CHAPTER I

Introduction

Background of the Study

Self-supporting students, are the personage who deliberately or undeliberately students

who lived and relied to their selves independently. This might be partly because they aren’t
parental guided; either their parent’s works abroad or they live merely to their acquaintance. We
can’t ignore the fact that these students are close to problem regarding with their standing in
school or in other word in their studies itself that might obstruct and distract them from grasping
vocabularies sufficiently.

The relation between student’s employment and academic outcomes. It may be, however,
according to Warren, that the time and energy that students devote to employment can also be
considered as a decrease in time and energy allotted to socialization, television watching,
delinquency, or other less academically beneficial activities. Work schedules may affect
schooling outcomes, but employment activities may conceivably be affected by how well
students are doing in school. (Warren et.al, 2007)

According to Human Capital Theory (Becker,1964), student employment can be a

complement to education due to the additional skills and knowledge obtain while working.
Ronald D’Amico (1994) states that part-time employment “provides opportunities to assume
greater responsibility, authority and cooperative interdependence”. Students who work part-time
will develop networking skills; contacts and references will be valuable for future employment
opportunities Green (2001) also stated “that they [students] had gained job skills, experience,
knowledge of a variety of jobs, a sense of accomplishment, a feeling of responsibility, and
money for personal and school expenses”.
Statement of the Problem

This study aims to know the challenges of the students who have a self-supporting life
via the perception of the said respondents:

Specific Problems:

1. What are the challenges faced by the self-supporting students?

2. What are the reasons why self-supporting students become a self
3. What advice/ learning’s does this study can give to a Self-supporting students?

Conceptual Framework

Grade 11 Science Technology Challenges faced by self-supporting

Engineering and Mathematics students
students

Independent Variable Dependent Variable

Figure 1.1 a model presenting the interrelationship of a different variables in the study.
Significance of the Study
In concerns with the different challenges faced by the students this study positively
focuses on determining the self-supporting students systematically. Thus, this study will reach
out and take a hand to those are centred with this kind of situation. The study visions to
illuminate and impose such massive learning that turns out as their awareness, in which this
study is, significant to the following:

Teachers

The result of this study will help the teachers to comprehend the challenges and struggles
of the Grade 11 self-supporting students of Southern City Colleges. Therefore, Teachers will
eventually know why the self-supporting students can’t cope up or lack of participation.

Future Researchers

This study is significant for the future researches, because this study can serve as their
guidelines or for them to have a little information that is relevant in the study.

Students

This study can help the student to understand the research and to be aware for the result
that leads them to stress; affects their academic skills.

Parents

The research will help the parents be aware of all the stress and difficulties faced by their
children, it will also help them to have a little idea for them to give advice and comfort their
children.
Scope and Delimitation
The study contemplated and give wide consideration inwards with the challenges faced
by the Grade 11 Science and Technology and Engineering and Mathematics students. The study
is conducted at of Southern City Colleges Central campus, and it is expected to be done within
this first semester S.Y 2019-2020.

Definition of Terms

Deliberate- done consciously and intentionally

Aftermath- The consequences or the aftereffect of a significant unpleasant event.

Systematic- done or acting according to a fixed plan or system methodical.

Illuminate- to supply or brighten with light

Contemplate- look thoughtfully for a long time at.

Qualitative- relating to measuring, or measured by the quality of something rather

than its quantity.

Via- travelling through (a place) en route to a destination.

Acquaintance- a person’s knowledge or experience of something.

Grasp- seize and hold firmly.

Reap- cut or gather.

