Students' Perception of the Effectiveness of

Hospitality Curricula and Their Preparedness

A Research Study
Presented to the
Faculty of the College of Business Administration
Negros Oriental State University- Bayawan-Santa Catalina Campus
For Evaluation and Approval

BY:
Angel Banogon
Christine Cuaba
Rheena Cañete
Jeramie Delos Santos
Mia Jenn Diploma

i
TABLE OF CONTENTS

Cover Page i

Table of Contents ii

Background of the Study 1-4

General and Specific Objection of the Study 4-5

Significance of the Study 5

Review of Related Literature 5-11

Methodology 11-12

Reference 13-18

ii
Background of the Study

Hospitality Management has been an option for many students nowadays when going to college.
There’s been a growing trend of students taking up the field due to the manner of its work and
the development of its industry over the years. A study by Amissah et al., (2019) about Ghana’s
tourism and hospitality industries aimed to ascertain whether or not students wanted to pursue
careers in Hospitality Management. Results showed that students take into account a variety of
factors when choosing a career, but they believe that the hospitality and tourism industry offers
something special. These factors include the ability to look after others, the capacity to create
one’s own employment opportunities, the acquisition of transferable skills, and the possibility of
further education and training. Because of its impact on the business sector, the tourism industry
is one of the most profitable sectors for career growth. Moreover, education in the hospitality
industry is a multidisciplinary field. Because of the variety of jobs and professions available in
the hotel industry, it is also one of the most diverse industries in the world (Chowdhury, 2020).
However, the outbreak of the Covid-19 pandemic has caused havoc in tourism and other related
industries both nationally and globally. Because of the unpredictability of the conditions, the
pandemic had an underestimated impact on the tourism and hotel industries not only in the
Philippines, but globally. The global economy was slowed as a result of the pandemic.
Consequently, the COVID-19 pandemic had a significant impact on both students' perceptions of
their future careers in the tourist industry and educational institutions that offered programs in
the sector (Benaraba, et.al 2022).

Aside from the impact of the pandemic on the hospitality management study program, a lot of
considerations also arises as the practicality aspect of the industry is being put under the
microscope, such as the assistance they will receive while studying and their long-term plans to
work in the hospitality industry. A study was conducted to assess the perceptions of the students
taking up a Hospitality Management study program in South Africa. According to Ezeuduji et al.
(2017), many respondents indicated a satisfaction with their study program and a long-term
intention to work in the hospitality industry. However, their main issues with their studies
include the insufficiency of the hospitality management curriculum to meet their demands, the
worry that they won't have satisfying positions to apply for after graduation, and their ignorance

1
of public and private funding sources for hospitality entrepreneurship activities. Moreover,
students are mostly concerned that their study curriculum is somewhat insufficient to meet their
study needs and that more time should be assigned to the core hospitality courses. Similarly, in a
study by Onyuna (2019) which assessed the quality of Kenya's tourism and hospitality
management graduates, the finding continues to raise concerns, with various stakeholders raising
the red flag. Industry-based learning has previously been used successfully to expose trainees to
necessary job-related experiences. Recognizing the potential impact of industry-based learning,
this study examined the impact of industry-based learning on competency development among
hospitality graduates in Kenya. Among the key findings were that all three approaches, namely
internship, practicum, and apprenticeship, had positive and significant influences on competency
development among hospitality graduates. The study concluded that Kenyan universities offering
hospitality education should invest heavily in industry-based learning to not only improve their
training status but also expose students to the realities of industry expectations.

According to Ezeuduji, et.al. (2017), this paper also calls on institutions of higher learning that
admit students to hospitality management courses to give preference to those students who
initially preferred to study hospitality management because they will be clearly more dedicated
to their preferred career option. Another study by Nachmias et al. (2017) looks into hospitality
students' attitudes toward hospitality education and careers. According to the findings,
participants have similar concerns and expectations about hospitality education and careers. A
variety of cognitive-person and external variables are perceived to have an impact on hospitality
education and careers, raising concerns about student preparedness for the industry.

