Level of Sustenance and Academic Performance Among Working Students in

Assumption College of Davao

____________________

A Research Paper

Presented to the Faculty of Senior High School

____________________

In Partial Fulfillment

of the Requirements for the Subject

Research Project

APP7

____________________

Cañeda, Angelo John Y.

Canteros, Alexa Joy B.

Ditangan, Laila P.

Gesta, Merry Rose L.

Lacerna, Joseph N.

March 2019
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Abstract

The purpose of this study was to determine the significant relationship of sustenance

and academic performance of working students in Assumption College of Davao. To

assess the level of sustenance in terms of food intake and energy level under energy

level which were the capacity to work and workload. Next, was to ascertain the level

of academic performance in terms of class participation and comprehension. And

lastly, was to determine the significant relationship between the level of sustenance

and academic performance of working students. This study used a quantitative, non-

experimental and descriptive-correlative method of research. The study was

conducted in Assumption College of Davao located in J.P Cabaguio Avenue, Davao

City. The researchers used a survey questionnaire to collect the data needed for the

study. The data were collected through the total population sampling in which the

respondents’ responses were analyzed using standard deviation, weighted mean

and pearson-r. The study revealed that sustenance and academic performance were

both in high level among the working students, and there was a significant

relationship between the two variables. The results implied that working students

maintained their health well and can perform well academically even if they were

working part-time.

Keywords: sustenance, academic performance, correlation, working students,

Assumption College of Davao

 Chapter 1

INTRODUCTION

Rationale

Working students cannot eat well due to the workload that is given to them.

They tend to skip their meals to finish a certain task or work. Pietrangelo and Watson

(2017) stated that not having enough rest and proper diet may lead to exhaustion

and behavioral changes which cause students to skip classes because they already

feel tired.

According to Abraham, Noriega and Shin (2018), inadequate nutrition affects

students’ health and academic success. Students may have proficient knowledge

regarding nutritional requirements. Frisvold (2012) stated that nourishment is

important for the students to perform well in the school and in other activities.

This study was conducted in Assumption College of Davao (ACD) and the

respondents were the working students under Senior High School and College

Department. Working students in ACD are being bombarded with projects and

activities, wherein their thinking skills and nutrition are affected. According to Kyndt,

Berghmans, Dochy, and Bulckwens (2013), students' workload has been recognized

as a major factor in the teaching and learning environment. Most of them cannot

focus in their studies because of such reasons.

Previous studies only concern the students wherein working students are not

given enough attention. There is no previous study that deals with the
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level of sustenance and academic performance of working students. Therefore, the

purpose of this study is to determine the level of sustenance and academic

performance, and its effects towards the working students.

Research Objective

The purpose of this study is to determine the level of sustenance and

academic performance of working students in Assumption College of Davao.

Specifically, this study has the following objectives:

1. To assess the level of sustenance in terms of:

1.1. Food Intake;

1.2. Energy Level;

1.2.1. Capacity to Work;

1.2.2. Workload;

2. To ascertain the level of academic performance in terms of:

2.1. Class Participation;

2.2. Comprehension;

3. To determine the significant relationship between level of sustenance and

academic performance of working students.

Hypothesis

The null hypothesis was tested at 0.05 level of significance:

H0: There is no significant relationship between the level of sustenance

and academic performance.

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Review of Related Literature

This section provides related studies from both international and local studies

that could support this study presently conducted.

Food Intake. Bergh et al. (2011) stated that the adjustments in state of mind

that are related with dietary problems are caused by an adjustment in eating

conduct. At the point, when nourishment is hard to come by, the cadence of the

neural system for eating, including orbitofrontal cortex and brainstem, backs off.

They recommend that this sort of neural movement initiates an incompletely covering

neural system for state of mind, including dorsal raphe serotonin projections to the

orbitofrontal and prefrontal cortex.

As an outcome, individuals who confine the measure of nourishment that they

devour, either by decision or by their constrained access to sustenance, end up

engrossed with nourishment and sustenance related conduct. Most dietary problems

rise up out of a background marked by dietary confinement and they propose that

scattered eating ensuing upon nourishment limitation delivers the changed mental

condition of patients with dietary problems. In view of the present speculation, dietary

issues are not the consequence of an essential mental issue.

Shrestha and Pathak (2012) as well as Brauw et al. (2012) concur that

underfeeding in childhood was thought to hinder mental development solely by

producing permanent structural damage to the brain. Any interruption in this

 4

process, such as trauma, stress, under nutrition, or lack of nutrients can have long-

term effects on the brain’s structure and on the child’s socio-emotional development

and academic performance.

