WORK VERSUS STUDY: LIVED-EXPERIENCES OF CRIMINOLOGY

STUDENTS

A Thesis Presented of the Research Committee of the

Institute of Criminal Justice Education
ACES Polytechnic College, Inc.

In Partial Fulfillment of the Requirements

For the Bachelor of Science in Criminology

Jun Rhey Sarmiento

Richelle Ann Reyes
Mercy Joy Sanchez
Kyle James Ovalo
Jonalyn Chavez

January 2023
 CHAPTER 1

Introduction

Criminology is a field that deals with the study of crime and criminal

behavior. It is a multidisciplinary subject that draws on sociology, psychology,

law, and other disciplines to understand the causes, consequences, and

prevention of crime. Many students who pursue a degree in criminology often

have a strong desire to make a difference in society by working in fields

related to crime prevention and justice. However, the journey of becoming a

criminologist can be challenging, especially for those who work while

studying. The situation is more critical for criminology students, who often

have to deal with emotionally draining and physically demanding jobs in the

criminal justice system (Hill, 2017).

Meanwhile, Canadian journal of criminology and criminal justice

(2016) publish a study and found that criminology student in Canada also face

significant challenges in balancing work and study. Many students have to

work part time jobs to support themselves financially, which can leave them

with limited time for studying and completing coursework. The study

suggested that universities could provide more flexible scheduling option and

support services to help student manage their work and academic

responsibility. In addition, Furthermore, Komives et al. (2017) highlighted that

international students pursuing studies in criminology may confront even

greater hurdles, including linguistic and cultural obstacles, homesickness, and

financial constraints. These issues can negatively impact their academic

performance and jeopardize their ability to achieve their career goals.

 In the Philippines, higher education institutions face difficulties in

managing their employment and academic responsibilities simultaneously

(Hill, 2017). Research has shown that these students frequently encounter

conflicts between their work and study schedules, leading to adverse effects

on their mental health, social relationships, and overall well-being (Fisher &

Kovach, 2018).

In Davao Region, the low rates of the study accomplishment are the

central concern on the Department of Education (DepEd). Ramento (2011),

state that the low educational attainments of the student in the city of Davao

were due to a low salary which leads the student to combined working and

studying, and because of this, they attained poor grade performance in school

especially to those in the field of criminology. In addition, the experiences of

criminology working students in Panabo city particularly in Aces Polytechnic

College Inc. mirror the broader national and international patterns. According

to the Criminology student graduate in Aces Polytechnic College Inc., and a

working student as well, that many students in this field must navigate multiple

responsibilities while pursuing their degrees, often without sufficient

institutional support.

Purpose of the Study

This phenomenological study aims to investigate the lived experiences

of criminology students at Aces Polytechnic College, who juggle work and

academic responsibilities. At this stage of research, working criminology

students is generally refer to an individual who is currently enrolled in a

degree program related to the field of criminal justice, such as criminology,

and who is also gaining practical experience in the field through internships,

part-time jobs, or volunteer work. This combination of academic study and

real-world experience allows students to apply theoretical concepts learned in

the classroom to real-life situations, enhancing their understanding of the

subject matter and preparing them for careers in the criminal justice system.

This investigation will provide the department of education, ICJE focal

person, teachers, student, and future researcher with valuable insight and

credible information from the perspective of ICJE focal person.

Significance of the study

The result of this study will be of great benefit to the following:

Working Students. The study sheds light on the factors that influence

the decision of students to work while studying, particularly in the context of

poverty and personal choice. It can help working students make informed

decisions and understand the challenges they may face while juggling work

and academies.

Teachers. The study can be beneficial for teachers who work with

working students. It can help them understand the challenges that working

students face and the ways in which they can support them in balancing their

work and academic responsibilities.

Institution Administrators: The study can provide insights for

university administrators on the challenges that working students face and the

ways in which the institution can support them. It can also help administrators

design programs and policies that address the needs of working students
 Employers. The study can be useful for employers who hire working

students. It can help them understand the challenges that working students

face and the potential benefits that working can offer, such as developing time

management skills, gaining work experience, and earning income to support

their education.

Parents. The study can provide insights for parents who may be

concerned about their children's decision to work while studying. It can help

parents understand the factors that motivate their children to take on part-time

jobs, the challenges they may face, and the potential benefits that working

can offer.

Policy Makers. The study can be beneficial for policy makers who are

concerned about poverty and education. It can provide insights into the

factors that drive students to work while studying and the ways in which

poverty affects their decision. This can help policy makers design policies that

support low-income students who choose to work while pursuing their

education

Community Organizations. The study can be useful for community

organizations that work with low-income students. It can help them

understand the challenges that these students face und the ways in which

they can support them in achieving their academic and career goals.

