International Journal of Multidisciplinary Research and Publications

ISSN (Online): 2581-6187

Navigating Economic Challenges: A Study on the

Financial Well-being, Motivation, Advantages,
and Obstacles Faced by Working Students at Far
Eastern University
Balicao, L.1, Baruela, J.P.2, Calderon, M.3, Monfero, J.B.4, Rivas, A.N.5, Vallespin, M.R.6*
Student, Institute of Health Sciences and Nursing, Far Eastern University, Manila
1

2, 3, 4
Student, Institute of Arts and Sciences, Far Eastern University, Manila
5
Student, Institute of Accounts, Business, and Finance, Far Eastern University, Manila
6*
Faculty, General Education Department, Institute of Education, Far Eastern University-Manila, Manila
City, 1008, Metro Manila, Philippines
Email address: [email protected]

Abstract—This study explores working students' relationships with negatives as students sacrifice their time to study and other
their financial well-being and motivation, especially the obstacles activities to meet financial needs [10].
and advantages that come with it, among a sample of 51 working According to [6], an unexpected 77% of students are
students from Far Eastern University (FEU) - Manila. These
employed part-time to lessen their financial obligations while
respondents completed an online survey questionnaire on Microsoft
Forms to assess the strength of agreeableness to each question given
pursuing their degree. A working student's life may be
through a 4-point Likert scale. The results indicate limited extremely draining and frequently requires balancing their
associations through Spearman's rho correlation. It is established social life, family obligations, academic responsibilities, and
that there are statistically not enough among these variables, such as employment. Working undergraduates can greatly decrease
well-being, market conditions, and economic landscape (p = 0.453, p stress by learning realistic stress management skills, such as
=0.377, p = 0.464, p = 0.946, p =995, p =570). Conversely, the ensuring they get at least one night off weekly.
obstacles and motivation of the FEU working students show a weak Switching from studying to working is a form of
correlation with their well-being (p = 0.021). Additionally, multitasking. In multitasking, there is a continual shifting of
advantages and motivation exhibit a weak relationship (p = 0.014),
attention [15]. Shifting of attention includes interrupting a task
suggesting that these factors may significantly influence students'
overall well-being, balancing work and academics. Further research at hand to entertain another task [3, 16]. Interruption in
is warranted as one of the main recommendations that may find its Brixley’s Model of Interruption assumes that discontinuing
causal relationships and explore potential moderating factors. tasks can lead to decreased performance [7]. Given that a
student must maintain a work-school balance, where they
Keywords— Academics; Advantages; Motivation; Obstacle; multitask in both settings, this can negatively affect the
Working students. performance of working students.
Students may perceive they can handle having a job while
I. INTRODUCTION pursuing their academic endeavors. A halo effect, coined by
In a time characterized by changing environments and Wells, can be observed with this as students may judge that
shifting perspectives on education, there are different having a job can help them increase their income, which can
obstacles that a student faces for them to continue their help them financially [23]. This general assessment of
studies. Among those obstacles is a student’s financial balancing work and academics may surprise them as they go
stability. Students do not only have to think about their college through with this lifestyle, which can affect their perception of
payments in terms of financial stability but also other expenses having this kind of lifestyle.
that they and their families must meet [8]. A solution that However, on the other hand, the positive results of working
students find is working in part-time jobs to aid their expenses. while studying are increased independence, the ability to
The main reason for working while pursuing studies is budget and organize your schedule, and the development of
financial necessity, whether to improve overall student some soft communication and problem-solving skills.
experience or fund goals for later years. It also encourages Additionally, students can gain specific skills in the workplace
students to share some of their education expenses, builds a that they cannot gain in school [3].
sense of financial independence, and develops important Overall, this study explored the effects of being a working
money management skills. Despite that, this solution also has student on their financial well-being and motivation and the
obstacles and advantages that come with it. This research will
provide further context on being a working student to aid other