Thus, research has established that poor nutrition in early life can limit long

term intellectual development (Lacour & Tissington 2011). Implicit to the above,

children should not be exposed to malnutrition even at an early age for it has

detrimental effects to their academic performance and their holistic development. A

number of studies in Latin America, Africa and the U.S reported that on intelligence

tests, children with a history of malnutrition attained lower scores than children of

similar social and economic status who were properly nourished (Fanzo 2012)

In addition, Zahedi et al. (2014) stated that in the sample of 13,486 children

and adolescents, the recurrence of lousy nourishment utilization was essentially

connected with mental misery. There was a noteworthy relationship between brutal

practices and admission of lousy nourishment with the exception of desserts, while

the relationship between sweetened drinks utilization and being a casualty was not

critical. Moreover, the after effects of calculated relapse demonstrated that day by

day utilization of sweetened drinks and tidbits essentially expanded the chances of

self-revealed mental misery.

Likewise, every day utilization of salty bites was essentially connected with

fierce conduct, including physical battling, being a casualty, and harassing junk

sustenance utilization may expand the hazard for mental trouble and vicious

practices in youngsters and youths. Change of dietary patterns toward more

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beneficial eating methodologies might be a successful approach for enhancing

psychological wellness.

Workload. According to Chen et al. (2015) long-term shift work was related

with metabolic syndrome without changing for any confounders. In female

specialists, they found a dosage reaction relationship that like clockwork increment in

move work was related with a lifted chances proportion of metabolic syndrome, while

no huge measurements reaction slant was found among male laborers. Besides,

move work length was fundamentally connected with hypertension, long midriff

circuit and high glucose level. Along these lines, long-term move work was related

with metabolic disorder and the affiliation may contrast by sexual orientation in

resigned laborers. Appropriate intercession procedures are required for

counteractive action of metabolic issue for move specialists.

Mazzola, Moore, and Alexander (2016) stated that workload and enticements

around the workplace forestalled nutritious eating practices were oftentimes impeded

by workload. The most regularly said eating facilitator was legitimate arranging, while

at the same time having room schedule-wise to practice encouraged physical action.

Moreover, the quantity of boundaries detailed contrarily identified with their particular

well-being practices where more nourishment hindrances meant poorer sustenance

propensities. And facilitators were emphatically identified with them, wherein both in

general and all the more so on the particular day were accounted for. The

ramifications of these discovering demonstrate the significance of boundaries among

facilitators in the work environment. It also help in the formation of more focused on
 6

well-being advancement that could build positive worker well-being practices by

killing normal hindrances and improving facilitators.

Kennedy (2016) stated that as your workload increases you will need to make

changes to your everyday diet to ensure you are properly fuelled and ready for your

sessions. Firstly, you will need to increase your carbohydrate intake and taper it

relative to training intensity and duration each day.

Capacity to Work. Pike, Kuh and Massa-McKinley (2009) stated that most of

the studies have been pretty clear and consistent in saying that working full-time is

not good at all. Working part-time can be beneficial, particularly if it's on campus.

Engagement with faculty and staff, getting advice and finding opportunities to get

involved tend to produce positive learning outcomes in terms of grades and in terms

of other measures of learning.

According to Daloria (2013) after examining the consequences of working for

different subgroups with a particular focus on differences between full-time and part-

time students, there was no evidence found that students’ grades are harmed by

marginal work hours, but that full-time students complete fewer credits per term

when increasing work.

OCadiz (2017) stated that according to the University Parent Media, an online

parent guide, that students who work for 12 to 15 hours per week can improve their

academic performance and develop better study habits. Part-time employment

provides students with a break from their studies. After which, they can revert to their

books with clearer minds. Working students can gain by relating their studies to their
 7

job environment. They also acquire time-management skills from their jobs, which

enables them to balance between their class schedules, leisure time and working

hours.

Comprehension. According to Chinn (2009), comprehension strategies are

strategies that help students understand and remember material such as texts and

lectures. Most of the research on comprehension strategies have focused on

learning from reading texts. Five strategies that have been found to be useful for

enhancing comprehension are monitoring, using text structure, summarizing,

elaborating, and explaining.

