Instructions

(Mga Tagubilin)

Please read each statement carefully and indicate how much you agree or disagree with it
based on your personal experience as a working student.
(Mangyaring basahin nang mabuti ang bawat pahayag at tukuyin kung gaano ka sumasang-
ayon o hindi sumasang-ayon dito batay sa iyong personal na karanasan bilang mag-aaral na
nagtatrabaho.)
For each item, select one response that best reflects your opinion by checking the box that
corresponds to your choice:
(Para sa bawat aytem, pumili ng isa lamang na sagot na pinakamahusay na nagpapakita
ng iyong opinyon sa pamamagitan ng pagtsek sa kahon na tumutugma sa iyong napiling
sagot)

Strongly Agree- You completely agree with the statement. (Ganap kang sumasang-ayon sa
pahayag.)
Agree- You generally agree with the statement. (Pangkalahatan kang sumasang-ayon sa
pahayag.)
Moderately Agree- You somewhat agree, but with some reservations. (Kaunti lamang ang
iyong sang-ayon, kasama ang ilang pagdududa)
Disagree- You generally disagree with the statement. (Pangkalahata’y hindi ka sumasang-ayon
sa pahayag.
Strongly Disagree- You completely disagree with the statement. (Ganap kang hindi sumasang-
ayon sa pahayag.)

Your participation in this survey is voluntary and anonymous. The data collected will be used
solely for research purposes and will be kept confidential. No personally identifiable
information will be collected unless explicitly stated otherwise. By completing this survey, you
give your consent to participate in the study.

STATEMENT Strongl Agree Moderately Disagree Strongly

y Agree Agree Disagree

Respondents’ level of
awareness on earthquake

1. I can balance my study time

and work schedule
effectively.
(Nakakapagbalanse ako
nang epektibo sa aking oras
ng pag-aaral at iskedyul ng
trabaho.)
2. I often feel rushed trying to
finish both schoolwork and
job tasks.

(Madalas akong
nagmamadali upang
matapos ang gawain para
sa paaralan at gawain sa
trabaho.)
3. I plan my daily activities to
avoid conflicts between
school and work.

(Nakakaplano ako ng
aking pang-araw-araw na
gawain upang maiwasan
ang hindi pagkakaugnay
ng iskedyul sa paaralan at
trabaho.)
4. My work schedule
sometimes causes me to
miss classes or deadlines.

(Minsan ang aking iskedyul

sa trabaho ay nagiging
dahilan para makaligtaan
ko ang klase o deadline.)

5. I have enough time for rest

and relaxation despite
working and studying.

(May sapat akong oras

para magpahinga at mag-
relaks kahit nagtatrabaho
at nag-aaral ako)
Academic Performance
(Akademikong Pagganap)
6. Working while studying has
improved my responsibility
and focus in class.

(Ang pagtatrabaho habang

nag-aaral ay nagpabuti sa
aking responsibilidad at
pokus sa klase .)
7. I find it difficult to
concentrate on schoolwork
because of fatigue from
work.
 (Mahirap para sa akin ang
tumuon sa gawaing
pampaaralan dahil sa
pagkapagod mula sa
trabaho.)
8. My grades have stayed the
same even though I am
working part-time.

(Nanatili ang aking mga

marka kahit nagtatrabaho
ako nang bahagya.)
9. I have less time to
participate in school
activities due to my job.

(Mas kaunti ang aking oras

upang makilahok sa mga
gawain sa paaralan dahil
sa aking trabaho.)
10. I often submit assignments
late because of my work
responsibilities.

(Minsan ay ipinapasa ko
nang huli ang mga
takdang aralin dahil sa
aking mga tungkulin sa
trabaho.)
Work-Life Balance
(Balanseng Trabaho-Buhay)
11. I feel stressed most of the
time because of juggling
school and work.

(Laging nararamda-man ko
ang stress dahil sa
pagharap sa mga
tungkuling pampaaralan at
trabaho.)
12. My relationships with friends
and family have been
affected by my work
schedule.

