EFFECTS OF WORKING WHILE STUDYING ON THE ACADEMIC PERFORMANCE OF THE 3RD YEAR BACHELOR OF ELEMENTARY EDUCATION STUDENTS

Abstract

This study investigates how third-year Bachelor of Elementary Education (BEED) students balance working and studying while assessing its effects on academic performance. The research explores challenges students face in managing their time, finances, and responsibilities. Guoying Zhang et al. (2019) emphasized that student age significantly predicts academic performance, regardless of work status. This study aims to analyze students' performance in written tasks, performance tasks, major examinations, career development, and personal obligations, where the respondents' weighted mean score of 3.68 indicated a high level of agreement. The study employed a quantitative descriptive research design using statistical tools such as frequency, percentage, Likert scale, weighted mean, and ranking. A random sampling technique was used to select 30 third-year BEED students from Bestlink College of the Philippines to assess the effects of working while studying on academic performance. Findings indicate that effective time management and financial planning help students manage the challenges of working while studying. The study highlights the importance of student participation in class and the role of teachers in understanding their students' situations. Additionally, school administrators should provide support and motivation through relevant programs and policies that aid working students. These insights serve as a reference for future research on similar topics. To address the challenges identified, the researchers propose an improvement plan focused on time management strategies for working students. The study aligns with motivation theory, which suggests that financial, career, family, and personal needs influence students' drive to balance work and academics. Providing institutional support, flexible schedules, and academic guidance can enhance their overall performance and well-being.