Merely- just; only

 Chapter II
Review of Related Literature

The relation between student’s employment and academic outcomes. It may be, however,
according to Warren, that the time and energy that students devote to employment can also be
considered as a decrease in time and energy allotted to socialization, television watching,
delinquency, or other less academically beneficial activities. Work schedules may affect
schooling outcomes, but employment activities may conceivably be affected by how well
students are doing in school. (Warren et.al, 2007)

Collected and examined several studies, including theories attempting to explain the
work-school relationship and its impact on student’s academic performance particularly on the
aspect of student retention. It also severely limits one’s opportunities for interaction with other
students and faculty. As a consequence, one’s social integration as well as one’s academic
performance suffers. It also noted that the simple act of leaving (dropping out) can have
“multiple and disparate meanings”. While typically seen as negative, dropping out can be
positive for both the student and the institution if the goals of the student and the institution are
not constant. The student’s goals and intentions in coming to the educational institution may not
have included graduation. Thus maintaining enrolment for its own sake can be counterproductive
for both student and institution. (Riggert et.al, 2006)

Employment among college students has been increasing rapidly. Its effect on the
academic performance of students has been questioned by many researchers (Green, 1987).
Some of the issues raised in the literature concern matters such as the number of hours worked,
whether or not the students' jobs pertain to their majors, and the students' workloads. As more
students are employed, they face having to balance their academic requirements, extracurricular
activities, and employment responsibilities to maintain their lifestyles (Furr & Elling, 2000). The
literature reviewed below examines how employment has affected academic achievement.
 Much of the research indicating that employment negatively affects students' academic
achievement stated that an increase in the amount of hours worked was the most influential
factor. In one study, more hours worked decreased the likelihood of being an 'A' student
(Pritchard, 1996). Those who take on part-time jobs are less engaged in school before they enter
the labor force, and part-time employment, 'especially for more than 20 hours weekly, further
exacerbates this problem' (Steinberg et al., 1993).

According to these researchers, it is not the job itself that causes the problems, but the
overload on the amount of time worked because 'students who work more hours each week '
spend less time on homework, [and] pay attention in class less often'' (Steinberg & Dornbusch,
1991). Though the research results were not always consistent, it was a common theme that the
more hours worked led to decreased academic performance, but that working in general did not
necessarily have a negative effect on grades. When it came to students' jobs as they applied to
their majors, the effects were positive in that they provided experience beyond the classroom
(Lee, Mawdsley, & Rangeley, 1999).

With many students looking to work and learn as a way to offset education costs,
institutions can do a great deal to implement policies friendlier to these working learners. For
instance, researchers suggest that one simple step for institutions could be to ensure that fees for
typical student services that non-traditional students do not utilize be eliminated (Palloff & Pratt,
2003).

Working while in high school may positively influence future labour market outcomes
(Ruhm, 1995; Light, 1999, 2001), as students have the opportunity to gain early, invaluable
workplace experience and can apply the knowledge they have gained to their coursework.

For instance, longer hours worked can lead to increased absences in school, a greater
likelihood of dropping out of school (Warren & Lee, 2003).

Further, scholars suggest that the way we consider employment for high school students
be assessed with relation to the time spent on schoolwork (Marsh & Kleitman, 2005). In other
words, working may take time away from homework, therefore jeopardizing grades. Rothstein
(2007) asserts that the type of work and how the work interacts with schooling highly influence
high school competition.
 Type of work and how students approach it matter, too. As Holland and Andre (1987)
argue, “experiences that further the total development of the individual students” are important
for developing a sense of responsibility that may actually have a more positive influence on
academic achievement.

According to Swift and Kent (1999), students who have participated in internships return
from the experience and enrich the classroom conversation. Largely, institutions that offer
internships find that their faculty are more up-to-date on the community and industry (Divine,
18Linrud, Miller, & Wilson, 2007), and employers can be a great resource for providing
meaningful information to a classroom, such as providing a type of skills “laboratory” in which
students can apply what they’ve learned, providing input on curriculum development, and
providing “an additional forum for student and curriculum assessment” ( Thiel & Hartley, 1997).
There are also financial benefits to the institution, from advertising opportunities for the college
to new funding sources in the form of corporate donations from potential employers and work
and learn program company participants (Coco,200;Gualt,Redington, and Schlager ,2000)
 Chapter III
Research Methodology

This chapter discusses the research methods employed in the study specifically, it
includes the research design, research locale, population and sampling design, research
instrument and data gathering procedure.

