i

OVERCOMING CHALLENGES AND ENHANCING LEARNING EXPERIENCE

OF BS HOSPITALITY MANAGEMENT STUDENTS’ LABORATORY CLASSES
IN ONE HIGHER EDUCATION INSTITUTION IN BACOLOD CITY
(A Research Study)

Presented to the
Faculty of College of Hospitality and Tourism Management
STI West Negros University
Bacolod City

In Partial Fulfillment of the

Course Requirements for the Degree
Bachelor of Science in Hospitality Management

By

Dofeliz, Alexandra D.
Domingo, November Mae P.
Labrador, Keren Eunice Z.
Tayo, Jaspher G.
 ii

November, 2024

APPROVAL SHEET
 iii

OVERCOMING CHALLENGES AND ENHANCING LEARNING EXPERIENCE

OF BS HOSPITALITY MANAGEMENT STUDENTS’ LABORATORY CLASSES
IN ONE HIGHER EDUCATION INSTITUTION IN BACOLOD CITY

Dofeliz, Alexandra D.
Domingo, November Mae P.
Labrador, Keren Eunice Z. Tayo,
Jaspher G.
alexandradofeliz@gmail.com
novemberdomingo@gmail.com
kereeunicelabrador@gmail.com
jasphertayooo@gmail.com

STI West Negros University

Bacolod City

Abstract

This study explores the Challenges and Learning Experience of BS Hospitality

Management (BSHM) Students Laboratory Classes in One Higher Education Institution
In Bacolod City. The research aimed to identify challenges in areas such as equipment,
facilities, budget, ingredients, personnel, and instructional support, with attention to
demographic factors and lab schedules. Specifically, the study sought to determine the
Challenges and Learning Experience based on age, sex, year level, and laboratory classes
and laboratory schedule, and to assess whether there is a significant difference in these
Challenges among student groups. A descriptive-comparative research design was
utilized, involving 325 respondents selected through stratified sampling. Data were
gathered using a researcher-designed survey questionnaire validated by experts,
comprising demographic questions and a Likert-scale assessment of lab-related
challenges. Data analysis included frequency distribution, t-tests, and ANOVA to identify
statistically significant differences. Findings revealed that budget constraints were the
most challenging factor, particularly for older students and those attending afternoon
sessions. Equipment availability and quality also posted significant challenges, especially
for fourth-year students. The analysis showed significant differences in difficulties based
on age and year level but not by sex or schedule. The study concludes that improving
budget allocations and upgrading laboratory resources would greatly enhance the learning
experience for BSHM students. Recommendations include increased institutional support
for equipment and ingredient provisions and potential scheduling adjustments to
minimize difficulties related to ingredient accessibility and equipment availability. These
findings offer insights for enhancing practical training in hospitality education, supporting
students’ readiness for industry roles.

Keywords: Hospitality management, laboratory classes, student challenges, budget constraints,

equipment availability, practical training, descriptive-comparative research, instructional
support, BSHM students Bacolod City.
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ACKNOWLEDGEMENT

This book is devotedly dedicated to our dear families, who were our source of inspiration.

Their unconditional love, undying support, and encouragement to complete this study, despite the

hurdles in this pandemic, adversities, and hardships we’ve been through, upheld us. Their tender

love and comfort ease all the pains in going through this study.

To our beloved parents who made us see the world, we are so grateful for their love and

support. We are not what we are today without them.

To all our siblings, thank you for your love, care, encouragement, and support.

To all our relatives and friends, thank you for your love and encouragement.

To all our BSHM classmates and friends, thank you for the enthusiasm you have given us

to finish this research study.

To Dr. James Andrew T. Oyo, Words cannot express or convey our deepest gratitude for

all his relentless effort to kept us motivated in completing this research work while at the same

time for sharing his research knowledge and expertise, as well as his consistent support,

challenge, and encouragement to complete this study.

To the panelist for their patience, perseverance, concepts, and experience in producing a

quality research paper.

To all the beautiful souls who have corroborated in this endeavor, whom we cannot

mention one after the other, from the bottom of our hearts, thank you so much.

This research would not have been attained and carried out into reality without the grace

of our Lord, for the wisdom and strength that He showered upon us, and for the perseverance, he

bestowed throughout this journey. Lastly, our eternal gratitude to all those who sincerely helped

and prayed for this accomplishment.

The Researcher

DEDICATION
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I dedicate this research to my parents, whose unwavering love and sacrifices have been

my greatest inspiration. Their constant encouragement and support have made this

journey possible. I also dedicate this work to my professors, who have guided and

motivated me in every step of my academic pursuit. Lastly, I dedicate this research to

my fellow students, whose shared experiences and challenges have shaped my

perspective throughout this process.

Jaspher G. Tayo

DEDICATION

In line with this study, I would like to express my deepest gratitude to our teacher

Mr. James Andrew Oyo for his encouragement and patience throughout the entire

process. I also dedicate this study to my family who have been ever supportive and to my
 vi

co-proponents who have been there during the entire process especially to my friends and

to those I got to know while working on this study. Lastly, this research would not have

been attained and carried out into reality without the grace of our Lord, for the wisdom

and strength that He showered upon us, and for the perseverance, he bestowed throughout

this journey.

November Mae P. Domingo

 vii

DEDICATION

I dedicate this to my family, friends, professors, special loved ones whose

encouragement has served as my foundation. I'm grateful to my family and loved ones for

their continuous support and faith in me. I want to express my gratitude to my friends for

making college entertaining and wonderful and for helping me overcome every

challenge. Additionally, I want to thank my teachers for all of their help and support

during this journey. You have just as much credit for this achievement as I do.

Alexandra Dofeliz
 viii

DEDICATION

This research is a testament to the resilience and dedication of the hospitality

management students at STI West Negros University. This work is driven by a deep

appreciation for the perseverance in the face of challenges encountered during laboratory

classes of HM students in every year level. hoping this study not only sheds light on these

difficulties but also provides valuable insights that can lead to improvements in

curriculum, resources, and support systems, ultimately enhancing learning experience and

preparing students for successful careers in the hospitality industry. This is dedicated

every hospitality Management student, the future leaders of hospitality.

Keren Eunice Labrador

TABLE OF CONTENTS
Page
 ix

Title Page i

Letter of Endorsement ii

Approval Sheet iii

Abstract iv

Acknowledgment v

Dedication vi

Table of Contents vii

List of Table viii

List of Figures viii

Chapter 1 INTRODUCTION 1

Statement of the Problem 4

Hypothesis 5

Framework 5

Significance of the study 9

Scope and limitations of the study 10

 x

Definition of Terms 11

Literature 13

Chapter 2 METHODOLOGY 16

Design 16

Locale 17

Respondents 18
Instruments 19

Validity and Reliability of Instrument 19

Data gathering Procedure 21

Ethical Considerations 22

Statistical Treatment 23

Chapter 3 RESULT AND DISCUSSION 26

Chapter 4 SUMMARY OF FINDINGS, CONCLUSION AND44

RECCOMENDATIONS

Summary of Findings 44

Conclusion 45

Recommendations 46

Chapte 5 Action plan 47

REFERENCES 49

APPENDICES Summary of Validation Instrument 51

 xi

Individual Validation for Validators 52

Reliability Testing Using Cronbach Alpha 57

Sample Survey Questionnaire 62

Documentation 66

Curriculum Vitae 67
LIST OF TABLES
Table Page

1 Representative Sampling 18

2 Likert scale and verbal interpretation 19

3 Mean score scaling 16

4 Distribution of respondents according to Profile 17

5 Distribution of respondents according to Age 18

6 Distribution of respondents according to Sex 19

4 Distribution of respondents according to Year 20

Level

8 Distribution of respondents according to laboratory 21

subject/class.

9 Distribution of respondents according to 22

Laboratory schedule.

10 Significant difference according to age 31

11 Significant difference according to sex 32

12 Significant difference according to year level 33

13 Significant difference according to laboratory 34

subject/class

14 Significant difference according to laboratory 35

schedule
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LIST OF FIGURES
Figure Page

1 Schematic diagram of the study 8

 1

Chapter I

Introduction

Hotel and hospitality, a practical-oriented program, require students to specialize in

hands-on activities and hold demonstrations in a well- equipped laboratory with state-

ofthe-art equipment. It is essential in preparation for a career in the hospitality industry.

Otherwise, a lack of up-to-date laboratory and workshop equipment could hamper the

effective teaching, learning, and implementation of the hospitality management

curriculum (Lyons, 2010; Neri, Necesario, Faniega, Joy, 2023).

Laboratory activities, a cornerstone of science education, are indispensable for

educators in the modern age. However, public high schools often grapple with challenges

related to inadequate resources and their effective utilization, resulting to compromised

academic performance among students and limited opportunities for hands-on learning

experiences. As Antonio (2018) underscores, laboratory activities are indispensable for

effective learning, enabling students to move beyond passive observation to active

engagement and profound comprehension (Nuevo, 2024).

Gregorcic & Linder (2022) also mentioned that experimental laboratory work is

expected to improve learning in physics education. Considering this, many studies focus

on the impact of experimental laboratory activities on students’ learning and on what

factors may affect the efficiency of laboratory work.

According to Hofstein and Lunetta (2008), the laboratory has been given a central

and distinctive position in science education, and science educators have claimed that

using laboratory activities can have a significant positive impact on student learning. The
 2

conceptual and experimental skills of pupils can be developed by using laboratory

equipment (Issah, Baalongbuoro, Oware, 2023).

Furthermore according to Zhang & Li (2021) University laboratories are

responsible for providing professional venues for practical teaching and scientific

research, and the quality of their management can directly affect the quality of research

and research work in universities. School laboratory facilities are one of the supporting

facilities in the teaching and learning process. Laboratory conditions must be the

suitability with the standards set by the government. Laboratory rooms are spaces that

allow communication and collaboration between students and teachers (Ubane, 2023).

Dr. Shivali Bajaj (2017) Stated that laboratory equipment allows students to

interact directly with the data gathered. It is also found that school science laboratory

equipment and supplies make teaching and learning easy both for the teachers, as well as

for the students (Jofrishal & Munandar, 2021). McKnight, Yarbro, Graybeal & Graybeal

(2016) Stated that the teaching and learning process is a complex one that involves many

aspects, which contribute to its success. One of these aspects is the method of delivery

and practices used in the classroom by the instructor. The focus of our study is to

highlight the importance of combining theoretical and practical work. Hodson stated

(1990), practical work can motivate students, stimulate their interest in teaching and

learning, enhance the learning of scientific knowledge, give them experience in using

scientific knowledge and widen their way of thinking (Shana & Abulibdeh, 2020).

Research has shown that students who engage in well-designed laboratory

experiences develop problem-solving and critical-thinking skills, as well as gain exposure

to reactions, materials, and equipment in a lab setting. Sustained investments in hands-on

experiences help inspire students to further their education and prepare them for
 3

hightechnology careers by fostering skills sought by potential employers (Taber, 2018). In

hands-on learning environments, especially in hospitality management laboratory classes,

the instructor plays a vital role in guiding student success. As stated by Galos (2022) If

students experience difficulties, the instructor is available as a resource. When not serving

as a resource, the instructor continually monitors student progress."

Improvement of student learning (Hsu, 1999) and applicable education

(Dressler, Cedercreutz & Pacheco, 2009) have been areas of increasing concern in

higher education since the early 2000s. Cooper, Bottomley, and Gordon (2004) argue

that meaningful learning occurs as the student’s level of involvement increases. The

authors maintain that industry-based experiential learning projects provide students the

opportunity for application of classroom concepts and deeper levels of learning.

Furthermore, Kisiel (2006) indicates students will associate specific assignments with

previous knowledge gathered during their studies, thereby deepening the learning

process through greater awareness and understanding (Sebby & Brown, 2020).

The researchers chose this study because practical laboratory classes are a

cornerstone of hospitality management education, providing students with essential

hands-on experience and skill development. However, I have observed that many

students, including ourselves, face significant challenges during these sessions due to a

lack of proper equipment, ingredients, and resources. These barriers not only hinder the

learning but also affect the ability to fully engage in and benefit from the practical

lessons.

