Diskarte at Diploma: Exploring the Relationship of Socioeconomic Status and Work-Academic Balance among Employed College Students

Diskarte at Diploma: Exploring the Relationship of Socioeconomic Status and Work-Academic Balance among Employed College Students

Mariciel Bautista-Baligod., Francesca Ricca Mae S. Belaiz., Trisha Mae SJ. Calda., Adrianna Carmella C. Garcia., Alaiza A. Uson

 Bulacan State University – Sarmiento Campus, City of San Jose del Monte, Bulacan, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.906000162

Received: 26 May 2025; Accepted: 30 May 2025; Published: 04 July 2025

ABSTRACT

This study investigates the relationship between socioeconomic status and work-academic balance among employed college students at Bulacan State University – Sarmiento Campus. Specifically, it examines how factors such as time management, stress levels, and academic performance relate to students’ perceived socioeconomic status, characterized by financial pressure, limited resources, and social disadvantages. Using purposive sampling, data were collected from 188 working students during the 2024–2025 academic year. Descriptive statistics, including frequency, percentage, standard deviation, and weighted mean, were employed to analyze the demographic profile and sub-variables. Spearman’s Rho correlation was conducted to assess the relationship between socioeconomic status and work-academic balance. Results revealed a moderate positive correlation (r = 0.59, p < 0.05), indicating that socioeconomic status moderately influences students’ ability to balance work and academic responsibilities. These findings underscore the need for targeted policies and support programs to assist working students in managing their dual roles effectively. The study offers valuable insights for educators, students, parents, and policymakers at Bulacan State University – Sarmiento Campus and provides a foundation for future research on the challenges faced by employed college students.

Keywords: socioeconomic status, work-academic balance, employed students

INTRODUCTION

Many people view higher education as a means of achieving upward social mobility. However, daily costs, academic obligations, and personal needs continue to put a strain on many students’ finances. Some people take on part-time or full-time jobs as a coping mechanism, which necessitates work-academic balance—the balancing of work and academic obligations.

As more students pursue higher education while working part-time to support their financial needs and gain professional experience, juggling work and academic obligations has become more important than ever. Furthermore, economic pressures, the desire to pay off student loans, and the need for real-world experience in competitive job markets are all contributing factors to the growing trend of college students working part-time jobs. According to research, this dual role can either improve students’ communication and time management abilities or impair their academic performance by causing them to become more stressed and burned out (Huong, 2024; Ali & Kandil, 2024).

In addition, studies globally have consistently shown that financial need and the desire to gain professional skills lead many college students to take on part-time jobs. While working part-time can help students develop useful skills, research also points out risks such as stress, burnout, and lower chances of finishing college (Brauer & Foust, 2020; Nirmalasari & Minai, 2023). Factors like good time management, support from schools, and flexible work hours play a big role in how well students balance their jobs and studies (Widodo, 2023; Ali & Kandil, 2024).

In the Philippines, the culture of “diskarte,” or resourcefulness, is evident. Many working students use creative ways to manage the demands of both their jobs and education.

During the COVID-19 pandemic, economic challenges and rising education costs led to more Filipino college students working part-time. Local studies show that many take these jobs to help their families financially and lessen their own burdens (Antipolo, 2021; De Guzman & Francisco, 2021). The pandemic also forced students to juggle work and new learning setups, disrupting traditional education (Mutya et al., 2022). Understanding how Filipino working students manage their time, handle stress, and keep up with studies during these tough times is very important.

Furthermore, research in the Philippines also reveals noTable gender differences in managing time, with male students reporting more stress than females (Antipolo, 2021). Besides this, issues like poor internet access, health risks, and mental health problems are common among working students (Solmiano et al., 2022). Despite these challenges, students show resilience by seeking support from friends, family, and their schools and using positive coping methods (Mutya et al., 2022).

This study examines how the socioeconomic status of working college students affects their ability to handle both work and school. It explores how students view their own social and financial challenges and limited resources. It also assesses how they manage their time, stress, and academic performance. The main objective is to find out if there is a strong relationship between these factors, which could help in understanding how to support employed students better.

