Assessing the Academic Performance of Grade 11

Working Students in RSELC Senior High School’s

Blended Learning Program

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In Partial Fulfillment

of The Academic Requirements in

APP 3 – Practical Research 1

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Submitted by:

John Niño M. Ugdang Ana Lorence Jaroporop

Korn Russel Mantalaba Jenny Mei Dacera

Felix Ragot Kimberly Lavistre

Friz Chioco Mycah Laginan

Submitted to:

Leamel C. Osnan, LPT

 Literature Review.

In this part of the research, we're diving into related literature and studies

about the experiences of students who work while studying. We've picked out

studies and writings that help us understand what it's like for students who have to

balance their jobs with their classes. These sources are like puzzle pieces that

help us see the bigger picture of how working affects students' lives. By looking at

what others have learned, we can get a better idea of what challenges these

students face and how they handle them.

Academic Performance of Working Students

Zhang et al. (2019) stated that there is a notable correlation between higher

academic performance and students of older age, typically in their early thirties or

older. For younger students, their perception of the impact of work on their academic

performance is crucial. If students perceive work negatively affecting their studies,

they should carefully balance their course and workloads. Conversely, confident

students who believe they can balance work and studies effectively tend to perform

well academically, regardless of workload. Their study utilizes decision tree analysis

to classify students based on various factors, including age, academic standing,

working hours, and job relevance. This approach helps schools develop tailored

retention strategies, particularly for younger students, by considering students' self-

perceptions and advising them on workload management.

Ralph Stinebrickner and Todd R. Stinebrickner (2003) also highlighted the

complexity of the relationship between work and academic performance, noting that
individual circumstances play a significant role. Furthermore, they emphasize the

potential benefits of youth employment on future income, suggesting that while their

study highlights potential academic costs, it should not necessarily lead to

restrictions on youth working hours.

Rajeev Darolia (2014) stated that while moderate work hours may not

adversely affect grades, full-time students may encounter difficulties in completing

credits per term as their work commitments increase. Darolia also highlighted the

nuanced relationship between work and academic success, emphasizing the

importance of tailored support strategies for students juggling work and studies.

Challenges Faced by Working Students

According to Andrews P. Maquiling (2018), the primary motivation for part-

time work was additional income rather than gaining experience, with many

employed in the private sector, particularly in business and customer service roles.

The most significant challenge reported was spending less time with friends and

family, while the highest benefit was the opportunity to make friends at work and

achieve financial security. Furthermore, they also include fostering effective time

management skills, exploring alternative assessment methods for educators, and

developing instructional curricula tailored to the needs of working students.

Tumin et al. (2020) stated that working while studying is both a financial

necessity and an opportunity for self-improvement. Despite facing challenges such

as time constraints, the informants view working while studying as motivation for
personal development and skill acquisition. Moreover, they underscore the

importance of understanding the experiences of working students in higher

education and offer recommendations such as time management, commitment,

discipline, and responsibility to help them overcome challenges effectively.

Pedroso et al. (2023) stated that while the pandemic brought stress and

emotional dilemmas for these students, it also provided opportunities for skill

development and character growth. The primary motivations for students to work

while studying during the pandemic were financial needs and gaining experience.

Despite the challenges, working students developed coping mechanisms and

recognized the responsibility that comes with balancing work and study during a

crisis. Discipline, understanding, and adaptability are essential traits for navigating

the complexities of working while studying amidst a pandemic, ultimately enriching

the personal and professional lives of these students.

Blended Learning and Student Engagement

Joshie et al. (2023) stated that technology has completely changed the way

education is provided in the digital age, leading to the development of innovative

methods that seek to improve student learning outcomes. A potential approach to

education is blended learning, a pedagogical model that mixes in-person instruction

with virtual components. In order to foster meaningful knowledge acquisition and

skill development, it is critical to actively involve students in the learning process, as

this research article explores the effects of blended learning on student

engagement. Success in school is largely dependent on student participation. It

includes the behavioral, emotional, and cognitive facets of students' engagement in

educational activities. The main location for education has traditionally been the

classroom, where lecturers present lessons and pupils listen and take notes.

Nevertheless, in the digital age, this conventional method frequently falls

short of meeting the varied learning requirements and preferences of pupils. By

incorporating online materials and activities into the learning process, blended

learning provides a solution. Through the integration of digital tools and platforms

with in-person interactions, educators can establish a dynamic and interactive

learning environment that stimulates student engagement. The three main factors

that affect student engagement—personalized learning, active involvement, and

collaboration—are made possible via blended learning.

According to Setiyani et al. (2020), successful implementation requires

investment in resources, including time and technology, and understanding both

lecturers' and students' preferred learning methods.

Xuyan Sun and Hui Guan (2021) stated that while the overall levels of

engagement are relatively high, challenges such as limited cooperative learning and

interaction between students and teachers persist. Furthermore, strengthening

instructional design, utilizing high-quality resources, and fostering a positive learning

attitude to optimize the blended learning experience. They also underscore the

importance of student engagement in improving the quality of blended learning and

highlight the role of institutions, teachers, and students in fostering a conducive

learning environment in the "Internet" era.

Well-being and Mental Health of Working Students

According to Verulava and Jorbenadze (2022), the majority of students

engaged in part-time employment are primarily driven by financial necessity.

However, many reported choosing simple jobs unrelated to their future careers.

Furthermore, sleep disturbance is a major issue stemming from the challenge of

balancing work and study, impacting both physical and mental health and

subsequently affecting academic performance. They also highlighted the

importance of universities offering flexible support services to help students achieve

their educational and career goals while addressing mental and physical health

concerns.

Kamaratih and Jamal (2020) stated that the challenges faced by these

students, such as stress from balancing work and lectures, limited rest time, and

difficulty managing emotions, contribute to decreased academic achievement and

limited participation in campus activities. The study underscores the importance of

addressing the mental health needs of working students to support their overall well-

being and academic success.

According to Vernet (2019), working students struggle to manage their work,

school, and life responsibilities compared to non-working students. Moreover,

institutional and social support is crucial for helping working students achieve better

balance.