Carenh Final

ii
DETERMINING THE COMPETITIVENESS OF HOSPITALITY AND

TOURISM FACILITIES AND LEVEL OF INSTRUCTIONS AMONG
STUDENTS, TEACHERS AND ADMINISTRATORS IN HIGHER
EDUCATIONAL INSTITUTION
A Thesis
Presented to
the Faculty of the Graduate School of Education
Cebu Roosevelt Memorial Colleges
San Vicente St., Bogo City, Cebu
In Fulfillment
of the Requirement for the Degree
MASTER OF ARTS IN EDUCATION
Major in Educational Management
CARENH M. ABENAZA
October 2022
ii
APPROVAL SHEET
This thesis entitled “DETERMINING THE COMPETITIVENESS OF

HOSPITALITY AND TOURISM FACILITIES AND LEVEL OF INSTRUCTIONS
AMONG STUDENTS, TEACHERS AND ADMINISTRATORS IN HIGHER
EDUCATIONAL INSTITUTION” prepared and submitted by CARENH M.
ABENAZA in partial fulfilment of the requirements for the degree MASTER OF ARTS
IN EDUCATION, major in Educational Management, has been examined, accepted, and
approved.
JAMES H. SAMILLANO, Ed.D.

Dean, Graduate School of Education
Cebu Roosevelt Memorial Colleges, Inc.
Thesis Adviser
THE THESIS COMMITTEE:
JAN AXEL L. CORTES, PhD TM.

Education Program Specialist II - HRDS
Division Research & Development Coordinator
DepEd – Division of City of Bogo
Chairman
SHIELA L. TIROL, M.A. ARIEL O. TINAPAY, Ed.D

Faculty, Graduate School of Education Faculty, Graduate School of Education
Cebu Roosevelt Memorial Colleges Cebu Roosevelt Memorial Colleges
Member Member
JAMES H. SAMILLANO, Ed.D

iii
PANEL OF ORAL EXAMINERS
Approved by the Committee on Oral Examination with a grade PASSED.
THE THESIS COMMITTEE:

JAN AXEL L. CORTES, PhD TM.
Education Program Specialist II - HRDS
Division Research & Development Coordinator
DepEd – Division of City of Bogo
Chairman
SHIELA L. TIROL, M.A. ARIEL O. TINAPAY, Ed.D

Faculty, Graduate School of Education Faculty, Graduate School of Education
Cebu Roosevelt Memorial Colleges Cebu Roosevelt Memorial Colleges
Member Member

Accepted and approved in partial fulfilment of the requirements for the degree of
MASTER OF ARTS IN EDUCATION major in Educational Management.
Comprehensive Examination : Rating:
Oral Examination : Rating:
Book Submission :

iv
ACKNOWLEDGMENTS
The researcher would like to acknowledge and extend his profound gratitude to several
individuals whose guidance and knowledge shared had made the work presented in this
thesis possible.
To Ms. Shiela L. Tirol, for her valuable comments and supervision of his work.
To Dr. James H. Samillano, her adviser, for his intellectual direction in completing this
study. The researcher will be forever indebted for his guidance, help, and support.
To Mr. Victor Elliot S. Lepiten, III, CRMC President, for allowing the researcher to avail
of a Masteral course under the Faculty Development Program to upgrade the researcher’s
academic credentials.
To Dr. Jan Axel Cortes and Mr. Ariel Tinapay, for their suggestions and insights that
played a vital role in the realization of this study.
To the Dean of the College of Commerce of the Cebu Roosevelt Memorial Colleges for
helping the researcher in collecting the necessary data.
To her fellow faculty members of Cebu Roosevelt Memorial Colleges, for imparting
knowledge necessary to the research development.
To the working assistants for always being ready to extend their service whenever needed.
She is highly grateful and forever thankful to all those who showered enthusiasm and
encouragement and pushed the researcher farther than she thought she could go.
v
DEDICATION
I wholeheartedly dedicate this piece of work to my husband Emel C. Abenaza, to
my beloved sons Beor William M. Abenaza, Asher Dos M. Abenaza, to my daughter Yzza
Ylaisha M. Abenaza, and my upcoming little one for their endless support and motivation.
The joy and love they bring to my life had given me the strength to continue pursuing my
professional endeavors.
I also dedicate this study to my parents, brothers and sisters, to my relatives, friends,
and colleagues for their words of encouragement and advice.
Lastly, I offer this thesis to our Almighty God, who always gives me wisdom, skills,
and mind power in everything I do.
Carenh M. Abenaza
vi
Determining The Competitiveness of Hospitality and Tourism Facilities and Level of
Instructions Among Students, Teachers and Administrators in Higher Educational
Institution
Carenh M. Abenaza
Student, Graduate School of Education, Cebu Roosevelt Memorial Colleges
[email protected]
Abstract
The effective quality of the learning process is one of the important indicators that
influence the competitiveness of tourism and hospitality facilities and the level of
instruction. It is well encompassed that competitive nature has an impact in teachers'
quality instruction to student learning by establishing various equipment and facilities for
instruction. The purpose of this study was to determine the competitiveness of tourism and
hospitality management facilities as well as the level of instruction among students,
teachers, and administrators at Cebu Roosevelt Memorial Colleges in Bogo City, Cebu for
the Academic Year 2021-2022. The descriptive - correlational research method was used
in this study, along with an adapted and modified questionnaire, to assess the respondents'
profile, competitiveness of tourism and hospitality management facilities, and level of
instruction from the perspective of students, teachers, and administrators. The majority of
respondents were between the ages of 20 and 29, and the majority of them were female.
There is, however, a significant correlation between the respondents' designation and
assessment. Furthermore, in most of the underlying dimensions, there was a significant
relationship between respondents' perceived level of facilities competitiveness and their
perceived level of instruction competitiveness. The study's findings can be used to guide
future research in areas such as school facilities and instructional competitiveness. The
quality of the school facilities and instructions fulfill a student's learning ability and
motivates them to participate in various extra-curricular activities; as a result, teachers can
establish competent learners toward developing their skill.
Keywords: competitiveness, school facilities, instructions, quality, performance,
achievement, assessment, resources, equipment, profile, methods

vii
TABLE OF CONTENTS
Title Page i
Approval Sheet ii
Acknowledgment iv
Dedication v
Abstract vi
Table of Contents vii
List of Tables ix
List of Figures x
Chapter
1 THE PROBLEM AND ITS SCOPE 1
INTRODUCTION 1
Rationale of the study 1
Theoretical Framework 3
Statement of the Problem 10
Significance of the Study ` 11
Definition of Terms 14
2 REVIEW OF RELATED LITERATURE 16
3 RESEARCH METHODOLOGY 38
Research Design 38
Research Environment 38
Research Respondents 39
Research Instruments 40
Research Procedures 41
Data Gathering 41
Treatment of Data 41
ETHICAL CONSIDERATIONS 42
4 PRESENTATION, ANALYSIS AND 48
INTERPRETATION OF DATA
Profile of the Respondents 48
viii
` Respondent’s Perceived Level of Facilities’ Competitiveness 50

Respondent’s Perceived Level of Facilities’ Competitiveness
in terms of Quality 51
in terms of Efficiency 52
in terms of User-knowledge 53
in terms of Resources and Equipment 55
Summary of the Respondents’ Perceived Level of Facilities’
Competitiveness 56
Respondent’s Perceived Level of Instructions Competitiveness 57
Respondent’s Perceived Level of Instructions Competitiveness
in terms of Teacher Quality 58
in terms of Methods and Activities 59
in terms of Assessment 61
in terms of Performance 62
in terms of Achievements 64
Summary of the Respondents’ Perceived Level of Instructions
Competitiveness 64
Relationship between Respondents’ Profile and their
Perceived Level of Facilities Competitiveness 65
Relationship between Respondents’ Profile and their
Perceived Level of Instruction Competitiveness 67
Relationship between Respondents’ Perceived Level of
Facilities Competitiveness and their Perceived Level
of Instruction Competitiveness 69
Proposed Action Plan 72
ix
5 SUMMARY, FINDINGS, CONCLUSION 75

AND RECOMMENDATIONS
Summary of Findings 75
Conclusion 76
Recommendations 76
REFERENCES 78
APPENDICES
Appendix A – Transmittal letter 83
Appendix A2 – Letter to the Dean 84
Appendix B – Implied Consent Form 85
Appendix C – Research Instrument 88
Appendix D – Locale of the Study 90
Appendix E – Plagiarism Check 91
Appendix F – Certification 93
CURRICULUM VITAE 94
x
LIST OF TABLES
Table Title Page
1 Distribution of Research Respondents 28
2 Respondents' Profile 37
3 Respondent's Knowledge in Objective Test Construction Procedure 38

in terms of Developing Test Specification

in terms of Selecting Appropriate Item Types

in terms of Preparing Relevant Test Items

in terms of Assembling the Test
7 Summary Table of Respondents' Knowledge in Objective Test 42

Construction Procedure
8 Relationship between Respondents' Profile and Their Knowledge 43

in Objective Test Construction Procedure
xi 0
LIST OF FIGURES
Figure Title Page

1 Schematic Diagram of the Theoretical Framework of the Study 8
2 Scheme of Implementation 74
1
Chapter 1
THE PROBLEM
Introduction
Recently, the quality of facilities and instructions in hospitality and tourism
programs has risen rapidly around the country. The number of programs at higher
education institutions (HEIs) in different regions has dramatically increased. According to
CHED Memorandum No. 14, series of 2012, every HEI dreams of being a Competency
Center and a Center of Development for Tourism and Hospitality programs. This is to
ensure that the program can give a favorable learning environment to all students in it and
to continuously demonstrate superior performance in teaching, research and publication,
extension and linkages, and institutional qualifications. So it aims to ensure and familiarize
students with current trends in online booking, hotel reservations, and other operations that
have been at the forefront of the industry's competitive image of HTM education. Society
has high expectations of HEIs offering Hospitality and Tourism Programs to enhance the
knowledge and skills of an individual.
This study determines the competitiveness of facilities and the level of instruction
of an HEI. By keeping up with current industry trends, education has a solid and intimate
relationship with its industry to instruct students in hospitality and tourism (Goodman &
Sprague, 1991). Furthermore, global education systems and associations, the most crucial
contribution of the World Tourism Organization, whose findings and analyses are focused
on personnel training and development, agree that personnel professional development and
education development are significant for managing hospitality and tourism. Education and
professional development are the most critical factors that directly and indirectly reflect
2
the competitiveness of tourism and hospitality products. The achievement of company
objectives, as well as high-caliber personnel, their expertise, and experience, in addition to
the company's very future, are greatly influenced by a company's future. (Perman &
Mikinac, 2014).
Since the tourism and hospitality industry is service-oriented, there has been
significant research on this topic. Most programs give more weight to expectations and
opinions from the industry. As a result, most relevant research on hospitality and tourism
education does have to focus on the employer's perspective. In contrast, very few tend to
emphasize the views of natural learners and educators. Companies, such as industry
practitioners, lack the essential skills to evaluate hospitality and tourism programs
objectively. On the other hand, as students actively engaged in studying as a component of
the curriculum, admin, including faculty members, can assess the hospitality courses with
specific group regard to how well they enhance students' readiness for their predicted future
careers in hospitality and tourism, on the faculty's role in educating students, creating
curricula, and, to some extent, institutions providing common facilities and instruction. The
economic growth of many countries nowadays depends solely on tourism. How to ensure
quality is a pivotal part of higher education (HE). Although there is a rise in the need for
tourism and hospitality education, schools face challenges related to the quality of the
facilities they provide and the caliber of their training. It, therefore, trains students who
want to participate in one of the numerous occupations that help compensate for the hotel
and tourist business, which is essential in influencing the talent pool within the future labor
market. Parents and students nowadays are also more intelligent and demanding.
Therefore, policymakers stand out in the heightened competition through quality pursuit
3
and assurance. It is a need to conduct this study in Cebu Roosevelt Memorial Colleges
because there is no current study about the competitiveness of facilities and level of
instruction in the tourism and hospitality curriculum. Through this, the researcher was
compelled to undergo the examination “Determining the Competitiveness of Hospitality
and Tourism Facilities and Level of Instructions Among Students, Teachers, and
Administrators in Higher Educational Institutions” to increase the quantity of students’
quality in the way institutions are operated and manage functional and operational areas of
hospitality and tourism effectively and efficiently experiencing world-class standards.
Theoretical Framework
This study is anchored on William Edwards Deming's Total Quality Management
Theory, which he created in the 1950s. Deming began the 14 points that make for
knowledge development in the workplace and can be used to direct long-term company
plans and objectives. Also, he identifies seven deadly management diseases, such as the
aforementioned: Lack of having a purpose; emphasis on immediate gains; Systems for
assessing an employee's performance, merit, or annual review; Adaptable management;
managing a company solely on visible data as distinct to "invisible" or non-numerical data;
Excessive medical costs; Unreasonable liability costs. We needed to address those seven
deadly diseases with proper management and dedication to quality for continual
improvement. Also, he underlined the importance of establishing a commitment to general
quality management among staff members and delivering quality signals to them. To
achieve educational excellence, complete quality management (Total quality management)
must be incorporated. He, therefore, promotes the concept of the Act (PDCA Wheel or the
Plan - do - check cycle, that must be gone thru to get from "problem faced" to "problem
4
solved." Through evaluating and comparing goals and outcomes with the set objectives,
Quality management in business and management is a method that is frequently used to
support firms in continuously improving their work process, goods, and services. (Huawen,
et. al., 2015).
The Competitive Advantage Theory, which also emphasizes the combination of
internal and external components (chances and strengths versus weaknesses and threats),
is an assisting theory for this study. Still, it is essential to remember that competition is a
complex process. But since the principle of competitive nature is the companies' strategy
adaptations to their external environment, the CEO's strategic decisions directly impact the
organization's performance (Porter, 1991; Roquebert et co., 1996). In addition to the
various ideas of industry competitiveness, two theoretical perspectives from Porter's study
will be relevant (1979, 1980, 1985). Today's HEI should be more entrepreneurially
engaged and contribute effectively to society in fulfilling its mission. This theory was
selected because it can better represent these requirements. Competitive strategies were
Porter's (1979) studies' main contributions to the views of industry competitiveness. First,
it showed how the five forces, the threat of substitutes, the power of the buyer's bargaining
job, the power of the supplier's bargaining position, and rivalry among the players shape
the strategy. This model is the source of the second Porter's (1980) contribution, which
relates to its general marketing advantage (cost leadership, differentiation, and focus). The
value chain often referred to as the organization's internal adaptation to competition, was
the third contributor (Porter, 1985). Porter's (1979) five forces two of it - the entry of
competitors in traditional HEIs, organizational and virtual universities are
internationalized, wherein the buyers' negotiating power should be of primary concern to