First Author, Second Author, and Third Author, “Title of paper,” International Journal of Multidisciplinary Research and Publications
(IJMRAP), Volume 1, Issue 1, pp. xx-xx, 2018.
 International Journal of Multidisciplinary Research and Publications
ISSN (Online): 2581-6187

studies in giving a full picture of the experiences of a working

student [8, 12, 16]. Identifying what challenges working
students face will serve as further clarification for college
administrators on how to help working students with their
burdens.
II. METHOD
The research objectives aim to correlate various contexts
quantitatively without implying a causal relationship [5]. The
study focuses on seven variables: Advantages, Market
Condition, Economic Landscape, Employment Opportunity,
Motivation, Obstacles, and Well-being.” It seeks to establish Fig. 1. Demographic Profile Distribution of the Sample based on Year
Level
associative influences among them.
The chosen research instrument will be an online
questionnaire on Microsoft Forms, ensuring accessibility for
all FEU students via their official Microsoft accounts [24].
The questionnaire will be promoted on the One Piyu
Community Platform, an exclusive Far Eastern University
Facebook page monitored by FEU administrators and
university student council representatives. To maintain data
integrity, respondents must log in to their MS Account and
complete the survey once. Closed-ended multiple-choice
options will be provided, categorized into a 4-point Likert
scale. The study will employ random sampling to give every
individual in the target population an equal chance of Fig. 2. Demographic Profile Distribution of the Sample based on
inclusion. Due to anticipated challenges in achieving the ideal Institution
target, a non-parametric test will account for smaller sample
sizes and increased insensitivity to sample margin. Once a Figure 2 shows the demographic profile distribution of the
sample size of 50 or more is attained, data gathering will also sample based on the respondents' institutions. In the x-axis,
conclude due to time constraints. The raw data will undergo different institutions can be seen, which are the Institutions of
statistical treatment, including data visualization through Accounts, Business and Finance (IABF), Institutions of
scatter plots and graphs. Spearman’s Rho will be used for data Architecture and Fine Arts (IARFA), Institute of Arts and
analysis to determine leading correlations because the given Science (IAS), Institute of Education (IE), Institute of Health
sample size is small, and the choices in the interval nature of Sciences and Nursing (IHSN), and Institute of Tourism and
the data, assumptions, and generalizations about the Hotel Management (ITHM). The Institute of Arts and Science
population are not recommended for this study [20]. (IAS) has the highest percentage of samples, with 49%. On the
other hand, the Institute of Education (IE) has the lowest
III. RESULTS AND DISCUSSION percentage of samples with 2%.

TABLE I. Descriptive Data of the Respondents

School Year Institution Job Type

Valid 51 51 51
Missing 0 0 0

Table I shows the descriptive data of the valid respondents

used for the research. We gathered 51 respondents sorted by
the school year, institution, and job type they belonged to.
Figure 1 shows the demographic profile distribution of the
sample based on their year level. There are five categories for
the school year, which are Year 1 (Freshman), Year 2
(Sophomore), Year 3 (Junior), Year 4 (Senior 4th), and Year 5 Fig. 3. Demographic Profile Distribution of the Sample based on Job Type
(Senior 5th). Year 2 (Sophomore) has the highest percentage
of respondents with 78%, while Year 1 (Freshman) has the Figure 3 shows the sample's demographic profile
lowest percentage of respondents with 2%. distribution based on the respondent’s job type. The pie chart
comprises different job types according to [9, 11, 13, 19].
Professions (jobs that need a diploma, such as doctors,
lawyers, etc.) are represented by the blue color with a
percentage of 39. Trades (manual jobs, such as plumbers,

First Author, Second Author, and Third Author, “Title of paper,” International Journal of Multidisciplinary Research and Publications
(IJMRAP), Volume 1, Issue 1, pp. xx-xx, 2018.
 International Journal of Multidisciplinary Research and Publications
ISSN (Online): 2581-6187

electricians, etc.) are represented by orange with a percentage their studies, acquiring tangible benefits, meeting finances,
of 23. Physical (jobs that provide the needs for skilled sector cultivating discipline, and mastering time management skills,
workers, such as factory workers) color is represented by the which coincides with another article [3].
gray color with a percentage of 18. Business (jobs relating to In said article, the benefits of being a working student make
accounting and finance, such as accountants) is represented by it easier for students to transition from studying at college to
the yellow color with a percentage of 16. Freelancing (short- working at a job. Other than that, these advantages translate to
term jobs) is represented by the violet color with a percentage the resumes of working students, which can increase the
of 4. Based on the results, the profession has the highest chances of employers hiring them.
sample, while freelancing has the lowest sample regarding the Although working students primarily see their jobs as
job type that the respondents belong to. another source of income, they acknowledge that their pay is
not the only thing they gain. They do have to use skills for
A. Perceived Advantages them to do the work that they have signed up for. In this case,
Table 1 below presents the weighted mean of responses to they would cultivate skills they already have or learn a new
the questions regarding the perceived advantages of having a skill that their job demands. Furthermore, the skills they have
job from working college students. All items responded with utilized in their job have translated to their daily lives, either
‘Agree’ with 3.24, 3.22, 3.18, 3.10, and 3.02, respectively. as a student or a person overall. Therefore, having a job as a
The results have shown that working students see their jobs as student can help them improve their lives in various facets.
an overall advantage, including becoming better socially in

