student working

Hudson 5 students in his research. Which is followed by Mounsey,Vandehey,and Diekhoff (2013), when they found that there is no major differentiation between working and non-working students, in grade point average(Mounsey,Vandehey,and Diekhoff 2013, pg. 12). Granted with 74.5% of students working while attending school (pg. 3). Which nearly half,48.9%, of these students found it hard to meet deadlines(Schwarts, McGuire, & Satterstrom ,2011, pg. 4). That seems to be around a consensus as the American Council on Education. (2006) found that 78% of students work (pg. 6). While stating, of that 83.5% where working part time, 25 hours or less(pg. 6). As I was preparing to leave the army one of my major concerns was if working would automatically put me at a disadvantage in school. All the reading on this topic shows that even in the early 2000's, well over half of all students have some type of job. Furthering this, since the early 2000's is Orszag, J, Orstag, & Whitmore(2001) stating that, 16 to 24 year old's have shown a rise in working by 8% going from 49% to 57% (para. 1). Students then on average worked 25 hours a week, with students at a 4 year college working less hours on average(para. 2). In the research, it was found that students who worked 10 or fewer hours a week, tended to have higher GPA's than their peers (para. 5). Which that is be the idea behind the golden 10-15 hours; that is enough to make students prioritize their lives while giving them a vast majority of their time still free. However, Fletcher (2011) found that 20% of students where working full time, 30+ hours a week, and that they were 10% less likely to receive their degrees (para. 2). Even more, she concludes in the same way as previous sources; that worki...

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...e conducted on working, full time students. With no regard to demographics other than working and not working, due to it not having an effect on the results of academic success. Non-working students are the key group to analyze, as they are the base in any correlation between working and academic success; Later comparing the academic success of working students.

Hudson 8

Instruments

The primary instrument will be a blind survey. Using leading questions to get baseline answers such as; Course load, hours worked in a week, and where if any extra money comes from. These questions will provide the answers from which assumptions can be made about if working students at shepherd university are succeeding academically while offering evidence to present new ideas for institutional reforms and student guidance in couping while living in Shepherdstown.