5
educational strategists. They identify and capitalize on their talented people and wealth by
developing competitive methods to allow their set - up in a continuous and integrated
market (Mainardes, Ferreira, & Tontini, 2011).
Furthermore, this study is supported by the Humanism Learning Theory articulated
by Carl Rogers and Abraham Maslow (1950s-1960s), centered on the basis that youngsters
become infallible and that instruction should concentrate on logical methods for teaching
the "whole" student. To this theory, the students have control over how they learn and how
well they study to meet their needs. Schools, for example, provide food to students so that
their requirements can be completed so that they can focus on education for students who
are hungry and will not be able to pay as much attention to learning. The humanistic theory
includes people's brightness, warmth, wisdom, artistic expertise, technical skills, and more
as part of their education. Personality, objectives, and autonomy are key learning elements
in humanistic learning. Humanistic psychologists and Maslow suggest that' when all
students' needs are met, they are intimately good and will make intelligent decisions. They
highlight that students unleash the best in themselves and that humans are motivated more
by their feelings than by rewards and punishments. Humanism holds that when an
appropriate educational environment is created, students are self-reliant, fundamentally
practical, and capable of accomplishing their best. The optimal learning environment
should address the learner's interpersonal, emotional, and cognitive needs.
In a complete set and to develop an analysis of effectivity in quality framework and
elements for the Tourism and Hospitality Management Department, (Rahman, 2010) added
two different notable results of higher education, which is the integration of Malcolm
Baldrige National Quality Award (MBQNA) frameworks also Model of Context, Input,
6
Process, and Product (CIPP). Thus according to Cheng (1995), the quality of education
effectiveness principle included elements in the education system's input, process, and
output, as well as the education system's assistance to its external and internal
constituencies. Huawen, et.al., 2015).
Hence, educational evaluation has developed into a significant quality assessment
for tourism and hotel academic programs to maintain power and competitive advantage. It
is also important to note that identifying the competitiveness of the facilities needed and
the instructions delivered to the management of hospitality and tourism in assessing the
program's skill and knowledge of hospitality and tourism competencies in all areas of the
industry. Thus, this study attempted to propose and validate a higher and second-order
construct for the Management of Tourism and Hospitality Departments and investigate the
relative value attributed to each of the facets by students, lecturers, and academics. In
addition, as mentioned in the theoretical framework (see Fig. 1), the construct of higher-
order (competitiveness of education facilities and instructions) reflects standard
components referred to in CIPP and other quality systems. Curriculum falls into this
category, where it is the most important player and contributor to higher education. Quality
is a crucial element of the MBNQA, which shows the Hospitality and Tourism Programs
to measure competency accurately.
The framework of this study Determining the Competitiveness of Hospitality and
Tourism Management Facilities and Level of Instructions Among Students, Teachers and
Administrators in Higher Educational Institution is shown in Figure 1:

7
TQM Theory
W. E. Deming (1950s)
Competitive Advantage Theory

Michael Porter (1985)
Humanism Learning Theory

Carl Rogers &Abraham Maslow (1950s-1960s)
Teachers
Students Respondents
Profile Administrations
Facilities Level of Instructions
Quality Teachers’
Quality
Efficiency Methods and

Activities
User- Assessment
Knowledge
Performance
Resources &
Equipment
Achievements
Proposed Action Plan
Figure 1: The Theoretical Study of Framework Schematic Diagram.

8
Teaching and learning reflect instruction and how faculty members establish
learning outcomes effectively. Resources and equipment cover the different types of
management training facilities (for example, a mock-up hotel room or a demonstration
kitchen), service counter, bar tools, and others) and space. Facilities referred to pieces of
equipment, services, or amenity that are provided for a specific purpose like a travel
agency, mini-hotel, food laboratory, bar section, and other aspects related to the hospitality
and tourism industry. Achievements and competencies performance (can be good or bad)
(can be praise or criticism) of the students as well as the certificates and awards received
and experiential learning in their field. Thus, it covers experiential realms in the industry
and the specific skills they applied in experience-based learning and application. For
example, the practitioners undergo the training of their career in-line with the curriculum
if they were able to apply the theories and knowledge they’ve gained or the awards received
in joining a competition and others. Finally, teachers are the second most important factor,
which includes teacher quality and teaching performance.
Teachers' quality in hospitality and tourism industries and/or leisure is experience
as well as their specializations. Hence, it ought to consider whether teachers' specializations
are fitted with the program's aims and whether the courses chosen to teachers are suitable
for their area of expertise. Teachers' performance are evaluated based on the ratings,
remarks, and feedback received from the institute, as well as how vigorously the faculty
member takes part in activities for professional development. Then, Administrative
Management relates to the capability of program management in an educational process,
like attaining the objectives of the institution and involving the performance of the
organization.
9
Statement of the Problem
The purpose of this research was to analyze the competitiveness of hospitality and
tourism management facilities, as well as the level of instruction among students, teachers,
and administrators at Cebu Roosevelt Memorial Colleges in Bogo City, Cebu, for the
Academic Year 2021-2022. The findings served as the foundation for a proposed action
plan. This study specifically sought to respond to the following research questions:
1.What is the target audience of the respondent in terms of:
1.1 age;
1.2 gender;
1.3 course;
1.4 educational level;
1.5 designation; and
1.6 Skills training attained?
2. What is the respondents' perception of the level of competitiveness of facilities in
terms of:
2.1 quality;
2.2 efficiency;
2.3 user-knowledge; and
2.4 resources and equipment?
3. What is the competitiveness level of instructions as perceived by respondents in
terms of:
3.1 teachers’ quality;
3.2 methods and activities;

10
3.3 assessment;
3.4 performance; and
3.5 achievements?
4. Is there a connection between the respondents' demographics and the perceived
competitiveness of their facilities?
5.Is there a relationship between the respondents' demographics and their level of
instruction competitiveness?
6. Is there a substantial relationship between the respondents' level of competitiveness in
facilities and their level of competitiveness in instructions?
7.What action plan can be suggested in light of the findings?
Statement of Hypotheses
This study's null hypotheses are as follows:
H01: There is no substantial relationship between the respondents' profile and the
competitiveness of their facilities.
H02: There is no statistical significance relationship between the respondents'
demographics and their level of instruction competitiveness.
H03: There isn't a strong relation between the competitiveness of facilities and the
competitiveness of instructions.
Significance of the Study
This study prepares students for effective job performance and commits itself to the
development of highly competent successful professionals in the hospitality and tourism
industries utilizing the facilities offered along with the methods and delivery of
instructions. This study aims to determine the hospitality and tourism management courses
11
that made the students, teachers, and administrative management competitive from the
quality of the facility offered and the effectivity of instructions thus it would benefit the
following group or individuals:
School. School competitiveness is frequently associated with the quality of
education provided to its students. Schools must be aware of the effectiveness of the
instructions and in utilizing the facilities to evaluate the performance of teachers and
students to produce highly competent professionals in the field of catering, hotel and food
and beverage management, MICE management, and tour and travel management. Thus, it
completes task activities efficiently and effectively in the manner that is expected in the
hotel and tourism sectors, gains marketable skills and knowledge that is required by the
industry, well-trained and skill-oriented individuals, and highly-dedicated individuals
fostering positive work values, discipline, and leadership.
Administrators. The administrators provide all the products and services of the
academe or the institutions that can create and produce an excellent competent professional
and also able to manage and operate a business along with their marketable skills and
knowledge. This will help students and teachers assess the competitive standard required
in the operation needed in hospitality and tourism. The facility and equipment serve as the
foundation for all actions to be carried out by the teacher with the goal of professional
development and, as a result, the organizational development of the educational institution.
As the institution's key person, use a facility that can compete in the fields catering, hotel
and food and beverage management, MICE management, and travel and tour management,
and undertakes work activities effectively and efficiently.

12
Teachers. Teachers have a significant impact on the school's overall
competitiveness. As a key implementer of programs that aim to enhance student learning
outcomes, teachers must have sufficient knowledge and skills in the field of hospitality and
tourism management industry so that learning goals and objectives will be carried out. This
is to measure that they are able to teach their students effectively which can make the
learners a competent individual ensuring they provide the various aspect of practical
learning in hospitality and tourism, as to facilitate the decisions on the programs with their
expanded knowledge and skills.
Parents. The parents can evaluate whether the institutions provide lifelong learners
to learners and molding into highly competent professionals in their child's chosen field or
career. This guide the parents on what school they would like to send their children to.
Students. The students can learn from the center of learning and make themselves
competitive individuals by utilizing the resources of the institutions and properly adhering
to the standards. The results can be used as a reference to encourage the students to identify
their strengths and weaknesses so they can improve and enhance their skills.
Researcher. The researcher in this study would explore and evaluate the
competitiveness of the hospitality and tourism management courses from the students’
perceptions and teachers’ preparedness that affects the school well-being. This could have
regarded a rewarding task for the researcher in order to ensure that the real work of teaching
is not hampered in the classroom and that more time is allotted to developing the
competitive edge of quality education.
Future researchers. The study could be a good starting point for additional
research on the competitiveness of facilities and instructions. It may also assist future
13
researchers in answering questions about the competitiveness of facilities and instructions
in education and how these indicators affect school performance and students’
achievements.
Definition of Terms
As according Cresswell (2013), words are operationally defined in order to have a
full comprehension of their meaning. The following are operational definitions of terms
related to theoretical framework knowledge and the relevance of the study.
Facilities’ Competitiveness refers to tools, pieces of equipment, and services that
support the functionality, safety, and sustainability of a school. It consists of the mock-up
hotel, restaurant design, bar/coffee laboratory, tour and travel agency, and many more
which all provide overlapping comfort and efficiency of use in order to meet guests'
expectations and enhance their experience during their stay. Facilities also help to define
the institution and provide identity in the marketplace that yields attractive results to the
organization.
Instructions’ Competitiveness refers to the teaching techniques and instructional
experiences that a teacher employs in the classroom to deliver the curriculum. Instruction
is vital for education, as it is the transfer of learning from one person to another. Thus,
teaching aids in the application of techniques, methodologies, and/or skill sets for a class
who performs at or above the expected level. The deliberate arrangement of activities
designed to facilitate achieving specific learning outcomes.
Profile of the respondents refers in this study to such variables as age, gender,
educational attainment, designation, course career, pieces of training, and year level. This
14
aims to identify respondents’ demographic data points and check if they satisfy all the
required checklists for the research, and hence to verify eligibility.
A Proposed plan of action is a systematic set of measures to be taken in to deal
with issues, problems, and difficulties while achieving specific goals. A proposal, also
renowned as an organizational intervention, is a document that summarizes a problem and
suggests a solution. It is critical to create key tenets of interventions that are focused and
adapt those to the study's context.

15
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
Introduction
This study sought to ascertain the competitiveness of facilities and the level of
instruction among students, teachers, and administrators in HEI in Cebu Roosevelt
Memorial Colleges. The literature findings of the current study benefit the skill
development of students and teachers for effective performance as well as the knowledge
to commit itself to the development of highly competent successful professionals as the
school administrators provide them with opportunities to analyze the current analysis of
learners and teaching methods towards the curriculum. The study aims to determine
hospitality and tourism management courses contribute to students' competitiveness from
the quality of the facility and effectiveness of the instructions along with the
administration's support. The key themes presented in this work are the following: Assess
the efficiency of the hotel and tourism school's curriculum based on student perceptions of
readiness, identify the easiness of performance of facilities that teachers and students can
use, identify areas of knowledge and expertise wherein hospitality teachers and learners
are more and less able to prepare, and factors affecting administrators. The concepts
presented have been embedded into the literature review and related studies.
The literature review begins with analyzing the two variables of facilities and
instructions', their indicators, and how they relate to an individual's perspective and
awareness. The literature reviews also present the significance of the facilities'
competitiveness and instructions competitiveness that may affect the quality and
effectiveness. Finally, a review of related literature and studies on the quality theory,
16
competitiveness advantage theory, and humanism theory learning from the different gurus.
The review concludes by discussing the Total Quality Management Theory, Competitive
Advantage Theory, and Humanism Learning Theory. TQM theory studies qualities in
which business engages to ensure products meet customer needs. Quality management is
an organized method of managing the overall operations of an organization. The goal of
the process is to continuously develop enterprise systems to enhance the standard of a
school's outputs, such as services and products. The guidelines defined as a component of
the Company framework can highlight all these internal priorities and existing industry
standards.
Competitive Advantage theory study of factors conditions for productivity growth
of strategic management. This refers to the elements or characteristics distinguishing one
company from its competitors in producing more affordable or better quality services or
products. It refers to the factors that allow a company to create products or services better
or at a lower cost than competitors, resulting in much more selling or significant profit
margins. Humanism Learning theory studies the central assumptions of humans that people
act intentionally and values, and cognitive psychologist believes that constructing meaning
or discovering knowledge is central to learning. Humanism emphasizes the freedom of
individuals to work and govern their own lives. It cares about ethical beings, interests,
capabilities, desires, worth, and dignity. It is the belief that people are intrinsically good
with an incredible ability for growth and improvement. The process of acquiring new
knowledge, personality traits, skills, and virtues through research, practice, and expertise
is known as learning. It describes the "process by which behavior is changed, shaped, or
controlled."
17
School Facilities
In an educational institution, facilities are a part of the property, which enables
students to achieve their goals. The purpose of educational organization facilities is to
provide students with a comfortable learning environment. Higher education
infrastructures are physical goods and facilities that directly contribute to the efficiency of
teaching and learning in the education systems. This will give the institutions the proper
condition and ambiance for learning and teaching. Higher education facility development
is complicated to guarantee high-quality instruction and maintain global standards.
Buildings, classrooms, workshops, laboratories, and a tour and travel bureau are all part of
the development. Inadequate facilities substantially impact students' learning and teachers'
attitudes toward classroom activities. (Abdullahi, Wan, & Wan, 2018).
Facilities are critical for attracting new students and creating an environment for
learning. High-quality and standard facilities are regarded to have a substantial impact on
learner's choice of a higher education institution (Price et al., 2003; Douglas et al., 2006);
on respondents' learning process (Lewis, 2000); and on general impression upon the school
(Nguyen and LeBlanc, 2001), and it distinguishes universities from their competitors. As
a result, university facilities are regarded as one of the most critical strategic sources of
competitive advantage in the higher education sector (Weerasinghe, Fernando, & Roberts,
2018).
Examples of physical facilities are buildings, lecture halls, libraries, laboratory
facilities, office space, and other components and infrastructural facilities that are probable
to motivate students to learn. The physical resources supplied for teachers, staff, and
students to maximize productivity in education and learning are referred to as school

18
physical facilities. This is to provide and maintain safe, tidy, and innovative educational
environments that encourage students to achieve high levels of success. Physical premises
strive to provide students with a comfortable environment to work and learn. The facilities
are essential for students' efficient learning and academic achievement. All must be made
available to schools to give students more concrete and real-world experiences. The
availability of learning resources and materials, as the dominant reason for contributing to
educational excellence in the school system, are critical factors in students' better learning
and achievement and for suitability and easiness of the subject taught (Lyimo, Too, &
Kipng'etich, 2017).
Quality of School Facilities
Quality indicators can be the foundation for various academics involving judgments,
distinctions (through advancing a ranking model), assurance, and operational and strategic
planning in hospitality and tourism programs. Quality assurance and a total quality
management system through tourism and hospitality education services, depending on the
recommended quality indicators, would help to elevate local offerings to exhibit high
standards. When choosing a degree, potential students and their family members will have
direct exposure to an impartial decision-making tool. (Anastasios, et. al., 2014).
The post-occupancy evaluation (POE) technique was employed to evaluate the quality
of HEI facilities, which reflects standard components referred to as CIPP, MBNQA, and
another quality system. The performance of any business is to provide a secure and
productive working environment. It is to operate effectively and efficiently and offer better
levels of client satisfaction through improving current facility quality to enhance the
functional ability and image of a facility and its systems. Meanwhile, unless this is
19
integrated into the HEI's marketing strategy, it must be assumed that the facility's quality
will not affect student choice. As an outcome of shifts in the educational sector, learning
and teaching strategies, and user expectations, the connection between the value and
quality of higher learning institutions can be viewed as a dynamic relationship (Vidalakis,
Sun, & Papa, 2013).
The Efficiency of School Facilities
Efficiency measures how well a company uses resources to achieve long-term
results. Efficiency is split into two components allocative efficiency and technical
efficiency. The first is an organization's ability to use varying assets in ideal dimensions to
generate various outputs while considering input costs and production technology. The
other involves the physical correlation between the consumed resources, such as equity,
labor, and equipment, and achieving the highest output level with the fewest available sets
of inputs. The cumulative effect of allocative and technical efficiency generally measures
total efficiency. This type of analysis enables a better understanding of how efficient and
effective service delivery components work for the resources in the facility (Babalola &
Moodley, 2020).
Higher education institutions in the Philippines must focus on core functions,
strengthen ties to the economy, collaborate with the community and abroad, and stimulate
greater operational efficiency. They involve managing the entire value chain with confined
financial and physical assets, leading to cost reductions and higher product quality. As a
result of the complete utilization of current attributes, acquisition of expense tech, sensible
resource planning, and simplified design, a company will benefit from facility efficiency
(Jayabalan J, Dorasamy M, Raman M, et al., 2021).

