One of the most important components of a person's life is their ability to learn. Most people believe that a person must complete a degree in order to have a successful and better life ahead of them, however not everyone is eligible to attend college. Some individuals are faced with conditions that make pursuing their degree much more difficult. Some students opt for part-time employment to assist them afford their education and other expenses in order to achieve their goal. In particular, tourism students have a multitude of fees that must be paid while studying. Furthermore, studying is not the only expense that students have; others have financial difficulties, such as becoming the family's breadwinner. Thus, students may have physical and mental health issues as a consequence of this. These are some of the reasons and factors that lead to students working while studying.

The impact of part-time employment on full-time students has been examined in a number of research. Taking a part-time job, for instance, according to [1], takes away from studying. While, it was expected that students who worked part-time would miss lecturers since they had more lectures to catch up on and may have received better grades if they hadn't been employed [2].

However, most of the studies only dealt with the issues and challenges and have not fully discussed how the working students were able to adjust and cope up with the situation.  This study particularly investigated the adversities encountered by the BS Tourism Management working students of Bulacan State University Hagonoy Campus, Philippines in school year 2021-2022 and assessed their coping mechanism.

Work During College and Post College Earnings

In an article written by [3,4], prior study indicated that undergraduates who work throughout the school year have a lower chance of graduating.  The authors found that typical students who worked for money while in college earned more than identical students who didn't even work, using transcript data from a large multi-campus school in the United States and student earnings data from government administrative records. This post-college earnings premium is comparable to the benefit of receiving a degree, even after correcting for demographic and academic achievement characteristics, across various student sub-groups, and using models that took selection bias into account. These findings are discussed in terms of their implications for views of community and educational structure, as well as educational policy. It has been found out that while in college, the majority of today's undergraduates (62 %) work for income [5]. Prior research has largely neglected an essential part of the working student phenomena, according to this report. When looking at the data over a longer period of time and focusing on wages after college, it becomes clear that student employment throughout college has a significant beneficial impact. Undergraduate students are the focus of the nationwide National Postsecondary Student Aid Study (NPSAS). Working students are defined by NPSAS as those who work outside of the university throughout the academic year, omitting work-study jobs and summer jobs that are connected to the university. Therefore, it presents a circumspect evaluation of how student employment might be impacted. When the NPSAS asked if they could afford to attend college if they didn’t work, 54% of working students responded in the negative. Many undergraduates experience financial difficulties while attending college, including issues with housing and food, according to academic research [6]. According to others, present financial assistance levels are insufficient for many freshmen. Many families, according to academics, are unable to pay the "Expected Family Contribution" used into federal financial assistance calculations. Others choose to work for less convincing reasons than the approximately half of working undergraduates who feel they have to work. Ethnography of freshman, the intellectual element of college takes a back seat to the acquisition of practical learning experiences. As a sign of maturity, income can take on symbolic significance. Income is also served a practical purpose, covering the costs of dating, leisure, and materialism.

Studying and Working Experiences

In recent years, there has been a rise in part-time employment by college students to help their families' budgets, the cost of a college education is steadily rising, and an increasing number of college students want to work throughout their school years to cover educational costs. Part-time work engagement and accepted practices have been shown to impact college students' well-being and academic progress. The student's health state might be influenced negatively or positively that would depend on the type of employment and the number of hours that students put in at work. Both state that students work occupations that demand higher hours and responsibilities. In Scotland, there is evidence that students who work weekends experience both job and health concerns [7].  On the other hand, other students view campus work as a beneficial way to gain knowledge, improve themselves, and gain experience. Student part-time job has a favorable impact on personal growth in relation of personality and emotional growth. Student participation in campus jobs has been linked to positive outcomes such as better grade point averages, early degree accomplishment, and student well-being [7,8].

Many students find college years difficult owing to a variety of issues such as isolation from obligations to one's family, academic work expectations, money concerns, and part-time job. Particularly many students work on campus during their time in school. There is conflict between academic and professional labor due to student employment. Previous study on student employment on campus has shown mixed results in terms of the benefits of work on students' well-being and health. Low stress levels can be beneficial for certain individuals, but they can also be detrimental to students' self-concepts. Thus, it is less important whether students work even during school year than the consequences of working, which are highly dependent on individual student characteristics.
According to the authors, most people benefit from a certain amount of stress, or eustress, as it encourages a variety of enjoyable behaviors and experiences for them. On the other hand, stress, when it is excessive, it might be hazardous to one's health. As a result, a certain amount of stress is required for motivation, innovation, and the ability to tackle obstacles. Long-term, unsettled stress, on the other hand, can result in a number of health exhaustion. Several aspects have been identified as influencing our perception, interpretation, and management of stressful experiences. Workers who feel themselves to have a high level of control regard jobs in high demand as obstacles to overcome rather than risks. Hence, control determines a person's preferred coping methods. Those who perceive control adopt positive coping mechanisms, whereas those who feel a lack of control use negative coping mechanisms. Working while studying has a negative impact on dropout rates. While there are many reasons why students leave school before learning their degree, working while studying is one of the most frequent. Students who work full-time while still studying full-time are less likely to complete their degree than students who work part-time or don't work at all, according to research on the impact of job status on dropout rates [9-15].

