THE IMPACT OF WORKING STUDENTS' COMMITMENT ON THE ACADEMIC PERFORMANCE OF GRADE 12 HUMANITIES AND SOCIAL SCIENCES LEARNERS

Abstract

This study investigates the impact of working Grade 12 students' commitment levels on their academic performance in the Humanities and Social Sciences. It examines the relationship between students' dedication to both work and academics, focusing on how this affects aspects like time management, motivation, stress management, the use of support systems, and alignment with long-term goals. The findings suggest that students with higher commitment levels are more effective at managing time, staying motivated, coping with stress, using available resources, and aligning their efforts with their long-term educational and career objectives. However, the study also recognizes that individual circumstances and context play a significant role in shaping the effects of commitment on academic performance. In this quantitative research, a purposive sampling technique was employed, selecting 64 Grade 12 HUMSS learners who are working part-time and studying full-time from 16 sections. The study utilized descriptive analysis to assess the significance of working student commitment and its impact on the academic performance of Grade 12 HUMSS students at Immaculada Concepcion College. This approach aimed to provide insights into how students' commitment to both work and academics influences their educational experiences and outcomes. According to the results, age presents both advantages and disadvantages in balancing work and studies, while sex may influence how students are treated in the workplace. The survey highlights that part-time jobs can be beneficial for students, offering valuable practical learning opportunities and aiding in the development of essential life skills like budgeting and saving. However, participants also acknowledged the difficulties of managing both work and studies, with heavy workloads being a significant barrier to focusing on academics. Despite these challenges, the findings suggest that students' work experiences foster the development of new skills. Moreover, the calculated Pearson r and correlation coefficient reveal a significant relationship between working student commitment and academic performance. This suggests that a strong commitment to work can have both positive and negative impacts on academic outcomes, depending on the individual’s ability to manage time and responsibilities effectively. The study revealed that students' working commitment has a significant impact on their academic performance. The level of commitment exhibited by the students appeared to have a neutral or slightly positive effect on their academic results. This finding is consistent with previous research, which suggests that moderate work involvement can enhance time-management skills, discipline, and a sense of responsibility.

Students commonly reported employing effective strategies, such as time management, task prioritization, and strategic planning, to balance work and academics. Some students highlighted setting specific study hours, using weekends to catch up on schoolwork, and taking advantage of school breaks to manage academic tasks.

Additionally, the study identified support systems (including family, school, and peers) as critical factors in helping working students manage their dual responsibilities. Family support was particularly emphasized as an essential element in enabling students to navigate the challenges of working while studying.