Research Design

This research uses Qualitative methods whereas it is done via narrative form, thus, it
gathers, analyses, interprets data based on the observation that might reaped from the study’s
respondents.

The aftermath of the said research does have the objectives assess the challenges faced by the
Grade 11 Self Supporting students of Southern City Colleges.

Research Locale

This study will be conducted at Southern City Colleges, and it is located at Pilar Street,
Zamboanga City.

A brief history of Southern City Colleges, it was established as Southern Academy in

1946, then renamed as Southern Colleges of commerce in 1952 and lately became Southern City
Colleges in 1962. Southern City Colleges was founded by Mr. Francisco M. Caliolio, Sr. and his
wife, Mrs. Arecelie F. Caliolio. This Institution is now managed and is headed by their
grandchildren Mr. Edwin M. Caliolio as its president.
Population and Sampling Design

The study utilizes Stratified Random Sampling Design where in the total population of
the STEM strands is 105, from this total population which has a strata of 35 to get the exact
sampling size of the respondents, the researcher divide the population of each section with the
total population of the strand and multiply each with the number of strata of the population.
Thus, this study has a total of 35 respondents 41 from Science Technology Engineering and
Mathematics A(am), 27 from Science Technology Engineering and Mathematics B (am), 37
from Science Technology Engineering and Mathematics A (pm).

Strand/Section Population Sampling Size

1. STEM A (am) 41 14
2. STEM B (am) 27 9
3. STEM A (pm) 37 12
Total 105 35

Table 3.1 represents the Sampling Size of the study

Research Instrument

The Research Instrument used to gather data in an essay form; where it contains 3
questions to be answered by the respondents within 15-20 minutes.

Validity and Reliability

The research instrument was standardized because it was validated by “Mr Denison
Mandangan” a research teacher who did look into correctness, relevance quality of the
instruments.
Data Gathering Procedure

The Researcher comes up with a research title. After the title has been decided, the
research problem was followed as it serves as the flow of this research. The conceptual
framework illustrates the relationship among variables, followed by the approval letter before the
data was gathered.

The procedure summarized in the Diagram below:

 Title formation Conceptual Framework Validation of Instrument

 Research
Problem

Approval Letter
Data Collection

Fig. 3.1 Illustrates the Data Gathering Procedure

 Southern City Colleges
Senior High Department
Pilar Street, Zamboanga City

Sir/Maam;

Greetings of Peace!

The Undersigned are grade twelve students of HUMSS B (AM) are currently working
on a undergraduate research study entitled “Challenges faced by the self-supporting students
as perceived by the Grade 11 STEM students of Southern City Colleges”, in fulfilment of the
requirement in Research Project.

In connection to this, the undersigned we would like to seek your assistance to validate
our research instrument to ensure the validity necessary for the completion of the research work.

Your assistance is highly appreciated

Thank you and God bless!

Respectfully yours,
Asbikyle D. Mohammad

Yushra Baybayan

Freya May S. Ibay

Approved By: Aerania S. Asanji

Ferzana Salbayani
Ms. Nuryati M. Sariol
Farida Jailan

Research Teacher Michael M. Caracena

Shawn Carl Truita

Validated by:
Leonardo Villanueva

Mr Denison Mandangan Lance San-Pedro

Al-yaddin Jamalludin

Arthenis Duterte
 Southern City Colleges
Senior High Department
Pilar Street, Zamboanga City

“Challenges faced by the Students as perceived by the Grade 11 STEM students of

Southern City Colleges”

Name (Optional):

Direction: Answer the following questions.

Q1. As a student, what common circumstance/s does the self-supporting student usually
encounter?

Q2. What situation do you think that a student can consider as a self-supporting student?

Q3. What possible solution/prescription you can give to a self-supporting student?