The study provides valuable insights into the real experiences of working students at Bulacan State University – Sarmiento Campus. Its findings can help policymakers and university leaders develop better support, like easier access to mental health services and more flexible class schedules. The results might also guide changes in the curriculum to help students balance work and school, encourage diversity, and reduce dropout rates (Ceneciro, 2023). The study emphasizes how important it is for employers and the university to support students in managing their work and academic duties, while also offering practical advice on time management, stress relief, and maintaining good grades (Ali & Kandil, 2024).

In the end, the study aims to address these issues in order to improve the overall achievement and welfare of Filipino working college students, advancing both their personal and national development.

LITERATURE REVIEW

This section discusses current research on the work-academic balance, socioeconomic status and challenges faced by employed college students to provide a comprehensive review of the relationship between financial pressure, limited resources, and perceived social disadvantages. It also establishes the framework for this study’s investigation of the role of socioeconomic status in the work-academic balance among employed college students. There is well-established evidence that balancing work and academic demands is problematic. While recent study of Özer (2020) explain that reinforcing the idea that students from lower socioeconomic backgrounds, particularly those who also work, may face greater challenges in maintaining strong academic performance due to limited resources and financial pressure.

However, Vokić, Bilušić, & Perić (2021) examined work-study-life balance and its emotional consequences, focusing on socio-demographic predictors, this study support how these pressures affect students’ academic performance, the challenge of balancing work and academic activities has been documented to varying extents. Financial stress, on the one hand, can often lead to poor time management, leading to high stress levels, which may negatively affect students’ academic performance. Meanwhile, working on multiple projects may present constraints on student ability to focus and pursue their studies. Hulla (2021) argue that difficult work burdens often prevent students from being able to focus on their studies and therefore have a negative on their grades.

Furthermore, as Mathuews (2018) argued, limited resources such as the availability of study materials, access to the internet, time management strategies, and alternative means of learning may also augment difficulties faced by working students, rather than mitigate them. Similarly, Sharp (2021) highlights that non-tuition expenses like transportation, textbooks, and childcare can significantly hinder low-income students’ college success, leading to missed classes, incomplete assignments, or withdrawal.

The emotional cost of social disadvantage also popped up as a main theme here, which seems to be consistent with Huang & Zeng (2023) and Chatzi et al. (2024) who note that compared to their socioeconomic peers, students from lower socioeconomic backgrounds are often exposed to additional emotional stress that leads to negative effects on academic achievement. These findings seem to be fully in line with the current investigation, wherein both social comparison and the shame of financial disparity negatively affect students’ engagement with their academic work. The burden of being financially disadvantaged is made worse by the lack of institutional support, which Antipolo (2021) and Jayson et al. (2024) described as one of the major challenges for working students.

Academic performance was significantly influenced by these factors throughout the year, as reported by Hulla (2021), which supports the findings of the present study in that financial stress, time management difficulties and resource constraints are widely associated with students’ academic issues. It is therefore critical to take a more integrative approach to study how multiple stressors in combination influence working students academic success.

Studies reviewed show that financial pressure, limited resources, perceived social disadvantages, and time management are bound to intensify and contribute to the overall academic performance of employed college students; however, there is a major gap in understanding how worked students’ coping strategies overcome these challenges. The purpose of this study is to fill this gap by studying how employed college students confront these stressors, especially those at Bulacan State University – Sarmiento Campus, which is experiencing a unique socioeconomic demographic.

Having identified the gaps in terms of: (a) The limited findings on limited resources faced by employed students, (b) The need to understand students’ coping mechanisms with financial pressure and its effects on their academic performance, (c) The insufficient exploration of institutional support and its role in alleviating work-academic balance challenges, this research aims to explore the work-academic balance of employed college students, specifically focusing on the socioeconomic factors affecting their work-academic balance. The study also seeks to answer the following questions:

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

1.1. age;

1.2. sex;

1.3. year level

2. What is the perceived level of socioeconomic status among employed college students in terms of:

2.1. financial pressure;

2.2. limited resources;

2.3. perceived social disadvantages.