Moreover, the hospitality industry is rapidly evolving, and there is an increasing

demand for graduates who are well-prepared to meet the challenges of the workforce.

By examining the difficulties encountered in laboratory classes, the researchers aim to

 4

uncover specific areas that require improvement, particularly in terms of budget

allocation, resource availability, and instructional support.

This study is not just an academic exercise it is an opportunity to advocate for

necessary changes that can lead to more effective teaching methods and better learning

outcomes. By identifying the obstacles faced by students, I hope to contribute valuable

insights that can inform school administrators and educators, ultimately enhancing the

overall educational experience for future hospitality management professionals. My

goal is to help create a learning environment where students are equipped with the

skills and confidence needed to excel in their careers, particularly in an industry that

values practical expertise and innovation.

Statement of the Problem

This study aims to assess “Overcoming Challenges and Enhancing Learning

Experience of BS Hospitality Management Students Laboratory Classes in One Higher

Education Institution in Bacolod City”

Specifically, it seeks to address the following questions:

1. What is the profile of the respondents of the study in terms of following?

a. age,

b. sex,

c. year level

d. types of laboratory classes

e. laboratory schedule

2. What are the Challenges and Learning Experience of BS Hospitality Management

Students Laboratory Classes in One Higher Education Institution in Bacolod City

when they are grouped according to.

a. Equipment,
 5

b. Facilities,

c. Budget,

d. Ingredients,

e. Personnel/Staff,

f. Instructions?

3. Is there a significant difference in Overcoming Challenges and Enhancing Learning

Experience of BS Hospitality Management Students Laboratory Classes in One Higher

Education Institution in Bacolod City when they are grouped according to variables?

Hypothesis

There is no significant difference in Overcoming Challenges and Enhancing

Learning Experience of BS Hospitality Management Students regarding in Laboratory

Classes when they are grouped according to variables.

Frameworks

The researchers utilized Experiential Learning Theory due to its proven

effectiveness in enhancing educational outcomes, particularly in practical fields such as

hospitality management.

Experiential learning is considered as an effective way of educational approach.

The reason for this is the impact of experiential learning on the development of learners’

metacognitive skills, enhancing the skills through the implementation of the knowledge to

the real situations, and giving the learners the ability of self-learning (Kolb & Kolb, 2006;

Alkan, 2016).

When included as part of a student’s academic program, experiential learning can

provide students with real-life, work experience. Although numerous hospitality and

tourism programs acknowledge the value of applied work experience (Benckendorff &

Zehrer, 2017; Lee & Dickson, 2010), more studies are needed in higher education, within
 6

the area of Hospitality and Tourism Management, that demonstrate the experiential

learning approach (Croy, 2009; Deal, 2007; Ruhanen, 2005). Designing experiential

learning activities representative of Hospitality Management require actual work

environments to achieve applicable results (CoreLabs, 2007; Sebby & Brown, 2020).

Laboratory teaching assumes that first-hand experience in observation and

manipulation of the materials of science is superior to other methods of developing

understanding and appreciation. Laboratory training is also frequently used to develop

skills necessary for more advanced study or research (Dr. Shivali Bajaj , 2017).

High-quality laboratory facilities play a pivotal role in this educational

improvement, yet their absence in schools remains a pressing issue (Sanchez, Blanco &

Farin, 2021; The Manila Times, 2014). The insufficiency of laboratory resources hampers

effective teaching and learning, contributing to poor academic performance and a

diminishing interest in science (Abas, 2020). Based on the findings of the study, the

researcher developed a training program that may help increase the utilization of the

laboratory facilities in the science subject and improve the processing skills of the

students (Nuevo, 2024) .

The extent of optimal laboratory practices that will ensure that learners acquire

science process skills and proficiency in science ideas depends critically on the

availability of laboratory equipment, facilities, and materials. One significant area of

science education that is of great significance, according to Abimbola (2001), is the

availability and efficient utilization of specialized and pertinent science equipment,

facilities, and educational materials (Issah, Baalongbuoro, Oware, 2023).

Practical learning is a fundamental aspect of education in various fields, as it

allows students to apply theoretical knowledge in real-world scenarios. Shana &

 7

Abulibdeh (2020) mention to ensure the success of practical work, the researchers

recommend that the administration of schools supply their schools with all necessary

equipment. Taber (2018) also stated the society supports proceeded with theories to give

the workplaces, equipment, instructive projects, and master headway required for fruitful

hands-on.

Hospitality Management students often encounter difficulties with managing their

allowance or budget due to the high cost of purchasing ingredients and materials for

laboratory classes, transportation expenses, and other academic fees. Agcaoili, Cuña,

Evangelista, Lobo, Puzon, Tablatin, (2020) stated that the students need to have their

budgeting plan to manage their financial matters, the students should set their priorities

and learn to differentiate needs from wants to maximize their budget with the expenses.

Based on the existing literature, one of the inputs for a high-quality education is the use

of laboratory activities, which are common elements of scientific instruction at all levels

of education. Nowadays, there is a global change in teaching and learning methods.

For instance, using laboratory-based demonstration methods supports learners’

participation and construction of their own knowledge in all academic activities (Seid,
Assefa , Muhammed, Moges, Birhanu , Fentaw , Tilwani, Ahmed, 2022).

The researchers are guided with the IPOO Model (Input, Process, Outcome and Output)

in which the researchers would like to determine the demographic profile of the

respondents such as, age, sex, year level, laboratory classes, and laboratory schedule. On

the process the researchers utilized the aspects of the level of difficulties such as

equipment, facilities, budget, ingredients, personnel/staff, and instructions at the same

time researchers would like to determine the difficulties perceived by the BS hospitality

management student using 5-point Likert scale as 5 is interpreted as strongly agree, 4 is

preferred agree, 3 is neutral, 2 is disagree, 1 is strongly disagree, After the result of the
 8

study the researcher plan to create recommendation for the level of difficulties encounter

of BS hospitality management student in order to address the challenges, they

encountered during laboratory classes.

 9

INPUT PROCESS OUTCOME

Demographic Profile 1.Improve and

A.Equipment
a. Age functional laboratory
b. Sex B.Facilities equipment.
c. Year Level
C.Budget 2.Facilities are
d. Types of
laboratory D.Ingredients accessible conducive.
classes
E. Personnel/Staff
e. Laboratory 3.Enhance the delivery
schedule F. Instruction of instructions of
personnel or staff.

4. Use alternative
ingredients

OUTPUT

Propose laboratory improvement plan.

Figure 1. Schematic diagram of the study.

Significance of the Study

This research study is made in may provide information and knowledge regarding

the chosen topic title from the respondents and the findings of the study may be beneficial

to the following groups or entities.

Students. The study may become more aware of the specific challenges they face

in laboratory classes, such as equipment, facilities, budget, ingredients, personnel/staff,

instruction, enabling them to take proactive steps to overcome.

Laboratory Teachers. This study may help in providing them a better

understanding on what state of Challenges and Learning experiences associated are in the

student’s laboratory classes that could inspire them to come up with solutions that won’t
 10

interfere with their teaching. The results can also help them give proper guidance

ensuring work performance as well, productivity among themselves.

Parents. The study may aid them to deeply understand what their child is going

through that affect to its academic performances. This can also help them be a better

support system for their children and a stronger communication between parents and the

respondents.

Future Researchers. This study may be served as a guide for future studies who

would plan to make any related study about the research problem. The use of this study

will enable upcoming researchers to comprehend the ideas presented. Researchers. The

data that will be formulated from this study will be a great contribution to the world

especially for the teenagers to which the use of the internet is rampant.

School Administrator. It is beneficial to the headmasters of school because this

research will help them to know what to improve in learning of the students.

Researchers. The result of this study may illuminate the researchers to increase

their knowledge, skills, and further improve their perspective regarding the course they

were in.

Scope and Limitation of the Study

The scope of this study focuses on identifying and analyzing the various

Challenges and Learning Experience of BS Hospitality Management in their laboratory

classes, including challenges related to Equipment, Facilities, Budget, Ingredients,

Personnel/Staff, Instructions. The research will be conducted during the first semester of

the 2024–2025 school year, capturing the experiences of students during this specific

academic period. It will take place in a higher education institution in Bacolod City, with

a focus on the laboratory settings where hands-on activities occur. The participants will
 11

include BS Hospitality Management students from all year levels enrolled in laboratory

classes, ensuring a comprehensive understanding of the challenges they face.

Limitations

During the research process, these are the several constraints may arise that could

affect the study.

One of the constraints is with the reliance of respondents on survey responses may

introduce bias, as students might under report or over report difficulties based on personal

perceptions. Participation may be influenced by students who feel more comfortable

discussing their Learning experiences and challenges or programs within the institution

which may affect to the result of the study.

The sample size may limit the statistical power of the findings, potentially

affecting the reliability of comparisons between different demographic groups. The

number of respondents may be insufficient to achieve a representative sample, affecting

the generalizability of findings to the broader student population and the study may fail to

identify these differences due to insufficient data.

Temporal constraints could affect the study since it is confined to a single

academic year, which may not account for longitudinal changes in students experiences or

institutional resources.

The structured questionnaire may not cover all aspects of student experiences in

laboratory classes, leading to gaps in data. As a result, the study might present a

superficial understanding of the difficulties students face, missing out on critical nuances

and contextual factors that influence their experiences.

The use of self-reported measures can introduce biases, as students may provide

socially desirable answers rather than reflecting their true experiences. The study may
 12

yield misleading results regarding the severity or prevalence of difficulties faced in

laboratory classes, making it challenging to identify the most pressing issues that need to

be addressed.

Definition of Terms

The following definitions were provided to help readers understand the major

terminology used in this study.

Budget. The budget pertains to the financial resources allocated to laboratory

classes, including expenses for ingredients, equipment maintenance, and other operational

costs. In many cases, budget constraints may affect the quality and availability of

materials for students' hands-on training.

BS Hospitality Management. A bachelor's degree program offered at STI West

Negros University that focuses on equipping students with the skills and knowledge

needed for careers in the hospitality and tourism industries, including hotel and restaurant

management, event planning, and customer service.

Challenges And Learning Experiences. This refers to the degree of challenges

or obstacles overcome by BS Hospitality Management students during their laboratory

classes. It includes factors such as complexity of tasks, adequacy of resources, and

students’ competence in performing hands-on activities.

Equipment. Refers to the tools, appliances, and devices used during laboratory

sessions in hospitality management. This can include kitchen equipment (e.g., stoves,

ovens, mixers, blenders), service-related tools (e.g., glassware, silverware), or other

practical materials needed for students to complete hands-on activities.

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Facilities. Refer to the physical environment or spaces where laboratory classes

are conducted. These include kitchens, dining areas, service training rooms, and other

dedicated areas that are crucial for hospitality training and education

Ingredients. The food items and raw materials required for culinary laboratory

classes. In Hospitality Management programs, students often need to purchase or source

their own ingredients for cooking and food preparation activities.

Instruction. Refers to the teaching methods, lesson plans, and guidance provided

by instructors in laboratory classes. It includes both theoretical knowledge and practical

demonstrations that students need to learn and apply during their hands-on training in

hospitality-related tasks.

Laboratory Classes. These are practical, hands-on learning sessions designed to

develop students' skills in various aspects of hospitality management, such as food

preparation, beverage service, housekeeping, and front office operations. These classes

typically require specialized equipment, tools, and facilities.

Personnel/Staff. This refers to the instructors, laboratory assistants, and other

support staff involved in facilitating laboratory classes. They ensure that students have

guidance during practical exercises, maintain the equipment, and oversee the smooth

operation of the laboratory sessions.

STI West Negros University. A higher education institution located in Bacolod

City, Philippines, offering a variety of degree programs, including BS Hospitality

Management.

S.Y. 2024-2025. The academic year in which this study is conducted, covering the

period from June 2024 to May 2025. This time frame is significant as the study will

reflect the experiences and challenges specific to this year.

