.
3. Institutions may want to decrease the expected work hours for student employees to allow better balance for those academic endeavors.
4. Parents should acknowledge that experiences in college may not all be positive, while continuing support of their students’ academic experience. Despite feeling fatigued, limited time, and/or stressed, students exhibited resilience and a strong commitment to completing their degree.
REFERENCES
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Aucejo, E. M., & Nguyen, T. (2024). Assessing the costs of balancing college and work activities. NBER Working Paper No. 32357. National Bureau of Economic Research.DOI: 10.2139/ssrn.4802572
Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). Sage Publications.
Fjortoft, N. F. (1995). Time spent working during pharmacy school and its impact on academic performance. American Journal of Pharmaceutical Education, 59(2), 1-7. https://doi.org/10.1086/345565•
Furr, S. R., & Elling, T. W. (2000). The influence of work on college student development. NASPA Journal, 37(2), 454-470. DOI: 10.2202/1949- 6605.1108
Sebullen, L. S., & Kitani, R. M. (2023). Time management and self-development among working college students. Asian Journal of Educational Studies, 11(3), 214-229. DOI: 10.13140/RG.2.2.29610.18883
Watanabe, M. (2005). Student employment and academic performance: A literature review. Educational Research Quarterly, 29(2), 36-49. https://stars.library.ucf.edu/urj/vol1/iss1/8/
DOI 10.5281/zenodo.17481722