Expat research is widely pursued in the educational industry but has received little attention in
the curriculum for hospitality industry study programs. The diversity of hotel ownership,
workforce, and tourists staying in hotel properties has necessitated several changes, including
changes in hiring and employee training. As a result, the development and utilization of human
resources in a variety of settings can have an impact on the success of hotel companies.
Expatriate management, and understanding expatriate cross-cultural adjustment to various
aspects of their host environment and organizations, has been identified as an important and

2
emerging concept in hospitality management by researchers and practitioners Haldorai, et al.,
2021. According to a study by Haldorai, et.al. (2021) which was conducted to determine whether
cultural distance and learning orientation have an impact on how self-initiated expatriates
perform at work, the demand for talents in the hotel industry extends beyond the limits of
national borders. The concept of self-initiated expatriation is common but has received little
attention. Hence, the concept needs further focus on the development of the study program’s
further curriculum.

Many countries' tourism industries are becoming increasingly important drivers of growth and
prosperity in Asia. However, in Vietnam, the tourism and hospitality management sector has
been considered a low contributor, hence making it a worthwhile topic to study. According to Le,
et.al. (2018), the study's findings provide insights into the current state of hospitality higher
education in Vietnam, as well as evidence-based insights into key factors influencing higher
education's contributions to an expanding hospitality industry. Another crucial vantage point for
further development of the curriculum on hospitality management study plan is the study on
stakeholders’ participation. Interaction between stakeholders is critical in the hospitality and
tourism (H&T) context to cultivate sustainability. According to Liu et al. (2022), despite growing
recognition of the importance of ICCs in the provision of hospitality, there has been little study
on stakeholder perceptions of educational provision for ICCs.

In the study of Zhang and Tavitiyaman’s (2022), which identified priorities for sustainability
education by investigating stakeholders' perceptions of sustainable issues (industry practitioners
and students), the findings suggest that industry practitioners and students generally agree on
economic and social issues but disagree on environmental issues. This study adds to the body of
knowledge by demonstrating how sustainability must be incorporated into Hospitality and
Tourism curriculum education. Furthermore, higher education institutions (HEIs) play an
important role in the development of knowledge and skills that will allow industries to meet the
demands of the fourth industrial revolution (4IR). According to Roma (2021), the findings
revealed the common assessment methods used by teachers in major courses in Hospitality and
Tourism Management (HTM). According to the study, using these identified assessment
methods also helps to develop emerging skills in the 4IR such as sense-making, social
intelligence, novel and adaptive thinking, and new media literacy. Furthermore, innovative
strategies for applying assessment methods were discovered to be effective in student learning.
As a result, hospitality educators are encouraged to constantly improve their knowledge and
skills in order to provide quality education and produce competent graduates capable of meeting
the challenges of today's technological era. According to Myeong et al. (2017), it is vital to
continuously identify and evaluate the critical quality attributes of hospitality higher education.
This assessment aids administrators in ensuring program quality and attracting top talent.

Substantially, all the literatures and studies presented and discussed initially presents the lack of
a structured and developed curriculum and proper implementation of hospitality management
study program. Contextually, a local study was also conducted by Aleth et al. (2020) was done to
assess and present stakeholders' perspectives on Isabela State University's hospitality
management program as a foundation for program improvement. The results show that the
majority of respondents strongly agree with all aspects of the evaluation, with Vision, Mission
and Objectives, and Administrative Operation having the highest agreeable means. On the other
hand, the participants simply agree to computerization, facilities and management, and practicum
readiness in Hospitality Management, where the same are iterated as problems encountered,
particularly the lack of laboratory equipment and laboratory for hotel management. The figures
show that there are areas in program implementation where there is room for improvement.

General Objective of the Study

The aim of this study is to evaluate the hospitality curriculum and examine and assess
how current hospitality programs benefit a student in preparing for his or her future profession in
the hospitality industry. In other words, the purpose of the study is to determine how, in the eyes
of the students, the hospitality curriculum enhances preparation. Specific goals are to:

•To evaluate the success of the hospitality program from the perspective of students' views of
preparedness
•To determine the general and subject-specific abilities that may be utilized for curriculum
assessment
•To provide a framework of curricular elements that will allow one to assess the preparedness of
students
•To determine the knowledge and abilities that students in the hospitality industry have more and
less of.
•The ability to identify the competencies that substantially influence students' preparedness
•To identify how the demographic characteristics of the students affect how they perceive their
level of preparedness.
Specific Objective of the Study
As a result, the study responds to the following research questions:
1. How well do students believe their education has prepared them?
2. In what specific areas of their specialty do the students feel more and less prepared?
3. What specific skill sets do the students feel more and less prepared in?
4. What factors are most important to students' preparedness? 4
5. Do the preparedness level of the different respondent groups significantly differ from one
another?

