Variables that impact the lives of working students

Elisabeth Hovdhaugen's (2015) research highlights that there are various factors that can lead
students to drop out of a particular university before completing their degree, and one of the most
frequently cited reasons is employment while studying. By utilizing survival analysis, this study
examines the impact of employment status on dropout rates and reveals that employment status does
have an effect on the likelihood of dropout. Specifically, students who work full-time while studying
full-time are less likely to complete their program than those who work part-time or not at all. However,
the risk of dropout increases when students work more than 20 hours per week, as if there is a limit to
how much students can work. The inclusion of employment status in the analysis does not alter the
influence of other factors known to affect dropout rates, such as gender, grades, and social background.
Rather, it contributes to a better understanding of which students are more likely to drop out. Thus,
models for retention and dropout prevention should consider external factors such as employment status
in addition to factors within the university setting.
According to Sandra Franke (2003), the average of over 4 hours a day to their education and
about7 to 8 hours of entertainment finds young people whose primary activity is attending high school
devote. Men spend more than half an hour than women on rest and about half an hour more on unpaid
work. In comparison to groups with other age, students who are in high school still have the time for
personal care and could sleep 9 hours a day. There has a considerable impact on a student's time by
adding a paid job to high school students. In the midst those with paid employment, female students
spend an average of one hour daily which is less than male students on their jobs (0.7 hours versus 1.9
hours per day). Accommodating their entry into the labor market, male high school students reduce their
free time by 1.5 hours. On the other hand, female students sleep for about one hour less. However, both
men and women nearly give the same amount of time to beneficial activities (paid work, unpaid work,
and studies), because female high school students do about half an hour more unpaid work for a total of
1.4 hours per day than males.
According to the Commission on Higher Education (CHED), around 216,000 students in the country are
currently misrepresenting school and work and this figure is about 8% of the total number of college students in
the country. CHED said that working students today are mostly into food service, entertainment and sales, apart
from their usual stints as librarians and research assistants. "One of the reasons why students need an extra
income is due to a financial crisis," according to officer-in-charge at CHED's office of the executive director, Atty.
Julito Vitriolo. He also added that because of higher commodity prices and tuition fees, these students are
forced to work independently. The CHED stated that only half of working students get to finish college, as many
cannot adapt and cannot concentrate on their studies, while some have poor health, while others didn't
continue because of financial problems. CHED recommended working students to have jobs that are not too
demanding and that is more related to their courses so that they can work comfortably.

Based on the study of Rajeev Darolia (2014), there are a growing number of students in college that are
working and to a greater extent. Using nationally representative data from the 1997 National Longitudinal
Survey of Youth, he analyzes the different effects of working on grades and credit completion for undergraduate
students in the United States. There are strategies to identify the causal relationship between working and
academic performance including student-level fixed effects to control for permanent, unobserved characteristics
that may affect both work and study intensity, and system GMM models to account for potentially endogenous
relationships between both aspects that vary over time. He examines that with a particular focus on differences
between full-time and parttime students, consequences of working for diverse subgroups will deal with it.
Furthermore, he finds no evidence in harming the students’ grades by marginal work hours, but that full-time
students complete fewer credits per term when increasing work.

Richard (2004), emphasized that information about students is important but time-consuming to
manage and it is the most essential tool that will be used to help both staff and students cope up with their work
and studies. The Cambridge Student Information System (CAMSIS) replaced various student records system used
by the colleges, departments, and universities. CAMSIS provides comprehensive and accurate information about
the student’s body and also improves data quality, reduce the administrative burden dramatically and provides
better services to both academic staff and students.

Marrero (2009), stressed that the concept of Information Systems (IS) emerged in the early 1960s about
his study entitled "Student Information System for the University of the Cordilleras". More often, when the
information system is defined, the field Information Science is always associated; it is an academic field that
deals with the generation, collection, organization, storage, retrieval, and dissemination of recorded knowledge.
Furthermore, it is a collection of related components designed to support operations, management, and
decision making in an organization. Generally, IS is supposed to inform people and it supports people or users in
making intelligent decisions based upon the information derived from reliable data.

According to Evangelista (2008), the university's Student Information System (SIS) of Nueva Vizcaya
State University is a secure, web-accessible interactive computer system that allows user access to grade
reports, transcripts, schedule of classes, and remaining balance for the semester and register for classes online.
Through this, students would be given a unique identification number. All data to and from the university would
use that unique identifier. The use of individual student records would: increase the admissions capacity to
follow a student's progress over time; provide better quality data to drive more enlightened policy decisions
resulting in enhanced educational opportunities for all students; reduce data collection burden through a web-
enabled SIS; and as a tool of parents in monitoring the academic performance of their children.