(Naapektuhan ang aking

pakikipag-ugnayan sa mga
kaibigan at pamilya dahil
sa aking iskedyul sa
 trabaho.)

13. I enjoy my job and it helps

me stay motivated in
school.

(Nagugustuhan ko ang
aking trabaho at ito ay
nakakatulong upang
manatiling motivated sa
pag-aaral.)
14. I feel physically tired most
days after school and work.

(Nararamdaman kong
physically tired sa halos
bawat araw pagkatapos ng
paaralan at trabaho.)
15. I still have time to pursue
hobbies or personal
interests despite working.

(May oras pa rin ako para

sa libangan o pansariling
interes kahit nagtatrabaho
ako.)
STATEMENT 5 4 3 2 1 TOTA MEAN
L
Component 1
1 8 10
8 2 2 30 22
2 12 10
6 2 0 30 24.4
3 14 10
6 0 0 30 25.6
4 2 41 14 0 30 16.8
0
5 12 10 6 2 0 30 24.8
Mean 22.72
Component 2 5 4 3 2 1
6 10 6 1 4 0 30 22.4
0
7 6 6 6 8 4 30 18.4
8 14 6 6 2 2 30 23.5
9 2 8 4 14 2 30 16.8
10 2 2 1 8 2 30 16.8
6
Mean 19.58
Component 3 5 4 3 2 1
11 12 4 4 8 2 30 21.2
12 4 4 2 14 6 30 15.2
13 24 2 4 0 0 30 28
14 8 8 8 4 2 30 21.1
15 10 10 8 2 0 30 23.6
Mean 21.82
Toatal Mean 40.51
Presentation Script: Working Students' Experience Presenters:
2: Introduction
Haimcel: Good morning, everyone! We are delighted to be here today to present our
research titled "Working Students: Balancing Study and Life."

Haimcel: This study, conducted by Sian, Jardin, Ugay, and Talon, delves into the
experiences of working students, aiming to understand the challenges and successes
they navigate daily.

Haimcel: Our research specifically focuses on Time Management, Academic

Performance, and Work-Life Balance among these dedicated individuals.

Haimcel: We believe understanding these aspects is crucial for fostering supportive

environments for students who are pursuing their education while also contributing to
the workforce.

Slide 3: Methodology
Arianne: To gather our insights, we employed a quantitative research design, utilizing a
Sample Survey Questionnaire. This allowed us to collect structured data from our
participants.

Arianne: Our questionnaire was designed to capture perceptions across different

components, using a Likert scale for comprehensive responses.

Arianne: The questionnaire was available in both English and Filipino, ensuring
accessibility and clarity for all respondents. Arianne: We collected data from working
students at Kablon National High School, providing a focused perspective on their
unique circumstances.

Slide 4: Table 1 - Component 1: Time Management

Haimcel: Let's dive into our findings, starting with Component 1: Time Management.
This component explores how working students manage their dual responsibilities.
(Haimcel gestures to Table 1 on screen)

Haimcel: As you can see in Table 1, the overall mean for this component is 3.78,
interpreted as "Moderately Agree." This suggests that, on average, students feel they
have a moderate ability to balance their schedules.
Haimcel: A significant finding here is the statement, "I plan my daily activities to avoid
conflicts between school and work," which received a high mean of 5.2, interpreted as
"Strongly Agree." This highlights a strong proactive approach to scheduling.

Haimcel: "I often feel rushed trying to finish both schoolwork and job tasks" also scored
high at 4.07, or "Agree." This indicates that despite planning, the workload can still feel
demanding.

Haimcel: On a contrasting note, "My work schedule sometimes causes me to miss

classes or deadlines" received a low mean of 1.87, interpreted as "Disagree." This
suggests that, while feeling rushed, students generally avoid missing academic
commitments due to their work.

Haimcel: Interestingly, "I have enough time for rest and relaxation despite working and
studying" also scored 4.07, or "Agree." This implies that students are finding ways to
incorporate downtime into their demanding schedules.

