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Research Attitude, Skills, and Competencies
Cherie B. Orpia1
Ilocos Sur Polytechnic State College, Santa Maria, Ilocos Sur

(email@corresponding.author.only)
ABSTRACT
According to previous study, in order to be successful in the hospitality business, students must get work
experience in addition to earning their degrees. Although the value of such experience from an industry
perspective has been extensively documented, few studies have examined the benefits and problems that
students confront. The goal of this study was to look into the advantages and disadvantages that
hospitality students may face when working while pursuing their degrees. Google Forms were utilized to
gather the responses of hospitality students and in this study that included 35 BSHM students of ISPSC.
Because the goal of this study is to describe the relationship between the research skills, competencies,
and attitudes of BSHM students and the profile of the respondents, we used descriptive-correlational-
developmental research for the research design. We also used developmental research to see if the study
meets the criteria of internal consistency and effectiveness. The researcher used simple random sampling
method as the respondents will be chosen randomly from the ISPSC. The chosen location is a convenient
site since the school offers BSHM program.
Keywords: BSHM Students, Research Skills, Competencies
1.0 Introduction
All through 300 school and college programs in the Philippines and all throughout the planet
offer two and four-year college degrees in cordiality and the travel industry, getting ready
understudies for vocations in the accommodation business (ICHRIE, n.d.). Given the quantity of
various functional fragments included under the rubric of accommodation enterprises, all
remarkable substances sharing normal cordiality and the travel industry components: eateries,
lodgings, travel, attractions, shows, and relaxation, these projects face a test in instructing
future chiefs and leaders (Ottenbacher, Harrington, and Parsa, 2009). Practical experience and
an awareness of how the sector operates in a professional setting are part of a student's
experience and collegiate preparation in industry-based programs like hospitality.
To collect industry openness and experience for understudies, numerous university programs
offer temporary jobs or helpful learning encounters to give important experience inside
controlled and observed industry settings (Beggs, Ross, and Goodwin, 2008; Dickerson and
Kline, 2008). According to Raybould and Wilkins (2006), for understudies to be productive,
neighborliness the executive’s programs should address both understudies and industry
Ilocos Sur Polytechnic State College: Santa Maria MAED201/MSE201: Statistics Instructor: Cherie B. Orpia
difficulties, developing ranges of skills essential in the business while achieving the academic
thoroughness demanded by establishments. Understudies and graduates who do not gain
additional experience may be insufficiently prepared for the work and demands of the lodging
industry (Alonso and O'Neill, 2011; Tesone, 2002). Understudies and graduates who do not gain
additional experience may be insufficiently prepared for the work and demands of the
accommodation industry (Alonso and O'Neill, 2011; Tesone, 2002).
Students who work, on the other hand, experience difficulties such as onerous time
commitments, stress, and other factors that impair academic achievement (Curtis, 2007;
Holmes, 2008; Robotham, 2009). According to Chen and Gurosy (2007), new graduates must
have a diversified skill set and behavioral attributes in order to compete for job prospects. The
better equipped graduates are when it comes to entering the labor market and achieving long-
term success, the better.
As indicated by the discoveries of an investigation directed by Gilmore and Feldon (2010),
graduate understudies' instructing and examination abilities enhance normal throughout a
scholastic year, since commitment with educating advances research expertise advancement
while commitment with exploration might further develop instructing abilities.
Today's research skills must be cultivated in such a way that students in higher education can
make them their own for the long term. This type of competency is mostly provided in the areas
of methodological domain, information collection, and document-writing standards and
technology tools management. Furthermore, the value of having mediating didactics is
acknowledged (Aguirre, 2016). In its abilities system, the Organization for Economic
Cooperation and Development considers the following abilities: the development of significant
skills, their implementation in the labor market, and the excellent exploitation of such capacities
for the economy and society (OECD, 2017). The following are the exploration skills identified by
Mogonea and Remus Mogonea(2019) as necessary for conducting an academic examination
project: gathering new information, identifying instructive issues, amalgamation and
argumentation, metacognition, knowledge of new examination techniques, the ability to foster

exploration devices, and translation and dissemination of results. Research Skills are
appropriate to a wide scope of fields and can even be utilized to associate them. As indicated by
specific examinations, working with contacts between scholastics from different exploration
points inside a subject is gainful (Hills and Richards, 2013). Accordingly, research skills are
drawn nearer from a few points. The focal point of this investigation is on those that take into
consideration the advancement of scholarly perusing and composing, as this is a region that
should be fortified in light of the fact that it is fundamental for college understudies to have the
option to fathom an assortment of texts and to compose with scholastic thoroughness.
2.0 Related Studies
Deciding if understudies' scholarly and expert encounters have possible advantages or
difficulties has for quite some time been discussed. Analysts have endeavored to recognize both
neighborliness understudies' and industry experts' discernments with an end goal to all the
more likely decide obligation to the business, assumptions held by the partners, and possible
consequences for turnover as new gatherings of representatives enter the cordiality business
every year. The survey of writing introduced here is in three significant areas. The primary area
looks at the advantages and difficulties of both neighborliness and non-accommodation
understudy work encounters and furthermore joins helpful schooling experience. The
subsequent segment, discernments and thoughts of key partners, comprises of understudy and
chief insights and related occupation fulfillment research. The keep going segment remembers
data for instruction and learning, and spotlights on difficulties experienced by the scholarly
world and industry.
Hospitality programs should furnish understudies with thorough scholarly courses while
additionally presenting them to various pragmatic learning openings; a particularly adjusted
instructive experience will set up the present understudies to be the upcoming directors.
Regularly friendliness programs offer exceptional course contributions and encounters for
understudies. A couple of ongoing examinations have analyzed likenesses and contrasts among
programs and are introduced beneath. Also, insights and thoughts of industry (chiefs), and
those of instructive foundations (heads and educators) are inspected.
The hospitality industry is probably the biggest business on the planet. About 90% of US labor
force is utilized in the assistance areas of which many are important for the different areas of
the accommodation business (Madanoglu, Moreo, and Leong, 2003).Millions of occupations,
with billions of dollars in financial commitments are created either straightforwardly or in a
roundabout way by the cordiality business in the United States alone, which helps huge portions
of society, just as the bureaucratic, state, and neighborhood governments (Goeldner and Ritchie,
2009). The neighborliness business is additionally one of the most expanded enterprises on the
planet due to the wide number of various occupations and callings associated with it. The
business likewise works on provincial, public, just as worldwide levels and includes various
areas of an economy like government, non-benefit, and for benefit. To comprehend the elements
of accommodation schooling, have a shortsighted, yet, itemized perspective of the
neighborliness business. A few exploration works have characterized and sorted the business.
Research Skills are at this point not required exclusively by those focusing on research work, yet
they are critical to all college graduates, whether or not they plan to work in research, in people
in general or the private area. The expanding intricacy of society and working life requires
better comprehension of scientific results and examination-based correspondence (Lehtinen
2007; Murtonen et al. 2007). As per Tynja¨la¨ et al. (2006), new information serious work
associations are not just utilizing and applying information delivered in the college, but at the
same time are themselves creating, changing and overseeing information to make
advancements. This implies that the job of advanced education organizations isn't just to get
ready alumni proficient to act in these new positions, yet in addition to instruct laborers who
add to the improvement of working life (Va¨limaa et al. 2006). Greer (2000) brings up that the
measure of data dependent on research and factual investigation is filling in our general public.
Specialized turn of events and the expanding measure of data delivered and made accessible by
PCs and electronic organizations, require the abilities to deal with this data in numerous
occupations, particularly in callings requesting scholarly training. Hence, abilities to see how
information is made and changed in our general public are integral to college graduates.
College schooling isn't, in any case, consistently ready to furnish understudies with practical
originations of their future work. Colleges' examination strategies courses are frequently
capable as troublesome, dull and tedious by numerous college social and conduct science
understudies. Colleges are spending tremendous assets on research guidance; however, the
results are not as great true to form (Lehtinen and Rui 1995, Rautopuro et al. 2007). Troubles
experienced by understudies are not diminishing, yet rather expanding during courses
(Murtonen 2005). Prob-lems in the learning of examination can bring about sluggish movement
rates (Meyer et al. 2005; Kiley and Mullins 2005), and in different kinds of hesitation during
instruction. Diffi-culties in the learning of examination might even affect understudies' future
vocation choices.
3.0 Methodology
As indicated in the title, this chapter includes the research methodology of the study.
Specifically, in this part, it presents a description of research design selection, research
instrument, data collection procedure and the research locale where the study will be
conducted. It also describes who will be the respondents and focus of the research.
3.1 Research Design
For the research design, we used Descriptive-Correlational-Developmental research since the
aim of this study is to describe the relationship between the research skills, competencies, and
attitudes of BSHM students and profile of the respondents and also, we used developmental
research to know if the study meets the criteria of internal consistency and effectiveness.
3.2 Research Locale
This study will be conducted in the ISPSC Sta Maria. Since the chosen respondents of this
research are the BSHM students located in the vicinity.
3.3 Research Respondents

