ABSTRACT
COVID-19 pandemic disrupted education worldwide, leading to school closures and the adoption of remote learning. As schools reopen for face-to-face classes, senior high school students who work part-time or full-time face challenges in balancing their academic and work responsibilities. Studying working students' coping mechanisms can help design support systems, foster communication, and improve overall well-being. The study used a descriptive quantitative design. A self-constructed questionnaire was given to determine the following: (1) challenges of the respondents on academic struggles, physical well-being, and family/social relationships, and (2) coping with the challenges they encountered on time management, family support, and school support. Results showed that physical well-being had the highest weighted mean (2.57) as their assessment of the challenge amidst face-to-face mode, followed by family and social relationship (2.30), lastly academic struggles (2.22). Family support as a coping mechanism had the highest weighted mean (3.48), followed by school support (3.28), and time management (3.17). Finally, the Spearman Correlation coefficient value of 0.990 is greater than 0.05 level of significance confirms that there is no strong positive correlation between the variables tested. Based on the findings, the following conclusions were made (1) the level of their challenges in terms of choice of academic struggles, physical well-being, and family/ social relationship was low, (2) the students’ assessment on the coping mechanisms in terms of time management, family support, and school support was utilized, and (3) there was no significant relationship found between the challenges and coping mechanisms of the student – respondents.
Keywords: Coping Mechanism, Working Students, Face to Face Modality, Descriptive Quantitative Design
INTRODUCTION
The COVID-19 pandemic indeed had a profound impact on the operation of private and public basic education institutions worldwide. The abrupt and widespread school closures forced educators to adapt and implement remote learning strategies. During the peak of the pandemic, educational institutions offered remote learning as an alternative solution. This immediate action and strategy are intended to mitigate the closure while continuing to provide quality education
The transition to online learning has indeed presented educators with a new set of challenges and opportunities. As Nguyen (2020) points out, online classes have become the foundation of modern higher education, and teachers are constantly seeking effective methods to engage their students in this virtual environment.
After three years of distance learning, face-to-face classes have resumed. And it is during this time that students can apply for or work for a job. Based on Nollora, Ortiz, et al (2022) study, there are students who worked full-time and part-time to support their needs and families. They had difficulty doing both but were still able to manage their time effectively. But what about working in the midst of face-to-face instruction? Could they still do both or should they give up between work and school?
Having this set up may be a challenge for students who do both of school and work. They work and study at the same time and may seem easy for them giving the reason that they only learn at home; having all the time and resources for their advantage. But how about working in the middle of face-to-face learning?
According to the Commission on Higher Education (CHED) in the Philippines, approximately 216,000 students are currently juggling school and work. According to CHED, today's working students are primarily concerned with entertainment, food service, and sales, in addition to their traditional roles as librarians and research assistants.
Moreover, youth unemployment and the difficulty of transitioning from school to work have been a persistent and serious issue not only in the Philippines, but throughout Southeast Asia and the Pacific region (Canlas and Pardalis, 2009). Peprah, Mattu et al., (2019) stated that the continuance commitment is important in today's world because employees are afraid that losing their jobs will affect their income and livelihood. Working students are not exempt from this rule. Despite the social support and compensation provided by their educational institution, it is critical that these working students remain committed to their jobs while studying. Every institution considers working students to be employees. As a result, ongoing commitment will help to drive the organizational culture of loyalty.
Many college students hold jobs in addition to being students. They work two jobs per day: one as a college student and the other as an employee of an organization or business. Because of the challenges in balancing one another, running such items simultaneously is occasionally seen to be a little dangerous. However, there are a few reasons why the student-workers bravely continue to take on the danger of working rather than concentrating solely on their college studies. Paying for their education is one of the causes. Thus, the capacity for time management and prioritization is certainly required to strike a balance between studying and working, allowing student-workers to excel in both their academic and professional endeavors.
For the average student, a part-time job may be more of a hindrance than a help. Working minimum wage jobs won't pay you much, especially once your account for transportation expenses, lunches, and work attire. College recruiters advise kids to push themselves in high school by taking AP classes, honors courses, and challenging coursework. The reintroduction of in-person instruction in our nation has had a significant impact on students who choose to work because their time will be divided accordingly, forcing them to decide between continuing their education and working.
According to Lumugdan (2022), being a student worker experiences lack of sleep, having no time for extra school activities, little time for family and friends, and dealing with stress. Above these disadvantages, student employment still has benefits such as earning money, early experience, create connections, and being smart for money. However, to further justify this, according to Regis (2019), there are different lived experiences when it comes to people's workloads and salaries. The main characters faced a variety of difficulties at job, in school, and at home. They are more likely to suffer from sleep deprivation, pressure to perform well, difficulty balancing work and personal obligations, and exposure to accidents and health risks at work. Both their academic performance and interpersonal interactions at school face difficulties. The problem at home is finding enough time for quality family time and tight budget. Additionally, the three types of coping strategies used by working students in this study were explicitly identified as fight, flight, and freeze strategies.
Senior high school students face unique challenges in balancing work and academic responsibilities, affecting their well-being, physical health, and relationships. Studying these students can help identify support options and develop coping mechanisms. Addressing physical exhaustion and providing nutritious meals can promote healthy lifestyle habits and support overall well-being. Balancing work and school commitments can cause limited time for family and social interactions, leading to feelings of isolation. Studying working students' coping mechanisms can help design support systems, foster communication, and improve overall well-being. This research can guide the development of tailored interventions and support systems for academic, physical, and social well-being.
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