7/28/2019 Trait Factors of Working Students
1/26
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
7/28/2019 Trait Factors of Working Students
2/26
INTRODUCTION
7/28/2019 Trait Factors of Working Students
3/26
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).
7/28/2019 Trait Factors of Working Students
4/26
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.
7/28/2019 Trait Factors of Working Students
5/26
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).
7/28/2019 Trait Factors of Working Students
6/26
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.
7/28/2019 Trait Factors of Working Students
7/26
FRAMEWORK
7/28/2019 Trait Factors of Working Students
8/26
Attribution Theory of Weiner
Maslows Hierarchy of Needs
7/28/2019 Trait Factors of Working Students
9/26
PARADIGM
7/28/2019 Trait Factors of Working Students
10/26
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
7/28/2019 Trait Factors of Working Students
11/26
STATEMENT OF
THE PROBLEM
7/28/2019 Trait Factors of Working Students
12/26
This study will ascertain the
academic achievementof
working students in terms oftheircoping skills,personal
traits, and motivational goals.
7/28/2019 Trait Factors of Working Students
13/26
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:
7/28/2019 Trait Factors of Working Students
14/26
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?
7/28/2019 Trait Factors of Working Students
15/26
HYPOTHESES
7/28/2019 Trait Factors of Working Students
16/26
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.
7/28/2019 Trait Factors of Working Students
17/26
SIGNIFICANCE
7/28/2019 Trait Factors of Working Students
18/26
University administrator
Office of the student affairs
Future researchers
7/28/2019 Trait Factors of Working Students
19/26
DELIMITATIONS
7/28/2019 Trait Factors of Working Students
20/26
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.
7/28/2019 Trait Factors of Working Students
21/26
METHODOLOGY
7/28/2019 Trait Factors of Working Students
22/26
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
7/28/2019 Trait Factors of Working Students
23/26
MATERIALS & INSTRUMENTATION:
Personal Trait 16 PF by Catell
Coping Skills Ayers & Sandler
Motivational Goals Neville
7/28/2019 Trait Factors of Working Students
24/26
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
7/28/2019 Trait Factors of Working Students
25/26
DATA PROCESSING & ANALYSIS:
Descriptive:
Frequency
Percentage
Mean SD
Inferential:
t-test
ANOVA
Pearson correlation coefficient
7/28/2019 Trait Factors of Working Students
26/26