 14

Literature

Laboratories in the world of education are places where the teaching and learning

process through demonstration or practical methods can produce learning experiences

where students interact with various tools and materials to observe changes that occur due

to chemical reactions (Seid, Assefa, Muhammed, Moges, Birhanu, Fentaw, Tilwani,

Ahmed, 2022).

Furthermore, In the 2013 Curriculum, the laboratory is an integral part of teaching

and learning activities. Not only do students have to attend to the teacher's teaching, but

they also have to seek further information about the knowledge they are learning through

a scientific approach. The laboratory serves as a place to solve problems, explore facts,

train abilities, scientific skills, and develop scientific attitudes (Jofrishal & Munandar,

2021; Nuevo, 2024).

Experimental laboratory work is also a way of embodying cognition, as it requires

a high level of student activity. There has, during the second half of the 20th century until

today, been a re-thinking of the nature of cognition, towards promoting cognition as an

embodied activity (Anderson, 2003). Educational research about practical teaching often

deals with challenges, and the research is based on identifying these difficulties to then

analyze (Gregorcic & Linder, 2022).

According to existing literature, one of the inputs for a high-quality education is

the use of laboratory activities, which are common elements of scientific instruction at all

levels of education. Nowadays, there is a global change in teaching and learning methods.

For instance, using laboratory based demonstration methods supports learners’

participation and construction of their own knowledge in all academic activities (Seid,

Assefa, Muhammed, Moges, Birhanu, Fentaw, Tilawani, Ahmed, 2022)

 15

A contrasting view to the advantages of laboratory-based teaching has been posed

by Abrahams and Millar (2008). They state some disadvantages of laboratory-based

teaching as being an inefficient teaching method and cannot represent scientific inquiry

properly, rather this should be taught through direct lecturing (Shana & Abulibdeh, 2020).

Students may be helped become more active and participative as teachers

incorporate the utilization of laboratory facilities in the teaching-learning process. This

learning exposure enhances their practical skills, problem-solving abilities, and scientific

inquiry. It fosters engagement, and better student outcomes, and prepares them for future

studies or careers in science (Zhang & Li, 2021).

Based on the result of Ubane (2023) the students' level of interest, most of them

were "moderately interested" in performing basic food laboratories specifically in

perceiving the importance, value, or usefulness of the home economics course. This

denotes probably the result of having a lack or deficiency of sophisticated cooking tools

and equipment and lacking exposure to enhance and develop their skills and knowledge

and it might be of their limited budget for laboratory expenses.

Instructional educational tours in higher education are designed to encourage

students to create realistic, first-hand connections to the theoretical concepts taught

(Krepel & Duvall,1981). When students learn concepts and ideas in a classroom setting,

they are able to experience and observe tangible products and services associated with

careers in Hospitality and Tourism Management, thereby encouraging further personal

reflection (Sebby & Brown, 2020).

An inquiry-based science teaching approach encourages students to actively investigate

scientific ideas through practical experiments and problem-solving exercises. Stu- dents

participate in the inquiry process, which involves asking questions, formulating

 16

hypotheses, designing experiment, gathering data, and drawing conclusions based on

supporting evidence instead of merely memorizing material from a textbook. This student

centered method promotes a more profound comprehension of scientific ideas and aids in

developing critical thinking abilities. (Kotsis, 2024)

 17

Chapter II

Methodology

This chapter delineated the methodology utilized in this study, which delved into

the research design, study participants, research instrument, validity and reliability of the

said instrument, and the data collection and analysis procedures, all aimed at addressing

the presented problems.

Design

This study used a descriptive. Descriptive research design serves as a potent

instrument employed by researchers for the purpose of acquiring information regarding a

specific group or phenomenon. This research design enables the creation of a

comprehensive and precise portrayal of the attributes and actions exhibited by a particular

population or subject. Through the process of observation and data collection pertaining

to a chosen subject, descriptive research facilitates an enhanced comprehension of a

particular matter and offers valuable insights that can shape subsequent investigations

(Sirisilla, 2023; Edalin B. Timbasal-Nuevo, 2024)

The purpose of descriptive studies is to describe individuals, events, or conditions by

studying them as they are in nature. The researcher does not manipulate any of the

variables but rather only describes the sample and/or the variables. Al- though a

descriptive study can explore multiple variables, it is the only design that can also explore

a single variable. Descriptive studies look at the characteristics of a population; identify

problems that exist within a unit, an organization, or a population; or look at variations in

characteristics or practices between institutions or even countries (Siedlecki, 2020).

In addition to its descriptive research design, the study also employs a comparative

research design, which aims to compare the Challenges and learning experiencce of BS

Hospitality students across different variables. For instance, the study compare how
 18

students in different year levels or students with varying levels of academic performance

experience challenges in their laboratory settings. This comparative approach helps to

highlight any significant differences in the difficulties students face based on specific

factors, providing a deeper understanding of how these variables influence their learning

experiences. To briefly summarize, using the descriptive and comparative research design

will help the researcher to quickly obtain the data gathered nor information in an accurate

profile of the people, events or situations. After determining its present variables, the

researchers will analyze the relationship of all forms used, including the differences

between the two variables. In other words, every chapter will led to collecting and

analyzing of data research used to make a valid conclusions to the variables and to the

problem from numerous categories, including gender, age, and others while at the same

time, focusing to the nature of the study and how the information's occurred and if it is

reliable.

With this research type using the Descriptive and comparative method, this allows

the researchers to quickly identify the similarities and differences of the respondents’

answers. These include the primary and secondary types where in the primary answers of

the respondents was base to the participants detailed information during the process of

surveying while secondary data on the other hand, were obtained from published

documents and literature that were relevant to personality questionnaire that might justify

the primary data by means of collecting and exploring information which describes the

experience being studied Variables are precisely specified.

Locale

This research study was conducted in the College of Hospitality Management at a

private higher education in one higher institution. This institution was chosen to learn

about the Challenges And Learning Experience of BS Hospitality Management Students

 19

Laboratory Classes In One Higher Education Institution In Bacolod City. It will be

mandated for Hospitality management students who are currently enrolled in the

institution and will be conducted face to face through survey questionnaires.

Respondents

The respondents of the study are BS Hospitality Management students currently

enrolled in laboratory classes from second year to fourth year level. There were 2,080

laboratory students in different laboratory classes and the researchers compute the sample

size in order to determine the total respondents of the study using raosoft calculator. And

there are 325 sample respondents likewise the researchers compute and determine the

representative sampling per laboratory classes which will represent as the sample

respondents (see appendices for the computation)

The researcher distributes the survey instrument into respondents the researcher

used stratified sampling technique. This is a sampling which involve chosen some group

of items from population based on classification and random selection. It involves

separating the target population element in to homogeneous, mutually exclusive segment,

from each segment simple random sampling is chosen. Stratified sampling is the

technique of probability sampling in which the characteristics of a precise variable are

interpreted in the universe relative to this variable (Iliyasu & Etikan, 2021).

Table 1.

Representative Sampling
BSHM N n
2ND YEAR 1,091 171
RD
3 YEAR 734 112
TH
4 YEAR 256 42
TOTAL 2,080 325
 20

Instruments

The researchers utilized a modified survey questionnaire, which was validated by

experts and subsequently distributed to the respondents. The tool consisted of a two-part

survey questionnaire. The first part of the questionnaire was designed to gather

demographic data on the BS Hospitality Management students, including their age,

gender, year level, and the specific laboratory classes they had taken, such as Kitchen

Laboratory, Food and Beverage Service, Housekeeping, Bar, and Computer lab.

The second part of the questionnaire aimed to assess the Challenges And Learning

Experience by students regarding laboratory equipment, facilities, budget, ingredients,

personnel/staff, and instructions. This section included statements regarding the

sufficiency, functionality, and availability of these variables during laboratory sessions,

utilizing a five-point Likert scale to gauge the students' experiences. Higher scores

indicated greater difficulty in utilizing available resources.

Table 2.

Likert scale and verbal interpretation

Scale Description Interpretation
5 SA Strongly Agree
4 A Agree
3 N Neutral
2 D Disagree
1 SD Strongly Disagree

Validity

The data-gathering instrument was subjected to the following tests: a test of

validity to ascertain whether the instrument can gather the data necessary to answer the

specific problems in this study; and a test of reliability to determine the stability of the

instrument in soliciting responses for the test items when repeatedly administered to

various respondents under various physical conditions. For validity purposes, the
 21

instrument used in this study was tested using face and content validation. For face

validation, the instrument was submitted five validators, all Master’s degree holders,

using the scale developed by Good and Scates. For content validation, each item in the

instrument was examined as to whether or not they could gather the answers to the

specific problems of this study.

Face validity refers to the extent to which a test appears to measure what it is

intended to measure or the test items appear, at face value, to measure what one is

seeking to measure (Johnson, 2013). On the other hand, content validity refers to the

sampling adequacy of items for the construct that is measured (Polit & Beck 2004;

2006;Oducado, 2021).

The result of the validity of the research instrument is the result of the validity of

the research instrument is 4.35 interpreted as excellent.

Table 3.

Mean Score Interpretation

4.21 - 5.00 Excellent
3.41 - 4.20 Very Good
2.61 - 3.40 Good
1.81 - 2.60 Fair
1.00 - 1.80 Poor

Reliability
For the reliability test, copies of the data-gathering instrument were administered

in different school in Bacolod City to the 30 BS hospitality students who were not

included in the study. This initial phase aimed to test the clarity and effectiveness of the

modified questionnaire. The responses of these individuals were subjected to a

reliability test using

Cronbach’s Alpha.
 22

Cronbach’s alpha is a measure used to assess the reliability, or internal consistency, of a

set of scale or test items. In other words, the reliability of any given measurement refers

to the extent to which it is a consistent measure of a concept. Cronbach’s alpha is one way

of measuring the strength of that consistency (Goforth, 2015; Neri, Necesario, Faniega,

Joy, 2023).

Cronbach's Alpha is a measure of internal consistency reliability, which indicates

how well the items on a test measure the same construct. The result of the Cronbach’s

alpha for the test for equipment is .868, which considered reliable. On the facilities the

result was .860 which considered also reliable. While the result for the budget was .866

which considered a reliable. And for the ingredients is .904 is reliable, for the

personnel/staff the result is .876 which is also reliable and lastly for instruction is .906

that indicates a reliable.

The obtained result of the research instrument is .957 interpreted as reliable.

Data Gathering Procedure

The researchers prepared a letter for approval from the school to conduct a survey.

Following, a modified survey questionnaire was created and validated by the five experts

holding a master’s degree in order to ensure the credibility of data collected. To ensure the

reliability test, the researchers conducted a pilot testing that distributed to 30 respondents

who are not subjected to this study.

Once the survey instrument was validated and reliable, paper-format questionnaire

were distributed to the 325 respondents who are taking Bachelor of science in hospitality

management students with laboratory classes typically, second year, third year and fourth

year. After gathering the data using survey instrument the researcher encoded the data into
 23

Excel, descriptive statistical analysis was conducted to summarize the findings regarding

the level of difficulties encounter in laboratory of BS hospitality management students.

The study employed focus group discussions (FGDs) as a primary data gathering method

due to limited available literature and citations on the topic. By facilitating group

discussions, the research aimed to obtain original insights and firsthand accounts directly

from participants, filling gaps in existing literature. FGDs allowed participants to share

their unique experiences, perceptions, and attitudes in a conversational setting, providing

a depth of information not accessible through traditional sources. This approach not only

compensated for the scarcity of citations but also enriched the study with authentic

perspectives that added relevance and depth to the research findings.

Ethical Consideration

The researcher adhered to the core ethical principles of respect for persons,

beneficence, and justice to ensure the study's ethical integrity.

Informed Consent. Respondents were chosen through stratified sampling and

given adequate time to review the confidentiality clause in the questionnaire. The

researcher ensured the confidentiality of respondents and took responsibility for any

issues arising from the study, focusing only on matters relevant to the research.