Table 1. Working Students’ perceived advantages

No. Items Weighted SD Verbal Rank

Mean Interpretatio
n
5 Your job has emphasized to social strategic skills for 3.24 0.68 Agree 1
academics.
2 You discover that there are numerous amounts of benefits 3.22 0.42 Agree 2
(e.g., employee discounts, flexible scheduling) and skills
opportunities from of your work that can strengthen your
field of study.
1 You met your financial obligations by becoming a working 3.18 0.59 Agree 3
student.
4 You became more committed and self-discipline against the 3.10 0.58 Agree 4
uncertainties brought by your working and academics.
3 You finally develop or master a sustainable time management 3.02 0.68 Agree 5
strategy for yourself thus balancing between academics and
working.
Total 3.15 0.11 Agree
Legend: 3.26 – 4.00 (Strongly agree); 2.51 – 3.25 (Agree); 1.76 – 2.50 (Disagree); 1.00 – 1.75 (Strongly Disagree)

B. Perceived Market Conditions available opportunities for employment. Their jobs do not put
Table 2 presents the weighted mean of the responses to the them in unjust conditions.
questions regarding the perceived market conditions of The country's market conditions make it so students can
working college students. All items responded with ‘Agree’ take up a job that does not negatively impact their lives. The
with weighted means of 2.96, 2.88, 2.86, 2.80, and 2.61, market conditions in the country do favor more on the service
respectively. The results have shown that working students see sector [25], where most students are employed.
that the market conditions favor them, as they have many

TABLE 2. Working Students’ Perceived Market Conditions

No. Items Weighted SD Verbal Rank

Mean Interpretation
9 Working students are treated fairly and respectfully by 2.96 0.60 Agree 1
employers in the current job market.

First Author, Second Author, and Third Author, “Title of paper,” International Journal of Multidisciplinary Research and Publications
(IJMRAP), Volume 1, Issue 1, pp. xx-xx, 2018.
 International Journal of Multidisciplinary Research and Publications
ISSN (Online): 2581-6187

8 I feel confident about my ability to balance work and studies in 2.88 0.65 Agree 2
the current job market.
10 The job opportunities available align well with my field of study. 2.86 0.8 Agree 3
6 I believe that the current job market is favorable for working 2.80 0.78 Agree 4
students.
7 I find it easy to secure part-time employment as a working 2.61 0.75 Agree 5
student in the current job market.

Total 2.82 0.09 Agree

Legend: 3.26 – 4.00 (Strongly agree); 2.51 – 3.25 (Agree); 1.76 – 2.50 (Disagree); 1.00 – 1.75 (Strongly Disagree)

C. Perceived Economic Landscape

Table 3 presents the weighted mean of the responses to the According to [21], the economic landscape in the country
questions regarding the perceived economic landscape from has been evolving. Although the numbers suggest that the
working college students. All items responded with ‘Agree’ Gross Domestic Product (GDP) and other numbers suggest
with weighted means of 3.22, 3.04, 2.80, 2.41, and 1.88, economic growth, this only applies to our country’s whole
respectively. The results have shown that students see economy. It is not fully felt by the people individually [2]. The
financial assistance as helpful, that working has helped them results suggest that working students still encounter negative
in development, and their institution supports them impacts despite the positive growth in the country’s economy.
adequately. Despite that, they also agree that being a working
student has had negative effects financially and on life
responsibilities.
TABLE 3. Working Students’ Perceived Economic Landscape

No. Items Weighted SD Verbal Rank

Mean Interpretation
15 Financial assistance, such as scholarships or grants, plays a 3.22 0.70 Agree 1
significant role in supporting my education.
12 Working as a student has had a positive impact on my 3.04 0.62 Agree 2
personal and professional development.
11 I believe that my educational institution provides adequate 2.80 0.69 Agree 3
support for working students.
13* Working while being a student has a negative impact on my 2.41 0.85 Agree 4
overall financial well-being.
14* I find it challenging to balance my work commitments and 1.88 0.62 Agree 5
academic responsibilities.