The data gathered are arranged and interpreted. The respondent’s answers in the questionnaires are all inputted into the data matrix with corresponding codes and computerization were employed.  The mean, frequency and percentage were used in finding out the possible issues and challenges, motivation and coping mechanism of the BS Tourism Management working students [16-25]. The data gathered are computed using MS Excel software. The researchers used a self-constructed validated questionnaire. The questionnaire used a survey scale strongly

Disagree, Disagree, Neutral, Agree, Strongly Agree. Part I consists of demographic profile of the respondents such as (1) Age (2) Gender (3) Years of Work Experience. Part II consists of survey scale questionnaire answering the issues and challenges encountered by the BS Tourism Management Working Students. Part III consists of survey scale questionnaire regarding the motivation of the BS Tourism Management Working Students. Part IV consists of survey scale questionnaire regarding the coping mechanism of the BS Tourism Management Working Students [25-35]. The researchers employed approved survey questionnaire through Google forms. The link of the forms was sent to the BS Tourism Management working students and answered automatically generated [36-38]. Afterwards, the data has been generated are tabulated and interpreted [39].

The researchers distributed through Google forms and used an approved survey questionnaire validated by experts. The working BS Tourism Management students were sent the link to the forms, and the responses were generated automatically. Afterwards, data has been generated are tabulated and interpreted.

Table I:   Frequency and Percentage Distribution of the Respondents According To Year Level.

Table 1 shows the frequency and distribution of respondents. There are 5 first year BS Tourism Management working students with 16%, 4 second year students with 13%, 18 third year students with60%, and 3 in fourth year students with 10%, making the total of 30 BS Tourism Management working students.

Table 2: Frequency and Percentage Distribution of the Respondents According To Age.

As shown in table 2, 30 or 100% of the respondents are aged 25 and below making a total of 30 or 100%. It indicates that since all of the working students are third year, their ages are mostly 25 and below.

Table 3: Frequency and Percentage Distribution of the Respondents According To Gender.

As shown in table 3, 8 or 27% of the respondents are male and the others are 22 or 73% making the total of 30 or 100%. It indicates that most of working students are female.

Table 4: Frequency and Percentage Distribution of the Respondents According To Years of Work Experience.

As presented in table 4, 21 or 70% of the respondents have 1 year and below work experience, 8 or 27% are have 2 to 5 years and the others are 1 or 3% are 6 years and above, making the total of 30 or 100%. It shows that most of working students have 1 year and below experience.

Table 5: Frequency and Percentage Distribution of the Respondents According To Employment Status.

Table 5 presents the employment status of the respondents, 16 or 55% of the respondents are regular, 2 or 7% are casual and the other are 11 or 38% making the total of 30 or 100%. It shows that most of working students are regular in their work.

Table 6: Frequency and Percentage of the Issues and Challenges Faced By the Respondents.

As shown in table 6, 1 or 3% are strongly disagree, 2 or 7% are disagree, 14 or 47% are neutral, 10 or 33% are agree and the 3 are strongly agree, making a total of 30 or 100%. It indicates that most of the working students are neutral in experiencing complicated schedule and cannot manage their time as well. For having a difficulty complying with bulk requirements, 1 or 3% of respondents are strongly disagree, 7 or 27% are disagree, 7 or 27% are neutral, 9 or 30% are agree and the others are 6 or 20% are strongly agree, making a total of 30 or 100%. It indicates that most of the respondents had experienced difficulties in complying with bulk requirements. In terms of financial difficulty, 1 or 3% are strongly disagree, 4 or 14% are disagree, 10 or 35% are neutral, 6 or 21% agree and the other are 8 or 28%, making the total of 30 or 100%. It indicates that the respondents are neutral for encountered financial difficulties because of online classes. When it comes with high level of stress and anxiety the respondents are 2 or 7% are strongly disagree, 4 or 14% are disagree, 6 or 20% are neutral, 13 or 14% are agree and the other are 5 or 17% strongly agree, making the total of 30 or 100%. It indicates that most of the respondents had experienced high level of stress and anxiety. In terms of performing physical activities during online classes and having a healthy meal during work, none of the respondents are strongly disagree, 6 or 20% are disagree, 6 or 20% are neutral, 9 or 30% are agree and the other are 9 or 30% are strongly agree, making the total of 30 or 100%. It indicates that most of the respondents were not able to perform physical activities during online classes and cannot have a healthy meal during work.

