LEVEL OF SATISFACTION OF WORKING STUDENTS IN HAVING MINIMUM

SALARY

A Research Paper presented to

the Faculty of Core Gateway College Inc.

In Partial Fulfilment of

the requirement in subject

Good Governance and Social Responsibility

Collado, Leynard

Duque, Antonio

Falloran, Rhealyn

Fabros, Kristine

Marcelo, Justin

Martinez, Vanessa

Rivera, Rommel
TITLE: Level of Satisfaction of Working Students in Having

Minimum Salary

CHAPTER 1

PROBLEM AND ITS BACKGROUND

Introduction

"Ten to fifteen hours per week, on campus.”This is the

typical response from faculty members and administrators who are

asked how much undergraduate students should work at paying jobs

while attending college. Available research supports this

recommendation. Quantitative studies consistently show that

retention rates are higher for students who work a modest number

of hours per week (ten to fifteen) than they are for students

who do not work at all or those who work more than fifteen hours

per week. Research also shows increased academic success for

students working on rather than off campus. Unfortunately, this

simple recommendation is no longer feasible or realistic for the

typical undergraduate. Most college students are now not only

employed but also working a substantial number of hours, a fact

not widely understood or discussed by faculty members and policy

makers. According to the National Center for Education

Statistics, in 2007 nearly half (45 percent) of “traditional”

undergraduates—that is, students between the ages of sixteen and

twenty-four attending college full time—worked while enrolled.

About 80 percent of traditional-age undergraduates attending

college part time worked while enrolled. (See figures 1 and 2.)

The share of full-time, traditional-age undergraduates working

fewer than twenty hours per week has declined during the past

decade (to about 15 percent in 2007), while the number working

between twenty and thirty-four hours per week has increased (to

about 21 percent in 2007). Today nearly one in ten (8 percent)

full-time, traditional-age undergraduates is employed at least

thirty-five hours per week. Contrary to the common belief that

community college students are more likely to be employed than

students at four-year institutions, the distribution of

undergraduates by the number of hours worked is similar at

public two-year, public four-year, and private four-year

institutions, after controlling for differences in attendance

status. Working is now a fundamental responsibility for many

undergraduates. But understanding how employment affects

students’ educational experiences is complicated by why students

work. Many students must work to pay the costs of attending

college. As College Board policy analyst Sandy Baum argues in a

2010 collection of essays I edited, Understanding the Working

College Student: New Research and Its Implications for Policy

and Practice, while some of these students are awarded “work” as

part of their financial aid package, other students either do

not receive work-study funding or find such awards insufficient

to cover the costs of attendance. Some traditional-age students

may use employment as a way to explore career options or earn

spending money. For other students, particularly adult students,

work is a part of their identity, as Carol Kasworm, a professor

of adult education at North Carolina State University, and other

contributors to Understanding the Working College Student point

out. Regardless of the reason for working, trying to meet the

multiple and sometimes conflicting simultaneous demands of the

roles of student, employee, parent, and so on often creates high

levels of stress and anxiety, making it less likely that

students will complete their degrees. Even on campuses where

relatively few students work and those who do work relatively

few hours and primarily on rather than off campus, the

applicable research suggests that reconceptualising “work” and

its role in students’ learning and engagement could be

beneficial. Often professors and administrators believe that

employment pulls students’ attention away from their academic

studies; they define any time spent in paid employment as

necessarily reducing the amount of time available for learning.

Several organizations offer mechanisms for assessing and

awarding course credit for work and other prior experiences—for

example, the College Board’s College-Level Examination Program

and the American Council on Education’s College Credit Creating

an institutional culture that promotes the success of working

students will require a campus wide effort that involves the

faculty and administration. Colleges and universities should

encourage, reward, and support faculty members who adapt their

instructional practices to promote the educational success of

working students. In Understanding the Working College Student,

Paul Umbach, associate professor of higher education at North

Carolina State University, and his co-authors demonstrate the

educational benefits to working students when their instructors

encourage cooperative learning, set high expectations for

student achievement, and create assignments that require

students to demonstrate deep learning. A campus teaching center

may also support faculty efforts to help working students.Giving

students the opportunity for meaningful one-on-one interactions

with their professors is also critical to fostering a supportive

campus culture, and such interactions may be particularly

beneficial to working students. For example, Marvin Titus,

assistant professor of higher education at the University of

Maryland College Park, uses quantitative analyses of data from

the colleges and universities should also consider other ways to

adapt the delivery of instruction as well as academic and social

support services to the needs of working students. John Levin,

professor of education at the University of California,

Riverside, and his colleagues suggest that by adapting these

structures, institutions not only allow working students to

become actively engaged on campus but also promote students’

self-confidence and motivation to succeed in college. (Perna,

2005)