The respondents of this research will be the BSHM students of ISPSC which had a deeper
understanding and wide experience in out study. They were chosen because their knowledge to
research has to do with the purpose of this research.
3.4 Sampling Method
The researcher used simple random sampling method as the respondents will be chosen
randomly from the ISPSC. The chosen location is a convenient site since the school offers BSHM
program.
3.5 Research Instrument
Interview with the guide of questionnaire are the major tools in gathering data and
information needed for the study. Documentation and observation supplemented these as
well. Semi-structured questionnaire and a checklist will be used to conduct an interview from
the respondents.
The interview guide does not go into details but it only provides ideas and allows the
interviewer to pursue freely relevant topics in depth. The items provide flexibility in the
manner order and language of questioning. These help the researchers for more probing and
in-depth investigation. Observation will be conducted to support the data gathering.
3.6 Data Gathering Procedure
The researchers will send the google forms to the chosen BSHM students of ISPSC in order to
acquire the data needed. All the answers gathered are recorded online, and only the researcher
have access to that. The aim is to describe the research attitude, skills, and competencies of
BSHM students. As far as data gathering procedure is concerned, the conduction of the
research involves the use of a semi-structured questionnaire which was used as an interview
guide for the researchers towards the satisfaction of research objectives. The researchers used
interview guide because after answering the google forms the researchers also ask some
questions to perfectly acquire the data needed.
3.7 Statistical Treatment

To describe the profile of the respondents and research attitude, skills and competencies of
BSHM students in different factors, the researchers will use the frequency and percentage
distribution.
To identify the frequency and percentage distribution, the researchers will use the following
formula:
Frequency was actually the number of responses to specific questions in the
questionnaire. Percentage of each score will be computed by using the formula:
P (%) = n/Nx100
Where: P = percentage
n = number of responses falling under a particular category
N= Total number of respondents
To describe the relationship between the profile of the BSHM students and research attitude,
skills, and competencies, the researchers will use the chi-square at 0.05 level of significance.
4.0 Results and Discussion
This chapter presents the data obtained in the form of a tabular overview, explanation and
interpretation of the findings.
Profile of the Respondents
4.1 Age of the Respondents
Number of
Age Respondents Percentage
20 1 3%
21 5 14%
22 11 31%
23 9 26%
24 1 3%
25 4 11%
26 1 3%
30 1 3%
32 2 6%
Total 35 100%
Table 4.1 shows the age of the respondents. 1 or 3% of the respondents are 20, 24, 26, and 30
years of age, 5 or 14% of them are 21 years old, 11 or 31% of the respondents are 22 years old,
9 or 26% of the respondents are 23 years old, 4 or 11% of the respondents are 25 years old, and
lastly 2 or 6% of the respondents are 32 years old. To interpret the data there are more
respondents age 22 years old.
4.2 Gender of the Respondents
Number of
Gender Respondents Percentage
Male 12 34%
Female 18 51%
Gay 2 6%
Lesbian 2 6%
Bisexua
1 3%
l
Total 35 100%
Table 4.2 shows the gender of the respondents. 12 or 34% of the respondents are male, 18 or
51% of them are female, 2 or 6% of the respondents are gay and lesbian, and lastly 1 or 3% of
the respondents are bisexual. To interpret the data there are more female respondents than the
other gender.
4.3 Religion of the Respondents