20
Simmons Koang (2014) asserts that one of the critical factors in determining lower or
higher internal efficiency is school organization and structure and that school-based
conditions involve educational facilities and teacher quality. This indicates that the
efficiency with which such facilities are used and the quality of the facilities provided to
the school will undoubtedly influence the level of the outputs. And since proper instruction
cannot occur without sufficient instruments, which are critical in fostering a favorable
environment in academic settings for both teachers and students. As said by Abdulkareem
and Fasasi (2013), 's facility management approach, preparing, staffing, orchestrating,
directing, and monitoring the procedures of production, maintenance, consumption, and
development of educational establishments are essential roles of school administration in
terms of facility management (Souck & Nji, 2017).
User knowledge of School Facilities
Facilities and their systems in a higher learning institution provide users with an
enhanced learning and instruction environment. As a result, it exposes faculty members
and students to new information while discovering unique teaching and learning strategies
and untraditional learning activities. A teacher with a positive mindset and good
competencies in using facilities and equipment and their applications should undergo
additional training for its beneficial use in learning and teaching activities. In this regard,
teachers must be prepared to make the most of the opportunities given in the field of
education (Bachalapur & Manjunatha, 2022).
This is why identifying the users' requirements is one of the most difficult
challenges for higher education facilities managers (Kamarazaly et al., 2013). POE is a
process for gathering user feedback on facility performance to improve existing facilities
21
and influence future construction and design. POE can be used to collect feedback on
energy efficiency, indoor environment quality, and user satisfaction, among other things.
The experiences are drawn from facility users' perceived satisfaction. In this context,
satisfaction refers to comparing the manageable performance experienced by users as
expected from a facility's performance (Baird and Dykes, 2012; David Jiboye, 2012). In
these situations, user perception of how the facilities' performance attributes support their
academic pursuits and well-being is reflected in how satisfied users are with an educational
setting. According to Seshadhri and Paul (2017), satisfaction is the complementing
endorsement of users' contentment. These performance metrics should assess how well the
facility satisfies user expectations and needs (Douglas, 1996) (Abisuga, Wang, &
Sunindijo, 2019).
One of a university's primary strategic components that it also depends on is its
students. In a cutthroat environment, satisfying them in ways that draw so many students
to future programs is critical. Students' satisfaction is a momentary emotion that results
from an assessment of the academic experience, services, and resources a student employs
while learning (Elliott and Shin, 2002; Dedunu, 2017; Weerasinghe and Fernando, 2017).
If students know how to use the resources their learning will be facilitated. As a result,
universities can use understanding just how student satisfaction develops to create
strategies that will make them more appealing to prospective students (Weerasinghe,
Fernando, & Roberts, 2018).
Without a purpose, information can be regarded as knowledge. It can only respond to
'who, where, when, what," and "how"' queries, whereas ability can answer 'how-to' queries
(Ackoff, 1989). Thus, through learning, knowledge is created from information (Bednar,
22
Cunningham, Duffy, & Perry, 1992; Merrill, 1991; Resnick, 1989). In this way, user
representations help to inform design decisions for better achievement (Hyysalo, 2006b;
Sharrock & Anderson, 1994). The user experience is built by designers based on their
interaction (e.g., their engagement with the vestige, their experience as a client) and
relevant expertise (e.g., knowledge gained from inventing similar artifacts) (Oudshoorn &
Pinch, 2003; Hyysalo, 2006a). These imply that users' ability will be rooted in how the
learning is created about the user's information and process (Oygür, 2018).
Resources and Equipment of School Facilities
According to the Association of Career and Technical Education (2009), a skilled
and educated workforce is the fundamental basis of business growth and innovation and
the path to self-sufficiency for individuals and communities. According to Furfuri and
Muhammad (through Chukwuji, Nwankwo, Tsafe, Sayudi, and Yusuf, 2017), it facilitates
access to educational resources and allows children to develop 21st-century learning skills.
As an outcome, it is sufficient to state that the education system and its product features
(students) rely on the sufficiency of facilities and supplies with various assets to accomplish
set academic goals rather than solely on the provision. Examples of these resources and
equipment include stainless tables, high chairs/ bar chairs, dish rack/cabinets utensils,
kitchen furniture and tools, walk-in oven, computers, and various machines supporting
processing, storage, and accessibility. Without purchasing this equipment, tools affect the
achievement of set educational goals (Chukwuji, 2020).
Ample equipment and tools are critical in preparing students for a growing 21st-
century workforce. Inadequate teaching materials have been written about throughout the
educational system, and such deficiencies may leave gaps in students' ability to become
23
proficient in this challenging service industry. Programs should ensure adequate equipment
and tools are available to meet curriculum content and industry standards. It is also
recommended to investigate purchasing decisions for laboratory tools. Ineffective teachers,
due to a lack of adequate training (Darling-Hammond, 2000) and a scarcity of appropriate
teaching materials, can be disadvantageous to the educational process (Darling-Hammond,
2007). The lack of obtainable resources and equipment can be caused by various factors,
and it can be a significant source of concern for interested parties and stakeholders.
Teachers frequently encounter additional difficulties due to a lack of adequate teaching
resources, the constant change in standards and objectives, and problems connected to
lecturing self-efficacy and resource availability. Doerfert (2011) asserts that having access
to sufficient resources is required to deliver high-quality training. Students' capacity to
acquire relevant abilities is constrained without adequate teaching resources, and the
effectiveness of instruction may also suffer (McCubbins et al., 2016).
Farombi (1998) states that teaching materials include books, audio-visual,
computer, and educational technology components. He also noted that the accessibility,
proficiency, and applicability of teaching materials in classrooms could impact quality
teaching by positively impacting students' learning and academic performance. According
to Oni (1992), teaching materials are a strategic factor for teachers in providing and
organizing education because they help to illustrate a concept that the instructor could not
perform without instructional material. According to these researchers, the accessibility of
educational resources can be most effective if other criteria are met, such as the facility's
quality and the ability of instructors to utilize these resources. In addition, both teachers
24
and students cannot perform the task gracefully without adequate resources and equipment.
This is, so teachers or students drive to buy their own for them to use (Tety, 2016).
Level of School Instructions
The most documented theme among the selected research was "teaching and
learning," with a wide range of focal points (by retrieval frequency). Educators have kept
up with modern technology and pedagogy by using approaches and tools to enhance
learning and teaching. Notions of intelligent learning tools of many students (Ali et al.,
2014), as well as perception styles of learning in virtual classroom settings (Hsu, 2011),
have been studied by researchers. Zahra (2012) examined how learning journals can
improve authentic learning. Cumming (2010) found group management techniques
initiated by students' education experience and group work experience. According to Miller
et al. (2012), students are generally optimistic about using "classroom feedback system"
technology to achieve learning outcomes through active interaction.
Furthermore, Penfold and van der Veen (2014) investigated the learning methods
for Confucian lineage diversity students. They revealed that most learners accepted deep
understanding, which contrasted sharply with the teachers' points of view on students
embracing surface learning. Style of education and student choice has emerged as
significant themes, with several studies acknowledging the sort of knowledge and students'
learning preference in combination with instructional methods (Maumbe, 2014), learning
techniques (Jongh and Murphy, 2011), teaching strategies and style or tactics (Brown et
al., 2013), and effective teaching or preeminence evaluation (Weber et al., 2010). Johanson
and Haug (2008) examined first to third-year students' learning style preferences and noted
that learning strategies can shift and that syllabi should be tailored to practitioners rather
25
than theorists. The selected research's most documented theme was "learning and
teaching," with diverse cornerstones. Educators have kept up with modern technology and
pedagogy by using approaches and tools to enhance learning and teaching.
Rosenshine (1979) discovered that effective teachers include an instructional
sequence known as direct instruction in their lessons. Direct instruction is distinguished by
starting the class with a brief statement of goals, reviewing learning, displaying new
content in small steps, letting learners practice time after each step, providing detailed and
explicit directions or explanations, parties involved and ample training, asking questions,
testing students' skills and talents and checking for understanding, and gaining responses
from all students. It reiterated that these measures are appropriate when the substance is
unique, challenging, hierarchies, or even when students are fresh or having difficulty
learning. The categories are found in the literature on the relevance of instruction: concise
instruction with clearly defined goals, well-structured classes, activating colleges, and,
where necessary, 'direct' education is integrated (van de Grift, 2007).
Educators have kept up with the latest technology and pedagogy in aspects through
using approaches and tools to enhance classroom instruction and learning. Researchers
investigated students' perceptions of digital learning tools and conceptual learning styles
in virtual classrooms (Ali et al., 2014). (Hsu, 2011). Zahra (2012) examined how learning
journals can improve authentic learning. In addition, instruction is a vital component of
education. It has a significant effect if it is not taught well by the provider; At the same
time, learning strategies, interests, and pedagogical practices differ, and a notable trend is
for learning and teaching to drift back from its traditional channels of convention, structure,
and alienation to one characterized by relations and student-centeredness, knowing in stress

26
relief (or having to learn as fun), learning as an interactive experience. Cultivating cultures
of learning and practicing are all components of instruction(Hsu, Xiao, & Chen, 2017).
Studies have shown students prefer active learning advancement or progress (e.g.,
Arcadia & Barron, 2002; Green & Sammons, 2014). While both teacher-centered and
learner-centered approaches to learning have advantages, learner-centered techniques
focus on the learner rather than the teacher and pay attention not only to the content
delivery, which is common in college classrooms but also to what learners can do (Weimer,
2002). Flexing the scholars' abilities allows them to explore their knowledge and enhance
their skills to some extent (Deale, 2019).
Lin (2002) proposed that hospitality educators should encourage industry
professionals to help them continuously modernize curricula in order for institutions to
meet industry demands. Online learning is part of the curriculum update. The collaborative
effort between hospitality organizations and industry experts will serve as a resource for
students to learn about industry competencies. To keep their curriculum current, hospitality
educators must customize it to satisfy the demands of the industry. It is critical that industry
input into curriculum development is continuous, current, and relevant (Arendt &
Ravichandran, 2008). In a study conducted by Lashley (1999), the knowledge and skills of
HRM students in British, Australia, and Asia were revealed. Most learners in a British and
an Australian HRM program demonstrated styles of learning that enjoyed the practical
activity. On the other hand, Singaporean hospitality students preferred to learn through
assessment and reasoning before acting. These students find it challenging to study case
studies because they require much information and time to complete a task. Learning
27
preferences of students and teachers regarding how to learn and teach differ (Nair &
George, 2016).
Teachers' Quality
Teacher quality matters in every aspect of instruction. It's the most prominent
school-related factor influencing student achievement. This includes five-broad categories
of quantitative research and policy-relevant indicators used to arrange the teacher qualities
that reflect teacher quality. The initial factor is the learning experience; studies have shown
that expertise improves teacher effectiveness, particularly in the early years of teaching.
Second, programs for teacher preparation and degrees have a positive impact on student
achievement, which may be a reflection of the teacher's cognitive ability. Evidence
suggests that advanced degree-holding teachers positively affect their student's
achievement when those degrees are in related subjects. The third factor is teacher
certification; research has shown that certified teachers positively affect HTP program
success when the credential is required. It has been demonstrated that emergency or
alternate solution certification has little impact on student performance compared to
teachers who obtain a standard certification. The fourth is teacher preparation in subject
matter and instructional practices help improve educational outcomes. Teacher quality
improves when pedagogical coursework is blended with content knowledge. The
significance of information coursework is most pronounced; they suggest a positive impact
in terms of opportunities to learn the profession and stress reduction among new teachers.
The final category includes the teachers' test results. Teacher literacy or verbal ability tests
have been linked to higher student outcomes. The NTE and other government exams of
teaching abilities and basic skills are less reliable indicators of teacher performance.
28
As the most potent school-related factor, teachers significantly affect student achievement
and school performance outcomes. Educators provide the most excellent chance for
students to build resilience among the factors directly under the control of school systems.
According to a global study using information from the OECD's International School
Assessment Program, How well the World's Finest Performance School Systems Reach
the Top. "An education system's quality cannot surpass the quality of its teachers" (Barber
and Mourshed, 2007: p. iii). "While institutions have compelling impacts on student
educative, these effects were found to deduce most notably from variability in teacher
quality," according to the research (Hanushek et al., 1998: p. 1). Teachers with comparable
backgrounds, education, and resources must approach their classrooms differently for their
learners to succeed at different levels. To learn what makes a teacher effective, one must
peer inside the black box of the school and assess how instructors translate those
understandings of the subject, pedagogical approaches, and materials into benefits for
student learning. This is to ascertain whether or not they have learned anything (Stronge,
Grant, & Xu, 2015).
Teachers' Methods and Activities
HTP teachers should contemplate context and, based on this, integrate several
methods of instruction that would provide students with a broad range of required skills
and knowledge of entrepreneurship activities. Educators struggle to identify suitable
teaching goals, and not much is described effective HTP teaching methods (Pittaway &
Cope, 2006). (Brockhaus, Hills, Klandt, & Welsch, 2001). According to (Mwasalwiba,
2010), the current HTP pedagogy should be primarily revised to establish a successful and
effective learning and teaching strategy (Mwasalwiba, 2010). It necessitates creating an

29
embedded instruction and learning method that aligns intended outcomes with practical
pedagogy choices. It is critical in the learning process to have an efficient process, qualified
teachers, and adequate teaching facilities. Given that HT scholars have agreed that
entrepreneurship can be taught (Ismail, 2010), the emphasis has shifted to what should be
prepared and bestowed (Chief Scientist, 2015, Fayolle, 2007, Lourenco and Jones, 2006).
The primary teaching approaches will be assessed, and the effectiveness of specific
teaching techniques in producing a competitive individual in HTP at the college stage will
be discussed (Ahmad, Abu Bakar, & Ahmad, 2018).
Scientific knowledge can be developed in various ways (knowledge advancement,
knowledge application, and theory adaptation), and basic science practices and
understanding can be assimilated in various ways. They advocate for more professional
development opportunities for a teacher to know how to use LP methods to create LPs and
materials customized to their individual classroom instruction, rather than merely learning
how to employ study LPs inside the classroom (Jin et.al.,2019).
A teaching strategy that effectively increases the effectiveness of learning is
learning through experience. Additionally, Kolb (1984) suggests that practice is how
people know and gain knowledge or how experience becomes knowledge. According to
specific experts (e.g., Horng et al., 2020; Losardo et al., 2017), applying experiential
teaching techniques like civic engagement has students will be equipped' visibility of their
values and social responsibility across a variety of undergraduate fields. According to
Guachalla and Gledhill (2019), incorporating experiential learning into curriculum design
assists students in developing the professional skills required for the tourism industry.
These skills include writing a compelling autobiography and resume, performing well in
30
job interviews, having strong learning capacities, and completing psychological
assessments that gauge psychological traits and other dimensional factors. El Hanandeh
(2016) also makes the case that field trips give students opportunities to learn things like
teamwork and interpersonal skills communication in the context of actual social events.
This engaged learning experience could offer strategies and tactics for hands-on
instructional methods (Rong-Da Liang, 2021).
School Instructions Assessment
Different sources' assessments of an instructor's teaching effectiveness represent
various observations or perceptions. The response of students and teachers identity usually
display teaching problems. Aditya, Chiranjib, and Souvik (2009) pointed out that the
assessment of student ratings for increasing the quality of higher education had already
been well investigated. A questionnaire for evaluation was further designed by Spooren,
Mortelmans, and Denekens (2007) so that students may express their experiences with and
appreciation for the teachings they learned from their professors and teaching assistants.
It's pretty complicated to determine the possible reasons for instructional deficits
objectively. The result of the student evaluations can assist teachers in devising
instructional strategies to help in student learning. The quickest source of information for
measuring teaching performance is instructor self-ratings. The assessment provides an
opportunity to assess teaching effectiveness and highlight the needs of students. Faculty
members, however, may not be credible judges of student readiness outside their field of
expertise as they might not know about the syllabus outside their teaching emphasis (Yu
& Ueng, 2012).