Future Students. The study can be informative for future students who

are considering working while studying. It can provide them with an

understanding of the factors that influence the decision to work, the

challenges they may face, and the potential benefits of working while pursuing

their education.
 Future Researchers. The study contributes to the existing literature on

working students by exploring the factors that influence their decision to work,

particularly in the context of poverty and personal choice. It can serve as a

valuable resource for future researchers interested in this topic.

Research Questions

1. What are the various types of jobs that criminology students at Aces

Polytechnic College engage in while studying?

2. How do these students manage their time and prioritize tasks to meet

the demands of both work and school?

3. What challenges do these students face in balancing work and study

responsibilities, and how do they cope with these challenges?

Theoretical Lens

Students work part-time and sometimes full-time while Learning

becomes a normal phenomenon everywhere. Work will be ultimately

preparing students for their future careers. Although normal experiments will

account for the majority of the data content of this study, these data will be

analyzed and proven with specific theories.

This study uses P.F.'s theory of moral responsibility. Strawson, Edward's

sociobiological theory Wilson and the existential theories of Soren

Kierkegaard and Friedrich Nietzsche. P.F.'s theory of moral responsibility.

Strawson published in 1962 present the consequences of each action in pro

and con outcomes. It can defined in philosophy as a state of praise, reward,

blame or punishment for an action done or omitted by one's moral obligations

accompanied by three essential elements: responsibility, freedom and results

it can be praiseworthy or blameworthy.

This theory frames the pros and cons of work life experiences student.

As Watts and Pickering (2000) point out, working part-time and Studying full-

time had many positive results and respondents in general consider part-time

employment essential to survive in modern higher education. Education

Department.

However, students may feel pressured because learner requirements

such as completing the task within the specified time and financial instability.

Working and studying make these workers workers Students are sleep

deprived, and sleep deprivation increases risk factors for disease insomnia

and brain function damage. Working students come into contact with A

workload despite a satisfactory salary will have a detrimental impact on long-

term health and well-being.In a review and criticism about the flaws of the

zero-sum measure as a tool to describe the work-school relationship,

Warren (2007) presented his alternative theory, the Primary Orientation

Model. Students who are primarily oriented toward school do relatively well in

school, regardless of how hard they work; while students who are primarily

oriented toward employment fare poorly in school because formal education is

only of secondary value.

 In relation to these theories, the present study explores the validity of

the primary orientation theory with respect to the association between student

employment and academic performance for students. On the other hand, as

suggested by the Primary Orientation Theory, it also intended to analyze the

negative association between students.

Delimitation and Limitation of the Study

The study will focus on the lived experiences of criminology in

managing time through their employment and academics performances. They

will also share the insights gained from their experiences.

This study will focus on Seven (7) criminology student who work while

studying inside Aces polytechnic College Inc. They are the best people to

share their lived experiences on how they manage their time. Because mostly

some of them are affected by the low academic performance. The research

will be carried out in the second semester year of 2024.

The limitation of this study is that we, as the researchers of this

phenomenological study, will only be able to explain some of the challenges

encountered by participants in the context of lived experiences of criminology

student in balancing work and study. This is because we are only basing our

decisions on the questions we asked during the interview and group

discussion.

Another area for improvement in this study is the data collection

process. The data will be restricted to the recorded interview, focusing only on

seven (7) criminology student who work while studying, at Aces Polytechnic

College Inc.
 Because of the small number of participants, the findings of this study

cannot be generalized.

Definition of Terms

To clarify and for a better understanding of the terms used in this study,

the following were conceptually defined:

Lived Experiences are a person's first-hand experience living in a

particular place. A person's lived experience will be composed of their

thoughts, feelings, opinions, and attitudes towards the place they live in. Lived

experience accounts from residents, if gathered and recorded, are necessary

qualitative research.

Criminology Students are the individuals who is pursuing a degree in

criminology or criminal justice studies at university or college.

Working Student an individuals who is permitted to work while

studying, and use the money earned to pay for their studies.

Aces polytechnic college Inc. is an Institution sites were the research

will be conducted.

Literature Review

A variety of issues, such as time management, financial struggles,

insufficient sleep, social activities, and, for some students, caring for their

families, can jeopardize a student's academic performance. Students also

face financial hardships that can risk their education, a new living environment

that creates learning difficulties, and a lack of resources for online classes

(Acosta, Gonzalez, & Johnson, 2021). Working in college is one of the ways
to pay off debt since personal income is one factor that affects financial

accountability (Alkan, Gerni, Oktay, & Unver, 2020).

Apart from this, studies show that students who operate up to thirty (30)

hours per week perform just as well or greater academically: excellent time-

management skills are required for future accomplishment, decrease the

necessity for education loans and the resulting indebtedness, generate

career-related expertise in the field as one clarifies objectives, obtain self-

responsibility, and build connections (Jollia, 2021). Furthermore, the positive

outcome of working while studying improves independence, the ability to

budget, organize schedules and develop some soft skills in terms of

communication and problem-solving skills. Moreover, students can acquire

specific skills in the workplace that they cannot obtain in school (Araya,

Barbanchon, & Ubfal 2019).