Number of
Religion Percentage
Respondents
Born Again 2 6%
Jehovah's Witness 1 3%
Roman Catholic 30 86%
Protestant 1 3%
Others 1 3%
Total 35 100%
Table 4.3 shows the religion of the respondents. 2 or 6% of the respondents are Born Again, 1 or
3% of them are Jehovah’s Witness, Protestant, and Others, and lastly 30 or 86% of the
respondents are Roman Catholic. To interpret the data there are more Roman Catholic
respondents than the other religion.
4.4 Civil Status of the Respondents
Number of
Civil Status Percentage
Respondents
Single 35 100%
Married 0 0%
Widowed 0 0%
Total 35 100%
Table 4.4 shows the civil status of the respondents. 35 or 100% of the respondents are single.
All of them are single.
Research Skills
4.5 Critical Thinking
Critical Number of
Percentage
Thinking Respondents
Very Good 13 37%
Good 15 43%
Moderate 5 14%
Low 2 6%
Very Low 0 0%
Total 35 100%
Table 4.5 shows the critical thinking research skill of the respondents in research. 13 or 37% of
the respondents are Very Good, 15 or 43% of them are Good, 5 or 14% of them are Moderate,
and lastly 2 or 6% of the respondents are Low. To interpret the data there are more Good
respondents when it comes to critical thinking as research skills.
4.6 Organizing Ideas
Organizing Number of
Percentage
Ideas Respondents
Very Good 18 51%
Good 9 26%
Moderate 6 17%
Low 2 6%
Very Low 0 0%
Total 35 100%
Table 4.6 shows the organizing ideas research skill of the respondents in research. 18 or 51% of
the respondents are Very Good, 9 or 26% of them are Good, 6 or 17% of them are Moderate, and
lastly 2 or 6% of the respondents are Low. To interpret the data there are more Very Good
respondents when it comes to organizing ideas as research skills.
4.7 Finding Information
Finding Number of
Percentage
Information Respondents
Very Good 18 51%
Good 10 29%
Moderate 5 14%
Low 2 6%
Very Low 0 0%
Total 35 100%
Table 4.7 shows the finding information research skill of the respondents in research. 18 or
51% of the respondents are Very Good, 10 or 29% of them are Good, 5 or 14% of them are
Moderate, and lastly 2 or 6% of the respondents are Low. To interpret the data there are more
Very Good respondents when it comes to finding information as research skills.
4.8 Writing Skills
Number of
Writing Skills Percentage
Respondents
Very Good 20 57%
Good 8 23%
Moderate 6 17%
Low 1 3%
Very Low 0 0%
Total 35 100%
Table 4.8 shows the writing skills as research skill of the respondents in research. 20 or 57% of
responses when it comes to writing skills as research skills.
4.9 Reading Skills
Number of
Reading Skills Percentage
Respondents
Very Good 23 66%
Good 10 29%
Moderate 1 3%
Low 1 3%
Very Low 0 0%
Total 35 100%
Table 4.9 shows the reading skills as research skill of the respondents in research. 23 or 66% of
responses when it comes to reading skills as research skills.
4.10 Ability to Work with Numbers and Graphs
Number of
Ability to Work with Numbers and Graphs Percentage
Respondents
Very Good 14 40%
Good 12 34%
Moderate 6 17%
Low 3 9%
Very Low 0 0%
Total 35 100%
Table 4.10 shows the ability to work with numbers and graphs as research skill of the
respondents in research. 14 or 40% of the respondents are Very Good, 12 or 34% of them are
Good, 6 or 17% of them are Moderate, and lastly 3 or 9% of the respondents are Low. To
interpret the data there are more Very Good responses when it comes to ability to work with
numbers and graphs as research skills.
4.11 Oral Communication Skills
Number of
Oral Communication Skills Percentage
Respondents
Very Good 17 49%
Good 11 31%
Moderate 7 20%
Low 0 0%
Very Low 0 0%
Total 35 100%
Table 4.11 shows the oral communication skills as research skill of the respondents in research.
17 or 49% of the respondents are Very Good, 11 or 31% of them are Good, and lastly 7 or 20%
of them are Moderate. To interpret the data there are more Very Good responses when it comes
to oral communication skills as research skills.
4.12 Ability to Ask Questions
Number of
Ability to Ask Questions Percentage
Respondents
Very Good 18 51%
Good 10 29%
Moderate 5 14%
Low 2 6%
Very Low 0 0%
Total 35 100%
Table 4.12 shows the ability to ask questions as research skill of the respondents in research. 18
or 51% of the respondents are Very Good, 10 or 29% of them are Good, 5 or 14% of them are
Very Good responses when it comes to ability to ask questions as research skills.
4.13 Methodological Knowledge
Number of
Methodological Knowledge Percentage
Respondents
Very Good 13 37%
Good 12 34%
Moderate 8 23%
Low 2 6%
Very Low 0 0%
Total 35 100%
Table 4.13 shows the methodological knowledge as research skill of the respondents in
research. 13 or 37% of the respondents are Very Good, 12 or 34% of them are Good, 8 or 23% of
them are Moderate, and lastly 2 or 6% of the respondents are Low. To interpret the data there
are more Very Good responses when it comes to methodological knowledge as research skills.
4.14 Sense of “big” Picture
Number of
Sense of “big” Picture Percentage
Respondents
Very Good 16 46%
Good 12 34%
Moderate 6 17%
Low 1 3%
Very Low 0 0%
Total 35 100%
Table 4.14 shows the sense of big picture as research skill of the respondents in research. 16 or
Very Good responses when it comes to sense of big picture as research skills.
4.15 Time Management
Number of
Time Management Percentage
Respondents
Very Good 17 49%
Good 13 37%
Moderate 4 11%
Low 1 3%
Very Low 0 0%
Total 35 100%
Table 4.15 shows the time management as research skill of the respondents in research. 17 or
Very Good responses when it comes to time management as research skills.
4.16 Ability to Collaborate with Others
Number of
Ability to Collaborate with Others Percentage
Respondents
Very Good 18 51%
Good 12 34%
Moderate 4 11%
Low 1 3%
Very Low 0 0%
Total 35 100%
Table 4.16 shows the ability to collaborate with others as research skill of the respondents in
research. 18 or 51% of the respondents are Very Good, 12 or 34% of them are Good, 4 or 11% of
them are Moderate, and lastly 1 or 3% of the respondents are Low. To interpret the data there
are more Very Good responses when it comes to ability to collaborate with others as research
skills.
Research Capability
4.17 Research Format
Number of
Research Format Percentage
Respondents
Highly Capable 13 37%
Capable 14 40%
Moderately Capable 6 17%
Less Capable 2 6%
Not Capable 0 0%
Total 35 100%
Table 4.17 shows the research format as research capability of the respondents in research. 13
or 37% of the respondents are Highly Capable, 14 or 40% of them are Capable, 6 or 17% of
them are Moderately Capable, and lastly 2 or 6% of the respondents are Less Capable. To
interpret the data there are more Capable respondents when it comes to research format as
research capability.
4.18 Grammar and Sentence Construction
Number of
Grammar and Sentence Construction Percentage
Respondents
Capable 12 34%
Less Capable 2 6%
Not Capable 0 0%
Total 35 100%
Table 4.18 shows the grammar and sentence construction as research capability of the
respondents in research. 14 or 40% of the respondents are Highly Capable, 12 or 34% of them
are Capable, 7 or 20% of them are Moderately Capable, and lastly 2 or 6% of the respondents
are Less Capable. To interpret the data there are more Highly Capable respondents when it
comes to grammar and sentence constructionre as research capability.
4.19 Research Organization
Number of
Research Organization Percentage
Respondents
Capable 12 34%
Less Capable 2 6%
Not Capable 0 0%
Total 35 100%
Table 4.19 shows the research organization as research capability of the respondents in
research. 14 or 40% of the respondents are Highly Capable, 12 or 34% of them are Capable, 7 or
20% of them are Moderately Capable, and lastly 2 or 6% of the respondents are Less Capable.
To interpret the data there are more Highly Capable respondents when it comes to research
organization as research capability.
4.20 Communication Skills
Number of
Communication Skills Percentage
Respondents
Capable 9 26%
Less Capable 1 3%
Not Capable 0 0%
Total 35 100%
Table 4.20 shows the communication skills as research capability of the respondents in
To interpret the data there are more Highly Capable respondents when it comes to
communication skills as research capability.
4.21 Writing an Introduction
Number of
Writing an Introduction Percentage
Respondents
Capable 8 23%
Less Capable 3 9%