Vulnerability of Participants. The researcher safeguarded participants by ensuring

that their consent was given voluntarily, without coercion or undue influence, while

minimizing any potential risks. The benefits of participation were designed to reasonably

outweigh these minimized risks.

Risks and Benefits. Participation was voluntary, with respondents free to

withdraw or skip any questions they found uncomfortable. The findings of this study are
 24

expected to offer insights into the difficulties encounter by BS Hospitality Management

students.

Privacy and Confidentiality. Collected data was securely stored, used solely for

research purposes, and destroyed after the study’s completion.

Justice. Although stratified sampling was used, the researcher ensured that all

individuals within the study period had an equal opportunity for selection.

Transparency. The researcher rigorously followed the study methods, particularly

the ethical guidelines, data, analysis, evidence and conclusions from research are

comprehensively reported and kept participants fully informed about the study's purpose

preventing unnecessary research studies and protects participants (and animals) from the

associated harm or suffering ensuring transparency and accountability for the study's

results, which were kept objective and free from any bias.

Statistical Treatment

To effectively analyze the data gathered from the modified survey questionnaire, a

range of statistical tools will be employed. These methods will facilitate a comprehensive

understanding of the Challenges and Learning Experiences of BS

Hospitality Management Students Laboratory Classes in one higher education institution

in Bacolod city. The following statistical treatments will be applied:

Problem no. 1 to determine the profile of the respondents of the study, the

researcher’s used frequency distribution and percentage as statistical tool to summarize

and categorize responses. These may be presented in tables, but are also often visualized

as histograms. A distribution can be normal, or it can be skewed, either positively or

negatively (Bakker, 2023).

Problem no. 2 to determine the Challenges And Learning Experience of BSHM

 25

Students regarding in the laboratory classes when they are grouped according to

Equipment, Facilities, Budget, Ingredients, Personnel/Staff, Instructions the researcher

used mean and standard deviation as statistical tool to provide insights into the central

tendency and variability of the data collected. A standard deviation close to zero indicates

that data points are very close to the mean, whereas a larger standard deviation indicates

data points are spread further away from the mean(National Library of Medicine, 2023)

Lastly, problem no. 3 to determine if there is a significant difference in Challenges

and Learning Experience of BSHM Students in the laboratory classes when they are

grouped according to variables effects t-test, and ANOVA was used in this study

T-Test. Employed to compare two independent samples. The t-test can reduce

subjective influence when testing a null hypothesis(Wadhwa & Information, 2024).

ANOVA (Analysis of Variance): Applied to evaluate differences among three or

more groups, allowing for a comprehensive analysis of variance in Challenges And

Learning Experience of BSHM Students related to laboratory classes. If researchers ask if

a set of sample means gives evidence of differences in the population means, what

matters is not how far apart the sample means are, but how far apart they are relative to

the variability of individual observations(Baldi & Moore, 2018).

 26

Chapter III
Result and Discussion

This chapter presents the findings, statistical analysis and interpretation of the date
gathered in connection with the objectives of the study. All the procedures are done in
accordance with the specific objective of the study.
Table 4.

Profile of the respondents

Variables Groupings Frequency Percent
Age Younger (18-21 226 69.54
yrs. Old)
99 30.46
Age Age Older (22-25 yrs.)
Total 325 100.00

Male 164 50.46

Sex Female 161 49.54
Total 325 100.00

2nd Year 151 46.46

3rd Year 101 31.08
Year Level 4th Year 73 22.46
Total 325 100.00

Kitchen Culinary 232 71.38

Housekeeping 70 21.54
Laboratory Class (Subject) Bar 5 1.54
Food and Beverage 18 5.54

Total 325 100.00

AM 210 64.62
Laboratory Schedule PM 115 35.38
Total 325 100.00

The first objective of the study’s initial goal is to assess the respondents’ profile in terms

of the variables age, sex, year level, laboratory class, and laboratory schedule. As seen in

Table 1 shows the profile of respondents, the study has three hundred twenty-five (325)

respondents wherein, (f=226, 69.54%) are age younger between 18-48 years old while,

age older between 22-25 got (f=99, 30.46%).

 27

Respondents were weighted in terms of sex, male got (f=164, 50.46%) and female

(f=161, 49.54%). For the year level, respondents who answered 2nd year got (f=151,

46.46%), 3rd year got (f=101, 31.08%) and the 4th year got (f=73, 22.46%).

In terms laboratory classes, majority of the respondents answered Kitchen culinary

(f=232, 71.38%). Respondents who answer housekeeping (f=70, 21.54%). For bar (f=5,

1.54%), and lastly food and beverage (f=18, 5.54%). Furthermore, in terms of laboratory

schedule A.M are most answered with (f=210, 64.62%) and P.M got (f=115, 35.38%).

The table 4 shows an overview of the profile of 325 respondents in the study. The

majority are younger students aged 18-21 years, with a nearly even distribution between

gender, most respondents are in their second year of study, followed by third year and

fourth year, The predominant laboratory class is Kitchen Culinary, with 232 participants,

while fewer students are enrolled in Housekeeping, Bar, and Food and Beverage,

Additionally, a larger portion of respondents attends classes in the morning compared to

the afternoon.

Table 5.

Summary of distribution of respondent in Overcoming Challenges And Enhancing Learning

Experience of BS Hospitality Management Students Laboratory Classes In One Higher Education
Institution In Bacolod City according to Age.

Age Younger Age Older

Indicator (18-21 yrs. Old) (22-25 yrs. Old) As a whole
Mean SD VI Mean SD VI Mean SD VI

3.34 0.749 N 3.75 0.616 A 3.47 0.735

Equipment A
Facilities 3.57 0.734 A 3.84 0.608 A 3.65 0.707
A
Budget 3.66 0.714 A 3.89 0.505 A 3.73 0.666
A
Ingredients 3.59 0.863 A 3.76 0.645 A 3.64 0.806
A
Personnel/Staff 3.54 0.725 A 3.73 0.639 A 3.59 0.704
A
Instruction 3.64 0.666 A 3.92 0.595 A 3.72 0.658
A
OVERALL 3.56 0.553 A 3.82 0.481 A 3.63 0.545
A
 28

Legend: SA = Strongly Agree, A = Agree, N = Neutral, D =Disagree, SD = Strongly Disagree

The table 5 reveal Mean Score summary of distribution of the respondent in

Overcoming Challenges And Enhancing Learning Experience of BS Hospitality

Management Students Laboratory Classes In One Higher Education Institution In

Bacolod City according to Age with mean score of 3.63 interpreted as Agree.

It shows that when it’s grouped as a whole, Budget got the highest mean score of

(M= 3.73, SD= 0.666) interpreted as Agree while, Equipment got the lowest mean score

of (M=3.47, SD= 0.735,) interpreted as Agree.

Moreover, when it’s grouped according to age younger (18-21 yrs. Old), Budget got the

highest mean score of (M=3.66, SD= 0.714,) interpreted as Agree while Equipment got

the lowest mean score of (M= 3.34, SD= 0.749) interpreted as Agree.

In addition, when it’s grouped according to age older (22-25 yrs. Old),

Instructions got the highest mean score of (M= 3.92, SD= 0.595) interpreted as Agree

while, Personnel/Staff got the lowest mean score of (M= 3.73, SD= 0.639) interpreted as

Agree.

Lastly as to age of respondents is concern it shows on the result that age older got

the highest mean score of (M= 3.82, SD= 0.481) interpreted as Agree while, the age

younger got the lowest mean score of (M= 3.56, SD= 0.553) interpreted as Agree.

The findings show that the budget presents the biggest challenge for younger students in

laboratory sessions, whereas equipment presents the least amount of difficulty.

Additionally, it shows a contrasting perspective for the elderly population, with

personnel/staff having the lowest difficulties and instruction having the most. To look

deeper into the topic and help address potential Challenges in laboratory classes for BS

hospitality management students, the research conducted a focus group discussion

interview, According to a younger respondent, the budget is a problem because market

 29

price inflation has a negative impact on younger students' ability to perform laboratory

exercises and the equipment, The older respondent backed up the younger respondent's

statement regarding equipment and added that they had trouble with facilities.

Furthermore, although the older respondents' concerns about equipment revolve around

hygiene and a lack of supplies, they also acknowledge the younger respondents'

sentiments and agree that certain facilities, such as ovens, burners, sinks, mixers, and the

like, have shortcomings, as well as the kitchen area's size, as a result, they admit that

these problems might make students lose motivation for preforming well.

Table 6.

Summary of distribution of respondent in Overcoming Challenges And Enhancing Learning

Experience of BS Hospitality Management Students Laboratory Classes In One Higher Education
Institution In Bacolod City according to Sex.

Male Female As a whole

Indicator

Mean SD VI Mean SD VI Mean SD VI

3.51 0.764 A 3.42 0.704 A 3.47 0.735

Equipment A
3.73 0.725 A 3.58 0.683 A 3.65 0.707
Facilities A
3.76 0.709 A 3.69 0.619 A 3.73 0.666
Budget A
3.68 0.812 A 3.61 0.801 A 3.64 0.806
Ingredients A
3.58 0.752 A 3.61 0.655 A 3.59 0.704
Personnel/Staff A
3.78 0.710 A 3.67 0.598 A 3.72 0.658
Instruction A
OVERALL 3.67 0.590 A 3.60 0.492 A 3.63 0.545
A

Legend: SA = Strongly Agree, A = Agree, N = Neutral, D =Disagree, SD = Strongly Disagree

The table 6 reveals Mean Score summary of distribution of respondent in

Overcoming Challenges And Enhancing Learning Experience of BS Hospitality

Management Students Laboratory Classes In One Higher Education Institution In

Bacolod City according to Sex with the mean score of 3.63 interpreted as Agree.
 30

It shows that when it’s grouped as a whole, Bu0064get got the highest mean score of

(M= 3.73, SD= 0.666) interpreted as Agree while, Equipment got the lowest mean score

of (M= 3.47, SD= 0.735) interpreted as Agree.

Moreover, when its grouped according to male, Instruction got the highest mean score of

(M= 3.78, SD= 0.710) interpreted as Agree while, Equipment got the lowest mean score

of (M= 3.51, SD= 0.764) interpreted as Agree.

In addition, when it’s grouped according to female, Budget got the highest mean score of

(M= 3.69, SD= 0.619) interpreted as Agree while, Equipment got the lowest mean score

of (M= 3.42, SD= 0.704) interpreted as Agree.

Lastly as to age respondents is concern it shows on the result that male got the highest

mean score of (M= 3.67, SD= 0.590) interpreted as Agree while, female got the lowest

mean score of (M= 3.60, SD= 0.492) interpreted as Agree.

The table shows challenges faced by BS Hospitality Management students in

laboratory classes, categorized by sex, Both male and female respondents agreed on the

challenges, with equipment being the least difficult area, Instructions were the most

challenging aspect for males, while budget is the most challenging for female, Males

rated instruction higher than females, suggesting differing perceptions of support and

effectiveness, These results indicate a need for improved resources and targeted

instructional strategies to enhance the laboratory experience for all students. According to

the focus group discussion, both men and women are experiencing more problems with

the equipment, such as a lack of tools and equipment, malfunctions, and a need for new

tools and equipment that could help them in their laboratory classes. This contradicts the

results of the table above, which claims that the least difficult things are the professors'

instructions, which state that they are informed before performing laboratory classes,
 31

conduct a demo, and send out handouts to advance learning. This indicates that both men

and women agreed in the focus group discussion that the equipment was the most

difficult thing, while the least difficulties was the professors' instructions.

Table 7.

Summary of distribution of respondent in Overcoming Challenges And Enhancing Learning

Experience of BS Hospitality Management Students Laboratory Classes In One Higher Education

Institution In Bacolod City according to year level.

