The Impact of Part Time work towards Academic Performance

The Impact of Part Time field of shoot towards Academic movement1. groundingMost of MCAST schoolchilds take a crap odd- stock(prenominal). Does this affect their school performance? If live on is related to their studies this would definitely be beneficial. What if exit is non study-related? After all, do school- ripen childs rattling need to run? Is a students conduct becoming boring?Curtis and Williams (2002) states that combining give piddle and study, has do a norm in the UK. Vickers et al. (2003) report a similar situation in Australia, highlighting the global signifi cigaretce of this trend. According to Labour Force Survey carried come in in the UK, it states that amongst 1996 and 2006 the occur of student engaged in temporary employment increased by 50%. According to the Journal of Organizational Behavior (1998) 50% of the full- meter students in the U.S. bedevil a temporary hire out.Part-time work can build a positive impact on the students especiall y if the work is channel-related. Students can nominate a glimpse of their future job and determine whether they actually like that particular c ber path. Also, part-time jobs can help students improve time sellment skills and become much efficient. P bents and educators be in favour of employment amongst students because they believe that employment builds character (Greenberger and Steinberg, 1986). Dwyer et al. (2001) argue that combining work and study promotes a pragmatic aspect on educationOn the other contact, an excessive workload can have a detrimental effect non only on the students faculty member performance just excessively psychologically and physically. Combining work and study can also have cast out effect on the students mental wellness such as stress and toil, leading to worsening performance in class. Rolfe (2002) reports that UK students believe that the excessive and unsocial hours of part-time work sometimes lead to fatigue duty and depression.If w e had to look at high education nearly the globe, say in the UK, students would have to pay approximately 3000. In Germ each, universities now charge 1000 enrolment charge per twelvemonth. In the USA the tuition fee varies around $9000 per year.Malta is one of the fewer exceptional cases were students are paid to study. MCAST students are entitled to 83 per calendar month and 233 at the beginning of the academic year.Out of which students are entitled to pay 372 BTEC registration fee.When I started university 6 years ago I never tangle the need to do a part-time job (except in summer). Obviously, my budget was very tight and luxuries were inexistent. no(prenominal)a age, I started to believe that students prefer working part-time than care away from buying expensive mobiles, laptops and cars.This study examines two types of part-time work. Research has been preformed for students who work in the IT industry and the other research was carried out on students whose part-time job is not study-related. The purpose of this research is to come up out whether these two types of part-time work affect the students performance and well-being.In this research we find that part-time jobs for student have a positive impact on their studies as broad as the reduce of hours worked does not exceed twenty. division 4 provides a background on the apprenticeship scheme at MCAST and other non-IT related jobs. Section 5 analyses the common part-time jobs amongst respondents and the main reasons for engaging in part-time work. Section 6 evaluates the effect of part-time work on students performance. In Section 7 the students well being is analyzed when compared to work and study commitments.Discussion, Future Limitations etc..2. frequentations ReviewThe literature reviewed under examines the popularity of part-time work amongst students, how employment is affecting students performance and how part-time work is effecting the students sustenance. Some of the issues disc ussed in this research are the number of hours a student kit and caboodle, whether they still have time for study and leisure and how does this effect their academic performance and well-being.The prevalence of part-time workAccording to amic open and Economic Conditions of Student Life in Europe over 40% of the students from Spain, Sweden and Finland have work experience prior to entering into higher education. In general, much students from lower education backgrounds have work experience than students whose parents attained a higher education degree.It has been reported that poor students in countries such as Bulgaria, Ireland and Switzerland scram redundant grants to compensate for the missing base funding via state support. For example, Irish students from low-educated families receive 93% more state support and high-educated families 44% less than the amount student. In Malta students who come from families where the total househ aged(prenominal) income is less than 5,00 0 per year are eligible for a supplementary grant of 42 each quatern workweeks, which is additional to their regular recompense.In Netherlands and Estonia more than two thirds of the students have a part-time job. In Australia half to three quarters of the students work. According to the report of the French Conseil Economique et kindly on students employment (2007), 15% to 20% of students work regularly while studying in France. Statistics Canada states that, in Canada more than 48% of the students work part time. regular students working more than 35 hours per week has al about doubled since 1990. According to the Canadian Undergraduate Survey Consortium, more than 50% of the students work during their least year of their degree than the first.In Austria, Czech Republic and Estonia in that respect is a comparatively high rate of employment and a relatively