Not Capable 0 0%
Total 35 100%
Table 4.21 shows about writing an introduction as research capability of the respondents in
To interpret the data there are more Highly Capable respondents when it comes in writinf an
introduction as research capability.
4.22 Creating a Research Problem
Number of
Creating a Research Problem Percentage
Respondents
Capable 11 31%
Less Capable 4 11%
Not Capable 0 0%
Total 35 100%
Table 4.22 shows about the creating a research problem as research capability of the
comes in creating a research problem as research capability.
4.23 Formulating Theoretical/Conceptual Paradigm
Number of
Formulating Theoretical/Conceptual Paradigm Percentage
Respondents
Capable 13 37%
Less Capable 3 9%
Not Capable 0 0%
Total 35 100%
Table 4.23 shows about the formulating theoretical/conceptual paradigm as research capability
of the respondents in research. 12 or 34% of the respondents are Highly Capable, 13 or 37% of
them are Capable, 7 or 20% of them are Moderately Capable, and lastly 3 or 9% of the
respondents are Less Capable. To interpret the data there are more Capable respondents when
it comes in formulating theoretical/conceptual paradigm as research capability.
4.24 Formulating Hypothesis
Number of
Formulating Hypothesis Percentage
Respondents
Capable 11 31%
Less Capable 4 11%
Not Capable 0 0%
Total 35 100%
Table 4.24 shows about the formulating hypothesis as research capability of the respondents in
To interpret the data there are more Highly Capable respondents when it comes in formulating
hypothesis as research capability.
4.25 Sources of Literature Review
Number of
Sources of literature review Percentage
Respondents
Capable 9 26%
Less Capable 2 6%
Not Capable 0 0%
Total 35 100%
Table 4.25 shows about the sourcea of literature review as research capability of the
comes in sources of literature review as research capability.
4.26 Conceptualizing Research Literature
Number of
Conceptualizing research literature Percentage
Respondents
Capable 10 29%
Less Capable 4 11%
Not Capable 0 0%
Total 35 100%
Table 4.26 shows about the conceptualizing the research literature as research capability of the
comes in conceptualizing research literature as research capability.
4.27 Develop Research Design
Number of
Develop research design Percentage
Respondents
Capable 12 34%
Less Capable 3 9%
Not Capable 0 0%
Total 35 100%
Table 4.27 shows about the developing research design as research capability of the
comes in developing research deisgn as research capability.
4.28 Sampling and Sample Framework
Number of
Sampling and sample framework Percentage
Respondents
Capable 13 37%
Less Capable 3 9%
Not Capable 0 0%
Total 35 100%
Table 4.28 shows the sampling and sample framework as research capability of the respondents
in research. 12 or 34% of the respondents are Highly Capable, 13 or 37% of them are Capable, 7
or 20% of them are Moderately Capable, and lastly 3 or 9% of the respondents are Less Capable.
To interpret the data there are more Capable respondents when it comes to sampling and
sample framework as research capability.
4.29 Constructing Questionnaires
Number of
Constructing questionnaires Percentage
Respondents
Capable 13 37%
Less Capable 2 6%
Not Capable 0 0%
Total 35 100%
Table 4.29 shows the constructing questionnaires as research capability of the respondents in
To interpret the data there are more Highly Capable respondents when it comes in constructing
questionnaires as research capability.
4.30 Wording and Ordering of Questions
Number of
Wording and ordering of questions Percentage
Respondents
Capable 11 31%
Less Capable 2 6%
Not Capable 0 0%
Total 35 100%
Table 4.30 shows the wording and ordering of questions as research capability of the
comes in wording and ordering of questions as research capability.
4.31 Data Collection
Number of
Data Collection Percentage
Respondents
Capable 8 23%
Less Capable 3 9%
Not Capable 0 0%
Total 35 100%
Table 4.31 shows the data collection as research capability of the respondents in research. 17 or
49% of the respondents are Highly Capable, 8 or 23% of them are Capable, 7 or 20% of them are
Moderately Capable, and lastly 3 or 9% of the respondents are Less Capable. To interpret the
data there are more Highly Capable respondents when it comes to data collection as research
capability.
4.32 Data Entry
Number of
Data entry (coding and cleaning) Percentage
Respondents
Capable 11 31%
Less Capable 3 9%
Not Capable 0 0%
Total 35 100%
Table 4.32 shows the data entry as research capability of the respondents in research. 14 or
40% of the respondents are Highly Capable, 11 or 31% of them are Capable, 7 or 20% of them
are Moderately Capable, and lastly 3 or 9% of the respondents are Less Capable. To interpret
the data there are more Highly Capable respondents when it comes to data entry as research
capability.
4.33 Statistical Tools/Treatment
Number of
Statistical tools/treatment Percentage
Respondents
Capable 12 34%
Less Capable 3 9%
Not Capable 0 0%
Total 35 100%
Table 4.33 shows the statistical tools/treatment as research capability of the respondents in
To interpret the data there are more Highly Capable respondents when it comes to statistical
tools/treatment as research capability.
4.34 Presentation of Data Gathered
Number of
Presentation of data gathered Percentage
Respondents
Capable 12 34%
Less Capable 2 6%
Not Capable 0 0%
Total 35 100%
Table 4.34 shows the presentation of data gathered as research capability of the respondents in
To interpret the data there are more Highly Capable respondents when it comes to presentation
of data gathered as research capability.
4.35 Interpretation of Results
Number of
Interpretation of results Percentage
Respondents
Capable 11 31%
Less Capable 2 6%
Not Capable 0 0%
Total 35 100%
Table 4.35 shows the interpretation of results as research capability of the respondents in
To interpret the data there are more Highly Capable respondents when it comes to
interpretation of results as research capability.
4.36 Correlate Literature to Affirm Results
Number of
Correlate literature to affirm results Percentage
Respondents
Capable 12 34%
Less Capable 4 11%
Not Capable 0 0%
Total 35 100%
Table 4.36 shows the correlate literature to affirm results as research capability of the
comes to correlate literature to affirm results as research capability.
4.37 Synthesizing Results
Number of
Synthesizing results Percentage
Respondents
Capable 13 37%
Less Capable 3 9%
Not Capable 0 0%
Total 35 100%
Table 4.37 shows the synthesizing the results as research capability of the respondents in
To interpret the data there are more Capable respondents when it comes to synthesizing results
as research capability.
4.38 Expressing Additional Value or Importance to the Existing Facts
Expressing additional value or importance to Number of
Percentage
the existing facts Respondents
Capable 12 34%
Less Capable 3 9%
Not Capable 0 0%
Total 35 100%
Table 4.38 shows the addional value or importance to the existing facts as research capability of
the respondents in research. 15 or 43% of the respondents are Highly Capable, 12 or 34% of
respondents are Less Capable. To interpret the data there are more Highly Capable respondents
when it comes to expressing additional value or importance to the existing facts as research
capability.
4.39 Formulating Recommendations to Address the Research Problem and Concerns
Formulating recommendations to address Number of
Percentage
the research problem and concerns Respondents
Capable 14 40%
Less Capable 3 9%
Not Capable 0 0%
Total 35 100%
Table 4.39 shows the formulating recommendations to address the research problem and
concerns of the respondents in research. 13 or 37% of the respondents are Highly Capable, 14
or 40% of them are Capable, 5 or 14% of them are Moderately Capable, and lastly 3 or 9% of the
respondents are Less Capable. To interpret the data there are more Capable respondents when
it comes to formulating recommendation to address the research problem and concerns as
research capability.
4.40 Clearly Stating the Research Focus
Clearly stating the research focus Number of Respondents Percentage
Capable 10 29%
Less Capable 3 9%
Not Capable 0 0%
Total 35 100%
Table 4.40 shows the clearly stating the research focus as research capability of the respondents
in research. 16 or 46% of the respondents are Highly Capable, 10 or 29% of them are Capable, 6