Haimcel: The data for Component 1 reveals a strong inclination among working
students towards proactive planning. Despite feeling rushed, they generally perceive
themselves as capable of balancing their commitments and even finding time for rest
and relaxation.

Haimcel: This aligns with research by Roronoa (2021), which found that job obligations
can encroach on study time, leading to increased stress. Our findings echo this,
suggesting that while students plan, the flexibility of work schedules may be a key factor
in avoiding academic disruptions. Slide 5: Table 2 - Component 2: Academic
Performance

Arianne: Moving on to Component 2: Academic Performance. This section examines

the impact of working on students' academic outcomes and experiences. (Arianne
gestures to Table 2 on screen)

Arianne: The overall mean for Component 2 is 3.27, or "Moderately Agree." This
indicates a mixed but generally positive perception of how working affects their studies.

Arianne: Students moderately agree that "Working while studying has improved my
responsibility and focus in class" (Mean: 3.7) and that their "grades have stayed the
same even though I am working part-time" (Mean: 3.93). This suggests a positive
impact on personal development and academic stability.

Arianne: However, a significant finding is that students moderately agree that they "find
it difficult to concentrate on schoolwork because of fatigue from work" (Mean: 3.07).
This points to the mental toll of balancing work and study.
Arianne: Interestingly, students disagree with the statements "I have less time to
participate in school activities due to my job" (Mean: 2.😎 and "I often submit
assignments late because of my work responsibilities" (Mean: 2.87). This implies that
despite fatigue, they are still managing to engage in activities and meet deadlines.
Arianne: These findings resonate with Jeager's (2021) study on the "performance
paradox," where sustained grades and discipline are reported, but the cognitive load
can reduce the quality of academic engagement. Fatigue, even if assignments are
submitted, can affect deeper learning.

Slide 6: Table 3 - Component 3: Work-Life Balance

Menchie: Let's now look at Component 3: Work-Life Balance. This component assesses
the students' well-being, stress levels, and social/personal time. (Menchie gestures to
Table 3 on screen)

Menchie: The overall mean for Component 3 is 3.67, interpreted as "Moderately Agree."
This suggests a moderate level of success in balancing work, study, and personal life.

Menchie: Students moderately agree that they "feel stressed most of the time because
of juggling school and work" (Mean: 3.53) and "feel physically tired most days after
school and work" (Mean: 3.53). This highlights the inherent stress and exhaustion
associated with being a working student.

Menchie: On a positive note, students agree that they "enjoy my job and it helps me
stay motivated in school" (Mean: 4.47). This enjoyment is a significant motivator and
coping mechanism.

Menchie: Furthermore, they moderately agree that they "still have time to pursue
hobbies or personal interests despite working" (Mean: 3.93), indicating an effort to
maintain personal well-being.

Menchie: An interesting point is that students disagree that "My relationships with
friends and family have been affected by my work schedule" (Mean: 2.87). This
suggests that they are actively trying to maintain these important connections. Menchie:
These findings are supported by Ackerman's (2023) research, which found that enjoying
one's job and engaging in hobbies helps manage pressure. While students may
downplay the impact on social life, their focus on enjoyable work and personal interests
helps them cope. Slide 7: Conclusion

Haimcel: In conclusion, our research at Kablon National High School indicates a

"Moderately Agree" sentiment among working students across the board, with a total
mean of 3.57. Arianne: Component 1 (Time Management) shows students are proactive
planners, though they often feel rushed.

Menchie: Component 2 (Academic Performance) reveals a perceived stability in grades,

but also acknowledges fatigue impacting concentration.

Haimcel: Component 3 (Work-Life Balance) highlights that while stress and tiredness
are present, job enjoyment and personal interests serve as crucial motivators and
coping strategies.

Arianne: The research by Vinsmoke and Roronoa (2023) emphasizes that while
students are resourceful, external factors like work flexibility and the quality of academic
engagement are critical.

Menchie: This suggests that interventions focusing solely on individual planning may not
be enough without addressing the systemic demands placed upon working students.

Frenzly: Our findings underscore the resilience and determination of working students.

Frenzly: They are navigating complex challenges with commendable effort.