3. What is the perceived level of work-academic balance among employed college students in terms of:

3.1. time management;

3.2. stress levels;

3.3. academic performance

4. Is there a significant relationship between socioeconomic status and the work-academic balance of employed college students.

Significance of the Study

This study is important for its focus on how socioeconomic status shapes the work-academic balance of Filipino College students. The possible beneficiaries include:

Bulacan State University – Sarmiento Campus: As the place where this study took place, BulSU–Sarmiento Campus stands to gain a lot from the results. While students expressed that they face significant socioeconomic challenges and strive to keep their academic lives in balance, the statistical analysis revealed only a slight to moderate connection between these issues. This indicates that, although these challenges are strongly felt, their effect on academic balance can differ from one person to another. The institution of higher learning could consider integrating the findings to establish additional support, such as mental health resources, financial aid, flexible class timings, and career guidance tailored for working students. Addressing these concerns can help the university improve the educational attainment and retention levels of students who are employed.

Educators: This investigation is useful for analyzing the socioeconomic problems pupils encounter along with how these issues impact their studies. Educators will understand the importance of financial strain, resource scarcity, social expectations, and competition on a student’s performance, attendance, and overall participation in school. Educators can begin to resolve these issues through more considerate and comprehensive approaches to teaching, like offering help, changing deadlines, and acknowledging the work done by students who manage both employment and studying. Understanding these problems not only enables educators to inspire pupils but also allows educators to help students feel appreciated, acknowledged, and nurtured throughout their educational endeavors.

Working students: Students can’t manage the competing demands of school and work. The purpose of this study was to help the students cope better by providing them with guiding input strategies that enhance their academic performance further, alongside personal well-being. In providing supplemental academic support compared to other students, the study arms participants with empowering ways to cope with their struggles. The study shifts the focus to viewing their struggles as overcoming challenges, building resilience, and ultimately, strength.

Parents and guardians: Contribution to assist working students is significant. This case illustrates how support at the emotional, moral, and practical level is essential. Parents and guardians are in a position to provide a great deal of understanding when they comprehend the immense financial burden, along with the stress of juggling numerous tasks in life. Even offering empathy, adjusting to the student’s limited availability, and providing support goes a long way. Through respectful dialogue, parents and guardians can help foster an environment where students feel recognized and supported not just during but throughout the educational process.

Future researchers: This research through carrying out additional research on the long-term consequences of balancing work and studies on students’ academic achievement, career development, and overall growth. This research lays the basis for additional research on working students’ lives, such that their lives can be compared between various socioeconomic groups or education systems. It offers a platform for future research tracking students as they solve these problems in the long term and how these problems can lead to their success in the future.

Hypothesis

Null Hypothesis (H₀):

There is no significant relationship between socioeconomic status on the work-academic balance of employed college students.

Alternative Hypothesis (H₁):

There is a significant relationship between socioeconomic status on the work-academic balance of employed college students.

MATERIALS AND METHODS

This chapter outlines the methodologies employed for a thorough mode of analysis, encapsulating targeted population, research instrument, design methodology, data gathering procedures, analysis, and ethical considerations in data gathering and treatment.

This study utilized a quantitative-correlational research design to examine the relationship between socioeconomic status and the work-academic balance of employed college students. The correlational approach was chosen to identify the strength and direction of association between these two variables without manipulating any of the conditions involved.

The research was conducted at Bulacan State University-Sarmiento Campus during the Academic Year 2024–2025, with participants drawn from the institution’s currently enrolled working students. A total of 188 working students were selected through purposive sampling, with inclusion criteria focusing on individuals who were both officially enrolled and simultaneously employed, either part-time or full-time.

To gather the needed data, a researcher-made survey questionnaire was developed with two adapted questionnaires, validated by academic experts, and pilot tested for reliability and validity. The instrument was divided into three sections: the demographic profile of the respondents, indicators of their socioeconomic status, and items measuring their academic and work balance.

Table 1. Likert Scale

The instrument utilized a five-point Likert scale ranging from “Always” to “Never” to assess how well students managed their dual roles. Before the distribution of the instrument, ethical considerations and approval from school authorities were secured. Questionnaires were then distributed personally to the selected participants through Google Forms, ensuring voluntary participation and strict confidentiality of responses.