or 17% of them are Moderately Capable, and lastly 3 or 9% of the respondents are Less Capable.
To interpret the data there are more Highly Capable respondents when it comes to stating the
research focus as research capability.
4.41 Summarizing the Research Methods Used
Summarizing the research methods Number of
Percentage
used Respondents
Capable 13 37%
Less Capable 2 6%
Not Capable 0 0%
Total 35 100%
Table 4.41 shows the summarizing the research methods used as research capability of the
comes to summarizing the research methods used as research capability.
4.42 Outlining the Results and Discussion of the Study
Outlining the results and Number of
Percentage
discussion of the study Respondents
Capable 12 34%
Less Capable 4 11%
Not Capable 0 0%
Total 35 100%
Table 4.42 shows the outlining the results and discussion of the study as research capability of
the respondents in research. 15 or 43% of the respondents are Highly Capable, 12 or 34% of
when it comes to outlining the results and discussion of the study as research capability.
4.43 Summarizing Conclusions and Recommendations of the Study
Summarizing conclusions and Number of
Percentage
recommendations of the study Respondents
Capable 13 37%
Less Capable 1 3%
Not Capable 0 0%
Total 35 100%
Table 4.43 shows the summarizing conclusions and recommendations of the study as research
capability of the respondents in research. 14 or 40% of the respondents are Highly Capable, 13
or 37% of them are Capable, 7 or 20% of them are Moderately Capable, and lastly 1 or 3% of the
when it comes to summarizing conclusions and recommendations of the study as research
capability.
4.44 Using the Abstract Format
Number of
Using the abstract format Percentage
Respondents
Capable 12 34%
Less Capable 4 11%
Not Capable 0 0%
Total 35 100%
Table 4.44 shows the abstract format as research capability of the respondents in research. 14
or 40% of the respondents are Highly Capable, 12 or 34% of them are Capable, 5 or 14% of
them are Moderately Capable, and lastly 4 or 11% of the respondents are Less Capable. To
interpret the data there are more Highly Capable respondents when it comes to using the
abstract format as research capability.
4.45 Presentation/Format of References
Number of
Presentation/format of references Percentage
Respondents
Capable 13 37%
Less Capable 1 3%
Not Capable 0 0%
Total 35 100%
Table 4.45 shows the presentation/format of references as research capability of the
comes to presentation/format of references as research capability.
4.46 Accessing of Available and Updated Materials
Accessing of available and updated Number of
Percentage
materials Respondents
Capable 10 29%
Less Capable 2 6%
Not Capable 0 0%
Total 35 100%
Table 4.46 shows the accessing of available and updated materials as research capability of the
comes to accessing of available and updated materials as research capability.
Level of Satisfaction to Facilities and Resources
4.47 Computer Units for Research Purposes
Computer Units for Research Number of
Percentage
purposes Respondents
Very Satisfied 13 37%
Satisfied 16 46%
Moderately Satisfied 3 9%
Dissatisfied 3 9%
Very Dissatisfied 0 0%
Total 35 100%
Table 4.47 shows the computer units for research purposes of the respondents in research. 13
or 37% of the respondents are Very Satisfied, 16 or 46% of them are Satisfied, 3 or 9% of them
are Moderately Satisfied, and lastly 3 or 9% of the respondents are Dissatisfied. To interpret the
data there are more Very Satisfied respondents in computer units for research purposes.
4.48 Journals, Books, and other Materials
Number of
Journals, books and other materials Percentage
Respondents
Satisfied 11 31%
Dissatisfied 3 9%
Total 35 100%
Table 4.48 shows the journals, books, and other materials of the respondents in research. 16 or
46% of the respondents are Very Satisfied, 11 or 31% of them are Satisfied, 5 or 14% of them
are Moderately Satisfied, and lastly 3 or 9% of the respondents are Dissatisfied. To interpret the
data there are more Very Satisfied respondents in the journals, books, and other materials.
4.49 Installed E-Journals
Installed e-journals (i.e., academic, Number of
Percentage
etc.) Respondents
Satisfied 13 37%
Dissatisfied 4 11%
Total 35 100%
Table 4.49 shows the installed e-journals of the respondents in research. 13 or 37% of the
respondents are Very Satisfied, 13 or 37% of them are Satisfied, 5 or 14% of them are
Moderately Satisfied, and lastly 4 or 11% of the respondents are Dissatisfied. To interpret the
data there are more Very Satisfied respondents in the installed e-journals.
4.50 Training Area for in-house Small Seminars
Training area for in-house small Number of
Percentage
seminars Respondents
Satisfied 13 37%
Dissatisfied 4 11%
Total 35 100%
Table 4.50 shows the training area for in-house small seminars of the respondents in research.
14 or 40% of the respondents are Very Satisfied, 13 or 37% of them are Satisfied, 4 or 11% of
them are Moderately Satisfied, and lastly 4 or 11% of the respondents are Dissatisfied. To
interpret the data there are more Very Satisfied respondents in the training area for in-house
small seminars.
4.51 Trainings in Research
Number of
Trainings in research Percentage
Respondents
Satisfied 12 34%
Dissatisfied 5 14%
Total 35 100%
Table 4.51 shows the trainings in research of the respondents in research. 14 or 40% of the
data there are more Very Satisfied respondents in the trainings in research.
4.52 Internet Access
Number of
Internet access Percentage
Respondents
Satisfied 11 31%
Dissatisfied 5 14%
Total 35 100%
Table 4.52 shows the internet access of the respondents in research. 11 or 31% of the
data there are more Very Satisfied respondents in their internet access.
4.53 Laboratories for Experimental Research
Laboratories for experimental Number of
Percentage
research Respondents
Satisfied 12 34%
Dissatisfied 4 11%
Total 35 100%
Table 4.53 shows the laboratories for experimental research of the respondents in research. 13
or 37% of the respondents are Very Satisfied, 12 or 34% of them are Satisfied, 6 or 17% of them
are Moderately Satisfied, and lastly 4 or 11% of the respondents are Dissatisfied. To interpret
the data there are more Very Satisfied respondents in the laboratories for experimental
research.
4.54 Statistical Software
Number of
Statistical software Percentage
Respondents
Satisfied 13 37%
Dissatisfied 4 11%
Total 35 100%
Table 4.54 shows the statistical software of the respondents in research. 12 or 34% of the
data there are more Satisfied respondents in their statistical software.
4.55 Services for Editor/Grammarian
Number of
Services for editor/grammarian Percentage
Respondents
Satisfied 14 40%
Dissatisfied 4 11%
Total 35 100%
Table 4.55 shows the services for editor/grammarian of the respondents in research. 13 or 37%
of the respondents are Very Satisfied, 14 or 40% of them are Satisfied, 4 or 11% of them are
data there are more Satisfied respondents in their services for editor/grammarian.
4.56 Services for Referee/Reader
Number of
Services for referee/reader Percentage
Respondents
Satisfied 14 40%
Dissatisfied 4 11%
Total 35 100%
Table 4.55 shows the services for referee/reader of the respondents in research. 14 or 40% of
the respondents are Very Satisfied, 14 or 40% of them are Satisfied, 3 or 9% of them are
data there are more Very Satisfied respondents in their services for referee/reader.
4.57 Consultation Services of Adviser
Number of
Consultation services of adviser Percentage
Respondents
Satisfied 15 43%
Dissatisfied 1 3%
Total 35 100%
Table 4.57 shows the consultation services of adviser of the respondents in research. 16 or 46%
data there are more Very Satisfied respondents in their consultation services of adviser.
4.58 Publication of College/Institutional Research Journals
Publication of college/institutional Number of
Percentage
research journals Respondents
Satisfied 15 43%
Dissatisfied 1 3%
Total 35 100%
Table 4.58 shows the publication of college/institutional research journal of the respondents in
research. 13 or 37% of the respondents are Very Satisfied, 15 or 43% of them are Satisfied, 6 or
17% of them are Moderately Satisfied, and lastly 1 or 3% of the respondents are Dissatisfied. To
interpret the data there are more Satisfied respondents in their publication of