According to Ghafournia and Afghari (2013), comprehending strategies are

used by language learners to comprehend texts and extract meaning. Good

examples of comprehending strategies are identifying main ideas, making inferences

about the implied meaning, translating, making prediction, skimming, and scanning

reading texts.

As stressed by Gilani (2012) in the works of Garcia and Pearson, reading

strategies are deliberate actions that learners select to establish and improve their

reading comprehension. He stressed that these strategies are the mental processes

involved in the reading techniques chosen by the students while reading. Usually,

these techniques are selected consciously to facilitate reading comprehension.

In addition, Horowitz (2012), pointed out the reader must also be intentional

and thoughtful while reading, monitoring the words and their meaning as reading

progresses. And the reader must apply reading comprehension strategies as ways to
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be sure that what is being read matches their expectations. It builds on their growing

body of knowledge that is being stored for immediate or future reference.

Conley (2009) considered the importance of ownership of learning as a key

component of college readiness. The article is organized around two conceptual

models. The first is a four-part model of college readiness that includes key cognitive

strategies, key content knowledge, key learning skills and techniques, and key

transition knowledge and skills. The second is a five-part model of ownership of

learning that consists of the following elements which are motivation and

engagement, goal orientation and self-direction, self-efficacy and self-confidence,

metacognition and self-monitoring, and persistence. Finally, the article concludes

with a discussion of the role and importance of ownership of learning and makes the

case that these elements can and should be taught to all students, and particularly in

settings where an achievement gap exists.

Class Participation. According to Masikip (2012), the second-year high school

students obtained a poor performance in the pretest and obtained good performance

in the posttest before and after exposure to remediation activities. It was also found

out that performance of the respondents in algebra differ significantly before and

after exposure to remediation activities.

Class participation consists of raising your hand to answer questions from the

teacher and also being involved in class discussions, Kurtus (2012). It is considered

as part of the learning process. The way the students participate in class is an

important factor in the grades you will get. Some teachers specifically grade students
 9

on their participation. Other teachers take participation and attitude into account

when determining grades.

Engaged students are agents in their own education, Almagno (2017). Of

course, the sole responsibility for engagement mustn’t fall squarely on the students’

shoulders. Professors can prepare the classroom and create daily activities to

support knowledge-seeking and engaged students. First year students often don’t

know why engagement is important either in their classroom or their learning.

They’ve yet to learn that participation is an investment in themselves. Even college

students need to be reminded that they are building intellectual and personal skills

that will serve them well in all future professional and personal endeavors.

Correlation Between Measures

According to “The Effects of Working While in School” (n.d.) one of the

disadvantages of being a working student is that they are often short in time and

usually end up with limited time to study, sleep, and maintain healthy eating habits.

In a study conducted by Gorgulho, et al. (2012), one of the main complaints among

working students is that they find themselves without enough time to eat right.

Instead of consuming healthy foods, such as fruit and whole grains, working students

often grab a quick meal comprised of low-quality foods that contain sugar and high

sodium. This is not to say that students should feel discouraged and not work while

in, but instead be mindful of the commitment and plan accordingly.

 10

Theoretical Framework

This study is anchored on the theory of Abraham Maslow’s (1943) Hierarchy

of Needs. This theory organizes human needs from basic to sophisticated levels. In

order of increasing importance, the cluster of needs included in Maslow’s hierarchy

are physiological needs, safety needs, belongingness and love needs, esteem

needs, and the need for self-actualization. Maslow (1943) describes the body’s

physiological need for food and rest, especially in terms of maintaining homeostasis

of water, salt, macronutrients, vitamins, minerals and temperature within the

bloodstream.

He elaborates that these physiological needs are the most pre-potent of all

needs. If all the needs are unsatisfied, and the organism is then dominated by the

physiological needs, all other needs may become simply non-existent or be pushed

into the background for consciousness is almost completely preempted by hunger.

For the chronically and extremely hungry man, life itself tends to be defined in terms

of eating. Anything else will be defined as unimportant. Therefore, according to

Maslow’s hierarchy, the need or desire for achievement will not drive a person’s

thoughts and behaviors until needs on the lower levels have been satisfied.

As a result, the cognitive processes and behaviors associated with the more

sophisticated levels on the hierarchy cannot be achieved. Great academic

performance cannot be expected from students experiencing basic needs

deprivation. Maslow’s hierarchy of needs provide a framework for understanding a

fundamental link between food, rest and academic performance. At a very basic
 11

level, humans who have not met their basic nutritional needs cannot attain needs at

the higher levels.

