1 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC KINH TẾ TP. HÒ CHÍ MINH BÁO CÁO TỔNG KẾT ĐỀ TÀI NGHIÊN CỨU KHOA HỌC THAM GIA XÉT GIẢI THƯỞNG ‘’NHÀ NGHIÊN cức TRẺ ƯEH” NÀM 2024 THE IMPACT OF PART-TIME WORK ON THE ACADEMIC PERFORMANCE OF ACCOUNTING STUDENTS AT THE UNIVERSITY OF ECONOMICS HO CHI MINH CITY Thuộc nhóm chuyên ngành: Ke toán - Kiêm Toán TP. Hồ Chí Minh, tháng 2/2024 2 ABSTRACT This research aims to investigate “The impact of part-time work on the academic performance of accounting students at the University of Economics Ho Chi Minh City'1. To accomplish this objective, we rely on two significant theories, namely the Rational Choice Theory and the Theory of Reasoned Action (TRA).
Additionally, we incorporate findings from prior studies to identify five key factors that impact students' academic outcomes: Reasons for working, Number of working hours, Flexibility of work, Distance to work, Family support. The study collected data from 305 students enrolled at the University of Economics Ho Chi Minh City. The survey findings reveal that among these factors, working hours exhibit the most substantial negative effect on students' academic performance, followed by job flexibility, family support, and work motivation. Interestingly, the distance to the workplace does not significantly influence students' academic results.
This research contributes to a deeper comprehension of the factors affecting students' learning process when engaging in part-time employment during their educational journey. It can assist educational institutions in recognizing challenges, formulating supportive policies, and providing guidance to enhance students' success. 3 TABLE OF CONTENT ABSTRACT. 2 TABLE OF CONTENT.3 LIST OF FIGURES•■•■••■•■■■••••••■•■••■•••••■•••■••■•■•■•■•••■■••••••■•■■•••••••••••■•••■•■■••■■••••••••■•■••■•••••••■6 LIST OF ABBREVIATIONS.
Necessity of the research. Object and Scope of Research. 9 CHAPTER 2: LITERATURE REVIEW. Rational Choice Theory.
Theory of Reasoned Action - TRA. Reasons for working and academic performance. Number of working hours and academic performance. Flexibility of work and academic performance.
Distance to work and academic performance. Family support and academic performance.19 CHAPTER 3: RESEARCH METHODOLOGY. Definition of Variables. Reasons for working:.
Number of working hours. Flexibility of work. Distance to work. Impact of part-time work.
Sampling Plan and Data Collection. Statistic Data Analysis Procedure.27 CHAPTER 4: RESEARCH RESULT AND DISCUSSION. Reliability and Validity (Cronbach’s Alpha). Exploratory Factor Analysis (EFA).
Pearson correlation coefficient. Multiple Linear Regression. 46 CHAPTER 5: CONCLUSION AND RESEARCH IMPLICATIONS. Reasons for working.
Number of working hours. Flexibility of work. Limitation and Future Research.5 For regulatory agencies:. 53 5 LIST OF TABLE TABLE 1.
DEFINITION OF VARIABLES. MEASUREMENT ITEM OF REASONS FOR WORKING. MEASUREMENT ITEMS OF NUMBER OF WORKING HOURS. MEASUREMENT ITEMS OF FLEXIBILITY OF WORK.
MEASUREMENT ITEMS OF DISTANCE TO THE WORKPLACE. MEASUREMENT ITEMS OF SUPPORT FROM FAMILY. IMPACT OF PART-TIME WORK ON ACADEMIC PERFORMANCE 26 TABLE 8. DESCRIPTIVE STATISTIC RESULT.
CRONBACH'S ALPHA ANALYSIS RESULT. KMO AND BARTLETT’S TEST. TESTING THE FACTOR EXTRACTION VARIANCE. ROTATED FACTOR MATRIX.