Griffiths and Willmott (2020) noted that working students in higher

education, including those in criminology programs, face significant

challenges in balancing their work and study responsibilities, such as time

management, stress, and fatigue. And base on the findings of their study they

suggested that institutions could provide more flexible learning arrangements

and support services to help students manage their work and study

responsibilities effectively.

Moreover, Hill (2019) found that criminology students in UK who work part-

time often experience negative impacts on their mental health and well-being

due to the pressure of juggling multiple roles.

 Brink and Waller (2020) investigated the impact of part-time work on the

academic performance of criminology students and discovered that those who

worked excessive hours experienced decreased academic achievement.

Additionally, Smith, & Johnson (2020) found that criminology students who

worked part-time reported feeling overwhelmed and stressed, which affected

their ability to focus on their studies.

According to Cooper & Foley (2019), criminology students who work while

studying are more likely to experience financial stress, which can further

compound the challenges of balancing work and study.

White and Simpson (2020) supported that criminology students who

worked part-time often struggled to maintain a healthy work-life balance,

leading to feelings of exhaustion and burnout.

According to smith (2020), student faced significant challenges in

balancing work and academic responsibilities, including time management,

stress, and financial pressures, feeling overwhelmed and struggling to keep

up with coursework, leading some to consider dropping out of school. These

findings highlight the need for universities to provide better support services

for working students, such as flexible scheduling options and financial aid

resources.

Students’ Employment

The literature points out that the majority of students in the US enrolled in

universities today work at least part-time (McFarland et al., 2018). It is

reported by the NCES that in 2017, 81% of part-time students and 43% of

fulltime students in years two and four were employed in public institutions in

the United States (McFarland et al.,2018).

 Students working while studying is a widespread phenomenon across

many European countries and generally a familiar practice among university

students (König, 2018). Working students in Western Europe spend an

average of 23–28 h per week in a job, whereas students in central and

Eastern Europe surpass 30h per week throughout the semester (Masevičiūtė,

Šaukeckienė, & Ozolinčiūtė, 2018).

In addition, unclear career tracks for graduates also influence a student’s

decision to work while studying. (Pitman, Roberts, Bennett, & Richardson,

2019).

In Africa, and more specifically in Ghana, the literature points out that

working while studying at universities has witnessed some growth over the

past two decades. There has been a sharp rise in part-time, evening, and

weekend program as well as distance program, probably due to the increase

of private universities across the country, leading to more flexible curricula

(Tetteh & Attiogbe, 2019).

In Egypt, the literature points out that with online education becoming a

conventional educational mode (Coates et al., 2020), it seems like an

increase in “working while studying” is on the rise.

Relationship between Student Employment and Academic Performance

Although the benefits of working have been remarked on for years,

institutions of higher education tend to assume that students should put their

academic path over their employment as a priority (Remenick & Bergman,

2021).
 However, some studies have highlighted that most students who work

believe that their work interferes with their studies, leading to missed classes,

late deliverables, and lower grades (Triventi, 2014). While overlapping

responsibilities continue to have their challenges for students, post-pandemic

allowed a new mode of learning that allowed access to working students

through online, evening, and weekend courses, mitigating some major

challenges and allowing for better engagement in academics (Remenick &

Bergman, 2021).

Challenges

A study conducted in the Philippines by Dolores Brillantes-Evangelista and

colleagues (2015) focused on the challenges faced by working students from

low-income families. The study found that financial constraints were the most

common problem faced by these students, which affected their ability to pay

for hitman fees, textbooks, transportation, and other school- related expenses.

In addition, these students reported experiencing high levels of stress and

fatigue due to the demands of work and school, which sometimes led in

difficulties in concentrating on their studies. "Financial Struggles of Working

Students in the Philippines" by F. Villacorta and G. Ador. This study aimed to

examine the financial challenges faced by working students and how these

challenges affect their academic performance. The researchers found that the

majority of working students in the Philippines are from low-income families

and often work long hours to support their studies. The study also highlighted

the need for support systems to help these students cope with their financial

struggles.
 According to Caparas, G. T (2019) Working students in the Philippines

face several challenges that can affect their academic performance and well-

being. These challenges include time management, financial difficulties.

Stress, health problems, work-related conflicts, and lack of social support.

Balancing work and academics can be especially challenging for students

who work long hours or have demanding jobs. Many low-income students

must work to support themselves and their families, and they frequently

struggle to afford the high expense of education at public colleges. As a

result, many students must work part time or full-time to cover tuition,

textbooks, and other expenditures.

However, there are some studies that suggest that the support provided to

working students in the Philippines may not be enough. For example, a study

by Diestro and Robles (2018) found that working students in public

universities in the Philippines face various challenges, including financial

difficulties, lack of time, and limited access to resources. The study also found

that the programs and services provided by the universities to support working

students were not

Adequate, and more support was needed to address the student needs.

