2025

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Browsing 2025 by Author "Hafiza Javeria Haneef"

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    Effect of part time employment on academic performance of university students of lahore
    (UMT Lahore, 2025) Hafiza Javeria Haneef
    Over the past decade, rising tuition fees and limited scholarship opportunities have driven a growing number of university students in Lahore, Pakistan, to combine part-time work with their academic studies. In a survey of 400 undergraduates each working at least five hours per week 72% reported working between 10 and 20 hours weekly, 18% worked fewer than 10 hours, and 10% exceeded 20 hours. While working during one’s degree can offer financial relief, practical experience, and enhanced self-confidence, it may also disrupt study schedules, increase stress, and compromise academic performance. Although international research suggests that modest work hours (typically under 15 hours per week) can improve time-management skills and motivation, excessive employment tends to correlate with lower grade point averages (GPAs), elevated stress levels, and delayed graduation. However, the specific dynamics of this relationship in Lahore’s cultural, economic, and institutional context remain underexplored. This study investigates how part-time employment affects academic performance, time management, and academic stress among 400 full-time undergraduate students in Lahore. Employing a descriptive-correlational design supplemented by open-ended survey responses, the research gathers data using validated instruments including the Perceived Stress Scale and a standardized time-management behavior questionnaire and analyzes relationships through Pearson correlations, multiple regression, and independent-samples t-tests. Results reveal a clear pattern: as weekly work hours increase beyond 15, students’ GPAs decline significantly, with a moderate negative correlation between work hours and academic performance (r = –0.32, p < 0.01). Time-management scores also show a modest negative association with work hours (r = –0.22, p < 0.01), indicating that heavier employment undermines effective planning and task prioritization. Conversely, work hours have a strong positive correlation with academic stress (r = 0.42, p < 0.01), confirming that juggling multiple roles elevates psychological strain. Regression analyses further demonstrate that work hours and stress are significant predictors of GPA, accounting for approximately 32% of its variance. Qualitative responses underscore these findings: students working longer shifts report missed lectures, fatigue during study sessions, and heightened anxiety, while those limiting their work to 10– 15 hours per week describe improved discipline and academic focus. Based on these insights, the study recommends encouraging reasonable limits on student work hours, viii offering on-campus job opportunities aligned with academic fields, and providing targeted time-management and stress-reduction workshops. By applying Human Capital, Time Allocation, and Role-Strain theories to the local setting, this research offers a nuanced understanding of the work-study balance in Lahore. Its findings inform students, educators, and policymakers seeking to foster environments where part-time work complements rather than compromises academic success