Working while studying is becoming an increasingly common

phenomenon among students in the British higher education

system. A recent report by the Trade Union Congress (TUC) shows

that the number of students undertaking term-time employment

grew more than 50% between 1996 and 2006. The increase is partly

the result of the changes in student funding over the past two

decades, due to the rapid expansion in student numbers. While in

the 1960s only about 6% of young people aged 18-30 attended

university, 43% were enrolled by 20061, resulting in an

increased financial pressure on both the Government and the

higher education institutions (HEIs). By 1998 it was decided

that some of the costs of higher education had to be borne by

the students themselves (and their families). Means tested

tuition fees of up to a maximum of £1,000 per annum (plus

inflation adjustment) were introduced along with the replacement

of maintenance grants with new low interest income contingent

loans2. At the same time, the New Labour government made

widening participation, among previously underrepresented groups

- such as ethnic minorities, students from lower socio-economic

backgrounds and low participation neighbourhoods, one of their

key priorities. The combination of the introduction of tuition

fees and widening participation has changed the composition of

the student population and made students more aware of the

financial implications of entering higher education. A higher

percentage of students is now likely to work to fund their

studies, particularly those coming from lower socio economic

backgrounds. Income obtained from paid employment and student

loans are now the norm rather than the exception. In 2007 the

average student debt was estimated to be around £12,256 and

student loans were often perceived to be too low to cover all

living expenses.On this basis, it might be assumed that

employment while the university is in session (hereafter

referred to as term-time employment) is necessary to take care

of students’ basic ‘consumption’ needs. However, there is

another motivation for working while studying. Given the

‘massification’ of higher education, term-time employment is

also a way for students to gain additional transferable skills

and distinguish themselves from the ‘mass’. Estimates that in

2007 there were roughly 265,000 graduates in the UK (170,000 of

which looking for employment) but only about 95,000 graduate

jobs available. This shortfall is far greater than 10 years ago.

With an increasingly competitive market for graduate jobs (and

an apparent over-supply of graduates) any additional investment

in human capital by individuals might make the difference

between landing a good job versus a mediocre one.As suggests,

referring to high school students, employment during education

is potentially an additional way of acquiring human capital in

the form of “on the job training”. It provides skills and

experience that could enhance future earning power in the labour

market, partly compensating for any negative effects of term-

time employment on formal education. (Jewel, 2014)

The reality of college can be pretty different from the

images portrayed in movies and television. Instead of co-eds who

wake up late, party all the time, leisurely toss footballs

around, and intermittently study for exams, many colleges are

full of students with pressing schedules of not just classes and

activities, but real jobs, too. . Qualitative data indicate that

this time trade-off is real for many working students. But what

if working were considered not as detracting from education but

as promoting student learning? From a human-capital perspective,

both employment (especially when defined as on-the-job training)

and formal education build students’ human capital. Given this

theoretical perspective as well as the reality of student

employment, colleges and universities should consider ways to

transform employment into an experience that can enhance

students’ intellectual development. Understanding the Working

College Student offers several strategies for transforming the

role of employment in students’ educational experiences. One

potential strategy is to develop connections between employment

and learning by incorporating into coursework the knowledge

gained through work-based experiences. Another strategy is to

recognize formally the contribution of workplace experiences to

student learning by awarding course credit for relevant

employment experiences. (White, 2015)

Statement of the Problem

Generally, this study aims to determine the level of

satisfaction of the working students of Core Gateway College

towards in having minimum salary. Specifically this study sought

to find answers to the following questions:

1. What is the profile of the respondents in terms of:

a.) Sex

b.) Age

c.) source of income

 2. What are the factors that the respondents consider on

working?

3. What is the level of satisfaction of the respondents on

receiving minimum salary?

4. Is there significant relationship on the level of

satisfaction and factors that the respondents is having in

working while studying?

Statement of the Null Hypothesis

There is no significant relationship on the level of

satisfaction and the factors that the respondents consider on

being a student while having a job.

Significance of the Study

This study is deemed significant because it could provide

a wider perspective on understanding the respondent’s feedback

being a working student and allows the other people to have

knowledge about the sacrifice of working students in the

community they are in.

The findings of this research study will be beneficial to the

following:

Students. This research will help the students to have

knowledge about the working students in their school.

Parents. This research study will be essential to the

parents so that they would know how to guide their children with

regards in working while studyng for them to know what to do

especially when there are instances money shortage.

Future Researchers. This research will help them gather

information to make their research wider. It can also be used as

their guide for their future studies.

Scope and Limitations

This research study will focus on finding the

level of satisfaction working students when it comes to the

minimum salary they are receiving . It involves the college

students enrolled in Core Gateway College for the academic year

2019-2020. The proper respondents will be identified upon

answering the partial interview which will be happening. The

researchers will use a descriptive-normative type of research.

 CHAPTER 3

RESEARCH METHODOLOGY

Research Design

Descriptive-normative type of research method will be used

in this study to determine the data about the satisfaction of

the working students by the survey of the students of Core

Gateway College Inc. for the academic year 2019-2020. A

descriptive method will be used because this study tends to seek

for the factors that the respondents consider in having minimum

salary while studying.

Research Environment

Core Gateway College Incorporated is a premier educational

institution formerly named as Colleges of the Republic founded

by Dr. Anacleto E. Agaton in February 1984. Core Gateway College

Incorporated that is at Maharlika Highway, San Jose City Nueva

Ecija is the locale of the study.

Research Respondents

Purposively selected college students currently enrolled in

Core Gateway College Incorporated for the academic year 2019-

2020 are the research respondents. The number of the proper

respondents will depend on the result of the preliminary survey

which will be conducted purposively.

Research Instruments

In gathering the pertinent information needed for the

study, the data will be collected with the use of the following

data gathering procedures:

Questionnaire

This instrument is composed of three parts that will find

the working students among the college students of Core Gateway

College Inc.

Data Gathering Procedure

Construction of communication letters will be first made,

upon the approval of the communication letter it will be

followed by the preliminary survey which will be conducted at

the whole school of Core Gateway College. The data to be

gathered will be collected at Core Gateway College Incorporated

at the vicinity specifically to the College buildings. After the

evaluation of the preliminary test, the researchers will

personally give the questionnaire to the proper respondents.

Analysis and interpretation of the gathered data will follow.

Data Analysis

In treating the data collected, the following statistical

tools will be used.

Frequency and Percentage.

These will be utilized to establish the profile of the

respondents according to sex, age, source of income and other

factors.