Table 2. Spearman Rho

Once collected, the data were encoded and analyzed using descriptive statistics. Descriptive statistics, such as frequency, rank, and percentage, described the demographic and socioeconomic variables, while the Spearman Rank Correlation Coefficient was employed to measure the relationship between socioeconomic status and the students’ ability to balance academic and work responsibilities.

The researchers have ensured that all information collected followed the proper procedures and maintained the anonymity and confidentiality of the participants.

Pilot Testing of the Research Instrument

To ensure the reliability and clarity of the research instrument, a pilot test was conducted before the actual data gathering. The pilot test involved 30 participants who were similar in characteristics to the actual study population but were not included in the main study.

The purpose of the pilot test was to evaluate the consistency of responses and to identify any ambiguous or unclear items. Feedback from the participants was gathered to revise items where necessary

The internal consistency of the instrument was assessed using Cronbach’s alpha, and the reliability coefficient obtained was 0.90, which is considered excellent for the research.

Based on the pilot results, no major revisions were necessary as the instrument demonstrated excellent clarity and reliability.

RESULT AND DISCUSSION

Demographic

Table 3. Demographic Profile of Respondents

Age

Most participants are aged 21–22 (41.49%), a stage where students often take on work or caregiving roles that may affect academic performance. This supports Carreira and Lopes (2021), who noted that students in this age group face greater outside responsibilities, making it harder to balance school and personal life. The data highlights the need for schools to consider age-related challenges in providing student support.

Sex

The study revealed a nearly equal gender distribution among the 188 employed college student participants, with 48.94% male and 51.06% female respondents. This slight female predominance supports broader trends observed in similar research, such as the study by Chiang et al. (2020), which reported a significantly higher proportion of female participants (62.5%). Although the current study’s sample size was smaller, the findings align with global patterns of greater female representation among employed college students, offering valuable insight into ongoing gender demographics in this population.

Year Level

The majority of respondents were 3rd-year students (30.32%), suggesting that higher year levels are more likely to engage in part-time work due to increasing academic and financial demands. This aligns with Cardiño (2022), who found that students in advanced years tend to work more to support their education, influencing their work-academic balance and stress levels.

Socioeconomic Status of Employed College Students

Financial Pressure

Table 4. Perceived Level of Socioeconomic Status in Terms of Financial Pressure

Financial pressure recorded the highest grand weighted mean (3.86) among SES factors, as students often struggled to save while covering expenses. This supports Usman and Banu (2019), who found that financial stress negatively affects students’ academic focus, performance, and participation due to financial obligations and part-time work.

Limited Resources

Table 5. Perceived Level of Socioeconomic Status in Terms of Limited Resources

Notably, limited resources emerged as a significant barrier to students’ academic experiences, with “difficulty finding quiet and resourceful study spaces” receiving the highest rating at 3.62 (Often). It remains the lowest factor across all sub-variables, emphasizing the crucial role of resource access in academic success. In support of this, Sharp (2021) emphasized that non-tuition financial barriers such as transportation, textbooks, and technology access create obstacles that often hinder low-income students’ academic success.

Perceived Social Disadvantages

Table 6. Perceived Level of Socioeconomic Status in Terms of Perceived Social Disadvantages

Employed college students often face perceived social disadvantages, such as stress from classmates’ wealth, skipping activities due to financial constraints, and feeling the need to work harder. With a grand weighted mean of 3.52, these challenges indicate a pervasive sense of social disadvantage. This aligns with Huang and Zeng (2023), who found that social and emotional development plays a key role in the academic success of socially disadvantaged students, as anxiety and pressure to work harder are common among them.

Work-Academic Balance of Employed College Students

Time Management

Table 7. Perceived Level of Work-Academic Balance in Terms of Time Management

With a grand mean of 3.43, students reported that time management is “Often” a challenge. While it ranked lowest among the three sub-variables, it remains a frequent concern, as students struggle to juggle academic and work duties. This supports previous findings that working students face time-related stress, and even those with organized routines may still struggle to manage responsibilities effectively (Antipolo, 2021; Jayson et al., 2024).