31
The teacher's assessment method often fails the stated goals or objectives; as an
outcome, the teacher is not assessing what they ought to be after the class. The assessment
should meet the set goals. A valid and reliable learning assessment tool is also weighed to
ensure the objectives are achieved (Estacio, 2012).
Self-assessment is also known as Assessment as Learning (AAL). It develops
personal responsibility for learning in the learner (Corpuz, 2012, p. 5). It is an essential
component in metacognition that promotes active learning. It occurs when students reflect
on and evaluate their work (Rosaroso, 2016, p. 89), their strengths and weaknesses (Pidor,
2012, p. 57), chart the attainment of learning outcomes, and regulate their learning progress
that shapes their future dreams. It develops the learner to be self-directed and independent
in learning (Corpuz, p. 5). To assist their involvement and learning activities that facilitate
understanding performance, the students must reflect on what kind of learning works and
what needs improvement they may have (National Research Council, 2001, p. 12). This
includes using checklists, rating scales, anecdotal records, self-reports, and other forms of
psychometrics to accomplish the learning outcomes (Inocian, 2018).
Teacher Performance
The school's success can be broadly divided into three primary groups, i.e.,
Consider job performance, context-specific performance, and contextual performance
(Bakker & Bal, 2010; Cai & Lin, 2006; Carson, 2006; Min, 2007). Job performance is a
set of behavior and attitude patterns a worker exhibits when they understand and recognize
that the organization's goals have been examined and highlighted. It is activities involved
in the employee's job and technical behavior (Griffin, Neal & Neale, 2000). From that, the
employee's proficiency in performing technical tasks is checked (Borman & Brush, 1993).
32
In education, task performance refers to regulated work behavior patterns an instructor can
engage in. Teachers' task performance includes contact with students, teaching quality, and
effective teaching (Khan et al.,2012).
Quality and effective teachers can have a significant impact on student
achievement. Teachers are crucial as they have a direct effect on student achievement.
Instructional leadership and quality are linked to socioeconomic status because learners
with low socioeconomic backgrounds, low academic performance, and nonage status are
less probably to have access to extremely capable, quality staff (Lankford et al., 2002).
This is because more experienced teachers are more inclined to look for jobs in institutions
with talented students, more resources, and strong management (Hanushek et al., 2004;
Rumberger and Palardy, 2005). According to studies investigating the implications of
teacher performance on academic performance, having access to highly qualified personnel
may significantly impact student success (Carlisle & Murray, 2015).
Teachers play a crucial part in educating students. Every school tries very hard to
hire certified teachers capable of providing their students with a high-quality education.
Only dedicated and exceptionally qualified teaching personnel, staff, or instructors can
create high students who can contribute to their country's future. It is essential for schools
to search for an optimum solution or key teaching personnel, even though only qualified
personnel can provide learners with the best education. As a result, the performance of
instructors is crucial for educational quality. However, qualified teachers who intend to
leave their jobs or the teaching field will hurt students and the institution's achievement.
Teachers' performance cannot be overlooked (Tehseen & Ul Hadi, 2015).

33
Assessing faculty performance is one of the metrics used by higher education
institutions to evaluate the level of teaching and services provided in the classroom. Every
institution of higher learning aims and seeks to maintain quality instruction to address the
challenges and demands of internationalization. Teachers are crucial in curriculum
implementation. The goal of achieving Outcomes-based Education cannot be realized and
completed successfully if the curriculum is not delivered competently to students. Faculty
member training is essential to human resources management in higher education
institutions as it aims to develop teachers' competence in providing high-quality instruction
and student services (An, Laguador, & Portugal, 2015). According to (Bay, An, &
Laguador, 2014), teachers must always be up to on the most recent or current trends and
issues in their field of specialization to keep their students well informed on corporate
world situations (Laguador, Deligero, & Cueto, 2015).
School Achievements of Instruction
It is generally accepted that teachers play a critical role in providing a quality and
productive education, student development, and student achievement in the school setting
(Barber & Mourshed, 2007; OECD, 2005, 2010b). The first Mckinsey study unequivocally
concludes that (1) an educational system is only as good as the instructors who comprise
it, (2) reliable learning cannot be imagined without quality teaching; and (3) the
accomplishment of every child is an essential requirement for excellent performance
(Barber & Mourshed, 2007). As a result, achievements can refer to teachers'
accomplishments and performance, and students' achievements and accomplishments
complement one another. To demonstrate accomplishments, everyone must be shown the
importance (Széll, 2013).

34
Teacher effectiveness includes:
 Teachers' attitudes and perceptions.
 Pre-existing teacher characteristics.
 Training programs.
 External and internal teaching contexts that extend beyond the classroom.
Furthermore, research shows that the consistency of instructors' impacts on the class,
such as time stability, notion consistency, distinctive roles, and student types, indicates
teaching quality (Ko & Sammons, 2012). In the classroom, overall teaching quality and
expectations are often necessary. In contrast, syllabus scope, teaching methods, and
providing high-quality student feedback are critical for meeting the academic requirements
of so-called low achievers (Mincu, 2015).
Synthesis
According to Abdulkareem and Fasasi (2013) 's facility management approach,
preparing, arranging, staffing, leading, and monitoring the procedures of supply, usage,
maintenance, and improved performance of educational infrastructure in tourism and
hospitality programs are valuable elements of school administration in terms of facility and
instruction competitiveness. Sanoff (2001) described a method he called Relating
Objectives to Learn to Education (ROLE). ROLE was designed to aid pedagogical
transition by involving educators, students, parents, admins, and developers in "exploring
elements of the school setting by considering alternative ways of teaching and learning"
(p. 23). Sanofi's contribution to learning environment assessment shifted the emphasis of
facility assessment in education from identifying how environments could facilitate

35
pedagogical activities to determining what learning environments could have been used to
assist pedagogical activities.
This ensures that school facilities and instruction are linked and contribute to
students' success. Though eﬃciency implies how well a company has used its tools to
produce the best results over time, these results can be described in terms of slightly
affected, such as the percentage of accolades received by students and teachers as awards
that refer to achievements. The most critical aspect of educational institutions offering
Hospitality and Tourism programs is reassuring their competitiveness regarding facilities
and instructions. Without those, learning is complex and dire.
Since in this 21st-century, outcome-based is integrated, teachers will have based on
the outcome of students that exhibit their performance. If the institution cannot produce
quality students for the program, tools, and equipment will be scarce for the instructional
materials. Lastly, students who participate in competitions with the assistance of teachers
and coaches must be equipped in terms of knowledge and skills to determine students
competitiveness. Receiving awards from the participating competition determine the
competitiveness of the teacher and the school.

36
Chapter 3
RESEARCH METHODOLOGY
This chapter outlines the study's research methodology, data collection procedures,
and respondents. It also highlights the study's tools and statistical data treatment.
Design
The descriptive-correlational research method, as well as derived and modified
questionnaires, were used in this study. The information was analyzed and construed using
statistical tools such as frequency count and percentage, weighted mean, and chi-square.
The correlation design is used to see if there were any significant differences between and
among the respondents' profiles, level of perceived facilities competitiveness, and level of
perceived instruction competitiveness. It was also used to determine the significant
connection between respondents' perceived levels of facility and instruction
competitiveness.
Environment
From April to June 2022, the research was carried out at Cebu Roosevelt Memorial
College. CRMC is a private higher education institution in Bogo, Cebu. It now has five
college units that offer a variety of undergraduate programs, including Teacher Education,
Arts and Sciences, Criminology, Commerce, and Computer Studies. CRMC also has a JHS
and SHS department which offers ABM, GAS, STEM, HUMMS, TVL - ICT, and HE
programs. CRMC and its courses have been recognized by the Commission of Higher
Education (CHED) and the Dept. of Education (DepEd). Two graduate programs are
available at the school: a master's in education, a primary in management education, and a

37
master's in mathematics. CRMC currently has 3,970 students enrolled. There are 805
students in Junior High, 383 in Senior High, and 2782 in Higher Education.
Respondents
Respondents for this study were college students, teachers, and administrators from
the tourism and hospitality management program at Cebu Roosevelt Memorial Colleges,
Inc.'s College of Commerce in Bogo City, Cebu, in S.Y. 2021 - 2022. Purposive sampling
was used to determine the sample size. There were (7) 2nd-year students that were included
for the respondents since they already experienced the facilities and instructions during
their Senior high years as H.E. track in CRMC. For 3rd year, there will be 78 respondents
from F&B, General, and Tourism students and 27 for 4th-year students. A total of 122
respondents from the students, instructors, and administrators participated
Table 1.
Distribution of Research Respondents
Respondents (N)
Students 112
Instructors 4
Administrators 6
Total 122
Purposive sampling was used since the sample size for the survey match the aims
and objectives along with the characteristics of this research. The respondents profile is
fitted for the survey enable to get a lot of information for data collection.
Instrument
To collect data, a modified survey questionnaire was used on respondents’ profiles
and their perceived level of facilities competitiveness and their perceived level of
38
instruction competitiveness. The questionnaire entitled, Determining the Competitiveness
of Hospitality and Tourism Facilities and Level of Instructions among Students, Teachers,
and Administrators in Higher Educational Institutions. Part I was used to collect
information about the respondents' age, gender, course, designation, and skills training.
Part II was used to collect respondents' perceptions of facility competitiveness in four areas:
quality (8 items), efficiency (4 items), user knowledge (4 items), and equipment and
resources (4 items) (9 items). Part III was used to collect respondents' perceptions of
instructional competitiveness, which is divided into five categories: teacher quality (5
items), methods and activities (6 items), assessment (5 items), performance (8 items), and
achievement (6 items).
The research instrument has been pilot tested on Cebu Normal University HTM
students. The instrument's internal validity and reliability will be determined using
Cronbach's Alpha.
The participants indicated themselves on each item by checking the column that
best described the degree of signifier of their level of facilities' and level of instructions'
competitiveness.
Data Gathering Procedure
This part describes the procedures used for data collection and statistical analysis.
After the school president's approval, a letter was delivered to the Dean of the College of
Commerce. With the confirmation of the college deans, a letter of informed consent was
given to the respondents. With the support of the department deans, the set of questions
was sent to participants or dispersed via the Edmodo tool. The instrument's item/s were
carefully made clear to the respondents, who were assured that one`s responses would be
39
used in the research and given the utmost confidentiality. A semi-structured interview was
carried out to validate respondents' perceptions and questionnaire responses.
Data Analysis
In the study, the following statistical tools were used: Frequency Count and Percent
were also used to summarize and evaluate the respondents' profile; Weighted Mean and
Ranking were being used to summarize and analyze the levels of perceived of facilities and
instruction competitiveness. The mean ranges listed below were used.
Mean Ranges Description
4.21 – 5.00 Highest Level of Facilities and Competitive Instruction
3.41 – 4.20 High Level of Facilities and Competitive Instruction
2.61 – 3.40 Moderate Level of Facilities and Competitive Instruction
1.81 – 2.60 Low Level of Facilities and Competitive Instruction
1.00 – 1.80 Very Low Level of Facilities and Competitive Instruction
The Chi-Square test was employed to assess if there were any significant
relationships between respondents' profiles and levels of perceived of facilities
competitiveness, level of perceived of instruction competitiveness, and level of perceived
of facilities competitiveness and level of perceived of instruction competitiveness.
Ethical Considerations
This study's risk to Participants
The respondents' participation in this research would pose no risk. Participation was
entirely voluntary, and privacy and the confidentiality of divulged information would be
assured. The survey questionnaires contained no identifiers. Respondents would be fully

40
informed about the entire research process. The questionnaire asked for honesty, and
respondents were not coerced into participating.
Participant Status with Informed Consent: Content, Understanding, and
Documentation
The participant status when the study was conducted was all present. The
participant's status as part of the consent and the distinction between research and treatment
was explained. This study contained some questions related to the respondents' field of
career and expertise.
The information gathered from the participants proved to be a valuable resource for
the researcher in defining issues of interest that are prompt and relevant to the current
situation. The participant's data would be used solely for research purposes.
Study Goals
This study aimed to assess the competitiveness of Tourism and Hospitality
Management facilities and instructions among students, teachers, and administrations in
Higher Educational Institutions. The findings of this study served as a foundation for
students, teachers, and some educators to create plans for methods and activities to be used
in the classroom that would fit the student's preferences and enhance learning. This helped
teachers to innovate strategies thus, enabled them to adjust, catering the individual needs.
Type of Data
The type of data collected was both quantitative and qualitative. Qualitative data
were those that describe the profile and learning style of the respondents. Quantitative data
were the facilities and instructions competitiveness with its performance to the respondents
in the Hospitality and Tourism Management Department for the S.Y. 2021-2022.
41
Questionnaires were used to collect data. To manage the necessary data, the researcher
wrote a letter to the administrator or dean of the department at the school where the study
was conducted, requesting permission. Following approval, the survey questionnaire was
emailed to the respondents. The researcher received the responses via email.
Sponsorship
The individuals or organizations that sponsored the research studies were known to
the participants. Sponsors were notified that the researcher had conducted a specific study
as part of the degree requirements and for professional development and growth.
Participant Selection
The set of individuals/respondents required to participate in the study was part of
the consent. The 3rd and 4th year students and the 2nd year students who obtained the H.E
strands of Hospitality and Tourism Management from the Cebu Roosevelt Memorial
Colleges for the school year 2021-2022 were chosen using stratified random sampling.
Potential Risks
Moreover, the researcher reassured the participants there weren't any risks
associated with their involvement and that they'd be free not to answer any questions with
which they were uncomfortable. They voluntarily completed the questionnaire.
Potential Benefits
This research was expected to be highly beneficial to the respondents by providing
them with an idea of their top and least preferred competitiveness efficiency. Upon
knowing this, they were able to be a competent individual and quickly adapt to the methods
and strategies that were employed by their teachers. Thus, they can minimize their
weaknesses and maximize their strengths.