2nd year 3rd year 4th year As A whole
Indicator
Mean SD VI Mean SD VI Mean SD VI Mean SD VI
Equipment 3.34 0.763 N 3.47 0.779 N 3.70 0.532 A 3.47 0.735 N
Facilities 3.56 0.740 A 3.68 0.749 A 3.77 0.551 A 3.65 0.707 A
Budget 3.74 0.694 A 3.63 0.733 A 3.84 0.474 A 3.73 0.666 A
Ingredients 3.64 0.894 A 3.53 0.799 A 3.78 0.587 A 3.64 0.806 A
Personnel/Staff 3.59 0.666 A 3.49 0.841 N 3.73 0.535 A 3.59 0.704 A
Instruction 3.68 0.695 A 3.69 0.672 A 3.84 0.535 A 3.72 0.658 A
OVERALL 3.59 0.533 A 3.58 0.611 A 3.78 0.439 A 3.63 0.545 A

Legend: SA = Strongly Agree, A = Agree, N = Neutral, D =Disagree, SD = Strongly Disagree

The table 7 reveal Mean Score summary of distribution of respondent in

Overcoming Challenges and Enhancing Learning Experience of BS Hospitality

Management Students Laboratory Classes in One Higher Education Institution In

Bacolod City according to year level with the mean score of (M= 3.63, SD= 0.545)

It shows that when it’s grouped as a whole, Budget got the highest mean score of (M=

3.73, SD= 0.666) interpreted as Agree while, Equipment got the lowest mean score of

(M= 3.47, SD= 0.735) interpreted as Neutral.

Moreover, when it’s grouped according to 2 nd year, Budget got the highest mean score of

(M= 3.74, SD= 0.694) interpreted as Agree while, Equipment got the lowest mean score

of (M= 3.34, SD= 0.763) interpreted as Neutral.

In addition, when it’s grouped according to 3rd year, Instruction got the highest

mean score of (M= 3.69, SD= 0.611) interpreted as Agree while, Equipment got the

lowest mean score of (M= 3.47, SD= 0.779) interpreted as Agree.

 32

Furthermore, when it’s grouped according to 4 th year, Budget and Instruction both got the

highest mean score of (M= 3.84, SD= 0.733) for Budget and for Instruction (M=

3.84, SD= 0.535) interpreted as Agree, while Equipment got the lowest mean score of

(M= 3.70, SD= 0.532) interpreted as Agree.

Lastly, as to year level of respondents is concern it shows on the result that 4 th year

got the highest mean score of (M= 3.78, SD= 0.439) interpreted as Agree while, 3rd year

got the lowest mean score of (M= 3.58, SD= 0.611) interpreted as Agree.

According to the table, students in their 2 nd year had the most budgetary and least

equipment-related Challenges, while those in their 3rd year had more in instructions and

least in equipment-related Challemges amd experiences, However, 4 th year students

demonstrated that they were experiencing both budgetary and instructional challenges as

the most difficulties.

However, the focus group discussion revealed that 2nd year students faced the greatest

challenges with regard to facilities because the kitchen area was too small to

accommodate the entire class, Other challenges included a lack of equipment and

malfunctions with some of the equipment, such as the oven and stove, which contradicted

the table's results showing that most 2 nd year students had the most difficulties with

budgeting but the least with equipment, 3 rd year students experienced the most challenges

with regard to lack of equipment, such as being aware that some tools and equipment are

necessary for a particular dish, but some of them are broken, or they occasionally simply

borrowed tools from other groups, which prevented them from finishing the task,

Additionally, at the computer lab, other group talks claim that the Wi-Fi is too slow to

function, while other group discussions claim that it is functioning properly, This

contradicts the table that indicates that the most challenging aspect of the lab is budget,
 33

However, the fourth-year students in the focus group talk about the biggest challenge

being a lack of equipment because some of the tools they need are not or sometimes not

available in the pantry, some are too old to be used and can't work well, like knives, or

some utensils are already tarnished. They also mention having trouble finding the

ingredients, particularly because some are either unavailable or too expensive for a

student to buy, which also affects their budget.

Table 8.

Summary of distribution of respondent in Overcoming Challenges And Enhancing Learning

Experience of BS Hospitality Management Students Laboratory Classes In One Higher Education
Institution In Bacolod City according to laboratory subject/class.
2nd year 3rd year 4th year As A whole
Indicator
Mean SD VI Mean SD VI Mean SD VI Mean SD VI

Equipment 3.28 0.765 N 2.68 0.646 N 3.86 0.708 A 3.47 0.735 A

Facilities 3.55 0.739 A 3.16 1.006 N 3.95 0.599 A 3.65 0.707 A
Budget 3.74 0.744 A 3.00 0.900 N 3.98 0.692 A 3.73 0.666 A
Ingredients 3.52 1.003 A 3.36 0.699 N 3.89 0.873 A 3.64 0.806 A
Personnel/Staff 3.49 0.797 A 3.20 0.430 N 3.84 0.777 A 3.59 0.704 A
Instruction 3.63 0.711 A 3.38 0.409 N 4.09 0.530 A 3.72 0.658 A
OVERALL 3.54 0.572 A 3.13 0.517 N 3.93 0.598 A 3.63 0.545 A
Legend: SA = Strongly Agree, A = Agree, N = Neutral, D =Disagree, SD = Strongly Disagree

The table 8 reveal Mean Score summary of distribution of respondent in Overcoming

Challenges and Enhancing Learning Experience of BS Hospitality Management Students

Laboratory Classes in One Higher Education Institution In Bacolod City according to

laboratory subject/class with the mean score of 3.63 interpreted as Agree.

It shows that when it’s grouped as a whole, Budget got the highest mean score of (M=

3.73, SD= 0.666) interpreted as Agree while, Equipment got the lowest mean score of

(M= 3.47, SD= 0.735) interpreted as Agree.

Moreover, when it’s grouped according to 2nd year, Budget got the highest mean

score of (M= 3.74, SD= 0.744) interpreted as Agree while, Equipment got the lowest

mean score of (M= 3.28, SD= 0.765) interpreted as Neutral.

 34

In addition, when it’s grouped according to 3 rd year, Instruction got the highest mean

score of (M= 3.38, SD= 0.409) interpreted as Neutral while, Equipment got the lowest

mean score of (M= 2.68, SD= 0.646) interpreted as Neutral.

Lastly, as to year level of the respondents is concern it shows on the result that 4 th year

got the highest mean score of (M= 3.93, SD= 0.598) interpreted as Agree while, 3rd year

got the lowest mean score of (M= 3.13, SD= 0.817) interpreted as Neutral.

The BS Hospitality Management program's table indicates that students have the

most trouble with budget-related issues, with the exception of third-year students, who

have the most trouble with instructions, This suggests that financial constraints may be a

major concern in laboratory classes, Equipment is the least difficult area, with the

exception of fourth-year students, while instruction and budget receive the most feedback

about most Challenges and experiences, especially from fourth-year students, These

disparities in difficulty point to places where the laboratory experience could be

improved, suggesting that budget could be a major concern.. Researchers conducted focus

groups with students at one higher education institution, and the second-year students,

preferably, stated that they had trouble using the equipment because there were no

utensils, equipment, or mechanical or electronic equipment available. The third-year

students agreed the second-year students' statement, Simultaneously, third-year students

emphasize that they only follow the instructions from the recipe, not from the laboratory

teacher who might have previously demonstrated the recipe, which they may then

redemonstrate, Students may occasionally become confused by the instructions, While

according to the Fourth-year students appear to attest that instruction is also one the

difficulties had and also affirms with the other year level that lack of equipment is one of

the difficulties they experience during laboratory classes.

Table 9.
 35

Summary of distribution of respondent in Overcoming Challenges And Enhancing Learning

Experience of BS Hospitality Management Students Laboratory Classes In One Higher Education
Institution In Bacolod City according to Laboratory schedule.
AM LAB SCHED PM LAB SCHED As a whole
Indicator
Mean SD VI Mean SD VI Mean SD VI

Equipment 3.45 0.718 A 3.50 0.768 A 3.47 0.735 A

Facilities 3.62 0.735 A 3.70 0.655 A 3.65 0.707 A
Budget 3.68 0.679 A 3.83 0.632 A 3.73 0.666 A
Ingredients 3.56 0.781 A 3.80 0.831 A 3.64 0.806 A
Personnel/Staff 3.55 0.706 A 3.68 0.696 A 3.59 0.704 A
Instruction 3.70 0.631 A 3.77 0.703 A 3.72 0.658 A
OVERALL 3.59 0.554 A 3.71 0.520 A 3.63 0.545 A
Legend: SA = Strongly Agree, A = Agree, N = Neutral, D =Disagree, SD = Strongly Disagree

The table 9 reveal Mean Score summary of distribution of respondent in

Overcoming Challenges And Enhancing Learning Experience of BS Hospitality

Management Students Laboratory Classes In One Higher Education Institution In

Bacolod City according to Laboratory schedule with the mean score of 3.63 interpreted as

Agree.

It shows that when it’s grouped as a whole, Budget got the highest mean score of

(M=3.73, SD= 0.666) interpreted as Agree while, Equipment got the lowest mean score of

(M= 3.47, SD= .0735) interpreted as Agree.

Moreover, when it’s group according to AM lab schedule, Instruction got the

highest mean score of (M= 3.70, SD= 0.631) interpreted as Agree while, Equipment got

the lowest mean score of (M= 3.45, SD= 0.718) interpreted as Agree.

In addition, when it’s group according to PM lab schedule, Instruction got the highest

mean score of (M= 3.77, SD= 0.703) interpreted as Agree while, Equipment got the

lowest mean score of (M= 3.50, SD= 0.768) interpreted as Agree.

Lastly, as to laboratory schedule of respondents is concern it shows on the result that PM

laboratory schedule got the highest mean score of (M= 3.71, SD= 0.520) interpreted as
 36

Agree while, AM laboratory schedule got the lowest mean score of (M= 3.59, SD= 0.554)

interpreted as Agree.

The table 9 shows the challenges faced by BS Hospitality Management students in

lab classes based on their AM and PM schedules, Students found both schedules to be

challenging, with instruction receiving the most positive score in AM, While, equipment

regularly received the lowest rating for both AM and PM and budget was the most

significant challenge to PM schedule Students generally gave the PM schedule higher

ratings than the AM schedule, suggesting that the latter sessions would be less difficult

for them. However, the focus group discussion claimed that those who had laboratory

classes in the morning had the most trouble finding the ingredients, particularly if their

schedule was at 7am and they had no availability the day before their lab, This indicates

that they are having trouble marketing ahead of time because some ingredients cannot be

purchased two days in advance, which contradicts the results above that the instruction

received the highest rating for difficulties during the AM schedule, On the other hand, the

most challenging aspect of PM laboratory schedules is finance or budget because

sometimes the ingredients they need are too expensive for students like them, which

supports the findings in the table for budget as the most difficulty during PM schedule.

Table 10 display the Significant difference in Overcoming Challenges And

Enhancing Learning Experience of BS Hospitality Management Students Laboratory

Classes In One Higher Education Institution In Bacolod City according to age the overall
results of computed t-value of 0.000 which is lesser than the significance level of 0.05.

Therefore, the status of hypothesis is rejected.

Table 10.

Significant difference in Overcoming Challenges and Enhancing Learning Experience of BS

Hospitality Management Students Laboratory Classes in One Higher Education Institution In
Bacolod City according to age.
 37

Indicator Computed t- Significance @ 0.05

value level Status of Hypothesis
Equipment 0.000 Significant Rejected
Facilities 0.002 Significant Rejected
Budget 0.003 Significant Rejected
Ingredients 0.086 Not Significant Accepted
Personnel/Staff 0.024 Significant Rejected
Instruction 0.000 Significant Rejected
OVERALL 0.000 Significant Rejected

As to Equipment (t-value = 0.000), facilities (t-value = 0.002), budget (t-value = 0.003),

personnel/staff (t-value = 0.024), and instruction (t-value = 0.000) the results shows that

computed t-value is lesser than the significant level of 0.05. Therefore, the status of

hypotheses is rejected.

Moreover, as to ingredients the result display that computed t-value is greater than

the significant level of 0.05, therefore the status of hypothesis is accepted.