college/institutional research journal.
4.59 Budget for Research Publication
Number of
Budget for research publication Percentage
Respondents
Satisfied 12 34%
Dissatisfied 4 11%
Total 35 100%
Table 4.59 shows the budget for research publication of the respondents in research. 14 or 40%
data there are more Very Satisfied respondents in their budget for research publication.
4.60 Budget for Writing a Research
Number of
Budget for writing a research Percentage
Respondents
Satisfied 11 31%
Dissatisfied 4 11%
Total 35 100%
Table 4.60 shows the budget for writing a research of the respondents in research. 13 or 37% of
data there are more Very Satisfied respondents in their budget for writing a research.
4.61 Budget for Seminars and Fora
Number of
Budget for Seminars and Fora Percentage
Respondents
Satisfied 14 40%
Dissatisfied 3 9%
Total 35 100%
Table 4.61 shows the budget for seminars and fora of the respondents in research. 13 or 37% of
data there are more Satisfied respondents in their budget for seminars and fora.
5.0 Conclusion and Recommendations
5.1 Conclusion
Based on the data analyzed, the researchers deduced the following conclusions:
a. Most of the respondents who says that critical thinking is Good as research skills fell
within 43%.
b. The majority of those who said that organizing ideas is a Very Good research talent fell
within 51 percent of the total.
c. Most of the respondents who says that finding information is Very Good as research
skills fell within 51%.
d. The majority of those who said their writing skills were very good as research skills fell
within 57% of the total.
e. The majority of those who said their reading skills were Very Good as research skills
were in the 66 percent range.
f. The majority of those who said their ability to deal with data and graphs is Very Good in
terms of research skills fell 40% range.
g. The majority of those who said their oral communication abilities were very good as
research skills came within 49 percent of the total.
h. The majority of those who said their ability to ask inquiries is Very Good in terms of
research skills fell within 51 percent.
i. The majority of those who said their methodological understanding as research skills
were Very Good fell within 37 percent of the total.
j. The majority of those who said their understanding of the big picture as their research
skills were in the 46 percent range.
k. The majority of those who said their time management as research skills are Very Good
fell within 49 percent of the total.
l. The majority of those who said their capacity to work with others as research skills is
Very Good fell inside 51 percent.
m. The percentage of respondents who claim they are capable of conducting research
format has fell to 40%.
n. The percentage of responders who think they are highly capable in grammar and
sentence composition has fell to 40%.
o. The majority of those who stated that they are highly capable of conducting research
organization fell to 40% range.
p. The majority of those who said they are highly capable in communication skills fell into
the 46 percent range.
q. The majority of those who said they are highly capable of writing an introduction fell
into the 49 percent range.
r. The majority of those who claim they are highly capable of creating a research problem
are in the 43 percent range.
s. The majority of those who say they are capable of developing theoretical/conceptual
paradigms are in the 34 percent range.
t. The majority of those who said they are highly capable at forming hypotheses fell into
u. The majority of those who said they are highly capable of researching sources for a
literature review fell into the 43 percent.
v. The majority of those who claim they are highly capable of conceptualizing research
literature fall into the 40% range.
w. The majority of those who believe they are highly capable of developing research
designs are in the 43 percent range.
x. The majority of those who think they are capable of sampling and sample framework
y. The majority of those who believe they are highly capable at creating questionnaires are
in the 46 percent range.
z. The majority of those who said they are highly capable at phrasing and ordering
questions fell into the 46 percent.
aa. The majority of those who believe they are highly capable in data collection fall into the
49 percent range.
bb. The majority of those who believe they are highly capable in data entry fall into the 40%
range.
cc. The majority of those who believe they are highly capable in statistical tools/treatment
fall into the 37% range.
dd. The majority of those who believe they are highly capable in presenting data gathered
ee. The majority of those who believe they are highly capable in interpreting results are in
ff. The majority of those who said they are highly capable at comparing literature to
confirm results fell into the 43 percent range.
gg. The majority of those who claim to be capable of synthesizing results fall into the 37
percent range.
hh. The majority of those who claim they are highly capable of adding worth or relevance to
existing facts fall into the 43 percent category.
ii. The percentage of responders who claim to be capable of making proposals to address
the research problem and concerns is around 40%.
jj. The majority of those who said they are highly capable of properly stating the research
focus fell into the 46 percent range.
kk. The majority of those who claim they are highly capable of describing the research
methodologies used are in the 40 percent range.
ll. The majority of those who claim they are highly capable of summarizing the study's
findings and discussing them are in the 43 percent range.
mm. The majority of those who claim they are highly capable of summarizing the
study's conclusions and recommendations are in the 40 percent range.
nn. The majority of those who believe they are highly capable of using the abstract format
fall into the 40% range.
oo. The majority of those who believe they are highly capable at presenting/formatting
references fall into the 40% range.
pp. The majority of those who said they are highly capable of obtaining available and
updated materials fell into the 43 percent range.
qq. The majority of respondents, 46 percent, are satisfied using computer equipment for
research purposes.
rr. The majority of responders (46%) are extremely satisfied with journals, books, and
other items.
ss. The majority of respondents (37%) are very satisfied with their installed e-journals.
tt. The majority of respondents (40 percent) are extremely satisfied in the training field for
in-house short seminars.
uu. The majority of responders (40%) are extremely satisfied with their research training.
vv. The majority of respondents (31 percent) are very satisfied with their internet access.
ww. The majority of respondents (37%) are extremely satisfied with the laboratories
for experimental research.
xx. The statistics program is rated as satisfactory by the majority of responders (37%).
yy. The majority of responders (40 percent) are satisfied with the editor/grammarian
services.
zz. The majority of respondents (40 percent) are highly satisfied with the referee/reader
services.
aaa. The majority of respondents (46%) are extremely satisfied with the adviser's
consulting services.
bbb. The majority of respondents (43%) are satisfied with the publication of a
college/institutional research journal.
ccc. The majority of responders are pleased with the research publication budget, which is
within 40% of the total.
ddd. The majority of responders (37%) are very satisfied with the budget for
producing a research paper.
eee. The majority of respondents were satisfied with the seminar and fora budget,
which came within 40% of the total.
5.2 Recommendations
Based on the conclusion, the researchers hereby present the following recommendations:
a. Make sure you're familiar with the task. This may seem self-evident, but knowing what
your professor or teacher is looking for before you start writing your research paper is
essential. Many students overlook this stage and then wonder why they received a low
score on a paper on which they worked hard and were excited. The most common cause
is a failure to read the instructions. Spend some time going over the task again. Examine