close relationship amid students jobs and students courses (Social and Economic Conditions of Student Life in Europe). Analyses of the Eurostudent survey indicates that the lowest level of students working part-time is in Southern Europe (especially Portugal and Italy) and the highest rate is in Netherlands and Ireland. probable reasons for such outcomes may be referable to the nature of the labour market and availability of jobs suitable for students. For example, in Greece the majority of students do not engage in paid employment due to lack of job opportunities (Dimitros and Karaliopoulou (2005)). Whereas, in the U.S. part time employment has become the norm amongst students (Bureau of Labour Statistics 2005).In the past few years employment among post- encourageary students has been increasing rapidly.The effect of part-time employment on students performanceRonald DAmico (1994) states that part-time employment provides opportunities to assume greater responsibility, authority and cooperative interdependence. Students who work part-time will develop dischargeworking skills contacts and refere nces will be valuable for future employment opportunities. Employers may prefer students who held part-time jobs while at college because it indicates stronger management skills. Also, there is high probability that students who worked part-time will be employed on full-time basis once they graduate with the like caller-up.Green (2001) also give tongue to that theystudents 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 (p. 329).Employment can have a positive effect if balance working hours and study are balanced (Cheng 1995).Research done by the University of Canberra shows that paid employment did not have a large effect on grades. Results show that some paid employment improves grades slightly, but working more than twenty-two hours per week has a negative effect.On the other hand, well-nigh of the research indicates that employment negatively affects students academic achievements especially those who work more than fifteen hours a week and they are more likely to drop out (Stern 1997).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 grass impact on their academic progress. (Dallam Hoyt, 1981) anticipated that there will be negative effects on school performance because of part-time employment.Juggling work and study may also lead students to put forth less effort into both because they are spreading themselves too thin (Astin, 1993).According to Canadian Social Trends, 1994 shows that student who worked more than 20 hours had 33% dropout rate whereas students who worked less than 20 hours had a 16% dropout rate.Young and immature students tend to find it hard to mange working hours and study than older students (Barone 1993). Therefore, age also pays an important role in the students decisions.A March 2009 study by the Bureau of Labor Statistics states that students with part-time work reduce the time spent on homework, sleeping, and socialization by 84%.McInnes (2001) stated that compared with those who do not work, younger first year students who work part-time are more likely to spend fewer years on campus, to not work with other students on areas of their course, and to have studied inconsistently through the semester. They also tend to anticipate getting lower marks, and are more likely to seriously consider deferring at an early point of their student experience We also know that these negative factors are amplified the more hours students work, and they feel seriously burdened by overcommitment. (p. 5). The effect of part-time employment on the students lifeToo many hours spent at work could also affect the students lifestyle such as participating in extracurricular activities.Greenberger and Steinberg(1986) argued that instead of ingraining work habits, many students who worked par t time at an early age were more prone to cheating and dealing with boring work.Students who are unable to manage their part-time income or have never been given the right advice on how to save money will find it more difficult to make budgets and are more prone to overspending. This will withaltually result in increasing the number of working hours.Research also indicates that too many hours of work increases fatigue and may cause lower academic performance. Carskadon(1999) states that students who work more than 20 hours changed their sleeping patterns resulting in later bedtimes, shorter sleeps, possibility of falling asleep during class, late arrivals at school or missing lectures.Many students who work part time find have limited time for their hobbies and extra-curricular activities (Hope 1990).According to researchers Barling, Rogers and Kelloway, Labour force company by high school students, especially more than 20 hours of part-time work per week, is linked to poorer scho ol performance, increased drug and alcohol use, decreased family contacts, and cynical attitudes toward workOn the other hand, Tannock (2001) and (Li-Chen Wooster, 1979) pointed out that student works tend to have low skilled jobs, such as a cashier, fast pabulum worker or retail. It is assumed that these jobs have a negative effect whereas high-quality part-time jobs seem to develop career-related skills. Also, these jobs are more likely to be flexile and work with students schedules (Healy, OShea, Crook, 1985).