To explain further, in analyzing of laboratory class Challenges and experiences

among BS Hospitality Management students’ significant variations based on age. The

researchers use focus group interview to fully determine factors and possibility to support

the table and it identify that the overall impact of age on challenges was statistically

significant (t-value=0.000), a closer examination of specific factors reveals the most and

least problematic areas. The lowest level of difficulty, surprisingly, pertained to

ingredients, suggesting adequate resources and instruction in this area. Conversely, the

highest difficulties were consistently reported across equipment, facilities, and

instruction, indicating a critical need for improvements in these areas to enhance the

overall student learning experience. With accordance to the interviewed participants the

challenges related to budget and personnel/staff also contributed significantly to the

overall difficulties encountered, highlighting the interconnection of resource allocation

and effective teaching in shaping student success in laboratory settings.

 38

In overall , the study found that age significantly impacts the Challenges faced by

BS Hospitality Management students in laboratory classes, with differences in equipment,

facilities, budget, personnel, and instruction, However, the study did not find a significant

difference in difficulties related to ingredients, indicating that age does not significantly

impact these challenge, The findings emphasize the importance of considering age when

addressing student challenges in laboratory settings.

Table 11.

Significant difference in Overcoming Challenges and Enhancing Learning Experience of BS

Hospitality Management Students Laboratory Classes in One Higher Education Institution In
Bacolod City according to sex.
Computed t- Status of
Indicator
value Significance @ 0.05 level Hypothesis
Equipment 0.246 Not Significant Accepted

Facilities 0.055 Not Significant Accepted

Budget 0.334 Not Significant Accepted

Ingredients 0.455 Not Significant Accepted

Personnel/Staff 0.667 Not Significant Accepted

Instruction 0.154 Not Significant Accepted

OVERALL 0.210 Not Significant Accepted

Table 11 display the Significant difference in Overcoming Challenges And

Enhancing Learning Experience of BS Hospitality Management Students Laboratory

Classes In One Higher Education Institution In Bacolod City according to sex the overall

result of computed t-value of 0.210 which higher than significance level of 0.05, therefore

the status of hypothesis is acceptable.

As to Equipment (t-value = 0.246), facilities (t-value = 0.055), budget (t-value = 0.334),

ingredients (t-value = 0.455), personnel/staff (t-value = 0.667), and instruction (tvalue =

0.154). Therefore, the status of hypotheses is accepted.

 39

Overall, the analysis suggests that sex does not play a significant role in the

Challenges And Learning Experience of BS Hospitality Management Students Laboratory

Classes In One Higher Education Institution In Bacolod City. The acceptance of the null

hypothesis across all factors indicates that both male and female students experience

similar challenges regarding equipment, facilities, budget, ingredients, personnel/staff,

and instruction. This uniformity in experience may suggest that improvements in these

areas should be universally applied, benefiting all students regardless of sex.

Table 12.

Significant difference in Overcoming Challenges and Enhancing Learning Experience of BS

Hospitality Management Students Laboratory Classes in One Higher Education Institution In
Bacolod City according to year level.
Computed p- Significance @ 0.05 Status of
Indicator
value level Hypothesis
Equipment 0.006 Significant Rejected

Facilities 0.127 Not Accepted

Significant
Budget 0.237 Not Accepted
Significant
Ingredients 0.187 Not Accepted
Significant
Personnel/Staff 0.065 Not Accepted
Significant
Instruction 0.093 Not Accepted
Significant
OVERALL 0.031 Significant Rejected

Table 12 display the Significant Challenges And Learning Experience of BS

Hospitality Management Students Laboratory Classes In One Higher Education

Institution In Bacolod City according to year level the overall result of the computed

tvalue of 0.031 which higher than significance level of 0.05, therefore the status of

hypothesis is rejected.

As to Equipment (t-value = 0.006), therefore the status of hypothesis is rejected.

Moreover, as to facilities (t-value = 0.127), budget (t-value = 0.237), ingredients

 40

(t-value = 0.187), personnel/staff (t-value = 0.065), and instruction (t-value = 0.093).

Therefore, the status of hypotheses is accepted.

The researcher’s conducted a post hoc analysis regarding the results of the study on the

significant level. The results show that among the 4-year level, as to equipment is

concern, 2nd year and 4th year level has the significant score of 0.009 as well as with

Overall is concern also 2nd year and 4th year has a significant difference of 0.031. This

implies that 2nd-year and 4th-year students encounter difficulties with equipment, as they

reported issues such as a lack of available equipment, malfunctions in items like the oven

and stove, and some tools being too old to function effectively, such as dull knives and

tarnished utensils.

Research conducted a focus group discussion to in order to support the table and

based on the outcome the hypothesis related to year level is accepted. This suggests that

students in different years’ experience varying levels of difficulty with equipment,

potentially due to changing familiarity or skill levels. However, no significant differences

were found across year levels for difficulties related to facilities, budget, ingredients,

personnel/staff, or instruction. This indicates that while equipment poses a unique

challenge based on year level, other aspects of the laboratory experience remain

consistent across all years of study.

Table 13.

Significant difference in Overcoming Challenges And Enhancing Learning Experience of BS

Hospitality Management Students Laboratory Classes In One Higher Education Institution In
Bacolod City according to laboratory subject/class.

Computed p- Significance @ 0.05

Indicator
value level Status of Hypothesis
Equipment 0.001 Significant Rejected
Facilities 0.066 Not Significant Accepted
Budget 0.035 Significant Rejected
 41

Ingredients 0.249 Not Significant Accepted

Personnel/Staff 0.136 Not Significant Accepted
Instruction 0.037 Significant Rejected
OVERALL 0.006 Significant Rejected

Table 13 display the Significant difference in Overcoming Challenges And

Enhancing Learning Experience of BS Hospitality Management Students Laboratory

Classes In One Higher Education Institution In Bacolod City according to laboratory

subject/class the overall result of the computed t-value of 0.006 which is lesser than

significance level of 0.05, therefore the status of hypothesis is rejected.

As to Equipment (t-value = 0.001), budget (t-value = 0.035), instruction (t-value =

0.037), therefore the status of hypotheses is rejected.

Moreover, as to Facilities (t-value = 0.066), ingredients (t-value = 0.249), and

personnel/staff (t-value = 0.136), therefore the status of hypotheses is accepted.

Analysis of BS Hospitality Management students' laboratory experiences reveals

significant subject-specific differences in difficulty. Equipment, budget, and instruction

presented significant challenges varying across subjects (t-values < 0.05). However,

difficulties with facilities, ingredients, and personnel/staff remained consistent across

subjects (t-values > 0.05). This highlights the need for subject-specific improvements in

equipment, budgeting, and instruction while maintaining consistent support in other areas

The researcher’s conducted a post hoc analysis regarding the results of the study on

the significant level. The results show that among the 4-year level, as to equipment is

concern, 2nd year and 4th year level has the significant score of 0.31 while, as to budget

3rd year and 4th year level has the significant score of 0.037. As to overall is concern 3

year and 4th year level has a significant difference of 0.031, also 4 th year and 2nd year level

has a significant difference of 0.037. This implies that 2nd-year and 4th-year students

encounter difficulties with equipment, citing issues such as insufficient availability,

 42

frequent malfunctions in items like ovens and stoves, and outdated tools that no longer

function effectively, including dull knives and tarnished utensils while 3 rd year and 4th

year level experience budget difficulties primarily due to the sudden inflation of

ingredient prices, which often makes laboratory dishes more expensive to prepare. For

instance, students may be assigned a pricy dish for an upcoming laboratory performance,

only to face unexpected announcements about additional expenses, such as seminars or

other events, which further strain their budgets. These unforeseen costs can create

financial burdens, making it challenging for students to cover both their laboratory

requirements and the added expenses associated with their academic activities.

Table 14.

Significant difference in Overcoming Challenges And Enhancing Learning Experience of BS

Hospitality Management Students Laboratory Classes In One Higher Education Institution In
Bacolod City according to laboratory schedule.
Computed t- Significance @ 0.05
Indicator
value level Status of Hypothesis
Equipment 0.547 Not Significant Accepted
Facilities 0.357 Not Significant Accepted
Budget 0.054 Not Significant Accepted
Ingredients 0.009 Significant Rejected
Personnel/Staff 0.107 Not Significant Accepted
Instruction 0.314 Not Significant Accepted
OVERALL 0.055 Not Significant Accepted

Table 14 display the Significant difference in Overcoming Challenges And

Enhancing Learning Experience of BS Hospitality Management Students Laboratory

Classes In One Higher Education Institution In Bacolod City according to laboratory

schedule the overall result of the computed t-value of 0.055 which is higher than

significance level of 0.05, therefore the status of hypothesis of accepted.

 43

As to Equipment (t-value = 0.547), facilities (t-value = 0.357), budget (t-value = 0.054),

personnel/staff (t-value = 0.107), and instruction (t-value = 0.314), therefore the status to

hypotheses accepted.

Moreover, as to Ingredients (t-value = 0.009), therefore the status to hypothesis is

rejected.

The table shows no significant difference in overall laboratory class difficulty based

on schedule, indicating consistent challenges related to equipment, facilities, budget,

personnel/staff, and instruction regardless of class time. However, a significant difference

was found in ingredient-related difficulties, suggesting that scheduling may impact

ingredient availability or quality. This highlights the need for further investigation into

ingredient-related issues based on scheduling to ensure equitable access to resources for

all students.

Chapter IV

Summary of findings, Conclusions and Recommendation

In this chapter, the researchers summarize the key findings of our research and draw

conclusions based on these insights. Additionally, the researchers provide

recommendations for future research and practical applications to enhance student

learning experiences in hospitality management programs.

Summary of findings

The majority of respondents are in the age group of 18-21 years, making up 69.54% of

the sample, while the remaining 30.46% are in the 22-25 age group. The gender

distribution is nearly even, with males constituting 50.46% and females slightly behind at

49.54%. Regarding the year level, most respondents are in their 2nd year, representing

46.46%, followed by 3rd-year students at 31.08%, and 4th-year students at 22.46%. For
 44

laboratory classes, Kitchen Culinary is the most attended subject, accounting for 71.38%

of respondents, with Housekeeping as the next most attended at 21.54%. Bar and Food

and Beverage classes have lower attendance, with 1.54% and 5.54%, respectively. In

terms of laboratory schedules, a majority of 64.62% of students have morning (AM)

schedules, while 35.38% attend in the afternoon (PM). These findings provide an

overview of the demographic and academic characteristics of the respondents, showing a

concentration of young students predominantly enrolled in culinary-focused classes with

a preference for morning schedules.

As to the Challenges and learning experience in laboratory class in one higher education

institution the results show that there is same mean score of 3.73 as budget is concern,

those who got higher as to age, sex, year level, laboratory classes and laboratory schedule

likewise with the lowest mean score of 3.47 equipment.

As to the significant Challenges And Learning Experience of BS Hospitality

Management Students Laboratory Classes In One Higher Education Institution In

Bacolod City the result show that there are significant differences in terms of age

(equipment, facilities, budget, ingredients, personnel/staff, instruction and over-all), sex,

year level(equipment and overall), laboratory classes(equipment, budget, instructions, and

overall) and laboratory schedule (ingredients), therefore the status of hypothesis is

rejected which is the computed t-value indicates a lesser than the significant level of 0.05.

Conclusion the conclusion drawn from this research study entitled “Overcoming

Challenges and Enhancing Learning Experience of BS Hospitality Management

Students Laboratory Classes in One Higher Education Institution in Bacolod City”

highlights several key findings. On the demographic profile of the respondents shows that

mostly are age younger (18-21) years old, male, they are 2 nd year level students, and the
 45

outnumbered respondents from kitchen laboratory with morning or am laboratory

schedules.

On the other hand, in Overcoming Challenges and Learning Experiences of BSHM

Students as to age, sex, year level, type of labo0ratory classes and laboratory schedules,

budget is the most difficulties of the students.