KMO AND BARTLETT'S TEST. TESTING THE FACTOR EXTRACTION VARIANCE. FACTOR LOADING TESTING. 42 6 LIST OF FIGURES FIGURE I: THEORETICAL RESEARCH MODEL TRA AJZEN AND FISHBEIN (1980).18 FIGURE 2: CONCEPTUAL FRAMEWORK.20 FIGURE 3: RESEARCH MODEL AFTER REGRESSION ANALYSIS.44 FIGURE 4: REGRESSION STANDARDIZED RESIDUAL.44 FIGURE 5: OBSERVED CUM PROB.
45 FIGURE 6: REGRESSION STANDARDIZED PREDICTED VALUE.46 7 LIST OF ABBREVIATIONS No. Abbreviation Words 1 DW Distance to the workplace 2 FS Support from family 3 FW Flexibility of work 4 GPA Grade Point Average 5 Impact of part-time work IAP on academic performance 6 RW Reason for working 7 TRA Theory of Reasoned Action 8 WH Working hours 8 CHAPTER 1: INTRODUCTION 1. Necessity of the research Part-time work has become increasingly prevalent among university students. Many students take on part-time jobs to support themselves financially, gain work experience, or contribute to their family’s income.
Understanding the implications of part-time work on their academic performance is crucial to providing appropriate support and guidance to students in managing their work and study responsibilities effectively. The findings of this research can contribute to the existing body of knowledge on the relationship between part-time work and academic achievement. While previous studies have examined this topic in various contexts, there is a need for specific research focusing on the situation at UEH. The university's unique characteristics, academic programs, and student demographics may influence the nature and extent of the impact of part-time work on academic performance.
Therefore, conducting this research will help fill the gap in the literature and provide insights tailored. Additionally, the research can inform university administrators, policymakers, and relevant stakeholders about the potential challenges and benefits associated with part-time work for students at UEH. It can help identify areas where support services, policies, and interventions can be developed to maximize the positive impact of part-time work on students' learning outcomes while minimizing any negative effects. General purpose This research finds out about the impact of the term-time job of accounting students on learning outcomes.
Specific purpose - Analyzing the current status of part-time work - The relationship between part-time work and students' academic performance 1. Research questions - What is the current situation of part-time work among accounting students at UEH? 9 - What are the impacts of part-time work on accounting students at UEH? - Which solutions can promote positive impacts and mitigate the negative effects of part-time work on accounting students at UEH? 1. Object and Scope of Research 1. Research objective The study on the impact of part-time work on the academic performance of accounting students was earned out by Researchers.
They utilized scales derived from pertinent research articles and received guidance from instructors. These scales were adapted to align with the research objectives. To assess the impact, a quantitative approach was employed, involving a sample of 305 respondents aged between 18 and 22. Research scope In the period spanning January 13, 2023, to January 29, 2023, data was gathered for the purpose of this study.
The data pool consisted of 305 students, who were selected from accounting major in ƯEH university. These students contributed to the study by participating in an online survey. The information obtained from this survey served as the primary source of research data for this study. Research Methodology This study uses quantitative research methods, the study aims to provide a comprehensive and accurate exploration of the research topic.
The study analyzes differences in academic performance by GPA among different groups of students: those with part-time employment and those without part-time employment, as well as between students before and after engaging in part-time work. Additionally, the study examines factors related to part-time employment, such as the number of hours worked per day/week, the type and nature of the job, and the level of alignment between the part-time job and the students’ majors. The goal is to determine the impact of these factors on issues related to academic performance, skills, finances, and students' overall well-being. Research Contribution This research provides US with a clear understanding of the part-time work situation of students at the University of Economics Ho Chi Minh City (UEH) and its impact on their learning process.
It helps US gain insights into the significance of part-time work for students and the education system, while also determining the extent to which such activities influence students' academic performance. By analyzing factors such as working hours and the balance between work and study, the study can identify important factors that students need to consider in order to achieve better academic outcomes while engaging in part-time work. Furthermore, this research can propose effective solutions and policies to support students in organizing their part-time work effectively. Based on the research findings, educational managers and relevant authorities can implement supportive policies to minimize the negative impact of part-time work on academic performance, while also creating favorable conditions for students to engage in part-time work without compromising their learning outcomes.
