International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
ANOVA (Analysis of Variance) indicated that there was a significant relationship between the number of
hours worked per week versus academic performance. When, Grade Point Averages (GPAs) were compared to
number of hours worked per week, it was found that students who work more than 30 hours per week have a
significantly lower GPA compared to students who work less than 20 hours per week (Figure 3).
ANOVA GPA
Sum of Squares df Mean Square F Sig.
Between Groups 4.017 4 1.004 3.843 .005
Within Groups 50.953 195 .261
Total 54.970 199
Figure 3. The relationship between number of hours vs. GPA
Students reported missing class due to work for several reasons. Some of the reasons students miss class is
because they are scheduled for work during class hours, they feel too tired to go to class after long work hours or
they just skip school to go to work and make extra money. Students with a GPA lower than 3.0 tend to skip
school for work more than students with a GPA higher than 3.0.
CONCLUSIONS
The most interesting finding in this study is the fact that employment has become more than a result of just
necessity among students in recent years. Work has a negative effect on academic performance and causes GPAs
to lower when weekly work hours exceed 30 hours. There is also a relationship between the number of times
students skip classes for work and their GPA. Students who work long hours during school tend to become
unaware of university activities, miss events and therefore lack a regular university experience which affects
their engagement and satisfaction with the university, which may be a strong indicator of retention issues. Since
employment among students is a trend which is likely to continue to increase, universities may need to embrace
the trend and take precautions to encourage university engagements and retention. Universities can also
encourage students to try and work in areas that relate to their major, so that the outside employment enhances
school work; Eventually, the employment could also count as relevant work experience when the students
graduate.
REFERENCES
Applegate, C., & Daly, A. (2006). The impact of paid work on the academic performance of students: A case
study from the University of Canberra. Australian Journal of Education, 50(2), 155-166.
Astin, A. W. (1999). Student involvement: A developmental theory for higher education. Journal of College
Student Development, 40(5), 518–529.
Bradley, G. (2006). Work participation and academic performance: a test of alternative propositions. Journal of
Education and Work, 19(5), 481-501. doi:10.1080/13639080600988756
Broadbridge, A., & Swanson, V. (2005). Earning and learning: how term-time employment impacts on students’
adjustment to university life. Journal of Education and Work, 18(2), 235-249.
doi:10.1080/13639080500086008
Broadbridge, A., & Swanson, V. (2006). Managing two roles: A theoretical study of students’ employment
whist at university. Community, Work and Family, 9(2), 159-179. doi:10.1080/13668800600586878
Carney, C., McNeish, S., & McColl, J. (2005). The impact of part time employment on students’ health and
academic performance: a Scottish perspective. Journal of Further and Higher Education, 29(4), 307-
319. doi:10.1080/03098770500353300
Gose, B. (1998, January 16). More freshmen than ever appear disengaged from their studies, survey finds. The
Chronicle of Higher Education, A37–A39.
Higher Education Research Institute. (2003). The official press release for the American freshmen 2002. Los
Angeles: University of California Press.
Holmes, V. (2008). Working to live: Why university students balance full-time study and employment.
Education + Training, 50(4), 305-314. doi:10.1108/00400910810880542
McInnis, C. (2001). Signs of disengagement? The changing undergraduate experience in Australian universities.
Inaugural professorial lecture. Melbourne: Centre for the Study of Higher Education, Faculty of
Education, The University of Melbourne.
361