Significance of the Study

According to Ezeuduji, et.al. (2017), this paper also calls on institutions of higher learning that
admit students to hospitality management courses to give preference to those students who
initially preferred to study hospitality management because they will be clearly more dedicated
to their preferred career option.

Review of Related Literature

The following is a compilation of relevant sources and studies that can help in more
thorough and comprehensive knowledge about the topic.

According to Ezeuduji et al. (2017), many respondents indicated a long-term intention to

work in the hospitality industry. However, their main issues with their studies include the
insufficiency of the hospitality management curriculum to meet their demands, the worry that
they won't have satisfying positions to apply for after graduation, and their ignorance of public
and private funding sources for hospitality entrepreneurship activities. Ghana’s tourism and
hospitality industries aim to ascertain whether or not students wanted to pursue careers. Students
take into account a variety of factors when choosing a career, but they believe that the hospitality
and tourism industry offers something special. These factors include the ability to look after
others, the capacity to create one’s own employment opportunities, the acquisition of transferable
skills, and the possibility of further education and training (Amissah, et.al (2019). Anthony G.,
et.al. (2021) claims that the survey looked at undergraduate students' perceptions on
opportunities in Ghana's hospitality sector. Using a stratified random sampling technique,
students from conventional and technological public universities were selected. However, The
COVID-19 epidemic had a significant impact on both students' perceptions of their future careers
in the tourist industry and educational institutions that offered programs in the sector (Benaraba,
et.al (2022).

Students are mostly concerned that their study curriculum is somewhat insufficient to
meet their study needs and that more time should be assigned to the core hospitality courses.

5
According to Ezeuduji, et.al. (2017), this paper also calls on institutions of higher learning that
admit students to hospitality management courses to give preference to those students who
initially preferred to study hospitality management because they will be clearly more dedicated
to their preferred career option. According to Felicen & Ylagan (2018) the findings of the
descriptive design were utilized to: disparities between ASEAN countries' curricula and the
current academic program of one international. A Philippine institution that was modeled after
Dusit Thani. Documentary analysis was used to collect data procedure. In addition, beyond
national borders, the hotel business is on the lookout for talent. The concept of self-initiated
expatriation is common but has received little attention. According to Haldorai, et.al. (2021), the
purpose of this study is to determine whether cultural distance and learning orientation have an
impact on how self-initiated expatriates perform at work.

Beyond national borders, the hotel business is on the lookout for talent. The concept of
self-initiated expatriation is common but has received little attention. According to Haldorai,
et.al. (2021), the purpose of this study is to determine whether cultural distance and learning
orientation have an impact on how self-initiated expatriates perform at work. In the study of
Chowdhury, (2020), education in the hospitality industry is a multidisciplinary field. Because of
the variety of jobs and professions available in the hotel industry, it is also one of the most
diverse industries in the world. According to Nachmias et al. (2017), the findings revealed that
participants had similar concerns and expectations about hospitality education and careers. A
variety of cognitive-person and external variables are perceived to have an impact on hospitality
education and careers, raising concerns about student preparedness for the industry. 

Interaction between stakeholders is critical in the hospitality and tourism (H&T) context
to cultivate sustainability. According to Zhang and Tavitiyaman (2022), the purpose of this study
is to identify priorities for sustainability education by investigating stakeholders' perceptions of
sustainable issues (industry practitioners and students). According to Liu et al. (2022), despite
growing recognition of the importance of ICCs (intercultural communicative competences) in the
provision of hospitality, there has been little study on stakeholder perceptions of educational
provision for ICCs. In addition, higher education institutions (HEIs) play an important role in the
development of knowledge and skills that will allow industries to meet the demands of the fourth
industrial revolution (4IR). According to Roma, M. (2021), the findings revealed the common
assessment methods used by teachers in major courses in Hospitality and Tourism Management
(HTM).