However, Lev Vygotsky (1978), adds another layer of understanding with his

apt consideration of the sociocultural dynamics germane to this topic. Nutrition and

academic performance are affected by an array of sociocultural factors. Distinct

differences in nutrient consumption appear both internationally and among

population subcultures because of food availability, preference, and social norms.

These dietary trends are especially prominent in comparisons of socioeconomic

status and ethnicity. Likewise, academic performance varies greatly among cultures

and subcultures.

Vygotsky and the socioculturalists explain these phenomena by saying that a

person’s context shapes his or her behavior, such as by influencing eating habits

and determining priorities in learning. They argue that a culture defines what

knowledge and skills children need to acquire, and that values and processes differ

among different races, social classes, dual-career versus one-career families, rural

versus urban communities, single-parent versus two-parent families, and so on

(Vygotsky, 1978). Sociocultural factors will be more thoroughly examined through the

discussion of malnutrition on academic performance.

Maslow and Vygotsky provide a context for physiological and cultural

approaches for how sustenance affects human brain function and capability as well

as sociocultural attitudes toward sustenance and academic performance.

 12

Conceptual Framework

The conceptual framework as shown in Figure 1 presents the interplay of the

variables. The variable A refers to the level of sustenance of the working students

which has the indicators of food intake and energy level with sub-indicators capacity

to work and workload. While the variable B refers to the academic performance of

the working students which has the indicators, class participation and

comprehension.
 Variable A Variable B

1. Level of Sustenance 1. Academic Performance

1.1. Class Participation

1.1. Food Intake
1.2. Comprehension
1.2. Energy Level

1.2.1. Capacity to Work

1.2.2. Workload

Figure 1. Conceptual Framework of the Study

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Significance of the Study

This study was presumed to be significant for working students, educators,

the institution, policymakers and researchers responsible for issues concerning the

sustenance and academic performance of working students.

The Department of Education will have the knowledge about the working

students which shall give more attention to those students who are also working at

the same time. It would also help in determining what methods are needed to

address the efficiency of students’ skills in their academic performance. It will also

help the Department of Health to be aware of the sustenance and academic

performance of working students in Assumption College of Davao.

The school will have information about the level of sustenance and academic

performance of working students which shall create awareness about the importance

of having knowledge about the condition of working students. It Is in order to enable

the school to adapt educational practice to the needs of this group of students.

Teachers may understand the situation and realize the struggles of a working

student that is having a hard time in balancing their academic performance and

financial necessities.

Students would have an idea what are the consequences of being a working

student, it would also help the students to know how to deal with such problems and

provide them the knowledge about the level of sustenance and academic

performance of working students.

 15

Future researchers may use this as a reference for conducting a similar study

about the sustenance and academic performance of working students. Furthermore,

this can help them to enhance their upcoming research.

Definition of Terms

The following terms are defined operationally in this study.

Sustenance

It refers to the food and other things that are needed for health, growth, etc. or

something that maintains or stimulates the intellect. Also, it indicates the food intake

(daily) and energy level (workload and capacity to work).

Academic Performance

It refers to the outcome of education or the capacity of a individual to perform

well academically as it indicates the class participation and comprehension of the

students.
 Chapter 2

Method

In this chapter contains methods and procedures including research design,

research locale, population and sample, research instrument, data collection,

statistical tools, and ethical considerations.

Research Design

This study used a quantitative, non-experimental and descriptive-correlative

method of research. The purpose of descriptive research was to describe, as well as

explain, or validate some sort of hypothesis or objective when it came to a specific

group of people, McNeill (2018). According to Kowalczyk (2018), non-experimental

research was the label given to a study when a researcher cannot control,

manipulate or alter the predictor variable or subjects, but instead, relied on

interpretation, observation or interactions to come to a conclusion. These methods

were the most essential to utilize in this study as the researchers only determined

the level of sustenance and academic performance of working students.

Research Locale

The research locale of this study was at Assumption College of Davao located

in J.P Cabaguio Avenue, Davao City, Philippines. In line with the vision, mission and

goals of the said institution which aimed to sustain solidarity with the poor. As with

the other institution nowadays, scholarship programs were deemed

 17

part of their platform aiming to help financially challenged individuals who were eager

to finish their schooling and earn a bachelor’s degree someday. Thus, this prompted

the researchers to conduct the study in this locale, which focused on the working

scholars of the above-mentioned institution.

The research site was located in the Philippines as shown in Figure 2.

