Balancing Employment and Education: A Study on Financial Outcomes and Academic Performance in Online Learning

Edwin Francis, Razalina Abdul Rashid, Zuliana Muktar, Shairil Izwan Taasim and Nurul Asyikin Hassan
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Edwin Francis: Faculty of Business and Management, Open University Malaysia
Razalina Abdul Rashid: Faculty of Business and Management, Open University Malaysia
Zuliana Muktar: Faculty of Business and Management, Open University Malaysia
Shairil Izwan Taasim: Faculty of Humanities, Management and Science, Universiti Putra Malaysia
Nurul Asyikin Hassan: Faculty of Human Sciences, Universiti Pendidikan Sultan Idris

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 14, 682-690

Abstract: The emergence of online learning has provided students with flexible learning options, allowing them to balance their studies alongside part-time or full-time employment. This arrangement offers substantial financial benefits, such as reduced dependency on external financial aid, minimized student debt, and valuable opportunities gaining professional experience. However, balancing work and study also brings significant challenges, especially for students working extensive hours or managing numerous commitments. This study examined the financial and academic implications of working while studying within online learning environments. Drawing from survey results of students enrolled in work-study programmes, the research explored the relationship between employment intensity (part-time vs. full-time), academic achievement, financial well-being, and overall educational progress. Finding indicated that the majority of students perceived themselves as effectively managing their work-study balance, which a considerable proportion (41%) reporting minimal or no adverse impact on their academic performance. Nevertheless, a minority of students (6%) experienced significant negative effects on their academic outcomes, particularly those engaged in intensive full-time employment or managing heavy workloads. The study further highlights differentiated outcomes among various student demographics, such as undergraduate versus graduate students and those from diverse socio-economic backgrounds. Financially, working students benefited by reducing their reliance on external funding, thereby alleviating debt-related concerns. Nonetheless, excessive work commitments occasionally led to detrimental long-term academic consequences, including delayed graduations, lower academic grades, and missed opportunities for scholarships. The paper emphasizes the crucial role educational institutions can play in supporting working students by offering flexible scheduling, online tools, and tailored financial assistance. It also recommends that institutions encourage part-time employment related to students’ fields of study or implement structured work-study programmes aligned with students’ academic goals, thereby mitigating adverse academic impacts while enhancing professional experience. The study underscores the importance of maintaining an effective work-study balance to improve students’ academic outcomes and financial security. Future research should investigate the types of employment that most effectively support academic performance and evaluate the efficacy of institutional support systems. Ultimately, this paper provides practical recommendations for both students and institutions to enhance the work-study balance, fostering improved financial and academic outcomes in online education. The emergence of online learning offers students flexible options to manage their studies alongside employment. This balance has financial advantages, such as reduced dependency on external financial assistance and opportunities for work experience. Nevertheless, significant challenges exist, particularly among students working extensive hours or managing heavy commitments. This study investigates the relationship between employment intensity (part-time vs full-time) and academic outcomes, financial well-being, and educational progress. It finds that while most students manage work-study balance effectively, a minority (6%) experiences significant academic drawbacks, mainly linked to intensive full-time employment. The paper also highlights differentiated outcomes across various student groups (undergraduate vs. graduate, socio-economic status). Recommendations include institutional support tailored to the diverse needs of these groups.

Date: 2025
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