Stress Levels

Table 8. Perceived Level of Work-Academic Balance in Terms of Stress Levels

Stress levels had a grand mean of 3.75, showing that employed students frequently experience emotional and mental strain. The constant balancing of work and academics contributes to high stress. This aligns with studies showing that lower socioeconomic status increases vulnerability to stress and related mental health concerns (Mofatteh, 2020).

Academic Performance

Table 9. Perceived Level of Work-Academic Balance in Terms of Academic Performance

Academic performance was also frequently affected, as work duties often interfere with studying, meeting deadlines, and participating in class. Many students feel they must work harder than their peers to keep up, especially when dealing with social disadvantages. These findings echo research suggesting that work demands impact the academic performance of employed college students (Hulla, 2021).

Correlational Analysis Between Socioeconomic Status and Work-Academic Balance Using Spearman Rho

Table 10. Correlational Analysis Between Socioeconomic Status and Work-Academic Balance Using Spearman Rho

Relationship Between Financial Pressure and Time Management

Financial pressure showed a weak correlation with time management (r = 0.39), implying that while students under financial strain may struggle with organizing their time, the relationship is not strong. In contrast with the study of Hordósy et al., (2018), who noted that financial constraints could disrupt students’ ability to manage academic and work schedules effectively.

Relationship Between Financial Pressure and Stress Levels

Financial pressure showed a moderate positive correlation with stress levels (r = 0.59), indicating that students facing financial burdens experience heightened stress, which aligns with Ryu and Fan (2022), who identified financial anxiety as a driver of psychological distress among students.

Relationship Between Financial Pressure and Academic Performance

The relationship between financial pressure and academic performance was very weak (r = 0.03), in contrast with Destin and Svoboda (2018), who found that student financial stress negatively impacted academic success.

Relationship Between Limited Resources and Time Management

The findings revealed that limited resources had a very weak correlation with time management (r = 0.06), suggesting that resource constraints do not significantly affect how students plan their time, in contrast with the findings of Lovin and Bernardeau-Moreau (2022), who proposed that students sometimes become more disciplined under constrained conditions.

Relationship Between Limited Resources and Stress Levels

Limited resources also had a very weak correlation with stress levels (r = 0.16), indicating only a slight connection, which contradicts the study of Shammi et al. (2020), who emphasized that lack of resources intensifies stress, especially during economic crises.

Relationship of Limited Resources and Academic Performance

Limited resources showed no correlation with academic performance (r = 0.00), in contrast to Odongo and Koskei (2024), who found that having better classroom resources was associated with improved academic results.

Relationship Between Perceived Social Disadvantage and Time Management

Perceived social disadvantage exhibited a very weak correlation with time management (r = 0.16), hinting that there is a minimal influence, although Rodríguez-Hernández et al. (2019) found that socioeconomic background could hinder students’ academic behaviors, including time use.

Relationship Between Perceived Social Disadvantage and Stress Levels

Perceived social disadvantage also had a very weak correlation with stress levels (r = 0.19), in contrast with Chatzi et al. (2024), who described social disadvantage as a chronic stressor impacting physiological stress regulation.

Relationship Between Perceived Social Disadvantage and Academic Performance

Perceived social disadvantage showed no correlation with academic performance (r = 0.00), which contradicted the findings of Huang and Zeng (2023), who highlighted how supportive relationships can mediate the negative effects of social disadvantage on academic achievement.

Table 11. Degrees of Freedom, Critical Value, and Computed R for Spearman Rho Analysis

The Spearman Rho analysis indicated that there was a significant relationship between socioeconomic status (SES) and work-academic balance among working college students. The R calculated (0.59) was greater than the critical value (0.39) at a significance level of 0.05. This outcome upholds the rejection of the null hypothesis as it confirms that SES has a significant relationship with the capacity of students to balance academic and work commitments. Previous research supports this fact; for instance, Budiongan et al. (2024) highlighted how financial needs and parental expectations are responsible for the academic struggle of low-income students. Such findings highlight the need for institutional assistance, i.e., grants and flexible course structures, to enable students to attain improved work-academic balance.

