Trait Factors of Working Students

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TRAIT FACTORSOF WORKING

STUDENTS: ITS IMPLICATIONTO

ACADEMIC ACHIEVEMENT

BUENVENIDA, Harold

GELLE, Zesil Gay

GRABATO, Lina

LIBUTAQUE, Rolando

Key terms:

working students, coping skills, personal

traits, motivational goals, academic

achievement


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INTRODUCTION


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The Philippine government puts a high value ineducation as a powerful force towards growth and

development.

This was manifested in the recently approved budget

for the year 2011 where education sector gets the

biggest part of the pie (Tan, 2010).


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McInnes and Harltly (2002) posited that it has

become a common practice for college students to

learn and earn if not earn and learn.

This phenomenon is multiple, complex andinternational.

Sembrano (2010) reported that there about 2.7

million college students in the Philippines where

about 8% of which are currently juggling work and

study.

Harrison (2011) singled out that those students who

combined work with tertiary study are significantly

less likely to complete their courses than those who

do not work.


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Many studies confirmed that the academic

achievement of working students is directly affected bythe nature of their works (Perna, 2010, Ramota, 2005,

and Orszag et al, 2001).

Orszag et al. (2001) found out that those workingstudents on-campus with limited number of hours

appeared to have a positive effect on students

performance but those who work off-campus with full

time number of hours appeared to have negative

effects.

In the Philippines half of the working students are found

to graduate. Factors such as increasing tuition rates

and higher commodity prices were the main reasonswhy working students drop (Sembrano, 2010).


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Though many researchers were conducted as

regards the nature of the work of working studentseither on off campus and its effect to academic

achievement yet little have been investigated as

regards their personal factors. True, that those who

are on campus working students gained a positiveeffect on their academic performance, and while

those who are off campus show little if not negative

effect in their scholastic performance. Yet, little

ventures were done as regards investigating the roles

of personal factors of working students and itscontribution to the positive or negative effect towards

their academic achievement thus, this study.


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FRAMEWORK


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Attribution Theory of Weiner

Maslows Hierarchy of Needs


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PARADIGM


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Working

students:

Type

Sex

Year Level

Course Taken

Trait Factors:

Coping skills Personal traits

Motivational

goals

AcademicAchievement

INDEPENDENT

VARIABLE

INTERVENING

VARIABLE

DEPENDENT

VARIABLE

Fig. I Academic achievement of working students


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STATEMENT OF

THE PROBLEM


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This study will ascertain the

academic achievementof

working students in terms oftheircoping skills,personal

traits, and motivational goals.


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1. What is the academic achievement of

working students when taken as a whole

and when grouped according to type,gender, year level, and course taken?

2. What are the coping skills, personal traits,

and motivational goals of working studentswhen taken as a whole and when grouped

according to type, gender, year level, and

course taken?

Specifically, it aims to answer the

following questions:


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3. Are there significant differences in the

academic achievement of working students

when grouped according to type, gender, year

level, and course taken?

4. Are there significant differences in the coping

skills, personal traits, and motivational goals of

working students when grouped according to

type, gender, year level, and course taken?

5. Are there significant relationships between

working students academic achievement and

their trait factors such as coping skills,

personal traits, and motivational goals?


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HYPOTHESES


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1. There are no significant differences in the

academic achievement of working students

when grouped according to type, gender,

year level, and course taken.

2. There are no significant differences in the

coping skills, personal traits, and

motivational goals of working students whengrouped according to type, gender, year

level, and course taken.

3. There are no significant relationshipsbetween working students academic

achievement and their trait factors such as

coping skills, personal traits, and

motivational goals.


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SIGNIFICANCE


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University administrator

Office of the student affairs

Future researchers


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DELIMITATIONS


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This study will be limited only to

working students enrolled for

the SY 2011-2012 as identifiedaccording to working student

type such as on- and off-

campus.


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METHODOLOGY


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RESEARCH DESIGN:

descriptive correlational

LOCALE OF THE STUDY:

a private University in Iloilo City

RESPONDENTS:

working students; first year to fourth

year enrolled for AY 2011-2012

SAMPLING DESIGN & SAMPLE SIZE

DETERMINATION:

stratified random sampling technique


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MATERIALS & INSTRUMENTATION:

Personal Trait 16 PF by Catell

Coping Skills Ayers & Sandler

Motivational Goals Neville


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SOCIAL PREPARATIONS, ETHICAL

CONSIDERATIONS & CONDUCT OF STUDY:

Letter of Permission from University Head or

President

Letter of Permission from OSS

Informed Consent

Conduct of the Study


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DATA PROCESSING & ANALYSIS:

Descriptive:

Frequency

Percentage

Mean SD

Inferential:

t-test

ANOVA

Pearson correlation coefficient


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Trait Factors of Working Students

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