To test the difference, the descriptive method was used in conjunction with analysis of
variance. It demonstrates that there is no significant difference in the evaluation of the four
groups of participants when grouped according to the following component variables:
Administrative Operations, Vision, Mission, and Objectives, Computerization, Curriculum
design, Curriculum contents, Teaching and Learning, Facilities, Faculty and Resource
Management, Faculty Qualities, Assessment, Hospitality Management, and Hospitality and
Tourism in general (Mamauag et al. (2020). Various stakeholders remain concerned about the
quality of Kenya's graduates raising the red flag Industry-based learning has previously been
used effectively to expose trainees to necessary job-related experience. According to Myeong et
al. (2017), it is vital to continuously identify and evaluate the critical quality attributes of
hospitality higher education. This assessment aids administrators in ensuring program quality
and attracting top talent.

According to Aleth et al. (2020), this study presents stakeholders' perspectives on Isabela
State University's hospitality management program as a foundation for program improvement.
The participants simply agreed to the computerization, facilities and management, and practicum
readiness of the program. The same issues are raised by participants as problems, particularly the
lack of laboratory equipment. The figures show that there are aspects of program implementation
that have opportunities for improvement. To guarantee a seamless transition to their careers after
graduation, effective student internships are crucial for proper job preparation. Taiwanese
university graduates were selected as participants using stratified sampling, and 613 valid
questionnaires were returned (Tsai, C. –T. S., et.al (2017). Pressure on higher education to train
hospitality graduates for future employment is expanding as a response to the tourist and
hospitality industries' ongoing expansion. This expansion necessitates the need to update the
present teaching and learning strategies in hospitality management programs in order to provide
graduates with the information and skills they currently need for employment (Ndlovu, N., &
Cupido, X. N. (2021).

In the study of Nachmias, S., et. al (2017), many cognitive-person and external elements
are thought to have an impact on employment in hospitality education, which raises concerns
about how well-prepared students are for the field. Recruitment, retention, and rankings are
significantly influenced by students' opinions of their career preparedness and their satisfaction
with their major curriculum. In order to increase student satisfaction and career confidence,
curricula are increasingly incorporating holistic and experiential learning methods ( Caza, A., et.
al. (2015). The efficiency of problem-based learning (PBL) approaches has been questioned,
despite their continued popularity in higher education across the globe. Unrealistic student
expectations on the nature of learning in a PBL environment may result in the inefficient use of
self-regulated learning strategies, which in turn results in subpar learning during self-study
Rovers, S. F. E., et. al (2018). In addition, due to school transfers and the introduction of
educational innovations, students' learning environments frequently shift during their academic
careers, resulting in discontinuity in both teaching and learning. The degree to which students
succeed in a new learning environment depends in part on their earlier expectations for
education, as these later impressions are influenced by them (Konings, K., & Seidel, T., (2022).
 According to Chen et al., (2022) this article utilizes a critical tourism approach and
transformative learning theory to investigate the factors that influence students to enroll in a food
design course, as well as the connections between the learning intentions of the students and the
processes and results of transformative learning. The majority of students stated after completing
the researched course that they had acquired critical and liberal thinking abilities about global
sustainable challenges of food waste as a result of the course's transformative learning
strategy. The results imply that many of the major difficulties are not unique to the hospitality
management field, but they also highlight several important issues that are crucial to this 7
industry, according to Lugosi, et,al.(2017) the results are significant because they reveal how
people and institutions are addressing specific difficulties in higher education. To discuss the
intern students' opinions on their time working in Dhaka's hotel sector. According to Shetu, S., et
al.(2020) the report state that students place a high priority on the planning and instruction of
their internship programs. Future employment opportunities in the hotel industry will benefit
from the training program's successful completion.

A favorable and significant factor in determining future careers in the tourism and
hospitality industries was the internship program's effective design. The degree of industry
involvement throughout the internship term influenced how confident the intern students were in
the tourism sector (Shetu, S., & Sadeya, T. (2020). In order to determine whether internship
programs improve students' overall satisfaction, whether this affects future employment
prospects, and whether there are differences between faculties, ElAzm, N.A. (2020) said that it is
necessary to look at students' internship experiences. After graduation, the students' propensity to
pursue a career in the tourism and hospitality industries is unaffected by how satisfied they were
overall with their internship experience. To assess how Generation Z in Jharkhand, India feels
about working in the tourism sector. Although the Gen Z generation makes good travelers, they
are hesitant to work in the tourism industry. However, if this sector has better job development
prospects, is more digitally savvy, and if Jharkhand's tourism industry is strengthened, they may
be more willing to do so (Vidya Jha, D.A. (2021).