42
Alternatives
Participants were advised that an appropriate procedure for withdrawing certain
information or adding adequate, relevant information that could be very helpful in the
study's behavior had been made accessible to them depending on their preference or
comfort in participating in the research.
Compensation
This study's participation was entirely voluntary, which the researcher greatly
appreciated. The respondents were notified that the researcher was grateful to them for
their time and effort despite their hectic schedules and classes.
Confidentiality Pledge
Participants were assured that their data would be treated confidentially, as would
information obtained from respondents.
Voluntary Consent
As a result, informed consent stated that the respondents' participation would not
impact their personal lives or studies.
Right to Withdraw and Withhold Information
Respondent's right to abstain and disengage specific information, even when the
investigation began, was part of informed consent, assuming that all indication was handled
with the total confidentiality of divulged data.
Contact Details
The researcher's specifics were reflected in the informed consent, so they could learn
about the researcher and mitigate to the participants during the recent study at the said
school.
43
C. Authorization to Access Private Information
The study received ethical approval through written approval from a school
president and college dean. The participating students provided written informed consent.
The researcher guaranteed the confidentiality of all data gathered.
Confidentiality Procedure
The survey questionnaire did not include identifiers. All data collected was treated
with privacy and confidentiality, and all questionnaire forms were stored securely. The
name of the participants has not been revealed by the researcher in the published work of
research output.
1. Debriefing, Communication, and Referrals
After completing the survey questions, the researcher expressed the most significant
appreciation to the respondents and outlined the intention to conduct the study. Participants
were allowed to withdraw their data because they were fully aware of the study's purpose.
Respondents were asked not to reveal the procedure used in the research to anyone who
may participate because doing so would jeopardize the study's results. The researcher will
discuss the final paper with the respondents during the debriefing procedure. The
respondents were given a printout of the survey if they desired one.
1. Conflict of Interest
There was no existing conflict of interest related to this investigation because the
researcher's decision with who, how, when, which, and personal interests did not influence
the reason this research was conducted. It was agreed that if this research study were
published by others, the participants' anonymity would be preserved. To avoid bias, the
researchers followed and adapted to the required agreement when the researcher adviser
44
requested financial matters. A detailed research contract was provided, highlighting the
prerequisites, conditions of use, and legalities for referencing the research study in the
future.
Inclusion Criteria
The study's participants were the only ones permitted to participate and respond to
the survey questions.
Exclusion Criteria
Those with diseases and disabilities, as well as those who were unable to
participate, were excluded. Those who did not provide consent were not eligible to
participate.
45
Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the data obtained and the results analyzed and given
interpretation. This study aimed to determine the competitiveness of hospitality and
tourism management facilities and the level of instruction among students, teachers, and
administrators at the Cebu Roosevelt Memorial Colleges, Bogo City, Cebu, for the
Academic Year 2021 – 2022. The findings from this study were organized in tables
presenting the basis of a proposed action plan.
Profile of the Respondents
Table 2 shows the respondents' profile in terms of age, gender, course, educational
attainment, designation, and skills training attended. This study showed that 74.1 percent
of the respondents ranged from 20 to 22 years old, followed by 23 to 25 years old at 13.6
percent and 29 and above at 11.1 percent. Meanwhile, regarding gender, most (71.6 %)
were female respondents, and only 28.4% were male respondents. Regarding course
careers, most respondents studied BS-HM/HRM (Food and Beverage) major at 43.2
percent, followed by the respondents looking BS-HM (General) major at 39.5 percent and
BS-TM/Tourism at 11.1 percent. For educational attainment, 92.6 percent were College
level, 4.9 percent with Master's units, and 1.2 percent with Doctoral and Doctorate degrees.
Regarding designation, 92.6 percent were student respondents, and 3.7 percent were
teacher and administrator respondents. For skills training attended, most of the respondents
did not participate in skills training.

46
Table 2
Respondents' Profile
Profile Frequency Percentage
Age
20 – 22 60 74.1
23 – 25 11 13.6
26 -28 1 1.2
29 and above 9 11.1
Gender
Male 23 28.4
Female 58 71.6
Course
BS-HM (General) 32 39.5
BS-HM/HRM (Food and Beverage) 35 43.2
BS- TM 9 11.1
BS-Tourism 2 2.5
Other (e.g. BSA, BSBA,BSC-BM) 3 3.7
Educational Attainment
College level 75 92.6
College Degree 0 0.0
With Master’s units 4 4.9
With Doctoral units 1 1.2
Doctorate Degree 1 1.2
Designation
Student 75 92.6
Teacher 3 3.7
Administrator 3 3.7
Skills Training Attended
Front Office Services 2 2.5
Housekeeping 17 21
Bartending 4 4.9
Bread and Pastry Production/Services 12 14.8
Food and Beverage 15 18.5
Tourism Promotion Services 1 1.2
Tour Guiding Services 5 6.2
Cookery 8 9.9
Event Management 2 2.5
Trainers Methodology Certificate (TMC) 0 0
Hospitality and Tourism Seminars and
17 21
Trainings
Others 7 8.6
None 26 32.1
47
Respondents’ Perceived Level of Facilities Competitiveness
In this study, the perceived level of facilities competitiveness of the respondents
was assessed in terms of the following: quality, efficiency, user knowledge, and resources
and equipment.
Quality. Table 3 showed the respondents’ perceived level of facilities
competitiveness in terms of quality which displayed an overall mean of 3.54, interpreted
as a “high level of facility competitiveness.” The top 3 in rank among the items include the
statements: “water supply system conditions of food laboratory and mini-hotel” (M=3.67),
indicating a high level of competitiveness, followed by “appearance of tour and travel
agency” (M=3.62) and “appearance of classrooms” (M=3.58). This implies that the
respondents in this study have a positive perception of the water supply system, appearance
of the building, classroom structure and fixtures, and laboratory and lighting conditions
contribute to the facilities' competitiveness and it is associated with having a quality
facility.
High quality of services occasioned by excellent facilities is instrumental to not
only an organization or a business but also potential consumers. The implication of high-
quality products and timely production means that consumers receive their desired services
on time and in their required states and quantities. Lai and Yik (2011) assert that facilities
management is a concept that cuts across both businesses and potential clients.
When organizations invest in facilities and ensure that they are in the required
conditions, states, and designs, the quality of services delivered becomes elevated, and
48
thus, consumers receive high-quality services (Mutalib, Sapri, Mohammad, & Lavy, 2015;
Ren, Chrysostomou, & Price, 2012). By enjoying the services and associated experiences,
students increase their satisfaction frequencies, and hence, the number of enrollees
increases.
For the development of quality education, therefore school facility is recognized
significantly as a supporting part in providing good teaching and learning environment,
some efforts to improve its performance need to be done, such as to do the initial
investigation of the school facility (Zahari, 2011).
Table 3
Respondents' Perceived Level of Facilities’ Competitiveness in terms of Quality
Indicators Mean Description Rank

1. Appearance of Food and Beverage High Level of Facility 5
3.52
Laboratory Competitiveness
2. Appearance of Mini-Hotel (Hometel) 3.35 Moderate Level of 7
Facility Competitiveness
3. Appearance of Tour and Travel High Level of Facility
3.62 2
Agency Competitiveness
4. Appearance of Classrooms 3.58 High Level of Facility 3
Competitiveness
5. Furniture and Fixture of classrooms High Level of Facility
3.57 4
and food laboratory Competitiveness
6. Lighting conditions of Food High Level of Facility
3.51 6
Laboratory Competitiveness
7. Water Supply System conditions of High Level of Facility
3.67 1
Food laboratory and mini-hotel Competitiveness
Overall Mean 3.54 High Level of Facility
Competitiveness
Efficiency. Table 4 showed the respondents’ perceived level of facilities
competitiveness in terms of efficiency which displayed an overall mean of 3.62, interpreted

49
as a “high level of facility competitiveness.” The top 2 in rank among the items include the
statements: “awareness of standard procedure” (M=3.73), indicating a high level of
competitiveness, followed by “productiveness of the desired effects” (M=3.68). This
implies that facilities efficiency is having the awareness of the standard operating
procedure, maximization of resources to produce desired results and following correctly
the set standards and procedures.
Every educational system at every level depends heavily on teachers for the
execution of its programs. Maintaining and improving educational standards is only
possible through teachers. A teacher is a person who teaches or instructs and provides
education for learners thereby helping them to acquire new knowledge and making them
useful to themselves and society. The teacher is a crucial component of any educational
system because no organized education can take place without teachers. The teachers
implement educational policies, and the curriculum and play significant roles in the
attainment of the objectives of any educational system (Usman, 2016)
Table 4
Respondents' Perceived Level of Facilities’ Competitiveness in terms of Efficiency

High Level of Facility
1. Operational capacity to use. 3.46 4
Competitiveness
2. Correct procedures of facility. 3.62 3
Competitiveness
3. Awareness of standard procedure. 3.73 1
Competitiveness
4. Productiveness of the desired effects. 3.68 2
Competitiveness

Competitiveness
50
User-knowledge. Table 5 showed the respondents’ perceived level of facilities
competitiveness in terms of useful knowledge which displayed an overall mean of 3.75,
interpreted as a “high level of facility competitiveness.” The top 2 in rank among the items
include the statements: “use subject knowledge for completing the activities within the
specified allotted time frame.” (M=3.79), indicating a high level of competitiveness,
followed by “use practical application from the subject knowledge for making it responsive
to the diverse needs” (M=3.77). This implies that the facility's competitiveness has
something to do with the knowledge of the users in the completion of the activities, using
such knowledge that is responsive to the need of the community, and making some
adjustments if necessary.
Facilities provide essential support for human resources for the attainment of
organizational goals. For universities, one of the important goals is to attract the best
students and retain quality staff. Therefore, one must ensure workplace efficiency for the
proper cohabitation of users, usually referred to as customers. In typical university settings,
users can be categorized as students, staff, visitors, and the general public (Shafie et
al., 2012). However, staff and students have been identified as the most central users of
university facilities (Karna et al., 2013).
It is, therefore, important for school management and all stakeholders to be
concerned with users' knowledge not only for performance measurement but also to
establish the necessary adjustment to make to serve the school community better.
51
Table 5
Respondents' Perceived Level of Facilities’ Competitiveness in terms of User-knowledge

1. Demonstrates content knowledge
with conceptual and practical clarity 3.70 4
Competitiveness
using appropriate examples.
2. Use practical application from the
subject knowledge making it responsive 3.77 2
Competitiveness
to the diverse needs.
3. Use subject knowledge to complete High Level of Facility
3.79 1
the activities within specified time frame. Competitiveness
4. Makes error corrections. 3.73 3
Competitiveness

Competitiveness
Resources and Equipment. Table 6 showed the respondents’ perceived level of
facilities competitiveness in terms of resources and equipment which displayed an overall
mean of 3.50, interpreted as a “high level of facility competitiveness.” The top 3 in rank
among the items include the statements: “availability of kitchen equipment.” (M=3.85),
indicating a high level of competitiveness, followed by “computers set and printer
availability in travel agency” (M=3.84), and “telephone and fax machine availability in
travel agency” (M=3.73). This implies that in the field of tourism and hospitality
management, quality education is dependent on educational resources and equipment.
Education resources include the teachers in the school, human beings in the
community, real objects, specimens or models, chalk and display boards, school buildings
and layout, the community at large, and other fundamental materials like pencils, pens,
exercise books, etc. which the learners are expected to have at any point in time to facilitate
learning (NOUN, 2009).

52
Table 6
Respondents' Perceived Level of Facilities’ Competitiveness in terms of Resources and
Equipment

1. Available resources like kitchen High Level of Facility
3.68 4
ware, china ware, linens, table, chairs etc. Competitiveness
2. Computers set and available printer Moderate Level of
2.98 12
in food laboratory Facility Competitiveness
3. Computers set and printer Moderate Level of
3.00 11
availability in mini-hotel/hometel Facility Competitiveness
4. Computers set and printer High Level of Facility
3.84 2
availability in travel agency Competitiveness
5. Counter and bar table availability. 3.59 6
Competitiveness
6. Telephone and Fax machine Moderate Level of
3.36 10
availability in mini-hotel/hometel. Facility Competitiveness
7. Telephone and Fax machine High Level of Facility
3.73 3
availability in travel agency Competitiveness
8. Availability of Kitchen Equipment 3.85 1
Competitiveness
9. Availability of Bar and Beverage High Level of Facility
3.62 5
tools Competitiveness
10. Availability of Housekeeping tools High Level of Facility
3.44 8
and pieces of equipment. Competitiveness
11. Service Vehicle for educational High Level of Facility
3.51 7
travels, tours and competitions. Competitiveness
12. Response immediately when
maintenance is needed or change for the Moderate Level of
3.37 9
tools and equipment and other aspect of Facility Competitiveness
facilities.
Competitiveness
Education resources are no doubt important in the development of a conducive
teaching-learning environment. The use of these resources could give more valuable and
53
powerful direction to the teacher than any personal effort without the materials.
School physical resource management has a direct impact on the learning
environment and is a key determinant of educational outcomes. It is therefore critical that
school physical resource management practices align with the school improvement plan by
linking school assets to basic education service delivery standards and strategies. Facility
maintenance entails providing a clean and safe environment for teaching and learning. It
also involves the provision of adequate facilities for teaching and learning (Usman, 2016).
Summary of the respondents’ perceived level of facilities competitiveness.
Table 7 shows the respondents’ perception of facilities' competitiveness in the four
contexts in this study, which the respondents strongly agree upon in all areas. Among the
four contexts of facilities competitiveness, user knowledge (M=3.75) ranked first, followed
by efficiency (M= 3.62), then quality (M= 3.54), and resources and equipment (M= 3.50).
There is a high level of facility competitiveness (M= 3.60).
Table 7
Summary Table of the Perceived Level of Facilities Competitiveness
Variables Overall Mean Description Rank

Quality 3.54 Competitiveness 3
Efficiency 3.62 Competitiveness 2
User-knowledge 3.75 Competitiveness 1
Resources and Equipment 3.50 Competitiveness 4
Grand Mean 3.60 Competitiveness
This implies that the optimal productivity of facilities employed by an institution is
dependent on how knowledgeable its users are.

54
Respondents’ Perceived Level of Instruction Competitiveness
In this study, the perceived level of instruction competitiveness of the respondents
was assessed in terms of the following: teachers’ quality, methods and activities,
assessment, performance, and achievements.
Teachers’ Quality. Table 8 showed the respondents’ perceived level of instruction
competitiveness in terms of teachers’ quality which displayed an overall mean of 3.68,
interpreted as a “high level of competitive instruction.” The top 2 in rank among the items
include the statements: “participates to regional, national and international seminars,
conference/conventions/congress or MICE as per need and requirement.” (M=3.73),
indicating a high level of competitiveness and “reliability of data on teaching, learning
conditions and classroom context.” (M=3.69). This implies that the more the teachers
participate in regional, national, and international conferences the more it improves their
teaching quality.
Further, Goe (2007) presented a framework for understanding the key components
of teacher quality and their relations to student learning outcomes. According to this
framework, teacher quality includes both teacher qualifications and characteristics (inputs)
that influence teachers’ instruction (process) and student outcomes (e.g., achievement and
motivation). In his book, teacher quality is operationalized via qualifications such as
teacher education level, job experience, and participation in professional development
activities, as well as by teacher characteristics such as self-efficacy (Nilsen & Gutafsson,
2016).
Evidence suggests that the quality of teacher education does have an impact on
teachers’ educational outcomes in terms of teacher knowledge and skills (Blömeke et al.
55
2012; Boyd et al. 2009; Tatto et al. 2012); these, in turn, are significantly related to
instructional quality and student achievement (Baumert et al. 2010; Hill et al. 2005;
Kersting et al. 2012).
Table 8
Respondents' Perceived Level of Instruction Competitiveness in terms of Teacher Quality

1. Update subject knowledge through High Level of
3.67 4
studying to current industry trends Competitive Instruction
2. Participates to regional, national and
international seminars, High Level of
3.73 1
conference/conventions/congress or MICE Competitive Instruction
as per need and requirement.
3. Engages himself/herself in innovative High Level of
3.67 4
and research activities for development Competitive Instruction
4. Demonstrates opportunities for career High Level of
3.67 4
and skill enhancement Competitive Instruction
5. Reliability of data on teaching, High Level of
3.69 2
learning conditions and classroom context. Competitive Instruction
Overall Mean 3.68 High Level of

Competitive Instruction
Methods and Activities. Table 9 showed the respondents’ perceived level of
instruction competitiveness in terms of methods and activities which displayed an overall
mean of 3.70, interpreted as a “high level of competitive instruction.” The top 3 in rank
among the items include the statements: “Provide practical application which supplements
the instructions.” (M=3.73), indicating a high level of competitiveness, followed
by “engage himself/herself in innovative and research activities.” (M=3.72), and “utilize
the materials in school effectively.” (M=3.72). This implies that for the teacher to be
effective she must be able to reach her students using methods that work best for them.
56
Mixing things up in this fashion will also help alleviate boredom, engage students, and help
them truly retain their lessons. Moreover, each student has his or her learning style. To
create an effective lesson plan that meets all of these different needs, teachers, tutors, and
homeschool parents should include a variety of instructional methods.
Table 9
Respondents' Perceived Level of Instruction Competitiveness in terms of Methods and
Activities

1. Engage himself/herself in innovative High Level of
3.72 2.5
and research activities Competitive Instruction
2. Demonstrate exercises and activities High Level of
3.70 4.5
related to the subject areas Competitive Instruction
3. Provide practical application which High Level of
3.73 1
supplement the instructions. Competitive Instruction
4. Demonstrate knowledge of the High Level of
3.70 4.5
subject areas. Competitive Instruction
5. Consistency of information on
High Level of
learning activities and use of instructional 3.62 6
materials.
6. Utilize the materials in school High Level of
3.72 2.5
effectively Competitive Instruction

Most of the research on teaching methods involves an attempt to determine the
effectiveness of a given specific method of instruction. In adopting any teaching method,
it is very important to give attention to the type of learning outcome used as the output
measure, since some of the general methods appear to be highly effective for producing
certain outcomes, but not others (Laska, 1984).

