Challenges and Opportunities of College Marine

Engineering Department

Working Students.

A thesis

Presented to the faculty of the

College of Marine Engineering

University of Cebu-LM

Cebu City, Philippines

In Partial Fulfilment

of the Requirements for the subject

Research 101

By: Aldrin Mollon

Clint Ian Respecia

Ethan Jarvis Dosdos

Mark Johnrey Moradas

August 5, 2019

UNIVERSITY OF CEBU

UNIVERSITY RESEARCH OFFICE

 CHAPTER 1

THEORETICAL BACKGROUND

In this chapter, we provide some theories which support the analysis of the thesis. The

theories will be given about challenges and opportunities of a working students.

Sanford’s Theory of Challenge and Support

According to (Sanford’s theory of challenge and support) states that for optimal student

developmental Growth in a college environment, challenges they experience must be

with supports that can sufficiently tolerate the stress of the challenge itself. Nevitt

Sanford, a psychologist, was a scholar who theorized about the process college students

would encounter throughout their college development.

The Yerkes-Dodson Law of Arousal

According to (Yerkes & Dodson, 2007) states that each of us reacts to a stimulus

differently. The students will react negatively or positively depending on how they

perceive the difficulty of the task or the challenge involved and the interest they have.

Their mindsets as to the probability of success will influence their excitement or the

frustration facing the task and thus, ultimately, their motivation.

Self Determination Theory

According to (Deci & Ryan, 1985) states that we are centrally concerned with how to

move ourselves or others to act. We need to master challenges and experiences to

develop our sense of self. Deci & Ryan recognize the two basic rewards systems,

intrinsic and extrinsic. Intrinsic rewards tap into inner potential and interest, allowing us

to express our true self and growth. Extrinsic rewards provide tangible rewards or

incentives such us stickers, pizza parties, and bonuses. Deci and Ryan suggest that

individuals tend to move toward the innate need to grow and gain fulfillment.

Self-Efficacy theory

According to (Bandura’s 1986, 1997) states that his basic premise is that people will

engage in activities if they believe that they are competent in them. Students will be

more likely to engage, persist, and succeed at task when they feel a sense of efficacy.

Poverty Theory

According to (Griggs & Walker, 2008) states that students who have grown up in

poverty they may be malnourished resulting from a poor diet; they may be had fewer

academic experiences and opportunities and so have limited prior knowledge in some

subjects.

Students under stress and perceived threat

Stress, excessive pressure, and perceived threat can temporarily shut down enthusiastic

motivation as our brains go into a default reflex response. According to (Raz & Buhle,

2006) states that if the stress persist may produce inappropriate behavioral responses

when the brain is under constant pressure the students often zoning out or acting out.
Experience

According to (Kristian, 2019) states that the most important aspects of working student

is that you have the opportunity to gain experience. If you decide you want to start

working part-time in the field of your studies or possible job that would be awesome.

Working student allows you to work fewer hours per week but still maximize your

experience.

Earn extra money

According to (Kristian, 2019) states that if you don’t do it for the experience. Do it for

the extra money. You don’t have to start paying back your student finance until you

graduate you could save some money. With that mind, being working students teaches

you a lot about budgeting. You’ll soon find out that managing your own money takes a

lot of discipline.

Be ambitious

According to (Kristian, 2019) states that your status as a working student will show your

future employers that you are ambitious. Not everyone has the guts or the time-

management skills, to work while they study. You should be proud of yourself that you

are able to balance your life well and still have a great experience as a working student.

Valuable job

According to (Caldwell, 2019) states that working in college provides valuable job will

make you much more competitive once you graduate from college.
 Chapter 1

Review of Related Literature

In this chapter includes the ideas, finished thesis, generalization or conclusions,

methodologies and others. Those that were included in this chapter helps in

familiarization that are relevant and similar to the present study.

Related Literature

According to Furr and Elling (2000), 29% of the students working 30-39 hours per week

and 39% of those students working full time indicated that work had a negative and

frequent impact on their academic progress. 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. Furr and

Elling (2000) also found that upperclassmen worked more hours than freshmen,

indicating that the older students would be more likely to suffer in their academics.

According to (Astin, 1993) states that these research, 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'

According to (Pennington, Zvonkovic, & Wilson, 1989) states that not all of the research

has shown negative GPA effects from the amount of hours a student is employed. Some

findings indicated that employment had either a positive effect or none at all. A number

of researchers, for example, found that hard work built stronger academic character
because it taught the students time management skills, gave them experience outside of

the classroom, and provided them with more satisfaction in college.

According to Dallam and Hoyt (1981) states that suggested that a good balance

between students' credit hours and working hours forced students to be more organized

and to have better time management. They also found that students who worked

between 1 and 15 hours per week showed a slightly higher GPA than those whose

workloads were heavier and those who were not working at all.

According to (Dallam & Hoyt, 1981; Li-Chen & Wooster, 1979) states that Not only were

higher GPAs found in students that maintained jobs, but Green (2001) also stated 'that

they 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. Other researchers, when comparing high and low academic performance and

the amount of hours students worked, found that the amount of hours employed did not

have an adverse effect on their academics.

According to (Li-Chen & Wooster, 1979) states that whereas high-quality, part-time jobs

that seemed to develop career-related skills may in effect contribute to increased levels

of 'career maturity,' and these types of jobs are more likely to be flexible and work with

students' schedules.

According to (Li-Chen & Wooster, 1979) states that student comments suggested that

employment related to a potential career provided additional experience at a university

indicated that they were 'gaining more practical experience.

According to (Lee, Mawdsley, & Rangeley, 1999) states that as money and resources

become more scarce for college students, jobs become more of a necessity rather than
an after school activity. Any changes to students' routines will lead to changes in

academics, whether they are positive or negative. 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

According to (Greenberger and Steinberg, 1986) states that Part-time work can have a

positive impact on the students especially if the work is course-related. Students can

have a glimpse of their future job and determine whether they actually like that

particular career path. Also, part-time jobs can help students improve time management

skills and become more efficient. Parents and educators are in favour of employment

amongst students because they believe that employment ‘builds character.

According to Rolfe (2002) states that an excessive workload can have a detrimental

effect not only on the students’ academic performance but also psychologically and

physically. Combining work and study can also have negative effect on the students’

mental health such as stress and fatigue, leading to worsening performance in class.

students believe that the excessive and unsocial hours of part-time work sometimes lead

to tiredness and depression.

 Chapter 1

Statement of the Problem

This research aims what are the challenges and opportunities in college of Marine

Engineering Working students in University of Cebu Lapu-lapu and Mandaue.

1.) As a Marine working student what are the things you do when you have free

time?

2.) As a working student how to work with other classmates if you are set-in in

class?

3.) What are the other advantage of working student beside in free tuition in school?

4.) What are your preffered exam preparation strategies?

5.) How you comply if you missed an activity in class?