Figure 2. Map of the Philippines, and Assumption College of Davao
 19

Population and Sample

The research respondents were the Senior High School and College students

of Assumption College of Davao who were currently working inside the campus. The

total population of the respondents was 90 working students from college and senior

high school department. There were 11 working students from the senior high school

and 79 working students from the college department. Majority of the respondents

were from the college department which was 88% of the total, and 12% from the

senior high school department. This study used the universal sampling to determine

the respondents. Crossman (2018) stated that universal sampling technique was

commonly used to generate reviews of events or experiences, which was to say as

common to studies of particular groups within larger populations. With total

population sampling, a researcher chose to examine the entire population that had

one or more shared characteristics, as the respondents of this study who were the

working students of this institution.

Table 1.
Distribution of the Respondents
DEPARTMENT Total NO. of Working Students %
________________________________________________________________
SENIOR HIGH SCHOOL 11 12
COLLEGE 79 88
________________________________________________________________
TOTAL 90 100
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Research Instrument

The researchers used a survey questionnaire to collect the data needed for the

study. The survey questionnaire had 25 questions and was divided into two parts.

The first part of the survey was for the level of sustenance of the respondents which

included the respondents’ food intake, workload and capacity to work. The second

part of the survey was dedicated for assessing the academic performance of the

respondents which included the respondents’ class participation and comprehension.

The survey questionnaire was validated by internal and external panel of experts. Its

range of mean were the following: 4.20 - 5.00 (Always), 3.40 - 4.19 (Often), 2.60 -

3.39 (Sometimes), 1.80 - 2.59 (Rarely), 1.00 - 1.79 (Never). The following rating

scale was used in the interpretation of the respondents’ answer on the level of

sustenance.

Table 2.

Rating Scale for Level of Sustenance of Working Students

Range of Means Description Levels Interpretations

4.20 – 5.00 Very High This means that high

level of sustenance of

the working students is

always observed.

3.40 – 4.19 High This means that high

level of sustenance of

the working students is

 21

oftentimes observed.

2.60 – 3.39 Moderate This means that high

level of sustenance of

the working students is

sometimes observed.

1.80 – 2.59 Low This means that high

level of sustenance of

the working students is

rarely observed.

1.00 – 1.79 Very Low This means that high

level of sustenance of

the working students is

never observed.

To determine the level of academic performance of working students in

Assumption College of Davao, the scale below was used in the interpretation of the

respondents’ answers.
 22

Table 3.

Rating Scale for Academic Performance of Working Students

Range of Means Description Levels Interpretations

4.20 – 5.00 Very High This means that good

academic performance

of the working students

is always observed.

3.40 – 4.19 High This means that good

academic performance

of the working students

is oftentimes observed.

2.60 – 3.39 Moderate This means that good

academic performance

of the working students

is sometimes observed.

1.80 – 2.59 Low This means that good

academic performance

of the working students

is rarely observed.

1.00 – 1.79 Very Low This means that good

 23

academic performance

of the working students

is never observed.

It utilized Likert’s five-point scale which was used to allow the individuals to

express how frequent they do a particular statement. McLeod (2008) a Likert-type

scale assumed that the strength/intensity of experience was linear, i.e. on a

continuum from strongly agree to strongly disagree, and make the assumption that

attitudes can be measured, which made it useful for this study.

Table 4.

Scale for Pearson-r Correlation

Pearson-r Qualitative Description

±1 Perfect
±0.75 to <±1 Very High
±0.50 to <±0.75 Moderately High
±0.25 to <±0.50 Moderately Low
>0 to <±0.25 Very Low
0 No Correlation

Data Collection

The data used for the study was collected through a permission request,

distribution and retrieval of questionnaires and operating the raw data. The

researchers sent a permission letter to the school principal of Assumption College of

Davao requesting for the approval to conduct a survey with the Senior High School
 24

and college working students. A letter was also sent to the respondents to ask their

full cooperation. When permission was granted, the researchers personally

distributed the survey questionnaires and collected it after the time allotted for them

to finish it. The students’ scores was compiled and the data was given to the

statistician for analysis and interpretation. Afterwards, the results were discussed.

Statistical Tools

This study used the following statistical tools in processing the gathered data.

Weighted Mean. This was useful in determining the level of working students

and the level of aptitude and sustenance.

Standard Deviation. This was used to measure how concentrated

the data are around the mean.

Pearson-r. This has been utilized in determining the relationship between

working students towards academic performance and sustenance.