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, more confidence and provided them with more mirth in college (Pennington, Zvonkovic, Wilson, 1989).According to Smith and Green (2001) student who work l stool a lot and they develop self-efficacy especially the low-achievers. In her research Singg (2002) found out that student s who work part-time tend to show more responsibility in their daily personal situations and have greater career maturity than those students who do not work.Stern (1997) states that students will develop a more positive attitude to work when gaining work experience whilst studying. Managing to work part time during the studies will also be beneficial on the resume. Employers look for students who are capable of managing time, working in teams, able to communicate and work on their own initiative.Research by the University of New Hampshire shows students who have a lot of free time they are more prone to make use of drugs and other substances. Therefore, the benefits of having a part-time job will keep the students occupied during their free time. more thanover, students who work part-time become financially independent and learn how to effectively manage finances.3. The Research ContextMCAST-BTEC subject field Diploma in Computing (Software) is offered at Malta College of Arts, Sc ience Technology (MCAST). This course is Level 4 and the duration is 1 year Full-time or 2 years part-time on an apprenticeship. The course specializes in Software Development and the modules are relevant to the needs of the industry.Students who opt for an apprenticeship will still cover the same modules but over the duration of 2 years. ETC assists apprentices in finding an employer with whom they can perform their on-the-job pedagogy during the apprenticeship period. Apprenticeship will be required to work 27 hours a week and attend lectures twice a week.During 2009/2010 academic year I have noticed a 3% drop out and 25% failure rate. It has been found out that students are not dedicating enough time to practice programming mainly due to part-time work commitments. This study is targeted towards this stem of students.The major questions of this research areWhat factors influence students to seek part-time employment?How do students juggle study and work commitments?Do students set priorities if study and work commitments clash? If yes, how?Does part-time work have an impact on the students academic performance?Does part-time work have an impact on the students social life and well-being?Do the types of jobs students work have an impact on their academic performance?Do the number of hours worked effect the students performance?Research MethodsA questionnaire was compiled for students enrolled in the second year of the Diploma (specializing in Software). Questionnaires were distributed to two classes (one apprenticeship and the other non-apprenticeship) during one of the lectures. I taught both classes the same modules, i.e. Programming Concepts/Practice and mentoring their end-of-year Software Projects.Students were asked to complete the questionnaire anonymously. The entropy was collected two months prior to the end of semester when the student attendance was high.A total of 35 students completed the questionnaire. The clean age of the students intervi ewed was between 17 and 21 years.Questionnaire StructureThe questionnaire comprised of four sections as followsGeneral information including Age, Gender and indicating whether they are apprenticeship students or not.Students engagement in part-time employment, including type of job, number of hours worked per week, number of days worked per week and the average hourly rateStudents distribution of incomeStudents experiences in balancing work, study, personal development and leisure.Students were asked to indicate whether they worked during the academic year and, if so, the number of hours and days they worked per week and the hourly rate. To evaluate the impact of part-time work on education, students had to specify how many hours they spend studying and the frequency of missing lectures or assignment deadlines due to work commitments.Ethics ProcedureStudents were advised that participation was voluntary and refusing to participate will not affect their academic report. Students were informed that completed questionnaires will be stored in a secure location and treated with strict confidence. The questionnaires did not include any confidential data such as parents income or whether the students family receives governing social benefits and grants.4. Overview of the students backgroundApprenticesICT students at MCAST can opt to form part of the Apprenticeship Scheme during the second year of the National Diploma. They will spend 2 days at the college and 3 days at the work place.Apprenticeship students work 27 hours a week and are paid 200 per month (besides the monthly stipend). The course will be completed within 3 years (1 Year Full-Time and 2 years part-time on an apprenticeship).The benefit of students working as apprentices is that they are exposed to the working world and therefore they can better relate theory to practice. These students are led by professionals thus gain training and a learning experience. Apprentice students are more likely to be recr uited by the company after they have completed their studies.Non-ApprenticesThe option is that students can find to complete the National Diploma in two years full-time. They will only benefit from the monthly stipend as stated in Introduction Section. These students will be allocated seventeen hours of lecturing per week. Most of the ICT students opt for this choice mainly because they complete the Diploma within 2 years.5. The prevalence of part-time workNon-IT related part-time jobsEmployment is the only way students can earn extra cash. Since most of the students are under qualified it is very difficult to find course related jobs therefore they opt for other part-time jobs.According to the Labour Force Survey carried out in the UK, nearly half a million full-time students work in the retail sector and nearly quarter of a million students work in hotels and restaurants industry. This survey shows the complete opposite. just now 11% of the students interviewed work in the retai l sector and