57
Assessment. Table 10 showed the respondents’ perceived level of instruction
competitiveness in terms of assessment which displayed an overall mean of 3.67,
include the statements: “provide immediate assessment and feedback for learning
improvement” (M=3.74), indicating a high level of competitiveness, followed by “provide
opportunity in assessing the skills and knowledge through experimentation, exploration,
etc.” (M=3.70), and “awareness of the areas that need to work on to improve results.”
(M=3.68). This implies that the teachers develop useful assessments, provide corrective
instruction, and give students second chances to demonstrate success can improve their
instruction and help students learn. Classroom assessments make improvements, however,
teachers must change both their view of assessments and their interpretation of results.
Specifically, they need to see their assessments as an integral part of the instruction process
and as crucial for helping students learn.
All stakeholders—educators, parents, students, and administrators—need evidence
that students are learning. A balanced system that includes formative and summative
assessments provides the best evidence for what students are learning (Chappius et al.,
2018). Many formats of assessment questions, from multiple-choice to constructed-
response to performance-based, may be used. A system of well-constructed formative and
summative assessments allows students to demonstrate their abilities and knowledge and
then reflects how close they are to meeting educational goals and standards.
Evidence from assessments can be directly beneficial to students. When assessment
activities are aligned with instructional activities and content standards, teachers can
provide students with information about which concepts and skills they need to learn. Then
58
teachers can use assessment results to help students understand what they already know
and what they still need to work on (Guskey, 2018).
Table 10
Respondents' Perceived Level of Instruction Competitiveness in terms of Assessment

1. Provide immediate assessment and High Level of
3.74 1
feedback for learning improvement Competitive Instruction
2. Provide opportunities in assessing the
High Level of
skills and knowledge through 3.70 2
experimentation, exploration, etc.
3. Awareness of the areas that needs to High Level of
3.68 3
work on to improve results. Competitive Instruction
4. Encourages to improve the learning High Level of
3.58 5
process. Competitive Instruction
5. Demonstrate concepts using
dimensional tools, provide remedial or High Level of
3.65 4
enriching instruction and administer a test Competitive Instruction
or quiz.
Performance. Table 11 showed the respondents’ perceived level of instruction
competitiveness in terms of performance which displayed an overall mean of 3.74, interpreted as a
“high level of competitive instruction.” The top 3 in rank among the items include the
statements: “contributes in developing learning enhancements.” (M=3.85), indicating a high level
of competitiveness, followed by “cooperate and collaborate with colleagues in conducting school
activities.” (M=3.81), and “how competitive are the tools and materials being used in participating
competitions and in training students?” (M=3.77). This implies that teachers should be proactive
to make a significant contribution to students’ learning. A teacher should collaborate with his/her
59
colleagues for the creation of educational innovations in terms of strategies, practices, methods,
and approaches that would improve student performance and achievement.
Table 11
Respondents' Perceived Level of Instruction Competitiveness in terms of Performance

1. Acts immediately to address concerns High Level of
3.64 8
or problems such as query, methods, etc. Competitive Instruction
2. Uses different resource materials High Level of
3.69 6
other than textbook for effective learning. Competitive Instruction
3. Acknowledge student responses and High Level of
3.74 4
encourage participation. Competitive Instruction
4. Display in depth knowledge on the High Level of
3.67 7
subject content areas. Competitive Instruction
5. Cooperate and collaborate with High Level of
3.81 2
colleagues in conducting school activities Competitive Instruction
6. Contributes in developing learning High Level of
3.85 1
enhancements. Competitive Instruction
7. How competitive and active of being
a member of any related High Level of
3.73 5
organizations/agencies in the hospitality Competitive Instruction
and tourism in terms of competitions?
8. How competitive is the tools and
High Level of
materials being used in participating 3.77 3
competitions and in training students?

Classroom performance encompasses the teacher’s actual instructional behavior
(also called teacher performance competence) and is typically measured by observations
such as those done as part of a teacher evaluation system. These measurements can be
linked with pay. Instructional outcomes are at least partly a result of teacher instruction,
and typically are assessed via tests of student learning, and perhaps other measures like
attendance and graduation rates. Teacher performance can be defined in terms of these
60
outcomes, and pay changes (e.g., bonuses) can be linked to outcome measures. The actual
impacts of teacher knowledge and skill on teacher instructional behavior, and instruction
on outcomes, are not fully understood. While researchers work to better specify these
relationships, those responsible for initiating and designing performance pay plans must
supplement the existing research with their intuition and experience to make reasonable
estimates about the likely impacts of rewarding teachers for these three kinds of
performance (Heneman et al., 2007).
Achievement. Table 12 showed the respondents’ perceived level of instruction
competitiveness in terms of achievement which displayed an overall mean of 3.58,
include the statements: “rewards and recognitions from the Hospitality and Tourism
Industry/Sector.” (M=3.73), indicating a high level of competitiveness, and “(DOT)
Department of Tourism Accreditation” (M=3.67). This implies that the more rewards and
recognition received by the institution, teachers, and students the more it correlates to the
instruction competitiveness of the institution. Thus, participation in local, regional, and
international competitions signifies that an institution is competitive in instruction, more
so in receiving accolades and recognition.
Students, teachers, and school achievements have a large impact on classroom
instruction. Teachers play in the learning process, and how successful they are in conveying
the information to their students. Teachers build curricula based on instructional standards.
If they are unsuccessful in teaching these concepts, the students would be unsuccessful in
meeting their academic achievement goals (Barowski & Carter, 2021).

61
Teachers’ experience, teacher education background, beliefs, and motivations, as
well as their content knowledge, pedagogical content knowledge, and general pedagogical
knowledge (actual and perceived), are characteristics that, to varying degrees, have been
shown to have effects on student outcomes. Teaching or instruction matters for student
outcomes (Seidel & Shavelson, 2007). Educational effectiveness studies and qualitatively
oriented classroom observational studies seem to converge on some key features of high-
quality instruction. In short, high-quality teaching consists of instructional practices
leading to students being dedicated to cognitively active time on task.
Table 12
Respondents' Perceived Level of Instruction Competitiveness in terms of Achievements

1. Participates in regional level High Level of
3.64 3.5
competitions. Competitive Instruction
2. Participates in national level High Level of
3.64 3.5
3. Participates in international level Moderate Level of
3.19 6
High Level of
4. Awards receive in the competition 3.62 5
5. (DOT)Department of Tourism High Level of
3.67 2
Accreditation Competitive Instruction
6. Rewards and recognitions from the High Level of
3.73 1
Hospitality and Tourism Industry/Sector Competitive Instruction

Summary of the respondents’ perceived level of instruction competitiveness.
Table 13 shows the respondents’ perception of instruction competitiveness in the
five contexts in this study, which the respondents strongly agree upon in all areas. Among
the five contexts of instruction competitiveness, teachers’ (M=3.74) ranked first, followed
62
by methods and activities (M= 3.70), then teachers’ quality (M= 3.68), then assessment
(M=3.67), and achievement (M= 3.58). There is a high level of competitive instruction as
perceived by the respondents (M= 3.67). This implies that the high level of instruction
competitiveness is primarily seen in the performance of the teachers, thus, teachers’
contribution to students’ learning is very important.
Table 13
Summary Table of the Perceived Level of Instruction Competitiveness

Overall
Variables Mean Description Rank
High Level of Competitive
Teachers' Quality 3.68 3
Instruction
Methods and Activities 3.70 2
Instruction
Assessment 3.67 4
Instruction
Performance 3.74 1
Instruction
Achievements 3.58 5
Instruction
Grand Mean 3.67
Instruction
Relationship between Respondents’ Profile and Their Perceived Level of Facilities
Competitiveness
As reflected in table 14, respondents’ profiles in terms of age and gender have no
significant relationship with the perceived level of facilities competitiveness.
Table 14 revealed that the course of the respondents has no significant relationship
to quality, efficiency, and user knowledge. This implies that the age of the respondents is
unlikely tied up to their perception of the facilities' competitiveness in terms of quality,
efficiency, and user knowledge. Meanwhile, a significant relationship was found between
63
the age of the respondents and resources and equipment with a strength coefficient of
0.365, and is interpreted as slight. This implies their perception that there is a need for
improvement and procurement of the resources and equipment in hotel and tourism
management such as the availability of kitchen equipment, availability of bar and beverage
tools, telephone and fax machines, and the availability of housekeeping tools and
equipment contributed mush to the facilities competitiveness and is slightly attributed to
the age of the respondents.
Meanwhile, respondents’ profile in terms of educational attainment has no significant
relationship with efficiency and resources and equipment. However, there is a significant
relationship between the respondents’ educational attainment and quality and user
knowledge with a strength of 0.17 and 0.174 respectively, which is interpreted as moderate.
This implies that the perception of respondents on facilities' competitiveness is somehow
affected by educational attainment.
Table 14 also showed that as to their designation significant relationships were
established with resources and equipment. Table 14 further reflects the strength of
significance between designation and resources and equipment with a coefficient of 0.23
with the interpretation of slight.

64
Table 14
Relationship between Respondents' Profile and Their Perceived Level of Facilities
Competitiveness
P- Decision on Ho
Variable Interpretation Strength
value ά = 0.05
Age in relation to:

Quality 0.924 Failed to Reject Ho Not Significant
Efficiency 0.597 Failed to Reject Ho Not Significant
User-knowledge 0.866 Failed to Reject Ho Not Significant
Resources and equipment 0.224 Failed to Reject Ho Not Significant
Gender in relation to:
Resources and equipment 0.34 Failed to Reject Ho Not Significant
Course in relation to:
Resources and equipment 0.011 Reject Ho Significant 0.365
Educational Attainment in relation
to:
Efficiency 0.011 Reject Ho Significant 0.17
Designation in relation to:
Relationship between Respondents’ Profile and Their Perceived Level of Instruction
Competitiveness
As reflected in the table 15, respondents’ profile in terms of age, gender, course,
65
and educational attainment have no significant relationship with the perceived level of
instruction competitiveness.
Table 15
Relationship between Respondents' Profile and Their Perceived Level of Instruction

Competitiveness
P- Decision on Ho
value ά = 0.05
Age in relation to:
Teachers' Quality 0.862 Failed to Reject Ho Not Significant
Methods and Activities 0.953 Failed to Reject Ho Not Significant
Assessment 0.571 Failed to Reject Ho Not Significant
Performance 0.789 Failed to Reject Ho Not Significant
Achievements 0.431 Failed to Reject Ho Not Significant
Gender in relation to:
Course in relation to:
Educational Attainment in relation to:
Performance 1 Failed to Reject Ho Not Significant
Designation in relation to:
Methods and Activities 0.132 Failed to Reject Ho Significant
Assessment 0.02 Reject Ho Not Significant 0.263
66
Meanwhile, respondents’ profile in terms of designation has no significant
relationship with the teachers’ quality, methods, activities, performance, and achievement.
However, there is a significant relationship between the respondents’ designation and
assessment with a strength of 0.263, which is interpreted as slight. This implies that
instruction competitiveness is primarily affected by assessments as perceived by the
respondents in terms of designation.
Relationship between Respondents’ Perceived Level of Facilities Competitiveness and
Their Perceived Level of Instruction Competitiveness
Table 16 showed the relationship between respondents’ perceived level of facilities
competitiveness and their perceived level of instruction competitiveness. The results
indicate that there is a significant relationship between the perceived level of facilities'
competitiveness and the perceived level of instruction competitiveness in most of the
underlying dimensions. Table 16 shows that there is a strong correlation between the
facilities' competitiveness in terms of efficiency, user knowledge, and resources and
equipment with those five dimensions in instruction competitiveness namely: teachers’
quality; methods and activities; assessment; performance; and achievement.
Meanwhile, there is no significant relationship between quality and performance
and quality and achievement. A growing body of research has found that school facilities
can have a profound impact on both teacher and student outcomes. With respect to teachers,
school facilities affect teacher recruitment, retention, commitment, and effort. With respect
to students, school facilities affect health, behavior, engagement, learning, and growth in
achievement. Thus, researchers generally conclude that without adequate facilities and
resources, it is extremely difficult to serve large numbers of children with complex needs.
67
Table 16
Relationship between Respondents' Perceived Level of Facilities Competitiveness and Their

Perceived Level of Instruction Competitiveness
P- Decision on Ho
value ά = 0.05
Quality in relation to:
Teachers' Quality 0.002 Reject Ho Significant 0.758
Methods and Activities 0.001 Reject Ho Significant 0.764
Assessment 0.001 Reject Ho Significant 0.809
Efficiency in relation to:
Performance 0.001 Reject Ho Significant 0.724
Achievements 0.004 Reject Ho Significant 0.533
User-knowledge in relation to:
Resources and Equipment in relation to:
School facilities as well as classroom facilities, constitute the major components of
both direct and indirect action elements in the environment of learning. The direct action
elements are the instructional materials that facilitate teaching and learning while the
indirect learning components are the academic support facilities that make the school
environment conducive to teaching and learning. A direct relationship exists between the
68
quality of school/classroom facilities provided and the quality of the products of the school.
The availability of facilities in the classroom determines the tone of a school and acts as a
propellant in the attainment of its objectives/goals (Okeke, 2013).
To promote a proper atmosphere for effective teaching and learning, the physical
environment of the classroom must be harnessed. The physical environment is made up of
desks, chairs, tables, space, instructional materials, lighting, and ventilation as well as the
latest Information Communication Technology (ICT) pieces of equipment & library.
Others include chalkboards, projection screens, timetables, power supply gadgets, and
students and teachers who have come together for teaching and learning. Classroom as a
facility is one of the key measures of quality as it determines the student-teacher ratio of
any educational system. The availability and state of the classroom play a key role in
facilitating or engendering the teaching-learning process (Okeke, 2013).