Generally speaking, the effects of social identity and self-perception are more significant
than those of education at school and in working situations. After the COVID-19 outbreak, no
statistically significant changes in the relative influences were seen, but a subgroup analysis
revealed that the sample students' grades had dynamics that partially moderated some of the
influential factors (Liu, F., et. al. (2022). In addition, the COVID-19 outbreak had a significant
impact on both students' perceptions of their future careers in the tourist industry and the
educational institutions that offered programs in the sector. Therefore, it is recommended that
higher education institutions (HEIs) offer their students a more complete student career
opportunity program that will address the shifts in students' professional conceptions and
difficulties about their future job chances in the tourism industry (Benaraba, C., et.al. (2022).
 The tourism and hospitality industries in India have experienced fast growth, and they
have the great potential of the nation's incredible social and historical past, as well as its varied
landscapes and sites of exceptional natural beauty. Both the Indian tourism and hospitality
industries provide major contributions to the country's revenue creation and the growth of
foreign exchange sources. 39 million additional job vacancies will be produced in 2020 (Verma,
P., et. al. (2022). The tourism and hospitality industries throughout the world have struggled to
attract and retain skilled staff. Understanding today's students' opinions about tourism 8
employment is critical if they are to become competent practitioners in the future (El-Houshy, S.
(2018). According to Oke, et.al (2020) this study examines the level of preparation of the
education sector for 4IR using the Unified Theory of Acceptance and Use of Technology
(UTAUT). In order to understand the preparedness and acceptability of 4IR in the sector, they
used face-to-face semi-structured interviews to examine the perspectives of 33 significant
stakeholders in the education sector.

International students regarded the creative curriculum as one of the top two crucial areas
of quality, while domestic students chose the industry network as the second-most crucial area of
educational quality after student assistance. For academics and program administrators, specific
ramifications are covered (Lee, M., et.al ( 2019). In educational institutions all across the world,
learning has changed substantially since the COVID-19 virus first surfaced. According to Choi,
J., et.al. (2021) the study is possible to assess the success, success rate, and quality of online
learning programs during the COVID-19 outbreak from a different aspect by employing student
focus groups. The main goal of hospitality educational institutions is to develop experts who will
be able to handle a wide range of responsibilities in the future for the hospitality sector. Many
business owners disagreed, though graduate students lack sufficient qualifications (Abdien, M.
(2017). In the hospitality industries of Vietnam, HE graduates and VET graduates compete for
the same entry-level operational employment, with few managerial positions available.
Understanding how students perceive the working environment in the hospitality industry as
their potential future profession is crucial given the many educational paths pursued for
comparable employment options in the present labor market (Le, A., et.al (2018). Digital
learning is a key moderating component in the impacts of moderation that affect students' effort
expectations and ideals for sustainability (Horng, J., et.al. (2022).

Since the 2013 interns expressed less happiness with the improvement in their AWP,
TPC, PR, and CCS than did the 2010 interns, the internship year may have had an impact on the
interns' satisfaction. Based on Khalil. O., (2015) the study goes into more detail about these
discoveries as well as the theoretical and practical consequences they have. It has been the
responsibility of colleges and universities to prepare students for a fruitful professional career in
the hotel sector. According to industry standards for hospitality, which change among graduates
with degrees in tourist management, postsecondary institutions must adapt to the industry's
employment requirements (Aarons, J (2019). The majority of the career perception literature
focuses on students' perceptions of the tourism and hospitality industries; however, little appears
to have been acknowledged in terms of how tourism and hospitality undergraduate students'
career perceptions differ and what dimensions are reliable in measuring and determining
students' overall career perceptions (Wang, S., et.al. (2014).