Another study by Hipe (2017) explored the experiences of working

students in the University of the Philippines Diliman. The study found that the

students faced various challenges, including balancing work and academic

responsibilities, managing time affectively, and dealing with financial

constraints. The study also suggested that the support provided by the

university is working students, such as flexible schedules and financial

assistance, was not sufficient, and more support was needed to help the
students succeed. Overall, these studies suggest that while there are

programs and services provided by some public universities in the Philippines

to support working students, they may not be enough to fully address the

challenges that these students face. Despite these challenges, working

students in the Philippines public institutions are motivated to succeed and

are determined to overcome the obstacles they face. Many of them value the

opportunities that a college education can provide and are committed to

pursuing their academic and career goals. Working students in the Philippines

face academic pressure as they struggle to balance their studies with their

work responsibilities. Due to financial constraints, many Filipino students have

to work while studying, which leads to time constraints that can affect their

academic performance.

According to a study by De Guzesan and Cayabyab (2017), working

students in the Philippines face significant academic pressure, as they have to

meet the demands of both their jobs and their academic requirements. This

pressure can have negative effects on their mental health, leading to stress

and anxiety. The study also found that working students face challenges such

as difficulty in managing their time, reduced focus on academic tasks, and

lack of sleep, which can affect their academic performance. Working students

in the Philippines often experience academic pressure, as they need to

manage their work commitments alongside their academic requirements. This

can result in stress, anxiety, and insufficient time for studying and completing

assignments. Additionally, some working students may have to skip classes

or enroll in a lighter course load, which can further impede their academic
progress. The academic pressure can be especially difficult for those from

low-income backgrounds who face financial instability.

Another study by Añonuevo-Cruz (2018) highlighted the importance of

providing support systems for working students in the Philippines to help them

cope with academic pressure. The study emphasized the need for universities

to provide academic and emotional support services for working students,

such as tutoring services and counseling programs, to help them manage

their stress and improve their academic performance. Studies indicate that

academic pressure is a significant challenge for working students in the

Philippines, and universities and policymakers should address this issue to

ensure that these students can thrive academically while working to support

themselves and their families

Another study by Guzman and Masa (2015) examined the relationship

between academic performance and employment status among Filipino

college students. The study found that working students tended to have lower

CiPAs compared to non-working students, which was attributed to the time

constraints and competing demands of work and school. However, the study

also found that working students who were able to manage their time

effectively and had good support systems in place were able to perform well

academically.

These strategies highlight the challenges faced by working students from

low-income backgrounds in the Philippines, and the need for supportive

policies and programs that can help alleviate these challenges and improve

their academic and employment outcomes. The researchers found that

financial constraints, work related stress, and time management were among

the main factors that affected the academic performance of working students.

Coping Mechanism

A study by Santos and Associates (2018) found that working students who

received support from family and friends had higher levels of academic

achievement and were less likely to drop out of school. Another study by

Adonis and Aranda (2021) found that working students who engaged in

regular exercise had better mental health outcomes and were more likely to

succeed academically. Additionally, a study by Sarmento and Associates

(2019) found that working students who developed effective time

management skills were better able to balance their work and academic

commitments

One study published in the Asia Pacific Journal of Education in 2018

surveyed 300 working students from various universities in the Philippines

and found that many of them reported using time management strategies

such in prioritizing tasks, setting schedules and avoiding procrastination to

balance their work and studies.

Another study published in the International Journal of Academic Research

in Business und Social Sciences in 2019 focused on the time management

practices of working students in a public university in the Philippines. The

study found that the most commonly used time management strategies

among the participants were setting goals and priorities, making to-do lists,

and avoiding distractions. These studies suggest that working students in the

Philippines do employ time management strategies to balance their work and

studies, although there may be variations in the specific strategies used and
their effectiveness depending on individual circumstances. In the context of

the Philippines, where many working students come from low- income

backgrounds, financial management is a particularly important coping

mechanism. Many working students struggle to make ends meet and may

have to take on multiple jobs to support themselves and their families. By

learning how to budget, save, and seek financial assistance, working students

can reduce their financial stress and improve their overall well-being.

Moreover, socking academic support is also crucial for working students in

the Philippines. Some universities offer special programs and resources for

working students, such as flexible schedules, online classes, and academic

advising. These resources can help working students manage their time and

academic workload more effectively and ultimately succeed in their studies. It

is also worth noting that the effectiveness of coping mechanisms can vary

depending on individual circumstances and personal preferences. Therefore,

working students need to explore and experiment with different coping

strategies to find what works best for them with the right support and coping

mechanisms, working students in the Philippines can overcome the

challenges they face and achieve their academic and career goals.