69
PROPOSED PLAN OF ACTION
Enhancement of Hospitality and Tourism Management Facilities and Instructions
Rationale
One of the factors that determine the quality of learning and the quality of students
is the quality of teachers and quality facilities in the learning process. In this section, a
proposed plan of action is presented consisting of an enhancement program to improve
teachers' knowledge and skills as well as providing accessible facilities for effective
performance in the Hospitality and Tourism Management programs.
The school should provide adequate support that models better instruction and
regulates its activities and assessment practice in teaching and learning also the quality of
facilities being used. In particular, because most of the respondents have determined the
level of competitiveness in facilities and instructions among teachers, students, and
administrators, the school must implement a developmental program for these aspects. The
administration could look into evaluating the skills and knowledge of teachers and teachers
to assess student learning to create a panel that would ensure its quality regarding the
competitiveness of school facilities, teachers, and learners. Specifically regulated and meet
the competencies required by the CHED could be proposed, if not enhanced, and actively
and adequately implemented in upgrading the performance of the school, teachers, and
students.
Shown on the table on the next page is the outline of the action mentioned above
plan. This plan aims to engage teachers, students, and administrators with relevant seminars
in the Hospitality and Tourism Industry, enrolled in various Hospitality and Tourism
Program Training Centers, purchase the specific need in the laboratory for learning
70
engagement, provide financial support for teachers and students to have excellence
performance developing their learning experience, to be an active member of various
related agencies and organization to improve operations and be accredited, acknowledge
in educational aspect in local or international. A need to conduct different procedures for
the enhancement of facilities and instructions in the programs had surfaced from the said
objective, which involves the dean, teachers, school administrators, and students. The
enhancement and upgrading will impact the overall learning process which affects the
academic performance of students to some extent. Thus, this will prepare the students to
be professionally equipped in their specific. In addition, it would be necessary to enroll in
various related short courses to develop awareness and improve teachers' instruction.
71
Figure 2. Scheme of Implementation
Concerns, Issues, Actions to be taken Persons Directly Time Frame Budget Desired Outcomes
Gaps Involved
Teachers, students and administrators will be
Engage teachers, students, and Administrators
September 8 – aware the sensible flow of the current activity
Upgrading the administrators with relevant Teachers ₱5,000.00
10, 2022 of the HTM industry and be associated with
Technical/Generic seminars in HTM industry Students
various companies.
Skills of Teachers
October to Teachers and students will be equipped with
and Students Enrolled in various HT Teachers
December P5,000.00 skills and knowledge with appropriate strategies
Program Training Centers Students
2022 and methods to assess and improve their own.
School President
Engross administrators and
Lack of equipment Property
teachers to install or purchase Improve performance excellence to
in Food Custodian September to ₱5,000.00 to
the specific need in the accommodate the numbers of students and to
Laboratory and Administrators October 2022 P30,000.00
laboratory for learning have an immediate access in terms of inventory
Mini-Hotel Teachers
engagement and other relevant matters.
Students
Provide technical and School President Improve support program and financial
financial assistance for Dean September 20, assistance for effective performance and to be
₱15,000.00
attending various level of Teachers 2022 more competitive for the development of
Institutional
competitions Students learning experience.
support for
different levels of Apply membership of various
competition School President Active performance and to be acknowledge and
related agencies and September to
Administrators ₱5,000.00 known in the HT Agencies and Organizations in
organizations in Hospitality October 2022
Teachers local or international aspect.
and Tourism
75
72
Chapter 5
SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS
This chapter presents the synthesis of the present study and the significant findings
obtained from the data. This chapter also introduces the study results and the
recommendations believed to provide meaning to the findings of this research paper.
Summary of Findings
This study aimed to determine the competitiveness of hospitality and tourism
management facilities and the level of instruction among students, teachers, and
administrators of the Cebu Roosevelt Memorial Colleges, Bogo City, Cebu, for the
Academic Year 2021-2022. The study's findings showed that the age of majority of the
respondents belonged between 20 to 22 years old, and most of them were female. It further
revealed that most respondents come from BS – HM/HRM. Moreover, most of the
respondents were college-level, and most were students.
Results showed a significant relationship between the profile of the respondents and
the facilities' competitiveness, precisely course and resources and equipment, educational
attainment and efficiency and research and equipment, and designation and examination
and equipment. The strength of the association was slightly based on the beta coefficient.
Furthermore, the respondents' assignment was significantly correlated with the instruction
competitiveness in terms of assessment while not significant on other underlying
dimensions.
Lastly, this study showed significant relationships between respondents' perceived level
of facilities competitiveness and instruction competitiveness regarding efficiency, user
knowledge, and resources and equipment with teachers' quality, methods and activities,
73
assessments, performance, and achievement. Moreover, no significant relationships were
found between the quality of facilities' performance and achievement.
Conclusions
The quality of school facilities affects the ability of a student to achieve various
learning and extra curricula activities. At the same time, the lack of facilities harms
teachers' job satisfaction, undermining their motivation to teach. Thus integrating
competitiveness makes a difference in the teacher's quality instructions to the student
learning through setting up various facilities and equipment for the instructions. Therefore,
having the support of school administrators is an excellent advantage to teachers and
students by having high-quality standards.
Recommendations
The following recommendations are now proposed based on the results of this
study. Given the importance of hospitality and tourism training and other relevant pieces
of exercise, it is recommended that there would be training for teachers and students to
integrate and be inclined to easy instructions of what is in the curriculum. By saying this,
teachers must possess competence in producing excellent learners that would measure their
competencies to prepare students in the field of employment. Adopting and implementing
the proposed action plan would determine its effectiveness in improving teacher quality,
student achievement, and school performance as a whole.
The findings of this study also have significant benefits for future researchers as a
source of reference in assessing similar topics. To reinforce the results of this study,
researchers can further study research on the same issue but use different types of
respondents. In addition, the next researcher can research topics about the performance of
74
graduate students in their field and its alignment of work, influence in choosing a school,
and case study. Also, it is recommended to other scopes or other academic subjects and the
students' process skills to find its relationship. Finally, parents should continue helping and
encouraging their students to participate in school activities to motivate them to learn
actively. Therefore, teachers can establish competent learners towards developing their
skills. School administrators are recommended to support various activities involving
teachers and students, thus, providing adequate materials, types of equipment, and finances
to enhance competitiveness.
75
REFERENCES
BOOKS
Carlisle, B. L., & Murray, C. B. (2015). Academic Performance, Effects of Socio-Economic

Status on. International Encyclopedia of the Social & Behavioral Sciences (Second
Edition), 43-48.
Oygür, I. (2018). The machineries of user knowledge. Design Studies, 23-49.
Stronge, J. H., Grant, L. W., & Xu, X. (2015). Teacher Behaviours and Student Outcomes.
International Encyclopedia of the Social & Behavioral Sciences (Second Edition), 44-50.
CONGRESS PROCEEDINGS
Perman, L., & Mikinac, K. (2014). EFFECTIVENESS OF EDUCATION PROCESSES
IN TOURISM. Tourism and Hospitality Industry 2014, CONGRESS
PROCEEDINGS (pp. 616-617). Croatia: Tourism and Hospitality Industry 2014,
CONGRESS PROCEEDINGS.
JOURNALS/ARTICLES
Abdullahi, I., Wan, Z., & Wan, Y. (2018). Effect of the performance of physical and non-
physical facilities on higher institutional facilities. Journal of Facilities
Management, 8-41.
Abisuga, A. O., Wang, C. C., & Sunindijo, R. Y. (2019). A holistic framework with user-
centred facilities performance attributes for evaluating higher education buildings.
Facilities, 132-160.
Ahmad, S. Z., Abu Bakar, A. R., & Ahmad, N. (2018). An evaluation of teaching methods
of entrepreneurship in hospitality and tourism programs. The International Journal
of Management Education, 14-25.
Assante, L. M., Huffman, L., & Harp, S. S. (2010). A Taxonomy of Academic Quality
Indicators for U.S.-Based 4-Year Undergraduate Hospitality Management
Programs. Journal of Hospitality & Tourism Research, 164-184.
Babalola, T. K., & Moodley, I. (2020). Babalola, Tesleem K.; Moodley, Indres (2020).
Assessing the Efficiency of Health-care Facilities in Sub-Saharan Africa: A
Systematic Review. Health Services Research and Managerial Epidemiology, 1-
12.
Bachalapur, M. M., & Manjunatha, S. (2022). ICT Competence and Attitude among
Faculty members related Review of Literature from the period 2012-2021.
Scholarly Journal, 1-15.
76
Bowers, A. J., & Urick, A. (2011). Does High School Facility Quality Affect Student
Achievement? A Two-Level Hierarchical Linear Model. Journal of Education
Finance, 72-94.
Chukwuji, C. N. (2020). An Assessment Of The Level Of Provision Of Library Space And
Equipment Among Secondary Schools In Gusau Towards Achieving Educational
Goals . MBJLIS – Middlebelt Journal of Library and Information Science,, 90-102.
Deale, C. S. (2019). Learning Preferences Instead of Learning Styles:A Case Study of
Hospitality Management Students’ Perceptions of How They Learn Best and
Implications for Teaching and Learning. International Journal for the Scholarship
of Teaching and Learning, 1-7.
Earthman, G. I. (2002). School Facility Conditions and StudentAcademic Achievement.
UCLA’s Institute for Democracy, Education, & Access, 8-10.
Goh, E. (2011). The Value and Benefits of Fieldtrips in Tourism and Hospitality Education
. Higher Learning Communications Research Journal, 60-70.
Hsu, C. H., Xiao, H., & Chen, N. (2017). Hospitality and tourism education research from
2005 to 2014: “Is the past a prologue to the future?”. International Journal of
Contemporary Hospitality Management, 141-160.
Imran, R. (2010). Students’ Perceptions of Effectiveness of Hospitality Curricula and Their
Preparedness. ScholarWorks, 3-80.
Jin, H., Mikeska, J. N., Hokayem, H., & Mavronikolas, E. (2019). Toward coherence in
curriculum, instruction, and assessment: A review of learning progression
literature. Science Education, 3-27.
Khan, Anwar; Mad Shah, Ishak; Khan, Sadaf; Gul, Shafiq. (2012). Teachers' stress,
performance & resources The Moderating effects of resources on stress &
performance. International Review of Social Sciences and Humanities, 10-23.
Laguador, J. M., Deligero, J. C., & Cueto, A. (2015). Students’ Evaluation On The
Teaching Performance Of Tourism And Hospitality Management Faculty
Members. Asian Journal of Educational Research , 1-6.
Lam, T., & Xiao, H. (2000). Challenges and constraints of hospitality and tourism
education in China. International Journal of Contemporary Hospitality
Management, 291-295.
Lyimo, N. S., Too, J. K., & Kipng'etich, K. J. (2017). Perception of teachers on availability
of instructional materials and physical facilities in secondary schools of Arusha
District, Tanzania. International Journal of Educationa Policy Research and
Review, 103-112.
Lyimo, N. S., Too, J. K., & Kipng'etich, K. J. (2017). Perception of teachers on availability
of instructional materials and physical facilities in secondary schools of Arusha
77
District, Tanzania. International Journal of Educational Policy Research and

Review, 103-112.
Lyimo, N. S., Too, J. K., & Kipng'etich, K. J. (2017). Perception of Teachers on
Availability of Instructional Materials and Physical Facilities in Secondary Schools
of Arusha District, Tanzania. International Journal of Educational Policy Research
and Review, 103-112.
Mainardes, E. W., Ferreira, J. J., & Tontini, G. (2011). Creating a competitive advantage
in Higher Education Institutions: proposal and test of a conceptual model.
International Journal of Management in Education, 5, 145-168.
McCubbins, O., Anderson, R. G., Paulsen, T. H., & Wells, T. (2016). Teacher-perceived
Adequacy of Tools and Equipment Available to Teach Agricultural Mechanics .
Journal of Agricultural Education, 223-236.
McCubbins, O., Anderson, R. G., Paulsen, T. H., & Wells, T. (2016). Teacher-perceived
Adequacy of Tools and Equipment Available to Teach Agricultural Mechanics .
Journal of Agricultural Education, 223-236.
Mincu, M. E. (2015). Teacher quality and school improvement: what is the role of
research? . Oxford Review of Education, 253-269.
Mohammad, B. A., & Alsaleh, H. T. (2013). Motivation of Students to Study Tourism
Hospitality Programs. International Journal of Asian Social Science, 1637–1647.
Nair, R., & George, B. P. (2016). E-learning adoption in hospitality education: An analysis
with special focus on Singapore. Journal of Tourism, Heritage & Services
Marketing, 3-10.
Pajares, F. (2003). Self-Efficacy Beliefs, Motivation, And Achievement In Writing: A
Review Of The Literature. Reading & Writing Quarterly, 139-158.
Rice, J. K. (2003). Teacher Quality: Understanding the Effectiveness of Teacher Attributes.
Washington, DC: Economic Policy Institute.
Rong-Da Liang, A. (2021). Examining the factors of experiential learning and teaching
style: A case study of a hospitality and tourism program . Journal of Hospitality,
Leisure, Sport & Tourism Education , 1-10.
Shen Huawen,Lou J.M., Lam C.F. (May 31, 2015). Evaluating the Quality of Hospitality
and Tourism Education in Vocational Institute in China. International Journal of
Marketing Studies, 12.
Souck, E. N., & Nji, G. (2017). The Effects of School Facilities on Internal Efficiency: The
Case of Selected Bilingual Secondary Schools in Yaounde Centre. World Journal
of Research and Review (WJRR), 41-48.
78
SOUCK, E. N., & NJI, G. (2017). The Effects of School Facilities on Internal Efficiency:
The Case of Selected Bilingual Secondary Schools in Yaounde Centre . World
Journal of Research and Review, 41-48.
Széll, K. (2013). Factors Determining Student Achievement. Hungarian Educational
Research Journal, 55-66.
Tehseen, S., & Ul Hadi, N. (2015). Factors Influencing Teachers’ Performance and
Retention. Mediterranean Journal of Social Sciences, 233-241.
Tety, J. L. (2016). Role of instructional materials in academic performance in community
secondary schools in Rombo District. CORE, 18-80.
van de Grift, W. (2007). Quality of teaching in four European countries: a review of the
literature and application of an assessment instrument. Educational Research, 127-
152.
Vidalakis, C., Sun, M., & Papa, A. (2013). The quality and value of higher education
facilities: a comparative study. Emeral Insight, 489-504.
Weerasinghe, S., Fernando, R. L., & Roberts, B. (2018). University facilities and student
satisfaction in Sri Lanka. International Journal of Educational Management, 1-30.
Ylagan, A. P. (2018). Teaching Performance Of The College Of International Tourism And
Hospitality Management. Journal of International Academic Research for
Multidisciplinary, 425-433.
Yu, K.-T., & Ueng, R.-G. (2012). Enhancing teaching effectiveness by using the Six-Sigma
DMAIC model. Assessment & Evaluation in Higher Education, 949-961.
ONLINE SOURCES
https://www.tcrecord.org/Content.asp?ContentId=11852
http://eprints.utm.my/id/eprint/80501/1/NurulSyakimaMohdYusoff2017_TheDevelopme
ntoftheKeyPerformanceIndicators.pdf
79
Appendices
80
APPENDIX A
TRANSMITTAL LETTER
81
APPENDIX A-2 LETTER TO THE DEAN
March 19, 2022
EDGAR U. DECENA, MBA

Dean, College of Commerce
Sir:
The undersigned is conducting a research work entitled: “Determining the