Total 2.67 0.09 Agree

Legend: 3.26 – 4.00 (Strongly agree); 2.51 – 3.25 (Agree); 1.76 – 2.50 (Disagree); 1.00 – 1.75 (Strongly Disagree)
*Reverse scoring: 3.26 – 4.00 (Strongly disagree); 2.51 – 3.25 (Disagree); 1.76 – 2.50 (Agree); 1.00 – 1.75 (Strongly Agree)

D. Perceived Employment Opportunities the jobs coming from globalization are not entirely local-based
Table 4 presents the weighted mean of the responses to the work but international-based, such as BPOs, students see this
questions regarding the perceived employment opportunities line of work as a suitable way to gain more income to support
for working college students. All items responded with their needs. Though there is a lack of studies regarding how
‘Agree’ with weighted means of 3.14, 3.12, 3.04, 2.94, and working students are treated in the job they work in, the table
2.94, respectively. The results have shown that students are suggests that the employer or company they work in are aware
given positive work environments coming from where they that they are a student and see this as an opportunity for them
work. to learn how working goes, as well as give them ways to easily
Due to the rise of globalization, many job opportunities adjust in balancing life.
have arisen to support the Philippines' economy [4]. Though

TABLE 4. Working Students’ Perceived Employment Opportunity

First Author, Second Author, and Third Author, “Title of paper,” International Journal of Multidisciplinary Research and Publications
(IJMRAP), Volume 1, Issue 1, pp. xx-xx, 2018.
 International Journal of Multidisciplinary Research and Publications
ISSN (Online): 2581-6187

No. Items Weighted SD Verbal Rank

Mean Interpretation
18 My current employer/company ensures that working 3.14 0.57 Agree 1
students have opportunities to connect with instructors or
colleagues to provide guidance and support on their career
journey.
20 My current employer/company provides effective work 3.12 0.65 Agree 2
environment in helping us maintain a healthy work-life
balance as a working student.
17 My current employer/company provides types of adjustable 3.04 0.72 Agree 3
work arrangements or scheduling options to meet the needs of
working students.
16 My current employer provides effective strategies or 2.94 0.65 Agree 4
programs in place to support working students in balancing
my employment responsibilities with my academic pursuits.
19 My salary effectively supports my educational needs. 2.94 0.73 Agree 5

Total 3.03 0.07 Agree

Legend: 3.26 – 4.00 (Strongly agree); 2.51 – 3.25 (Agree); 1.76 – 2.50 (Disagree); 1.00 – 1.75 (Strongly Disagree)
motivated to learn as they understand that studying will help
E. Perceived Motivation them in the future. Furthermore, it shows that they are
motivated by seeing that learning interests them and their
Table 5 presents the weighted mean of the responses to the consciousness in their grades. These results coincide with [1],
questions regarding the perceived motivation of working where students put working and studying in the same value
college students. Three (3) items responded with ‘Strongly such that they accomplish their academic goals while putting
Agree’ with weighted means of 3.41, 3.33, and 3.27, and two some time into working.
(2) responded with ‘Agree’ with weighted means of 2.92 and
2.78, respectively. The results have shown that students are

TABLE 5. Working Students’ perceived motivation

No. Items Weighted SD Verbal Rank

Mean Interpretation
25 Learning in university will help in my future career. 3.41 0.64 Strongly 1
Agree
23 Learning is interesting. 3.33 0.55 Strongly 2
Agree
24 I think about my grades I will get in class. 3.27 0.70 Strongly 3
Agree
22 I believe I can master the content and practical 2.92 0.77 Agree 4
requirements in class.
21 I spend a lot of time studying. 2.78 0.76 Agree 5

Total 3.14 0.68 Agree

Legend: 3.26 – 4.00 (Strongly agree); 2.51 – 3.25 (Agree); 1.76 – 2.50 (Disagree); 1.00 – 1.75 (Strongly Disagree)
trouble balancing their responsibilities, have mental health
F. Perceived Obstacles problems, and feel behind due to being working students.
Table 6 presents the weighted mean of the responses to the These results also coincide with [1, 10].
questions regarding the perceived obstacles from working
college students. All items responded with ‘Agree’ with
weighted means of 3.02, 2.92, 2.88, 2.67, and 2.63,
respectively. The results have shown that students have