Another study from Elisabeth Hovdhaugen's (2015) highlights that there

are various factors that can lead students to drop out of a particular university

before completing their degree, and one of the most frequently cited reasons

is employment while studying By utilizing survival analysis, this study

examines the impact of employment status on dropout rates and reveals that

employment status does live an effect on the likelihood of dropout.

Specifically, students who work full-time while studying full-time are less likely
to complete their program than those who work part-time or not at all.

However, the risk of dropout increases when students work more than 20

hours per week, as if there is a limit to how much students can work. The

inclusion of employment status in the analysis does not alter the influence of

other factors known to affect dropout rates, such as gender, grades, and

social background. Rather, it contributes to a better understanding of which

students are more likely to drop out. Thus, models for retention and dropout

prevention should consider external factors such as employment status in

addition to factors within the university setting.

According to the Commission on Higher Education (CHED), approximately

216,000 students in the country are presently misrepresenting their status as

both students and employees, which accounts for approximately 8% of all

college students in the nation. CHED has reported that working students

today are primarily employed in the food service, entertainment, and sales

industries, in addition to their typical roles as research assistants and

librarians. Atty. Julito Vitriolo, the officer-in-charge at CHED's office of the

executive director, has noted that one of the main reasons students require

supplementary income is due to financial crises. Vitriolo also stated that

students are compelled to work independently due to the rise in commodity

prices and tuition fees. Furthermore, CHED has revealed that only 50% of

working students manage s Finish College due to difficulties in adapting to the

demands of their studies, poor health, or financial constraints. CHED

recommends that working students seek less demanding jobs related to their

field of study to ensure that they can balance their work and academic

commitments
 Based on Rajeev Darolia's (2014) research, an increasing number of

students in universities are employed and to a greater extent. Darolia utilized

nationally representative data from the 1997 National Longitudinal Survey of

Youth to investigate the distinct impacts of employment on the academic

performance of undergraduate students in the United States. There are

several methods to establish the causal relationship between employment

and academic achievement, including employing student-level fixed effects to

account for immutable, unobservable traits that may impact both work and

study intensity, as well as system GMM models to address potentially

endogenous connections between both factors that fluctuate over time.

Darolia specifically analyzed disparities between full-time and part-time

students, and the consequences of employment fur diverse subgroups.

Additionally, he discovered no proof of detrimental impacts on student grades

due to marginal work hours, but found that full-time students finish fewer

credits per term when increasing employment hours.

Social Support Systems

According to research by Gayuma and Quimeot (2017), working students

in the Philippines can benefit from various social support systems, including

family, peer, academic, employer, and community support. These systems

can help them cope with the challenges of balancing work and studies, and

improve their academic performances, psychological well-being, and overall

well-being.

In addition. Torres (2019) found that social support from family, friends,

and peers can moderate the negative effects of economic stress on

psychological distress among working students.

 Cura (2018) also reported that social support from family, friends, and

peers had a significant positive effect on well-being among working students

in the Philippines Peer support: Working students may form friendships and

support networks with their pens who are also working students. They can

share experiences and provide emotional support to each other.

Synthesis

Working while studying presents a range of challenges and benefits for

students, including those enrolled in criminology programs. Both domestic and

international literature point to the prevalence of student employment during

college, with the majority of students in the US, Western and Central Europe,

Africa, and the Philippines engaging in paid work while pursuing their

degrees.

The primary motivations for working while studying are financial constraints

and unclear career tracks. While student employment offers numerous

advantages, such as improved time management skills, career-related

knowledge, self-responsibility, networking opportunities, and development of

soft skills, it also poses significant risks to academic performance. Challenges

associated with working while studying include time management difficulties,

stress, fatigue, financial strain, and negative impacts on mental health and

well-being.

Research suggests that criminology students who work part-time often

report feeling overwhelmed, stressed, and experiencing decreased academic

achievement. Institutions play a critical role in supporting working students by

offering flexible learning arrangements, support services, and adequate

resources for online classes. Providing accessible mental health and well-

being resources is equally essential to addressing potential negative impacts

on students' psychological welfare.

In summary, working while studying is a complex issue characterized by

unique sets of challenges and benefits. Understanding the implications of

student employment requires a comprehensive examination of the underlying

factors influencing its prevalence, the conditions facilitating successful

integration of work and study responsibilities, and the institutional measures

necessary to promote optimal academic performance and student success.

Chapter 2

Methodology

This chapter presents the methods used in this study. The research

design, research participants, role of the researcher, data sources, data

collection procedure, data analysis, the trustworthiness of the study, and

ethical consideration.

Research Design

A qualitative research design will be used in this study. Creswell (2014)

states the goal of qualitative research is to explore and understand the

meaning that people or groups give to a social issue or human crisis. Rovai et

al. (2014) claim that this study approach promotes social justice, culture, and

individuality and offers a current, subjective, yet richly contextualized and

content-rich range of information.