everything you've been provided by your instructor. Pay close attention to the writing
assignment, prompts, grading rubric, and any other materials you've been given. It may
also be good to highlight and take notes on the assignment. Take some time to think
about what you'll be writing and how you'll be evaluated. And if you have any questions,
don't hesitate to ask! Before deciding on a topic, seek clarification from your teacher.
You'll know you're on the correct track if you do things this way.
b. Choose a topic. It's time to determine what to write about in your research paper now
that you know what you're supposed to write about. This can be intimidating, but don't
get too worked up over it. Writing about something you're interested in or passionate
about can be really beneficial, but don't worry about coming up with the right topic. In
many circumstances, a contentious topic is good since it allows you to practice
objectively explaining opposing viewpoints and even defending one if the task requires
it. Utilize the rules given by your educator to assist you with picking a subject for your
article. Pick an alternate topic on the off chance that you have a most loved subject yet
are experiencing difficulty fitting it under the principles. Elucidating a theme that is
pertinent to the task will be simpler for you over the long haul. You ought to be keen on
the theme you're examining, however you don't need to cherish it. It's likewise nice to
realize that you may utilize this test composing fill in as a chance to find out with
regards to a genuinely new thing. You will be an overall expert when this experience is
through, yet you don't have to know everything at the present time.
c. Research. Furthermore, presently comes the part you've all been hanging tight for:
research! This progression is fairly versatile; various people will lead their examination
for a paper differently. Notwithstanding, it's basic to stay thought and move quickly. All
things considered; you actually have an exploration paper to compose. When doing
research, keep in mind to 1) skim, 2) identify credible sites, and 3) don't overlook
material. First and foremost, skimming. You don't have to read everything that has ever
been written about your issue in detail. You probably won't be able to. Get used to
skimming through information rapidly. Learn how to recognize significant ideas and
arguments without becoming engrossed in reading every single word. Then, search for
reliable sources. Despite the fact that it might conflict with what you've been advised,
you can make an exploration paper utilizing Wikipedia. Notwithstanding, you can't
depend on it as a last source. You can utilize nonexclusive sources like Wikipedia to find
out more about a subject, distinguish catchphrases that will assist you with growing
your investigation, and quickly grasp huge measures of information. In any case, you
should find trustworthy hotspots for the data you use in your paper. Dig deeper into
what you've learnt from a Google search or a Wikipedia article. Examine the article's
sources, use keywords from your internet search to search an academic database, or ask
an expert whether what you discovered is true and, if so, where you can locate a
reputable source that says the same thing. To be clear, you can utilize Wikipedia as a
beginning point for your study, but you should not use Wikipedia as one of your
research paper's key sources. Finally, information should not be overlooked. You can
find an article that says exactly what you're looking for. Is it true that octopus DNA is
made up of impenetrable DNA from outer space? Are the pinnacles of Disney World's
Cinderella Castle detachable in the event of a tropical storm? Did a cook try to
assassinate George Washington by causing him to eat tomatoes? You can discover
publications claiming that each of the three previous statements is true; but, digging
deeper reveals that they are unquestionably false. Because you locate one article stating
that something is true, it does not necessarily imply that it is a fact that you may utilize
in your evaluation. Work to fathom the entirety of the different perspectives and ways of
thinking regarding your matter. This can be refined by perusing an assortment of
articles, perusing a book or article that gives an outline of the subject and incorporates a
few perspectives, or talking with a specialist who can clarify the point in more
prominent profundity.
d. Make plan for your research. So, since you have the entirety of this information, how
would you manage it? The fourth step involves getting coordinated. Shifted individuals
have various inclinations around here, similarly as in research. It might likewise be
controlled by the idea of your task. With regards to masterminding your exploration, a
reference index is useful.
e. Create a thesis. You're prepared to offer your own viewpoint, contention, or guarantee
since you realize what you've been approached to do, that you've picked a subject that
suits the task, and that you've investigated and organized that data. Your paper needs a
proposal regardless of whether you're not contending possibly in support of anything. A
proposal is a compact explanation that you, as the analyst and writer, make for the
peruses of your work to clarify or demonstrate what you're endeavoring to say.
f. Create an outline. Everything's tied in with organizing your paper when you make a
blueprint. Try not to be excessively equation based, however following examples and
guides may be helpful. You might have composed three-or five-passage expositions in
secondary school, and it's fine to use those equivalent examples for a school research
paper, however be certain the style you pick is proper for your task. Three or five
essential segments couldn't work for your examination paper if your proposition just
has two principal thoughts. On the off chance that the task expects you to present a
subject, depict a few perspectives on the point, and afterward pick and clarify your own
perspective, your paper will in all likelihood incorporate three essential segments, one
for every one of those objectives.
g. Compose. At last, it's an ideal opportunity to plunk down and create your paper. You
might feel like you ought to have started composing sooner, yet relax: the work you've
done hitherto is critical. It will help you recorded as a hard copy an exploration paper
that is solid, clear, and charming. Try not to be a fussbudget when you're composing. Try
not to worry over tracking down the ideal words, adjusting your language, or concocting
the ideal title. As you change, there is still an ideal opportunity to consummate your
examination paper. At this moment, you should simply write.
h. Make a content edit. Require a moment to praise yourself since you've finished your
paper. You've invested a ton of energy to arrive! Return to work after that. Your paper
actually must be altered before it tends to be sent in. Recollect how you weren't
intended to be worried about flawlessness? You don't should be concerned, however
presently is the second to make your paper as incredible as could really be expected.
i. Make a spelling and grammar check. It's also crucial to check for errors in syntax. This
may appear difficult, but there are a variety of tools and resources available to assist
you. Use Grammarly or Strunk and White's Elements of Style if you don't know how to
handle commas, semicolons, or run-on sentences. Sentence structure changes, like
content changes, may require several iterations. On the off occasion that you need to
take a vacation, it's acceptable. It may even assist you in returning to your composition
with a more involved mindset, which is critical for detecting and correcting errors.
j. Reread your research paper before submitting. In the event that you've just perused
your paper on a screen up until this point, printing a duplicate and perusing it on paper
can be useful. While perusing on your PC, you might see blunders or designing
challenges that your eyes missed. It's an ideal opportunity to present your examination
paper whenever you've investigated it once again and twofold made sure that it meets
the entirety of the task's prerequisites.
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Research Attitude, Skills, and Competencies