TABLE 6. Working Students’ perceived obstacles

First Author, Second Author, and Third Author, “Title of paper,” International Journal of Multidisciplinary Research and Publications
(IJMRAP), Volume 1, Issue 1, pp. xx-xx, 2018.
 International Journal of Multidisciplinary Research and Publications
ISSN (Online): 2581-6187

No. Items Weighted SD Verbal Rank

Mean Interpretation
26 You feel stressed or overwhelmed because of balancing work 3.02 0.71 Agree 1
and academic responsibilities.
27 You feel lost, such as you need more support emotionally and 2.92 0.66 Agree 2
socially due to time constraints or task allocations.
28 You mostly had scheduling conflicts between part-time jobs 2.88 0.77 Agree 3
and academic commitments.
29 You feel left behind to academics due to working conditions 2.67 0.79 Agree 4
and its job impediments.
30 You feel that your employment hinders and negatively 2.63 0.80 Agree 5
impacts your ability to participate in extracurricular activities or
internships related to your current field of study.
Total 2.82 0.06 Agree
Legend: 3.26 – 4.00 (Strongly agree); 2.51 – 3.25 (Agree); 1.76 – 2.50 (Disagree); 1.00 – 1.75 (Strongly Disagree)

respectively. The results have shown that students have a

G. Perceived Well-being healthy well-being despite being overwhelmed by the
Table 6 presents the weighted mean of the responses to the demands of working and studying. The results mostly differ
questions regarding the perceived well-being of working from [22] as there are many negatives to the well-being of a
college students. All items responded with ‘Agree’ with working student.
weighted means of 3.02, 2.86, 2.80, 2.76, and 2.18,

TABLE 7. Working Students’ perceived well-being

No. Items Weighted SD Verbal Rank

Mean Interpretation
32 The availability of flexible class schedules at FEU helps improve 3.02 0.79 Agree 1
my overall well-being as a working student.
34 The balance between my work and academic commitments at 2.86 0.66 Agree 2
FEU positively impacts my well-being.
35 The social and extracurricular activities at FEU contribute to my 2.80 0.63 Agree 3
sense of well-being as a working student.
33 The university encourages a healthy work-life balance for 2.76 0.79 Agree 4
students.
31* I feel stressed or overwhelmed due to the demands of both work 2.18 0.74 Agree 5
and studies.

Total 2.72 0.07 Agree

Legend: 3.26 – 4.00 (Strongly agree); 2.51 – 3.25 (Agree); 1.76 – 2.50 (Disagree); 1.00 – 1.75 (Strongly Disagree)
*Reverse scoring: 3.26 – 4.00 (Strongly disagree); 2.51 – 3.25 (Disagree); 1.76 – 2.50 (Agree); 1.00 – 1.75 (Strongly Agree)

Table 8 highlights the data between the market conditions

H. Spearman Correlation between Market Conditions and the well-being of certainly some of the FEU working
and Well-being students is not actually statistically significant (p = 0.453) to
the population, thus there is no significant relationship
Spearman Correlation of Economic Landscape to between them.
Motivation and Employment Opportunities
TABLE 8. Market Conditions and Well-being I. Spearman Correlation of Economic Landscape to
Spearman's Motivation and Employment Opportunities
p
rho
Market Well- TABLE 9. Economic Landscape to Motivation and
- 0.107 0.453 Employment Opportunity
Conditions Being
Spearman's
p
rho
Significance Level: p ≤ 0.05
Economic
- Motivation 0.126 0.377
Landscape

First Author, Second Author, and Third Author, “Title of paper,” International Journal of Multidisciplinary Research and Publications
(IJMRAP), Volume 1, Issue 1, pp. xx-xx, 2018.
 International Journal of Multidisciplinary Research and Publications
ISSN (Online): 2581-6187