The lived experiences of criminology students will be examined in this

study using a phenomenological approach. According to Van Manen (1990),

referenced by Kassim (2019), the goal of the phenomenological approach is

to clarify the meaning of the lived experiences while also providing

descriptions of the essential experiences, all without the need for interpretive

or causal generalizations. Creswell (2013) defines phenomenology as a

qualitative research methodology that centers on the shared aspects of an

individual's lived experience within a particular group. The main objective of

the method is to describe the nature of the specific phenomenon. People with

direct knowledge of an event, circumstance, or experience are usually the

ones interviewed.

In this study, the qualitative method and phenomenological approach

are the most appropriate designs because they describe a final plan to

explore people's lived experiences, and they were also concerned with the

settings where the data was gathered. Put another way, and the

phenomenological tradition is distinguished by studying the lifeworld as we

immediately experience it, reflectively, rather than as we conceptualize,

theorize, categorize, or reflect on it. Phenomenology is now widely regarded

as one of the alternative qualitative research methodologies. It is participants

primarily that this study focuses on discovering the context of management,

which the researcher believes will assist criminology student in APCI to

sincerely express their lived experiences in balancing work and study.

Research Participants

The number of participants required for a phenomenological study with

a diverse group is between 3 and 15, as per Creswell (2013). In this particular

study, there are seven (7) participants who are working students in the field of

criminology. To ensure fair representation and selection of participants,

purposive sampling will be employed, which involves the researcher's

judicious choice of individuals, cases, or events that can provide valuable

insights into the study's objectives. As recommended by Patton (2015),

purposive sampling allows for the efficient use of limited resources, while

Nikolopoulou (2022) highlights the importance of the researcher's expertise in

selecting participants who can offer the best information. Due to the rarity of

criminology working students in APCI, purposive sampling was deemed

appropriate for this study.

The selection process for the study will involve several inclusions criteria to

ensure that the participants meet specific requirements. The researchers will

look for criminology students who are currently enrolled at APCI, students

who are working in Fast-Food, Educational institutions and any service

establishments for at least one year and must have an employment certificate

or any proof of employment. These criteria will help ensure that the selected

participants can provide relevant insights into the study's focus on the

challenges faced by working students in the criminology program at APCI.

Data Sources
 Qualitative researchers typically collect data through various methods

such as interviews, observations, and documents (Creswell, 2007). Individual

bin-depth interviews with participants will yield their experiences and

observations, which will be as the study's major source of data.

According to Dilipfulcrum (2020), in-depth interviews are a type of

qualitative research that allows researchers to delve deeply into topics of

interest with the people they want to understand better. This method is

typically used in research papers that involve a relatively small number of

these interviews, and they focus on the specific characteristics of the

audiences that researchers want to understand.

In this study, the researcher will conduct in-depth interviews to

investigate the lived experiences, problems, struggles, and challenges faced

by street food vendors amidst the phase of pandemic recovery.

Data Collection

According to Creswell (2007), qualitative researchers are involved in

several activities during the data collection process. The researcher will

organize actions in the data collection procedures in this study. Several

events occurred during the data collection, analysis, organization, and

interpretation.

First, the researcher will acquire permission to conduct the study from

Aces Polytechnic College, Inc. Research and Development Office through a

letter of request Noted by the APCI Coordinator of the Institute of Criminal

Justice.
 Second, once the request letter is approved, it will be forwarded to

APCI Student Affair Office along with the copy of the research study.

Third, the participants will be briefed on the study's objectives and

methodology, followed by signing a letter of consent to proceed with the

study.

Fourth, the researcher will prepare guide questions to be checked and

validated before scheduling interviews with participants on their preferred date

and time.

Fifth, the actual interview will then take place on the scheduled date

and time in their preferred places where they feel comfortable sharing with us

their experiences with the use of an audio recorder.

Sixth, the researcher will transcribe the recorded data collected from

this study's research participants and translate and interpret the information in

a systematic written form.

Finally, the researcher will organize and store the data collected from

the respondents in order to ensure the data's security and to be able to

retrieve these files if necessary.

Data Analysis

The information gathered from in-depth interviews will be summarized,

transcribed, translated, and analyzed. In the data analysis process, the

researcher will adhere to the steps proposed by Creswell (2009).

 The researcher will transcribe the recorded audio from the in-depth

interview to fully comprehend the participant's responses. The overall

impression is based on the information obtained.

Second, the data will be examined and analyzed using thematic

analysis. With the adviser's assistance, the researcher examined the data

using a thematic approach to identify themes, such as patterns in the data

that are important or interesting. According to Boyatzis (1998), the thematic

analysis serves as a "translator" for those who speak the languages of

qualitative analysis, allowing researchers who use different research methods

to communicate with one another. The researcher will ensure that the

reflected data matches what the participants meant.

Third, the researcher will categorize each transcription grouping into

themes; this allows the researcher to simplify and focus on specific data

characteristics. It will entail gathering and categorizing related data segments.