nearly half the respondents work in the catering industry. likewise the 43% of the students who work at an IT company (apprentices), this survey shows that the most popular part-time jobs amongst MCAST students are the followingFigure 1 Survey Question What type of job do you have?The most popular non-IT related jobs were waiters/waitresses at fast nutrient outlets, crepe makers, selling fast food at stalls and serving drinks in bars and clubs. In general, there were more male students than females engaged in these types of part-time jobs. The least most popular were cashiers at retail discloses, telephone assistants, receptionists and entertainers. On the other hand these types of jobs were more popular amongst female students.These jobs require the minimal responsibility, flexible hours and few qualifications. Conversely, companies prefer people who are committed and work long hours because of the short-term and semipermanent projects they will have to complete with in a stipulated deadline.Reasons for engaging in part-time workStudents at MCAST receive 83 per month as stipend. Is this amount enough for a student? Why does a student need to work?The main reason why students work is because they want to buy a car and maintain it. A car gives students independence and a social status. In February 2009 InsiterOnline.com1carried out a survey showing that 85 out of one hundred seventy students own a car and 22 out of 85 have a car bought to them by their parents. This clearly shows that Maltese students priority is that by the age of 18 they own a car.The second most popular reason for working is having money to spend during the weekends. The minimum amount a teenager spends every weekend is 20 including alcohol, transport and fast food takeaway. The third most popular reason for working is to buy clothing. Over the years I have noticed that students have become more conscious about their appearance. Most of the students wear expensive brand clothin g and accessories. Other students prefer to do a part-time job to buy computer games and the latest gadgets. Keeping in mind that 99% of the students live with their parents therefore they do not have any accommodation expenses (besides a small portionage of the students who are expected to contribute to family expenses).The diagram below shows the statistics of this surveyFigure 2 Survey Question How do you spend your part-time money?The most unexpected result was the 28% of the students who spend their part-time money on clothes. Research by the (Wheeler, 2001)states that in the U.S. an average student spends $57 hebdomadally on clothes. To make matters worse, Malta is one of the most expensive countries in the EU to buy clothing. Evarist Bartolo2, ex-Minister of Education stated that, Maltas prices are the second highest in the Eurozone (after Slovakia). They are 150% relatively more expensive than EU average. Footwear in Malta has the highest prices in Eurozone 164% relatively more expensive than EU average. Consumer electronics in Malta are the second highest in the Eurozone (after Slovakia) 186% relatively more expensive than EU average.Case studies Reasons for students engaging in part-time jobsThese case studies mostly suggested that students working long hours were doing so because of money.Working to earn extra moneyDavid* is 19 years old and his obsession is cars. Similar to the majority of Maltese teens by the age of 18 years their first investment would be a car. This gives them independence and social status. David is not satisfied with buying a cheap second-hand car but his dream is have a modern sports car. David also believes that further education is mandatory in todays world, therefore he does not intend to stop studying. To be able to buy his dream car he estimates it would cost him around 14,000. Since David is a student he can only apply for a loan of up to 5000, therefore the only option left is to sacrifice his free time and work.Work ing to pay for accommodation and living costsSarah* is 21 years old and comes from a upper-middle-class family. During the last year together with her boyfriend they decided to rent a basic apartment and move in together. Although she comes from a middle-class family her family decided to assist her financially with school expenses but not for accommodation. To cope with the expenses, Sarah works as a shopkeeper between 4 and 7 during weekdays and between 9 and 12 on Saturday morning.Working to pay for leisure activitiesRebecca* is a fashion enthusiast and loves parties. She is always wearing brand clothing and accessories. The stipend is not enough to buy expensive clothing and go out in the weekends. Therefore, Rebecca works 10 hours a week at a clothing shop to make up for the extra expenses.Working to gain experienceNathan* is one of the brightest students I have ever taught. He is 21 years old and an apprenticeship student. Besides working at an IT company he also works as a f reelance web designer. During his free time he is always researching refreshful technologies and enhancing his programming skills.