TABLE 9. Economic Landscape to Motivation and TABLE 11. Economic Landscape to Motivation and
Employment Opportunity Employment Opportunity
Spearman's Spearman's
p p
rho rho
Economic Employment Obstacles - Motivation 0.010 0.946
- 0.323* 0.021
Landscape Opportunity Employment
Significance Level: p ≤ 0.05 Obstacles - -0.001 0.995
Opportunity
Obstacles - Well-Being 0.081 0.570
Table 9 shows no significant relationship between
economic landscape and motivation (p = 0.377), but there is a Table 11 shows that there is no significant relationship
significant relationship between economic landscape and between obstacles and motivation (p = 0.946), obstacles and
employment opportunity (p = 0.021). The latter is supported employment opportunities (p = 0.995), and obstacles and well-
by [16], where shifts in the economic landscape can create being (p = 0.570). The p-value gathered is greater than the
more jobs or remove opportunities. Furthermore, more significance level, meaning that the obstacles are unrelated to
employment opportunities suggest that it can evolve the each of the three variables.
economic growth of a country.
The results show that there needs to be a stronger-direct IV. CONCLUSION
relationship between economic landscape and employment
conditions. This means that employment conditions become After going through the data, the results have shown a
good as the economic landscape evolves, and if the former comprehensive understanding of the experiences and
becomes weaker, the latter becomes worse. Furthermore, the perceptions of working college students. In terms of the
strength of the relationship is weak, meaning that both advantages of working, it is shown that there are plentiful
variables affect each other, but it is not that noticeable. advantages as it can manifest in their college life or their daily
life. In terms of the market conditions, students see it
J.Spearman Correlation of Advantages to Motivation and positively as the job market favors them. Given the jobs that
Well-being they take, it does not negatively impact their lives. The
economic landscape shows that it supports the students, but
TABLE 10. Economic Landscape to Motivation and some negative impacts, such as their financial well-being and
Employment Opportunity work-study balance, affect the students. As for employment
Spearman's rho p opportunities, students are treated well by their employer
Well- and/or company, such as by giving them a healthy work
Advantages - 0.105 0.464 environment. Motivation-wise, being in a job does make the
Being
Motivatio students more motivated in a way that they still pursue their
Advantages - 0.343 * 0.014 academics to the best of their abilities. Obstacles negatively
n
affect the students’ mental health. Lastly, the perceived well-
Significance Level: p ≤ 0.05
being of working students shows that they have a positive
well-being despite feeling stressed or overwhelmed.
Table 10 shows no significant relationship between
Regarding what the study aims to find, the results gathered
advantages and well-being (p = 0.464). The p-value gathered
show that market conditions have little relationship with the
is greater than the significance level, meaning the two
well-being of a working student. The same can be said
variables are unrelated. On the other hand, there is a
regarding economic landscape and motivation, advantages and
significant relationship between advantages and motivation (p
well-being, & obstacles to employment opportunities,
= 0.014). The p-value gathered is less than the significance
motivation, and well-being. The same cannot be said for the
level, meaning the two variables are related. The latter is
economic landscape of employment opportunities, &
supported by [18], where students become motivated to learn
advantages, and motivation. Both have shown that they have a
because they have another source of income that can help
direct relationship with weak strength.
them in their academics.
The results show that there is a weak-direct relationship V. LIMITATIONS AND RECOMMENDATION
between advantages and motivation. This means that as the
The study has limitations, such as the number of
advantages grow, motivation also grows, and if the former
participants that answered the questionnaire and the questions
becomes less, the latter decreases. Furthermore, the strength of
that need to be validated and reliable. With those in mind, it
the relationship is weak, meaning that both variables affect
would be best if more participants joined the study and if the
each other, but it is not that noticeable.
questionnaires that are used are tested to be valid and reliable
to ensure proper data analysis. Furthermore, future studies
K. Spearman Correlation of Obstacles to Employment
may elect to find a causal relationship rather than a correlation
Opportunities, Motivation, and Wellbeing
between the variables to see if one variable affects the other in
a unidirectional manner rather than a bidirectional one.

First Author, Second Author, and Third Author, “Title of paper,” International Journal of Multidisciplinary Research and Publications
(IJMRAP), Volume 1, Issue 1, pp. xx-xx, 2018.
 International Journal of Multidisciplinary Research and Publications
ISSN (Online): 2581-6187

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First Author, Second Author, and Third Author, “Title of paper,” International Journal of Multidisciplinary Research and Publications
(IJMRAP), Volume 1, Issue 1, pp. xx-xx, 2018.