The researcher will then code the core ideas and formulate themes to extract

significant issues and core ideas as they are generated and clustered. It

entailed a process of reflection and a way of interacting with and thinking

about data.

Trustworthiness of the Study

In order to assess the value of a research paper, Lincoln and Guba

(cited in Shenton, 2004) emphasize the importance of evaluating its integrity.

They identify four components of trustworthiness: credibility, transferability,

dependability, and confirmability. Credibility specifically pertains to the

accuracy of the results in relation to real-world circumstances. Shenton (2004)

stresses that ensuring credibility is particularly crucial in establishing

trustworthiness. To achieve this, Shenton suggests employing techniques

such as prolonged engagement, iterative questioning, and member checking,

which the researcher plans to utilize in this study.

According to Onwuegbuzie and Leech (2007), engaging in prolonged

fieldwork allows the researcher to gain a deeper comprehension of the study

setting, thereby reducing the likelihood of misunderstandings or

misinterpretations that might arise from the researcher's temporary presence.

By spending more time in the field, the researcher can build trust with

participants and gain a richer understanding of their cultural background and

environment, ultimately enhancing the quality of the data collected.

In addition, iterative probing is utilized to gather thorough data. It's

essential for the researchers to revisit topics brought up by participants and

collect further relevant details via repeated questioning (Lincoln & Guba,

1985). This involves asking follow-up questions to participants regarding the

study's questions to get more precise and comprehensive responses.

According to Lincoln and Guba (1985), conducting member checks is

crucial to enhancing a study's credibility. Data accuracy can be verified

through immediate checks during and after data collection conversations. This

confirms Shenton's observation (2004) that the data represents the

participants' personal experiences. As part of the process, participants will be

requested to review and confirm the precision of the transcribed records they

contributed to, ensuring that they align with their individual experiences.
Afterward, they will provide their approval by signing a participant agreement

form attached to the transcribed responses.

In this study, the researcher devotes more time to engaging with

students who balance work and academics, aiming to thoroughly grasp their

experiences as working learners. By doing so, not only does it facilitate a

better comprehension of their situation but also helps establish trust and

rapport between the researcher and the participants.

Moreover, Bitsch (2005), as cited by Anney (2014), transferability

denotes how well qualitative research results can be adapted to various

settings involving diverse participants. Transferability serves as the

interpretive counterpart to generalizability. Bitsch emphasized that

researchers can assist users in making informed judgments about

transferability by providing exhaustive descriptions and employing purposive

sampling strategies

According to Bassey (1981), referenced by Shenton (2004), when

readers perceive comparable scenarios between their environments and the

ones depicted in the research, they can apply the findings accordingly.

Researchers should offer extensive contextual facts about the study locations

to enable readers to draw connections between the research setting and their

own situations, thereby facilitating the application of the findings in appropriate

contexts.

Moreover, Guba (n.d.), referenced by Shenton (2004), recommends

providing background information to set the scene for the study and a

thorough explanation of the phenomenon being studied to facilitate

comparisons. A thorough explanation of the approach and component can be

a crucial component in building confidence, as it aids in communicating the

real-world scenarios that will be carried out and, to some degree, the

surrounding surroundings. Knowing this made it simpler for the reader of the

final narrative to assess how true the overall findings were. In order to

increase the study's credibility and transferability, the researcher promises

that the data will be maintained on file and gives a thorough and in-depth

explanation of the methodology and phenomenon being examined. The

researcher will employ transferability by formulating and disseminating a

thorough description of the investigation, and participants will be specifically

selected. It enabled investigation transferability, indicating that the investigator

did everything possible to make sure that the findings of this qualitative study

could be applied to other situations involving different participants. It was

essentially generalizability's interpretive counterpart.

Reliability is crucial for ensuring trustworthiness in research studies by

establishing steady and replicable outcomes (Patton, 2002). Credibility and

reliability share a strong connection, per Lincoln and Guba (referenced in

Shenton, 2004), with showing the former enhancing the likelihood of the latter.

The approach involves employing various techniques like conducting focus

groups and one-on-one interviews, known as "overlapping methods," to

guarantee consistency and repetition. Moreover, detailing the study's steps

enables other researchers to recreate the process and achieve identical

results, further promoting reliability. Additionally, using diverse data collection

practices like extensive interviews solidifies reliable outcomes.

 Confirmability refers to minimizing researcher bias, enabling

participants to significantly influence research findings (Anney, 2014).

Researchers must adhere to specific measures outlined by Guba (1981) via

Shenton (2004) to uphold confirmability, namely disclosing personal views

and presumptions, meticulously documenting methodology to enable

thorough examination of research integrity, and maintaining a comprehensive

audit trail. Providing exhaustive descriptions also empowers readers to

assess the validity of the data and emerging themes. Hence, confirmability

ensures objectivity and reduces potential biases influencing the outcome.