As to significant difference as to age (equipment, facilities, budget, ingredients,

personnel/staff, instruction and over-all), sex, year level (equipment and overall),

laboratory classes (equipment, budget, instructions, and overall) and laboratory schedule

(ingredients).
Recommendations

Given that budgetary constraints were consistently ranked as a significant issue, it

is essential for the institution to explore avenues for providing additional financial support

for students, the institution could establish partnerships with local suppliers or businesses

to secure discounts or donations of food ingredients, utensils, and equipment. The

institution should allocate a specific budget for equipment upkeep and ensure that all tools

are in proper working condition. Furthermore, investing in newer and more advanced

equipment will enhance the students’ practical experience and better prepare them for

industry standards. The institution should consider expanding or renovating laboratory

facilities to ensure that they can accommodate larger groups and provide a more

conducive learning environment. Ensuring proper ventilation, space for students to move

freely, and the provision of sufficient workstations would help mitigate some of the

logistical issues reported. The institution should have a preventive maintenance schedule,

it is crucial particularly for laboratory classes, to ensure safety, functionality, and

longevity of equipment. The institution could perform regular checks identify potential

hazards, minimize disruptions, and extend equipment lifespan. This proactive approach
 46

reduces repair costs and ensures compliance with safety regulations, creating a reliable

and efficient learning environment for students and teachers. Establishing continuous

feedback between students and instructors would allow for a better understanding of the

challenges faced during laboratory classes. Regular surveys, focus group discussions, or

informal feedback sessions could be used to gather insights and track improvements. This

would enable the institution to make data-driven decisions and adapt quickly to emerging

needs.

Chapter V

Recommendation action plan

This section presents a recommended action plan to improve the quality of

laboratory classes for BS Hospitality Management students based on the findings and

results of the study. The action plan is designed to address the challenges identified,

particularly in terms of budget constraints, equipment limitations, facility inadequacies,

and communication barriers. It outlines feasible and practical measures to enhance the

learning environment, improve student experiences, and align laboratory practices with

industry standards.

The table below details specific actions, objectives, timelines, and the individuals
responsible for implementing these improvements. It aims to ensure a more effective and
enriching educational experience for students while addressing logistical and
resourcebased challenges.
Gap/Issue Objectives Area of Target/Tim Person Remarks/Evaluatio
Concern/Activitie e Frame Involved/Perso n
s n Responsible
 47

Budget To minimize -Establish January– School Reduction in

Constraints financial partnerships with June 2025 Administration, student-reported
burden on local suppliers or Finance Office, financial
students businesses for Local Suppliers difficulties related
while discounted or to laboratory
donated ingredients
ensuring classes.
and equipment.
access to
quality
-Create a student
laboratory
aid fund
resources.
specifically for
laboratory fees.

Equipment To ensure - Implement January– Laboratory Improved student

Issues that a preventive March staff and satisfaction and
laboratory maintenance 2025 Maintenance reduced instances
tools and schedule. Team of equipment
equipment - Conduct breakdown.
are regular equipment
functional, inspections and
safe, and repairs.

aligned with - Invest in

industry advanced and
standards. industry-relevant
equipment to
enhance practical
learning.
Facility To create a - Renovate June– Personnel, Positive feedback
Limitations conducive laboratory spaces December School on laboratory
learning to improve 2025 Administration environment in
environment ventilation, surveys and focus
with lighting, and groups.
adequate mobility. - Add
space and more
resources workstations to
for accommodate
laboratory larger groups of
activities. students.
- Develop
specialized zones
for different tasks
(e.g., cooking,
plating).
Communicatio To establish - Conduct Ongoing Instructors and Timely
n Barriers a feedback regular surveys Students identification and
system for and focus group resolution of
continuous discussions to laboratory
improvemen gather student and challenges based
t of instructor
on feedback data.
laboratory feedback. -
experiences. Organize informal
feedback sessions
after every
laboratory cycle.
- Utilize
 48

feedback
to adjust resources
and teaching
strategies.
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 51

Appendices
Summary of Validation Instrument
Using the criteria develop for evaluating survey questionnaire set forth by Carter V. Good and
Douglas B. Scates, a jury of experts have evaluated the self-made survey instrument specifically for
this study.
Rating: 5 – Excellent 4 – Very Good 3 – Good 2 – Fair 1 Poor
Criteria for Validity Jury 1 Jury 2 Jury3 Jury 4 Jury 5 Total Verbal
interpretation
The questionnaire is short enough that
the respondents respect it and it would 4 4 4 4 4.2 Excellent
not drain much of his precious time. 5
The questionnaire is interesting and
has fair appeal such that the 4.2 Excellent
respondents will be induced to 5 5 4
4 3
respond to it and accomplish it fully.
The questionnaire can obtain some
depth to the responses are neither to 4 5 5 4 3 4.2 Excellent
superficial answers.
The items/questions and neither
alternatives response are neither too 4 5 4 4 4 4.2 Excellent
suggestive nor too unstimulating.
The questionnaire can elicit
responses, which are definite but not 4 4 4 5 4 4.2 Excellent
mechanically forced.
Questions/items are stated in such
way that the responses will not be 4 4.2 Excellent
embarrassing to the person/persons 4 5 4
4
concerned.
Questions/items are formed such in a
manner to avoid suspicion on the part 4 4.2 Excellent
of the respondents concerning hidden 5 4 4
4
responses in the questionnaire.
The questionnaire is not too narrow
nor restrictive or limited in its 4 5 4 5 4 4.4 Excellent
philosophy.
The respondents to the questionnaire
when taken as a whole could answer 4
the basic purposes for which the 5 5 5 4 4.6 Excellent
questionnaire is designed and
therefore considered valid.
TOTAL 4.55 4.66 4.44 4.22 3.88 4.35 Excellent
Individual Validation for Validators
 52

Using the criteria develop for evaluating survey questionnaire set forth by Carter V. Good and
Douglas B. Scates, a jury of experts have evaluated the self-made survey instrument specifically for
this study.
Rating: 5 – Excellent 4 – Very Good 3 – Good 2 – Fair 1 - Poor
Criteria for Validity Jury 1 Verbal
Interpretation
1. The questionnaire is short enough that the respondents respect it and it 5 Excellent
would not drain much of his precious time.
2. The questionnaire is interesting and has fair appeal such that the
4 Excellent
respondents will be induced to respond to it and accomplish it fully.

3. The questionnaire can obtain some depth to the responses and is neither
4 Excellent
too superficial nor suggestive.

4. The items/questions and neither alternatives response is neither too

4 Excellent
suggestive nor too unstimulating.

5. The questionnaire can elicit responses, which are definite but not
4 Excellent
mechanically forced.

6. Questions/items are stated in such a way that the responses will not be
4 Excellent
embarrassing to the person/persons concerned.

7. Questions/items are formed such in a manner to avoid suspicion on the

4 Excellent
part of the respondents concerning hidden responses in the questionnaire.

8. The questionnaire is not too narrow nor restrictive or limited in its

4 Excellent
philosophy.
9. The respondents to the questionnaire when taken as a whole could
answer the basic purposes for which the questionnaire is designed and Excellent
therefore considered valid. 4
Total 4.55 Excellent

Interpretation Guide

Mean Score Interpretation

4.21 - 5.00 Excellent
3.41 - 4.20 Very Good
2.61 - 3.40 Good
1.81 - 2.60 Fair
1.00 - 1.80 Poor
Using the criteria develop for evaluating survey questionnaire set forth by Carter V. Good and
Douglas B. Scates, a jury of experts have evaluated the self-made survey instrument specifically for
this study.
 53

Rating: 5 – Excellent 4 – Very Good 3 – Good 2 – Fair 1 - Poor

Criteria for Validity Jury 2 Verbal
Interpretation
1. The questionnaire is short enough that the respondents
respect it and it would not drain much of his precious time. 4 Excellent
2. The questionnaire is interesting and has fair appeal such
that the respondents will be induced to respond to it and 5 Excellent
accomplish it fully.
3. The questionnaire can obtain some depth to the responses
5
and is neither too superficial nor suggestive. Excellent

4. The items/questions and neither alternatives response is

5
neither too suggestive nor too unstimulating. Excellent

5. The questionnaire can elicit responses, which are definite

4
but not mechanically forced. Excellent
6. Questions/items are stated in such a way that the
responses will not be embarrassing to the person/persons 4 Excellent
concerned.
7. Questions/items are formed such in a manner to avoid
suspicion on the part of the respondents concerning hidden 5 Excellent
responses in the questionnaire.
8. The questionnaire is not too narrow nor restrictive or
5
limited in its philosophy. Excellent

9. The respondents to the questionnaire when taken as a

whole could answer the basic purposes for which the Excellent
questionnaire is designed and therefore considered valid. 5
Total 4.66 Excellent

Interpretation Guide
Mean Score Interpretation
4.21 - 5.00 Excellent
3.41 - 4.20 Very Good
2.61 - 3.40 Good
1.81 - 2.60 Fair
1.00 - 1.80 Poor
Using the criteria develop for evaluating survey questionnaire set forth by Carter V. Good and
Douglas B. Scates, a jury of experts have evaluated the self-made survey instrument specifically for
this study.
Rating: 5 – Excellent 4 – Very Good 3 – Good 2 – Fair 1 - Poor
 54

Criteria for Validity Jury 3 Verbal

Interpretation
1. The questionnaire is short enough that the respondents
respect it and it would not drain much of his precious time. 4 Excellent
2. The questionnaire is interesting and has fair appeal such
that the respondents will be induced to respond to it and 5
accomplish it fully.
Excellent

3. The questionnaire can obtain some depth to the responses

5
and is neither too superficial nor suggestive. Excellent

4. The items/questions and neither alternatives response is

4
neither too suggestive nor too unstimulating. Excellent

5. The questionnaire can elicit responses, which are definite

4
but not mechanically forced. Excellent
6. Questions/items are stated in such a way that the
responses will not be embarrassing to the person/persons 5
concerned.
Excellent
7. Questions/items are formed such in a manner to avoid
suspicion on the part of the respondents concerning hidden 4
responses in the questionnaire.
Excellent

8. The questionnaire is not too narrow nor restrictive or

4
limited in its philosophy. Excellent
9. The respondents to the questionnaire when taken as a
whole could answer the basic purposes for which the
questionnaire is designed and therefore considered valid. 5 Excellent
Total 4.44 Excellent

Interpretation Guide

Mean Score Interpretation

4.21 - 5.00 Excellent
3.41 - 4.20 Very Good
2.61 - 3.40 Good
1.81 - 2.60 Fair
1.00 - 1.80 Poor
Using the criteria develop for evaluating survey questionnaire set forth by Carter V. Good and
Douglas B. Scates, a jury of experts have evaluated the self-made survey instrument specifically for
this study.
Rating: 5 – Excellent 4 – Very Good 3 – Good 2 – Fair 1 - Poor
Criteria for Validity Jury 4 Verbal
Interpretation
 55

1. The questionnaire is short enough that the respondents

respect it and it would not drain much of his precious time. 4 Excellent
2. The questionnaire is interesting and has fair appeal such
that the respondents will be induced to respond to it and 3 Very Good
accomplish it fully.
3. The questionnaire can obtain some depth to the responses
4 Excellent
and is neither too superficial nor suggestive.