Table 7: Frequency and Percentage of the Working Students’ Motivations.

As presented in table 7, none are strongly disagree, 2 or 7% are disagree, 4 or 13% are neutral, 12 or 40% are agree and strongly agree, making a total of 30 or 100%. It indicates that having a college degree makes most of the students motivate to pursue and study hard while working. When it comes in earning money to support their needs as well as their family, none of the respondents are strongly disagree, 2 or 7% are disagree, 4 or 13% are neutral, 11 or 37% are agree and the others are 13 or 43% are strongly agree, making a total of 30 or 100%. It indicates that most of the respondents’ source of motivation is earning money to support their needs and their family as well. In terms of satisfying desires and wants, none are strongly disagree and disagree, 6 or 20% are neutral, 12 or 40% agree and strongly agree, making the total of 30 or 100%. It indicates that most of the respondents can satisfy their desire and wants as working students. When it comes in making their parents and friends proud, none are strongly disagree and disagree, 14 or 47% are neutral, 11 or 37% are agree and the other are 5 or 16% strongly agree, making the total of 30 or 100%. It indicates that most of the respondents agreed in making their family and friends proud about their accomplishments as their motivation. In terms of having a good academic standing, 1 or 3% of the respondents are strongly disagree, none are disagree and neutral, 11 or 37% are agree and the other are 18 or 60% are strongly agree, making the total of 30 or 100%. It indicates that most of the respondents were motivated to have a good academic standing.

Table 8: Coping Mechanisms of Working Students.

As shown in table 8, none are strongly disagree, 1 or 3% are disagree, 7 or 23% are neutral, 9 or 30% are agree and 13 or 43% are strongly agree, making a total of 30 or 100%. It indicates that the respondents know what they want in life and they do not blame others or make excuses. In identifying their problem and decide on a solution. Afterwards, they evaluate the outcome. None are strongly disagree, 1 or 3% are disagree, 7 or 23% are neutral, 10 or 35% are agree and 11 or 39% are strongly agree, making a total of 30 or 100%. In maintaining a healthy communication with peers and academic community. They see to it that they respect other ideas. none are strongly disagree and disagree, 6 or 21% in neutral, 10 or 35% are agree and 13 or 45% are strongly agree, making a total of 30 or 100%. In practicing relaxation, daily exercise and avoiding vices none of the respondents are strongly disagree, 1 or 3% are disagree, 16 or 55% are neutral, 6 or 21% are agree and 6 or 21% are strongly agree, making a total of 30 or 100%. When it comes in practicing self-love and self-care the respondents 1 or 3% are not strongly disagree, none is disagreed, 2 or 7% are neutral, 11 or 37% are agree and 16 or 53% are strongly agree, making a total of 30 or 100%.

Since 60% of working students are already in their third year in college, the majority of them are regular in their work. They have most likely held their job since their first year and have kept it for years. Many students require additional funds to cover their allowances and personal expenses, as well as to make the best use of their time when taking online classes [40-45].

The findings concerning the issues and challenges revealed that the respondents are fairly balanced in terms of their demanding schedule and time management. However, working students tend to experience difficulty in complying with bulk requirements in their classes. Moreover, based in the investigations most of the working students can still manage their financial difficulties even if there are an online classes. Meanwhile, respondents reported high levels of stress and anxiety as a result of juggling work and studies. As a result of being exhausted and tired at work, the respondents are unable to participate in online classes. They prefer to take a break rather than move their bodies for the activities. Because of their hectic work schedule, they choose to eat less and prefer instant foods rather than eating a proper meal.

Furthermore, the study looked into the motivation of working students as to why they continue to work while studying, given that they want to get a degree and graduate from the course in which they are enrolled. Working students stated that they can support themselves and their families by earning money. They are also pleased with themselves because they have their own money to support and purchase their wants and needs in life. When they demonstrate their success by working while studying, it makes their parents and friends proud. Also, having a strong academic record motivates them [46].

Findings showed that the BS Tourism Management working students' coping mechanism is their awareness of what they want out of life and their refusal to put blame on others or offer justifications for their difficulties. Additionally, they had used daily exercise, relaxation techniques, abstinence from vices, and healthy peer and academic community communication as coping mechanisms. Additionally, practicing self-love and self-care was their way of getting through studying while working [47].

The findings from the study agrees which revealed that student employment throughout college has a significant beneficial impact. It also proved the claim of that student part-time job has a favorable impact on personal growth in relation of personality and emotional growth [48-49]. However, this study did not demonstrated the findings of wherein he found out that work weekends experience both job and health concerns.

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