11 CHAPTER 2: LITERATURE REVIEW 2. Foreign Studies The study conducted by Hongyu Wang, Miosi Kong, Wenjing Shan, and Sou Kuan Vong (2010) revealed that 57% of Macau students work to gain work experience, while 47% do so to sustain their desired lifestyle. Only 13% of Macau students cited financial necessity as their main reason for seeking employment. Additionally, a considerable number of them (34%) reported working due to boredom, with 20% influenced by their peers.
This study highlights the primary motivations driving Macau students to seek employment differ significantly from those of Western students. In comparison to students in Western societies, Macau students do not work longer hours. They average 15 hours of work per week and hold 1.6 jobs per individual. Almost half of the students (47%) reported that their jobs are related to their academic majors, and a third reported that their jobs offer them opportunities to gain knowledge and develop skills.
28% of them are involved in jobs that are quite demanding. A small fraction (8%) is working on campus, while a significant number (42%) are working at a considerable distance from home or school. Ready & Marzie Astani (2014) examines how work hours influence students' satisfaction and GPA. The study categorized respondents into two groups: those who worked and those who did not.
The results indicate that students experience a positive impact on satisfaction and GPA when working fewer than 10 hours. However, when students work more than 11 hours per week, satisfaction decreases slightly with each additional category of work. The study reveals that student employment has a positive impact on GPA when students work fewer than 10 hours. However, when students exceed 11 hours of work per week, both satisfaction and GPA decline, which contradicts Coleman's zero-sum time-allocation theory.
This research emphasizes the significance of comprehending the effect of work hours on students' satisfaction and GPA. Stakeholders, including counselors, academic advisors, administrators, students, and parents, should recognize that higher satisfaction plays a crucial role in student commitment and persistence within college institutions. Beatson, Paul de Lange, and Heinrich Oosthuizen (2021) that revealed how students’ perception of paid employment's interference with their studies 12 significantly affects their academic performance. The research emphasizes the importance of self-management in balancing study, work, and personal life.
Additionally, the study recommends that accounting faculty consider pedagogical approaches. Interestingly, the results indicate that lime spent on extramural activities does not impact course grades. Furthermore, the study suggests that different international jurisdictions, with varying higher education funding models, may affect accounting students differently. The authors suggest that accounting curricula should refrain from assuming full student engagement and instead promote an exploration of students' perceptions.
They also emphasize the importance of fostering greater flexibility and adaptability among students. In their research, Kifleyesus Andemariam, Samuel Tsegai, Randall s. Andre, and Parag Dhumal (2015). discovered several noteworthy findings concerning student employment and its influence on academic performance.
First-generation college students tend to work slightly more hours compared to their non-first-generation counterparts, possibly due to lower family incomes or financial obligations. Conversely, students residing on campus work fewer hours than those living off campus, likely because of the proximity to university facilities. The study also revealed that students with higher ACT scores and college GPAs tend to work fewer hours than those with lower scores. This suggests that higher-performing students may have more time available to dedicate to their studies.
Initially, when student employment was treated as a homogeneous category, non-working students exhibited a 0.061 higher GPA compared to their working counterparts. However, when student employment was considered heterogeneous, GPA declined, aligning with previous research indicating a negative correlation between student employment and GPA. To examine the impact of student employment on GPA, the researchers employed independent samples t-tests and ANOVA tests, which yielded significant differences among the five groups studied. Notably, students who worked between 1 and 10 hours per week achieved the highest GPA, while those who worked more than 30 hours had the lowest GPA.
These findings shed light on the intricate relationship between student employment and academic performance, emphasizing the importance of further 13 investigation and tailored support based on individual circumstances and work commitments. Domestic Studies Phd.