Competitiveness of Hospitality and Tourism Management Facilities and Level of
Instructions Among Students, Teachers, and Administrators in Higher Educational
Institution”
In this connection, I would humbly like to ask from your good office for a favor to help me
provide information or data for my research. The data I would like to gather limit only to
3rd year and 4th year students of Hospitality and Management and Tourism Management
courses for the school year 2021-2022 in the Department. Also, the 2nd year students that
obtain the H.E strands in CRMC.
I am looking forward for your affirmative response in this educational endeavor. Thank
you and God bless.
Very truly yours,
CARENH M. ABENAZA
Researcher
Noted by:
JAMES H. SAMILLANO, EdD

Research Adviser
Approved by:
EDGAR U. DECENA, MBA

Dean, College of Commerce
82
APPENDIX B
IMPLIED CONSENT
TITLE OF STUDY
Determining the Competitiveness of Hospitality and Tourism Management Facilities and
Level of Instructions Among Students, Teachers, and Administrators in Higher
Educational Institution
PRINCIPAL INVESTIGATOR
Carenh M. Abenaza
Graduate School of Education
CRMC, Bogo City
09754758233
[email protected]
PURPOSE OF STUDY
You are being asked to take part in a research study. Before you decide to participate in
this study, it is important that you understand why the research is being done and what it
will involve. Please read the following information carefully. Please ask the researcher if
there is anything that is not clear or if you need more information.
The purpose of this study is to determine the competitiveness of hospitality and tourism
management facilities and level of instructions among students, teachers, and
administrators of the Cebu Roosevelt Memorial Colleges, Bogo City, Cebu for the
Academic Year 2021-2022. This study contains some information that are related to
respondents’ profile. The information obtained from the participants is a powerful tool for
the researcher to use in identifying areas of concern that are timely and relevant to the
present predicament. Information regarding the data obtained from the participant would
be for research purposes only.
STUDY PROCEDURES
Permissions will be sought from the School Dean and the School President of identified
participants to conduct the study. After the approval, distribution of informed consent will
be done prior to the collection of data from the participants. Also, such consideration will
be performed to give time for the participants to make up their mind as to whether or not
to participate in the study. Shortly after, the date and time of the informants’ availability
will be set so that the process of data collection may not hamper their other commitments.
On the set date, a short orientation about the study will be done. The informants will be
made to understand that in-depth interview and focus group discussion will be videotaped,
83
audio-recorded, noted by a note taker and transcribed by the researcher. Furthermore, they
will be oriented that their participation in the project will not be obligatory and that if they
don’t feel like participating, they are free to do so. Besides, they will not be held
accountable to answer all the questions reflected in the researcher’s guide nor were they
compelled to do it for school-related gains. Confidentiality of responses will also be
stressed out. Each informant will be handed with written consent form. After filling out,
informants will be asked to return the consent form after as it would verify that either
interview or focus group discussion had transpired.
RISKS
Participation in this study will have no anticipated risk to you. Participation is voluntary,
divulged information shall be taken with utmost confidentiality. No identifier will be
included on the questionnaires. The whole research process will be thoroughly explained.
Absolute honesty in answering the questionnaires will be solicited for and you are in no
way coerced to participate. There are no anticipated risks in your participation and you are
free not to answer the questions that you are not comfortable with. Questionnaires will be
answered voluntarily.
You may decline to answer any or all questions and you may terminate your involvement
at any time if you choose.
BENEFITS
There will be no direct benefit to you for your participation in this study. However, we
hope that the information obtained from this study may be of great help to you as participant
in such a way that this provides an idea about the school learning processes that contribute
to the performance of students in the board-course programs under the OBE learning
approach. Schools are considered as training ground for all future practitioners and
innovators. In this case, the responsibility of schools is to equip everyone the knowledge
and skills and how to succeed in their chosen fields. In order to achieve this purpose, the
duty of the school is to develop processes of how to do it. In this case they can inspire
students.
An alternative procedure will be made available for you according to your preference or
convenience in taking part in the study whether to withhold certain information or to further
provide details that might be very helpful in the conduct of the study.
CONFIDENTIALITY
For the purposes of this research study, your comments will not be anonymous. Every
effort will be made by the researcher to preserve your confidentiality including the
following:
84
 Assigning code names/numbers for participants that will be used on all research
notes and documents
 Keeping notes, interview transcriptions, and any other identifying participant
information in a locked file cabinet in the personal possession of the researcher.
Participant data will be kept confidential except in cases where the researcher is legally
obligated to report specific incidents. These incidents include, but may not be limited to,
incidents of abuse and suicide risk.
CONTACT INFORMATION
If you have questions at any time about this study, or you experience adverse effects
as the result of participating in this study, you may contact the researcher whose contact
information is provided on the first page. If you have questions regarding your rights as a
research participant, or if problems arise which you do not feel you can discuss with the
Primary Investigator, please contact the CRMC at (032) 251-2492 and the Research Head,
Shiela Tirol, at 0935-974-0844.
VOLUNTARY PARTICIPATION
Your participation in this study is voluntary. It is up to you to decide whether or not to take
part in this study. If you decide to take part in this study, you will be asked to sign a consent
form. After you sign the consent form, you are still free to withdraw at any time and without
giving a reason. Withdrawing from this study will not affect the relationship you have, if
any, with the researcher. If you withdraw from the study before data collection is
completed, your data will be returned to you or destroyed.
CONSENT
I have read and I understand the provided information and have had the opportunity to ask
questions. I understand that my participation is voluntary and that I am free to withdraw at
any time, without giving a reason and without cost. I understand that I will be given a copy
of this consent form. I voluntarily agree to take part in this study.
Participant's signature ______________________________ Date __________
Investigator's signature _____________________________ Date: March 19, 2022

85
APPENDIX C
RESEARCH INSTRUMENT
Determining the Competitiveness of Hospitality and Tourism Management Facilities

and Level of Instructions Among Students, Teachers, and Administrators in Higher
Educational Institution
Part 1: Profile of the respondents. Please indicate your personal data in this section rest
assured that information will be treated with utmost privacy and confidentiality.
Age: _________
Gender:_________
A. Course (✓)
1. BS-Hospitality Management (General)
2. BS-Hospitality Management/Hotel & Restaurant Management (Food and
Beverage)
3. BS- Tourism Management
4. BS-Tourism
5. Other (e.g. BSA, BSBA,BSC-BM)
B. Year Level (✓)

1. 2nd year
2. 3rd year
3. 4th year
4. Graduate
C. Educational Attainment (✓)

1. College Degree
2. With Master’s units
3. With Doctoral units
4. Doctorate Degree
D. Designation (✓)
1. Student
2. Teacher
3. Administrator
E. Skills Training (✓)

86
TESDA NATIONAL I II III

CERTIFICATE
Front Office Services
Housekeeping
Bartending
Bread and Pastry Production/Services
Food and Beverage
Tourism Promotion Services
Tour Guiding Services
Cookery
Event Management
Trainers Methodology Certificate
(TMC)
Hospitality and Tourism Seminars
and Trainings
Others
None
Part II. Level of Facilities Competitiveness
Indicate with an X the degree of your answer or agreement from the given statements.
(Choose only one.) 1=Very Low Level of Facility Competitiveness 2=Low Level of
Facility Competitiveness 3=Moderate Level of Facility Competitiveness, 4= High Level of
Facility Competitiveness, and 5-Highest Level of Facility Competitiveness
QUALITY 1 2 3 4 5
1. Appearance of Food and Beverage
Laboratory
2. Appearance of Mini-Hotel (Hometel)
3. Appearance of Tour and Travel Agency
4. Appearance of Classrooms
5. Furniture and Fixture of classrooms and
food laboratory
6. Lighting conditions of Food Laboratory
7. Water Supply System conditions of Food
laboratory and mini-hotel
EFFICIENCY 1 2 3 4 5
1. Operational capacity to use.
2. Correct procedures of facility.
3. Awareness of standard procedure.
4. Productiveness of the desired effects.
USER-KNOWLEDGE 1 2 3 4 5
1. Demonstrates content knowledge with
conceptual and practical clarity using
appropriate examples.
87
2. Use practical application from the subject

knowledge for making it responsive to the
diverse needs.
3. Use subject knowledge for completing the
activities within specified allotted time
frame.
4. Makes error corrections.
RESOURCES & EQUIPMENT 1 2 3 4 5
1. Available resources e.g. kitchen ware, china
ware, linens, table, chairs etc.
2. Computers set and printer availability in
food laboratory
mini-hotel/hometel
travel agency
5. Counter and bar table availability.
6. Telephone and Fax machine availability in
mini-hotel/hometel.
7. Telephone and Fax machine availability in
travel agency
8. Availability of Kitchen Equipment
9. Availability of Bar and Beverage tools
10. Availability of Housekeeping tools and
equipment.
11. Vehicle service for educational travels,
tours and competitions.
12. Response immediately when maintenance is
needed or change for the tools and
equipment and other aspect of facilities.
Part III. Level of Instructions Competitiveness
Indicate with an X the degree of your answer or agreement from the given statements.
(Choose only one.) 1=Very Low Level of Competitive Instruction 2=Low Level of
Competitive Instruction 3=Moderate Level of Competitive Instruction, 4= High Level of
Competitive Instruction, and 5-Highest Level of Competitive Instruction
TEACHERS’ QUALITY 1 2 3 4 5
1. Update subject knowledge through studying
to current industry trends
2. Participates to regional, national and
international seminars,
conference/conventions/congress or MICE
as per need and requirement.
88
3. Engages himself/herself in innovative and

research activities for development
4. Demonstrates opportunities for career and
skill enhancement
5. Reliability of data on teaching, learning
conditions and classroom context.
METHODS AND ACTIVITIES 1 2 3 4 5
1. Engage himself/herself in innovative and
research activities
2. Demonstrate exercises and activities related
to the subject areas
3. Provide practical application which
supplement the instructions.
4. Demonstrate knowledge of the subject
areas.
5. Consistency of information on learning
activities and use of instructional materials.
6. Utilize the materials in school effectively
ASSESSMENT 1 2 3 4 5
1. Provide immediate assessment and feedback
for learning improvement
2. Provide opportunity in assessing the skills
and knowledge through experimentation,
exploration, etc.
3. Awareness of the areas that needs to work
on to improve results.
4. Gives encouragement to improve learning
process.
5. Demonstrate concepts using dimensional
tools, provide remedial or enriching
instruction and administer a test or quiz.
PERFORMANCE 1 2 3 4 5
1. Acts immediately to address concerns or
problems such as query, methods, etc.
2. Uses different resource materials other than
textbook for effective learning.
3. Acknowledge student responses and
encourage participation.
4. Display in depth knowledge on the subject
content areas.
5. Cooperate and collaborate with colleagues
in conducting school activities
6. Contributes in developing learning
enhancements.
7. How competitive and active of being a
member of any related
89
organizations/agencies in the hospitality and

tourism in terms of competitions?
8. How competitive is the tools and materials
being used in participating competitions and
in training students?
ACHIEVEMENTS 1 2 3 4 5
1. Participates in regional level competitions.
2. Participates in national level competitions.
3. Participates in international level
competitions.
4. Awards receive in the competition
5. (DOT)Department of Tourism
Accreditation
6. Rewards and recognitions from the
Hospitality and Tourism Industry/Sector
90
APPENDIX D
LOCALE OF THE STUDY

91
APPENDIX E
PLAGIARISM CHECK
92
93
94
APPENDIX F
CERTIFICATION
95
CURRICULUM VITAE
PERSONAL INFORMATION
Name: Carenh M. Abenaza
Address: Guadalupe, Bogo City
Birth Date: September 13, 1994
Place of Birth: Guadalupe, Bogo, Cebu
Religion: Christian (Seventh Day Adventist)
Nationality: Filipino
Civil Status: Married
EDUCATIONAL ATTAINMENT
Graduate School: MASTER OF ARTS IN EDUCATION
Major in Educational Management
March 2022
96
Tertiary: BACHELOR OF SCIENCE IN TOURISM MANAGEMENT
San Vicente St.,Bogo City
DIPLOMA IN PROFESSIONAL EDUCATION
Cebu Technological University-Daanbantayan Campus
Agujo, Daanbantayan, Cebu
Secondary: Don Potenciano Catarata Memorial National High School
Guadalupe, Bogo City
Elementary: Guadalupe Elementary School
Guadalupe, Bogo City

Carenh Final

Uploaded by

Copyright:

Available Formats

Carenh Final

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Carenh Final

Uploaded by

Copyright:

Available Formats

ii

DETERMINING THE COMPETITIVENESS OF HOSPITALITY AND

This thesis entitled “DETERMINING THE COMPETITIVENESS OF

JAMES H. SAMILLANO, Ed.D.

THE THESIS COMMITTEE:

JAN AXEL L. CORTES, PhD TM.

SHIELA L. TIROL, M.A. ARIEL O. TINAPAY, Ed.D

JAMES H. SAMILLANO, Ed.D

PANEL OF ORAL EXAMINERS

Approved by the Committee on Oral Examination with a grade PASSED.

THE THESIS COMMITTEE:

SHIELA L. TIROL, M.A. ARIEL O. TINAPAY, Ed.D

JAMES H. SAMILLANO, Ed.D

JAMES H. SAMILLANO, Ed.D

played a vital role in the realization of this study.

helping the researcher in collecting the necessary data.

knowledge necessary to the research development.

I wholeheartedly dedicate this piece of work to my husband Emel C. Abenaza, to

and colleagues for their words of encouragement and advice.

and mind power in everything I do.

Determining The Competitiveness of Hospitality and Tourism Facilities and Level of

Instructions Among Students, Teachers and Administrators in Higher Educational

Keywords: competitiveness, school facilities, instructions, quality, performance,

achievement, assessment, resources, equipment, profile, methods

` Respondent’s Perceived Level of Facilities’ Competitiveness 50

5 SUMMARY, FINDINGS, CONCLUSION 75

3 Respondent's Knowledge in Objective Test Construction Procedure 38

4 Respondent's Knowledge in Objective Test Construction Procedure 39

5 Respondent's Knowledge in Objective Test Construction Procedure 41

6 Respondent's Knowledge in Objective Test Construction Procedure 41

7 Summary Table of Respondents' Knowledge in Objective Test 42

8 Relationship between Respondents' Profile and Their Knowledge 43

Figure Title Page

Recently, the quality of facilities and instructions in hospitality and tourism

education institutions (HEIs) in different regions has dramatically increased. According to

to continuously demonstrate superior performance in teaching, research and publication,

knowledge and skills of an individual.

the competitiveness of tourism and hospitality products. The achievement of company

objectives, as well as high-caliber personnel, their expertise, and experience, in addition to

objectively. On the other hand, as students actively engaged in studying as a component of

compelled to undergo the examination “Determining the Competitiveness of Hospitality

Administrators in Higher Educational Institutions” to increase the quantity of students’

hospitality and tourism effectively and efficiently experiencing world-class standards.

This study is anchored on William Edwards Deming's Total Quality Management

aforementioned: Lack of having a purpose; emphasis on immediate gains; Systems for

assessing an employee's performance, merit, or annual review; Adaptable management;

managing a company solely on visible data as distinct to "invisible" or non-numerical data;

improvement. Also, he underlined the importance of establishing a commitment to general

achieve educational excellence, complete quality management (Total quality management)

Quality management in business and management is a method that is frequently used to

et. al., 2015).

The Competitive Advantage Theory, which also emphasizes the combination of

organization's performance (Porter, 1991; Roquebert et co., 1996). In addition to the

competitors in traditional HEIs, organizational and virtual universities are

internationalized, wherein the buyers' negotiating power should be of primary concern to

developing competitive methods to allow their set - up in a continuous and integrated

market (Mainardes, Ferreira, & Tontini, 2011).

Furthermore, this study is supported by the Humanism Learning Theory articulated

appropriate educational environment is created, students are self-reliant, fundamentally