Conceptual Framework

This study explores the relationship between the socioeconomic status of working college students and their work-academic balance. Socioeconomic status is represented by three sub-variables: financial pressure, limited resources, and perceived social disadvantages. These elements reflect the economic and social conditions experienced by the students in their daily lives.

On the other hand, work-academic balance is described through the sub-variables: time management, stress levels, and academic performance, which capture how students manage their responsibilities in both academic and work settings.

The conceptual framework illustrates how the components of socioeconomic status are examined in relation to the aspects of work-academic balance. It serves as a visual and theoretical guide in identifying whether a significant relationship exists between these two major variables, providing the basis for analysis throughout the study

CONCLUSION AND RECOMMENDATION

Conclusion

This study investigated the relationship between socioeconomic status and work-academic balance among working college students at Bulacan State University – Sarmiento Campus during A.Y. 2024–2025. Results showed that financial pressure was the most common challenge, followed by perceived social disadvantage and limited resources. Among the aspects of work-academic balance, academic performance was most affected, followed by stress and time management. Using Spearman Rho, a statistically significant moderate correlation (r = 0.59) was found between socioeconomic status and work-academic balance, indicating that students’ socioeconomic conditions influence their ability to manage work and academics. However, most individual factors showed only weak to moderate correlations, suggesting that other variables like resilience, support systems, and workload may also significantly impact students’ academic experiences. These findings emphasize the complex nature of student challenges and the need for broader institutional support.

Recommendations

Based on the findings, the study recommends that Bulacan State University – Sarmiento Campus implement targeted support systems such as student assistance programs, flexible learning options, and accessible academic resources to help working students manage academic responsibilities alongside employment. Educators are encouraged to adopt student-centered approaches, including flexible deadlines and regular academic check-ins, to accommodate the needs of working students. Employed students should develop effective time management strategies, maintain communication with instructors, and seek supportive work environments to enhance academic performance. Parents and guardians are advised to recognize and support students’ financial challenges by promoting financial literacy and providing emotional or material assistance when possible. Lastly, future researchers are encouraged to explore the impact of limited academic resources on student engagement and outcomes, addressing this under-researched area in greater depth. They are also encouraged to use mixed-method or qualitative approaches to explore why certain factors are strongly felt by students despite showing weak statistical correlation.

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ABOUT THE AUTHORS

Mariciel Bautista Baligod is the Department Head of General Academics and Teacher Education at Bulacan State University-Sarmiento Campus. She earned her PhD in Educational Management and Leadership from the University of Santo Tomas. With nearly 27 years of experience as an educator with leadership functions in between, Mariciel is also an active researcher and serves as a peer reviewer for the Urban Review. She has been invited as a session chair and panelist in various academic conferences, contributing her expertise to the field of education.

Francesca Ricca Mae S. Belaiz, is a working student and contract novel writer for nearly five years. A consistent honor student and former student journalist, she was also recognized for delivering one of the best demonstration teachings among Social Studies students at Bulacan State University-Sarmiento Campus

Trisha Mae SJ. Calda, is a dedicated and goal-oriented student at Bulacan State University-Sarmiento Campus, known for her strong leadership skills and consistent academic excellence. A proud honor student since high school, she has excelled in the Education program, majoring in Social Studies. She is also a hardworking tutor, committed to helping students achieve their academic goals.

Adrianna Carmella C. Garcia, is a committed and passionate student who has consistently been an honor student from high school up to her time in higher education. She is well-known for her exceptional leadership skills, having earned the Best Student Leadership award in various organizations at Bulacan State University-Sarmiento Campus. She stands as a testament to the power of hard work and heart.

Alaiza A. Uson, a business-minded individual who has been the breadwinner of her family since high school, balancing work and responsibility at a young age. Despite these challenges, She have consistently maintained her status as an excellence awardee through dedication and perseverance. Her journey reflects resilience, strong time management, and a deep drive to succeed both academically and personally.