Ilocos Sur Polytechnic State College, Santa Maria, Ilocos Sur

experience and collegiate preparation in industry-based programs like hospitality.

thoroughness demanded by establishments. Understudies and graduates who do not gain

accommodation industry (Alonso and O'Neill, 2011; Tesone, 2002).

term success, the better.

As indicated by the discoveries of an investigation directed by Gilmore and Feldon (2010),

graduate understudies' instructing and examination abilities enhance normal throughout a

while commitment with exploration might further develop instructing abilities.

of methodological domain, information collection, and document-writing standards and

technology tools management. Furthermore, the value of having mediating didactics is

Mogonea and Remus Mogonea(2019) as necessary for conducting an academic examination

project: gathering new information, identifying instructive issues, amalgamation and

argumentation, metacognition, knowledge of new examination techniques, the ability to foster

option to fathom an assortment of texts and to compose with scholastic thoroughness.

2.0 Related Studies

Deciding if understudies' scholarly and expert encounters have possible advantages or

looks at the advantages and difficulties of both neighborliness and non-accommodation

world and industry.

additionally presenting them to various pragmatic learning openings; a particularly adjusted

those of instructive foundations (heads and educators) are inspected.

the accommodation business (Madanoglu, Moreo, and Leong, 2003).Millions of occupations,

with billions of dollars in financial commitments are created either straightforwardly or in a

of accommodation schooling, have a shortsighted, yet, itemized perspective of the

better comprehension of scientific results and examination-based correspondence (Lehtinen

Specifically, in this part, it presents a description of research design selection, research

3.1 Research Design

For the research design, we used Descriptive-Correlational-Developmental research since the

3.2 Research Locale

research are the BSHM students located in the vicinity.

3.3 Research Respondents

research has to do with the purpose of this research.

3.4 Sampling Method

3.5 Research Instrument

in-depth investigation. Observation will be conducted to support the data gathering.

3.6 Data Gathering Procedure

questions to perfectly acquire the data needed.

3.7 Statistical Treatment

Frequency was actually the number of responses to specific questions in the

questionnaire. Percentage of each score will be computed by using the formula:

n = number of responses falling under a particular category

N= Total number of respondents

4.0 Results and Discussion

4.3 Religion of the Respondents

5.0 Conclusion and Recommendations

many circumstances, a contentious topic is good since it allows you to practice

thinking regarding your matter. This can be refined by perusing an assortment of

have various inclinations around here, similarly as in research. It might likewise be

reference index is useful.

proposal regardless of whether you're not contending possibly in support of anything. A

peruses of your work to clarify or demonstrate what you're endeavoring to say.

for every one of those objectives.

examination paper. At this moment, you should simply write.

intended to be worried about flawlessness? You don't should be concerned, however

handle commas, semicolons, or run-on sentences. Sentence structure changes, like

the entirety of the task's prerequisites.

American Educational Research Association, Denver, CO, April 30 – May 4, 2010.

Aguirre, C. (2016). Desarrollo de Competencias de Investigació n En Estudiantes de Educació n

Superior Con La Mediació n de Herramientas de M-Learning & E-Learning. Revista Inclusión

Desarrollo 3, 68–83. doi: 10.26620/uniminuto.inclusion.4.1.2017.68-83

health care. J. Behav. Health Services Res. 41, 3–7. doi: 10.1007/s11414-013-9374-7

Tourism Education, 7(1), 31-39. doi:10.3794/johlste.71.161

of Contemporary Hospitality Management, 17, 203-216. doi:10.1108/09596110510591891

Training, 49, 380-390. doi:10.1108/00400910710762940