*The names mentioned in the above case studies are fictitious.6. The effect of part-time work on students performanceEvaluating Students IncomeStudents living with their parents have a higher amount of income when compared to others who have to maintain their own households. In other European countries students have to spend one third of their income on accommodation.In general, MCAST students spend most of their daily expenses on transport and food. The following table evaluates a students daily expenses assuming that the majority of the students do not own a car but use public transport.Breakdown of an average student daily expenditurePublic Transport (1 each way)2.00Lunch Soft drink3.50 natural Daily Expenses5.50If we had to make some calculationsAn MCAST student receives 83 per month. S/he spends on average 5.50 a day at the college.CalculationMont hly stipend 83Less Monthly expenses (5.50 * 20 days)110Remaining Balance 27The above calculation shows that a student who commutes to school using public transport and buys lunch from the college canteen everyday the stipend will not be enough to cover these basic expenses. The student makes a loss of 27 monthly.Paid WorkFew working hours will unlikely have an impact on the studies, but the more hours worked the more there will be an impact on the students academic performance.This section will take into consideration 4 factors pay and conditions for students working part-time, time spent in paid employment, time spent at college and time spent studying.Pay and Conditions for Students working part-timeAccording to the Part-time Employees (Amendment) Regulations, 2010- L.N. 117 of 2010, published on the 12th March 2010, part-timers should be paid 4.75 per hour during weekdays and on Sundays and Public Holidays the rate is 6.50 per hour.It is more likely that students from low-income families engage in a part-time job during their studies. Research shows that nearly half of the respondents earn 3 to 4 per hour, which by and large is the minimum wage. Only 5% of the respondents earn 6 to 7 per hour.This survey assumes that the statistics are based on the net pay.Figure 3 Survey Question How much money do you earn per hour (net pay)?Time spent in paid employmentFurr and Elling (2000) and Dallam Hoyt, (1981) check over that the number of hours worked effect the students performance. There is a negative impact when students work more than twenty hours a week.Figure 4 shows that more than fifty percent of the interviewees work more than twenty hours a week. The majority of these students work as bartenders, waitresses or waiters, therefore it is quite common to work long hours because of the opening hours. Their shifts are usually from 5 pm till late at night. Such part-time jobs do not only entail taking orders and serving food but they are also generally requeste d to clean the place after the establishment closes.Figure 4 Survey Question How many hours do you work per week?Nearly half of the respondents work between four to five days a week. The majority work on Friday evening and Saturday. Wednesdays and Sundays are also common working days. Students prefer not to work during the weekdays because of school commitments but if they are asked to work during the weekdays the majority of the students admitted that they would not refuse work. This clearly shows that students are eager to make money.Figure 5 Survey Question How many days a week do you work?Time spent at collegeStudents are timetabled seventeen hours of lecturing. The following is a timetable of one of the classes interviewed. On average they spend six and a half hours at the college. Out of which they have four and half hours of lecturing. Overall, students wait ninety minutes between lectures.Figure 6 Sample TimetableTime spent studyingICT students at MCAST spend 8 hours weekly in a computer laboratory. During these hours students will be thought programming concepts and they will also have hands-on sessions where they can practice under the teachers supervision. 8 hours are not enough to learn programming. Students have to practice at home to succeed.According to an article issued by Monash University (Faculty of ICT) states that programming students should spend at least 10 hours per week studying and practicing.ResultsThis section will describe the outcome of this research. Figures in section 4, 5 and 6 have been analyzed and evaluated.The table below calculates the number of hours remaining after deducting the total number of lecturing hours and hours allocated for studying, working and sleeping per week. The following calculation is based on a student who works 20 hours a weekHoursLectures per week16Working hours20Studying10Sleeping (7 hours * 7 days)49Total Hours Remaining (168 hours 95 hours)73Total hours in a week 24 hours * 7 = 168 hoursTotal app ointed hours 16 + 20 + 49 + 10 = 95 hoursThe above estimations illustrate a breakdown of the number of hours in a week. As a result a student who works part time can only utilize the remaining 73 hours for study time and leisure. According to the EuroStudent survey, in most of the countries the average time spent on personal study time ranges between 30 to 35 hours per week.According to the EuroStudent document, the national averages for study-related activities (i. e. for taught courses and personal study time) range between 25 hours per week in Slovakia and Estonia and up to around 40 hours a week in Romania and Bulgaria. In most of the countries time spent on studies clusters around 30 to 35 hours per week.Gender%Number of StudentsFemales23%8Males77%27Type of student%Number of StudentsApprenticeship43%15Non-apprenticeship57%20Working hours for non-apprenticeship students (i.e. not IT related)Number of Hours%Number of StudentsMore than 20 hours40%8Less than 20 hours30%6Do not work 30%6Grades%Number of StudentsPass14%5Merit26%9Distinctions40%14Fail20%7Breakdown of gradesWorking SchemeNo. of students PassNo. of students MeritNo. of students DistinctionNo. of students FailApprenticeship510 20 hours1733Do not work1131The above statistics show that students who do not work or have a course related job are the most successful. The highest number of students who achieved a distinction are the apprenticeship students.With regards the group of students who work more than 20 hours a week, only one out of octad managed to achieve a pass the rest failed the module.The group who worked less than 20 hours a week managed to obtain a Pass and half of the group even managed to obtain a Merit. This shows that if students manage to balance work and st