A crucial aspect for ensuring rigorous research is the presence of an

"audit trail," serving as a transparent record of every decision and procedure

undertaken throughout the study, as proposed by Lincoln and Guba (1985).

By explicitly delineating each phase, from initial design to final reportage, the

researcher builds confidence in the investigation's legitimacy. Keeping a

thorough audit trail allows tracking participant reactions while offering

transparency necessary for validation checks performed by stakeholders like

advisors and research panels. These individuals can verify whether the

interpretations and conclusions stem authentically from sound evidence

sources. Therefore, implementing an auditable structure promotes

accountability and fosters collaborative evaluation during the research

journey.

Role of the Researchers

The researcher plays a vital role in this study as an interviewer,

recorder, transcriber, etc.

 As an interviewer, the researcher is personally involved in gathering,

investigating, collaborating, and interacting with participants to obtain the

necessary and required information through in-depth interviews. Proper and

organized processes will be followed for the study to flow smoothly.

The researcher will use a recorder and other necessary devices as a

recorder to document and record the responses of the participants. Those

who participate in this study can expect complete confidentiality and

protection of their personal information. Any revelations, opinions, and points

of view expressed, both positive and negative, will be taken constructively.

As a translator, we will transcribe the response of the participants by

interpreting audio record information and copying it into written code as well

as translating the participants' reactions if necessary.

Ethical Considerations

This study lies an exploration of criminology students who balance

academic pursuits alongside employment opportunities. Guided by scrupulous

regard for ethical norms set forth in the Belmont Report (1979), we strive to

establish trust among participants by consistently applying rigorous ethical

considerations throughout the entirety of the research process. Maintaining

honesty, fairness, and respect lays a firm foundation for uncovering valuable

insights about these students' distinctive lives whilst safeguarding their rights

and welfare at all times.

Presented by the National Commission for the Protection of Human

Subjects of Biomedical and Behavioral Research, the seminal Belmont Report

(1979) encapsulates fundamental ethical tenets distilled during thoughtful

discussions surrounding research involving humans. Central to its guidance

are the triad of core values - reverence for autonomy, altruism, and

equitableness. Recognized as cornerstones deeply ingrained in societal

customs, they hold immense significance for navigating the complexities

inherent in scientific investigations centered Arounds people. Upholding these

time-honored principles remains paramount for striking a delicate equilibrium

between groundbreaking discoveries and protection of human subjects.

The first principle, venerating autonomy, posits that research

contributors merit treatment as discerning entities, imbued with independence,

sovereignty, and decisional capacity provided ample information. Drawing

inspiration from Creswell (2007), this concept anchors the basis for obtaining

informed consent. For this particular investigation, research goals and

strategies shall be elucidated to prospective members, accompanied by

complete details regarding associated advantages and hazards.

Encompassed in the agreement are provisions acknowledging their

prerogative to retreat from participation at any juncture, bolstered by privacy

Assurances.

The researcher will obtain permission from the participant to record the

data from the in-depth interviews on tape. The researcher will then allow the

participant to review and, if necessary, modify the transcript data to ensure

that it corresponds to the participant's response.

The second principle, beneficence, refers to efforts to ensure the well-

being of research participants or to minimize the research's potential benefits

while minimizing its potential harm. The key to this principle is that because all

research has risks and benefits, they must be balanced. Research benefits

may include developing a friendship with the researcher or other participants,

gaining knowledge or education from participation, or having the opportunity

to do well for society or gain the respect of others (Creswell, 2007). The

researcher codes the data from in-depth interviews to ensure the

confidentiality of the respondents' responses and their anonymity. Moreover,

the researcher articulated that anticipated outputs would yield favorable

consequences devoid of detriments inflicted upon participants. Committed to

fostering symbiotic relationships where everyone gains, balancing risks

against rewards emerges instrumental in generating value while upholding

unwaveringly high ethical benchmarks.

The researcher distributes tokens to the study's participants. Snacks

are provided to the participants who lent their time to make this research

possible to fairly compensate them for their efforts during the in-depth

interview. Furthermore, this research study adheres to the Data Privacy Act of

2012, Republic Act 10173, which protects an individual's right to privacy. This

act balances the right to privacy with the efficient use of information. As the

researcher complied with the Data Privacy Act of 2012, the privacy of the

research participants will be protected in this study, and no personal data will

be collected from participants.

The principle of justice is the final tenet of the Belmont Report (1979).

People of all classifications (race, gender, ethnicity, age, etc.) should be

subjected to the risks and benefits of research equally, and people should be
included or excluded only for reasons related to research questions or

hypotheses. As a result, the researcher ensured that the research participants

were chosen relatively. The findings of this study were presented to the

participants to ensure fairness. Furthermore, as the researcher, we ensured

that all principles enshrined in the Belmont Report were followed to protect the

participants' rights and well-being.