Therefore, this research investigated how the UCLA students who are also working full-time are handling challenges in one of the best educational institution in the world. Prior work support that gender is one of the reason that affect the academic performance. The study concentrated on the undergraduate students in University of Jordan, “where female students had higher G.P.A. in all areas of studies than males and this lead to the hypothesis that there is a difference in the academic performance between males and females” (Khwaileh and Zaza 638). Moreover, employment is another factor that Warren information can applies to UCLA students. Warren states that, “academic success of high-school working students, suggest that while working-students tend to receive lower grades in their classes, employment has no long-term effect on such academic performance” (Warren, LePore, and Mare 953). Hypothesis: UCLA full-time female students, who also work, perform academically better than full-time working male students do. Research Methods This study was conducted through interview where the participants (the targeted sample students) were provided with structured questionnaires. Notably, the research concentrated on different aspects on education, social, and work aspects of the participants; therefore, the questionnaires were structured differently leaving some questions open ended to give the participants easy understanding of the aspect inquired and they could easily provide answers. It is worth
noting that the study aimed at determining the factors that leads to the difference in academic performance between female and male students who in full time employment and at the same time full time studying; in this cases, for equal representation, the research divided the its samples into two equal parts. With a sample of 50 participants, 25 female and 25 male participants were recruited for the study. Nonetheless, the study did not deploy random sampling; thus, affecting it reliability. The vital variables those were included in the questionnaire included gender, workload, and working hours. The questionnaire was structured as in the table below. Table 1: questionnaire Results a) b) frequency distributions Different data usually have different significance in the interpretation of the results. The frequency distribution table is significance since it shows the numerical breakdown for each response category. The percentages to this effect are expected to below 80%. c) Correlation Matrix; This shows the strength of relationship with absolute values expected to be within 0-1 range. Notably, these values usually have directionality (+ or -) between variables under analysis. Strong positive relationship usually occur above 0.2 values. d) Interitem Reliability (Chronbach's Alpha) This usually helps in determining measurements with the same concept. It also indicates the reliability of results and the most reliable values are usually obtained on results above 0.6. e) Test of Convergent Validity e) Hypothesis Testing This is determined using the bivariate statistics that indicates the relationship between variables, independent and dependent variable. For values prob>F usually provide significant relations and the same is used to determine whether to retain or rewrite the hypothesis. 1. Academic_ performance female 2.