4. The items/questions and neither alternatives response is

4 Excellent
neither too suggestive nor too unstimulating.

5. The questionnaire can elicit responses, which are definite

5 Excellent
but not mechanically forced.
6. Questions/items are stated in such a way that the
responses will not be embarrassing to the person/persons 4 Excellent
concerned.
7. Questions/items are formed such in a manner to avoid
suspicion on the part of the respondents concerning hidden 4 Excellent
responses in the questionnaire.
8. The questionnaire is not too narrow nor restrictive or
limited in its philosophy. 5 Excellent
9. The respondents to the questionnaire when taken as a
whole could answer the basic purposes for which the Excellent
questionnaire is designed and therefore considered valid. 5
Total
4.22 Excellent

Interpretation Guide
Mean Score Interpretation
4.21 - 5.00 Excellent
3.41 - 4.20 Very Good
2.61 - 3.40 Good
1.81 - 2.60 Fair
1.00 - 1.80 Poor
Using the criteria develop for evaluating survey questionnaire set forth by Carter V. Good and
Douglas B. Scates, a jury of experts have evaluated the self-made survey instrument specifically for
this study.
Rating: 5 – Excellent 4 – Very Good 3 – Good 2 – Fair 1 - Poor
Criteria for Validity Jury 5 Verbal
Interpretation
 56

1. The questionnaire is short enough that the respondents

respect it and it would not drain much of his precious time. 4 Excellent
2. The questionnaire is interesting and has fair appeal such
that the respondents will be induced to respond to it and 4 Excellent
accomplish it fully.
3. The questionnaire can obtain some depth to the responses
3
and is neither too superficial nor suggestive. Very Good

4. The items/questions and neither alternatives response is

4 Excellent
neither too suggestive nor too unstimulating.

5. The questionnaire can elicit responses, which are definite

4
but not mechanically forced. Excellent
6. Questions/items are stated in such a way that the
responses will not be embarrassing to the person/persons 4 Excellent
concerned.
7. Questions/items are formed such in a manner to avoid
suspicion on the part of the respondents concerning hidden 4 Excellent
responses in the questionnaire.
8. The questionnaire is not too narrow nor restrictive or
4
limited in its philosophy. Excellent

9. The respondents to the questionnaire when taken as a

whole could answer the basic purposes for which the 4 Excellent
questionnaire is designed and therefore considered valid.
Total 3.88 Excellent

Interpretation Guide
Mean Score Interpretation
4.21 - 5.00 Excellent
3.41 - 4.20 Very Good
2.61 - 3.40 Good
1.81 - 2.60 Fair
1.00 - 1.80 Poor
 57

Reliability Testing Using Cronbach Alpha

Case Processing Summary

N %
Cases Valid 30 100.0
a
Excluded 0 .0

Total 30 100.0
a. Listwise deletion based on all variables in the procedure.

Reliability Statistics

Cronbach's Alpha N of Items

.868 11

Case Processing Summary

N %
Cases Valid 30 100.0
a
Excluded 0 .0
Total 30 100.0
a. Listwise deletion based on all variables in the procedure.

Reliability Statistics
 58

Cronbach's Alpha N of Items

.860 11

Case Processing Summary

N %
Cases Valid 30 100.0
a
Excluded 0 .0

Total 30 100.0
a. Listwise deletion based on all variables in the procedure.

Reliability Statistics

Cronbach's Alpha N of Items

.866 11

Case Processing Summary

N %
Cases Valid 30 100.0
Excludeda 0 .0
Total 30 100.0
a. Listwise deletion based on all variables in the procedure.

Reliability Statistics

Cronbach's Alpha N of Items

.904 11

Case Processing Summary

N %
Cases Valid 30 100.0
a
Excluded 0 .0

Total 30 100.0
a. Listwise deletion based on all variables in the procedure.
 59

Reliability Statistics

Cronbach's Alpha N of Items

.876 11

Case Processing Summary

N %
Cases Valid 30 100.0
Excludeda 0 .0
Total 30 100.0
a. Listwise deletion based on all variables in the procedure.

Reliability Statistics

Cronbach's Alpha N of Items

.906 11

Overall Results

Case Processing Summary

N %
Cases Valid 28 93.3
a
Excluded 2 6.7
Total 30 100.0
a. Listwise deletion based on all variables in the procedure.

Reliability Statistics

Cronbach's Alpha N of Items

.957 67

Sample Survey Questionnaire

Dear Respondents,

Greetings!

As the matter of evaluating the student's outcome in producing research in the field of Hospitality
 60

Management, the research entitles “LEVEL OF DIFFICULTIES ENCOUNTER IN LABORATORY

CLASSES OF BS HOSPITALITY MANAGEMENT STUDENT IN ONE
HIGHER EDUCATION INSTITUTION IN BACOLOD CITY”. The purpose of this study is to
determine problems in conducting publishes able and scholarly research. To attain the objectives
of the study, relevant data must be gather using survey questionnaire to conduct among
respondents aged 18 years old and above. We are pleased to inform that you were selected to be
one of the participants in the study. However, your participation in this study is voluntary. It is up
to you to decide whether to take part in this study. If you decide to take part in this study, you will
be asked to sign consent as provided below. After you have sign, you are still free to withdraw at
any time and without giving reason. Withdrawing from this study before data collection is
complete; your data will be return to you or destroyed. Attached is the survey questionnaire for
your reference. You are free to ask questions or clarify matters with the proponents concerning
part of the entire content of the survey questionnaire. Rest assured that your names will be kept
anonymous and any information you extended by answering the survey questionnaire will be
treated with utmost confidentiality expect that the study will be presented to a panel of evaluation
for approval and grading.Thank you

Proponents

RESPONDENT’S CONSENT
I have read and understand the provided information and had the opportunity to ask/clarify some
question. I understand that my participation is voluntary and I am free to withdraw at any time,
without leaving reasons and without cause. I fully understand the purpose of this study and the
importance of my participation to attain its objective. I VOLUNTARILY agree to take a part of this
study.
Participants name and Signature: Date:

Part I. Respondents Profile

Instructions: Please indicate your answer to the space provided and put a check mark ( )
on the box that corresponds to your answer.
Name (Optional ) : Age :

eSex: Male Female

Year Level: First Year Second Year

______Third Year Fourth Year
Laboratory
Classes: _____Kitchen/Culinary ______Housekeeping ______Bar
______Food and Beverage ______Computer Lab
Part II: Challenges And Learning Experience of Students in Laboratory Classes
Direction: Using the scale below, indicate your level of Difficulty you have
encountered in the following aspects of your laboratory classes in terms of the
following parameters:

5 – Strongly Agree 4 – Agree 3 – Neutral 2 – Disagree 1 – Strongly Disagree

 61

Indicators 5 4 3 2 1
Equipment
1. The laboratory equipment provided is sufficient for all students to
use during laboratory class.
2. The equipment in the laboratory is in good working condition.
3. There is enough variety of equipment to cover all aspects of the
course.
4. The student find it difficult to complete tasks due to
malfunctioning or broken equipment.
5. The lack of proper equipment negatively affects my learning
experience.
6. Student find difficulty in completing the task ahead of time due to
lack of equipment
7. Most of the equipment like, knives dull and rusty.
8. Some appliances are not functioning well, like industrial oven and
refrigerator.
9. Some of the computers is not working.
10. The key board and mouse are not working well.
Facilities
1.The laboratory facilities are spacious enough to accommodate all
students.
2. The cleanliness of the laboratory is maintained at a high standard.

3. The layout of the facilities allows for efficient practice and

learning.
4. I find the facilities to be comfortable and conducive to learning
5.The condition of the facilities (e.g., lighting, ventilation) impacts
my performance in lab activities
6. The Wi-fi connection is slow
7. The laundry area is small
8. In housekeeping there must be a functional comfort room
9. The linens must be industry standard
10. There must be a computer laboratory with property management
system application which is useable for hospitality management
student
Budget
1. The budget allocated for laboratory classes is sufficient to meet
course requirements.

2. The limited budget affects the availability of quality materials for

lab activities.
 62

3. The cost restrictions limit the variety of activities we can engage

in during lab classes.
4. I believe that budget constraints affect the overall quality of my
laboratory experience
5. The institution provides enough funding to ensure the availability
of proper resources for lab classes.
6. The ingredients must be affordable for students
7. Unexpected cost
8. Difficulty in finding budget-friendly options
9. Shortage of budget due to sudden school expenses
10. Sudden inflation of ingredients
Ingredients
1. I find it challenging to purchase the required ingredients for
laboratory activities.
2. The cost of buying ingredients for lab classes is a financial
burden.
3. I sometimes struggle to find the specific ingredients required for
our lab activities.
4. The quality of the ingredients I can afford affects the outcome of
my lab work.
5. Purchasing ingredients on my own limits my ability to fully
participate in some lab activities.
6. The cost of some ingredients is high price
7. Some ingredients is hard to find
8. The availability of some ingredients are limited
9. Difficulty in finding the quality and budget-friendly ingredients
10. Difficulty of finding the substitute ingredients when the
substitute ingredients are not available
Personnel/Staff
1. There are enough instructors or staff to assist during laboratory
classes.
2. The laboratory staff provides sufficient guidance and support
during practical tasks.
3. The instructors are knowledgeable and helpful when explaining
complex techniques.
4. I often feel there is not enough staff to address the needs of all
students during lab sessions.
5. The lack of assistance from staff hinders my ability to complete
tasks effectively.
6.Enhance the deliberation of instructors instruction
7. Staff/Personnel are knowledgeable in the equipment and
appliances
8.Staff/Personnel provide the exact tools and equipment
 63

9. Staff/Personnel are approachable and willing to assist during

laboratory classes
10. The personnel/staff ensure that all equipment is properly set up
and functional before the activity begin
Instructions
1. The instructions provided for laboratory activities are clear and
easy to follow.
2. I receive sufficient explanation before starting any practical
activity.
3. Instructors are always available to clarify instructions when
needed.
4. Sometimes, the lack of detailed instructions makes it difficult to
complete tasks correctly.
5. I feel that clearer and more detailed instructions would improve
my lab performance.
6. The instructions are direct to the point
7.The instruction include all the necessary details like tools,
materials, and techniques to complete the task.
8. The instructor is available to clarify any confusion about the
instruction during the laboratory activity
9.The instructions include safety guidelines for handling the
materials and equipment
10.The instructor explain the potential risks and hazards of each
laboratory classes

Source:
Ubane, S. C. (2023). Variates Affecting the Performance in Basic Food Laboratory of College Home Economics Students at the
University of Eastern Philippines System Variates Affecting the Performance in Basic Food Laboratory of College Home
Economics Students at the University. July. https://doi.org/10.13140/RG.2.2.13718.52801

Comments:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
 64

GODBLESS AND THANK YOU

Survey Documentation
65
 66

JASPHER G. TAYO

Purok Mahimulaton, Barangay Banago

Bacolod City, Negros Occidental 09516068148

SUMMARY:

Highly driven person who maintain a good attitude under pressure and accept the challenges and
responsibilities of producing a good result.

EDUCATION:
2021 – 2025 College
STI West Negros University
Bacolod City, Negros Occidental
Bachelor of Science in Hospitality Management

2018 – 2020 Senior High School (SHS)

La Consolacion College Bacolod

Bacolod City, Negros Occidental
Technical-Vocational-Livelihood (TVL)

2014 -2018. High School

Domingo Lacson National High School 66

San Juan St, Barangay 12,
Bacolod City, 6100 Negros Occidental

2008 – 2014 Elementary

Banago Elementary School II

Purok Bayanihan Barangay Banago

Bacolod City, Negros Occidental

SKILLS AND ABILITIES:

• Able to work flexible hours, Nights and Weekends
• Honest, Responsible and Hardworking.
• Attentive, Organized and able to prioritize the task given.
REFERENCES:

Ma Maricel Murillo UCSP, Teacher

09257619834
Bacolod City
Mr. Jose Marie Galvez MBA-HRM Teacher
La Consolacion College Bacolod
DOMINGO , NOVEMBER MAE P.
 67

Maharlika St. Brgy. 9 Poblacion,

Isabela Negros Occidental 6128 Philippines
+639562497747 novemberdomingo20@gmail.com

SUMMARY:

An optimistic and has the heart to serve others. A fully equipped and ready to gaze at the real
world- wider and broader. Has the initiative and good skills to lend hands to others. An organized
one in dealing with the management of time and work. A determined and persevere in coping up
challenges that life has set before her. Has the strong mind to explore, analyze, create, and think
creatively. A globally competent and trustworthy individual to any field of concentration.

EDUCATION:
2021 –Present College

STI West Negros University

Bacolod City, Negros Occidental
Bachelor of Science in Hospitality Management

2018 – 2020 Senior High School (SHS)

Negros Occidental Highschool

Bacolod City, Negros Occidental
Technical-Vocational-Livelihood (TVL)

2014 -2018. High School

Negros Occidental Highschool

Bacolod City, Negros Occidenta

2008 – 2014 Elementary

Education Training Central School II

Bacolod City, Negros Occidental
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