As a world-class tourism destination, Indonesia faces challenges in delivering competent

tourism human capital. Nowadays, the majority of tourist workers in Indonesia have a low level
of education, with only a handful graduating from higher school (Rosyidi, M.I. (2021). Few
studies have examined the perspectives of undergraduate tourism students on tourism jobs
despite the fact that tourism has been taught as an academic major at tertiary institutions all over
the world for decades. Particularly, no study has looked into how students see guiding careers
(Aloudat, A.S. (2017). The tourism sector is seen as a particularly appealing economic sector.
However, there are varying and sometimes misinformed beliefs and knowledge about the
abilities that must be acquired throughout the course of study, professional growth, employment
possibilities, and working circumstances among undergraduate tourism students (Durkaliċ, D., &
Đorđević, N. (2019).

The relevance of English in the tourist and hospitality industries is sometimes overlooked
by educators, who frequently advocate English as improving future employability. It is crucial to
look at students' perspectives since improved understanding might lead to more favorable
opinions about both English and the business being promoted (Bury, J., & Oka, T. (2017).
According to Griffin, M., et.al. (2021) the findings, three category factors—career incentives,
career deterrents, and cultural barriers—have an impact on students' perceptions of the tourism
industry. Cultural barriers are the most important component, according to a number of statistical
analyses, including factor analysis, t-tests, and regression analysis. In addition according to
Prima, S.A. (2022), a detailed requirements analysis that considers the needs of all stakeholders
is necessary when conducting lessons for English as a Specific Purpose in the hotel and tourist
industries. However, the majority of research focus on the perspectives of students who study in
hospitality or tourism, whereas the perceptions of hotel staff are hardly examined. A crucial part
of human communication is storytelling. Its adoption as a teaching strategy has a number of
advantages. The participants' assessments of their course as a whole, their perceptions of their
English abilities, and their confidence in using English were all deemed to have increased. They
also thought that it had helped them better comprehend the tourism and hospitality industries. So
it is recommended that tourism and hospitality courses include more narrative (Bury, J. (2020).

Academic institutions that provide tourism-related degrees and students' hopes for their
future jobs in the industry were both impacted by the deadly COVID-19 epidemic. The study
looked at and assessed how De La Salle University-Dasmarinas, Philippines tourism students
regarded their professions in the post-pandemic era in order to substantially contribute to the
establishment of programs for tourism students in relation to their employment prospects
(Fantillo, E.R., et.al. (2022). One of the higher education institutions that offers scholarships to
students from Indonesia's East is the Sahid Institute of Tourism. They feel virtually prepared in
terms of planning and organizing and using a foreign language. It is discovered that there are no
appreciable differences in how they perceive gender and academic program. It is advised that
more research is required (Kurniawati, R. (2015). It's important to continuously identify and
assess the key quality factors in higher education in hospitality. This evaluation supports
administrators in ensuring the quality of programs and luring top people. This empirical study
defines higher education's quality components from the viewpoints of students studying hotel
management (Lee, M.J., et.al (2016).

In order to deliver services of the highest quality and to maximize client pleasure, hotels'
cleaning departments are presently well-equipped with cutting-edge technology. The day when
daily operations at star-rated hotels were handled manually is long gone (Verma, P., et.al (2020).
It is important to look into graduates' perceptions of their preparation for the workforce since
hospitality management schools must ensure that its graduates are "ready" to begin their careers.
The curriculum of hotel management programs has a considerable influence on students'
perceptions of their professional preparation (Lee, P.C., (2021). In order to meet the
requirements of the competitive climate in the hospitality business, students in Taiwan must
carefully plan their careers. Few studies have examined factors affecting graduates' total
employability from the viewpoints of older students and managers, despite the fact that educators
in the hospitality sector have started to concentrate on closing the skills gap between graduates
and industry expectations (Wang, Y., & Tsai, C.S. (2014).

Methodology

Research Design

In order to gather the data necessary to assess the BSHM students' perceptions of the
effectiveness of the hospitality curricula and their preparedness. The researchers chose to
conduct their study using exploratory methods, which included gathering information from
survey results. Face-to-face interaction is used to conduct the survey in order to monitor
participants and get accurate responses to questions about the subject's status.

As an exploratory study, this study developed a survey instrument and administered it to

a convenience sample (undergraduate students majoring in Hospitality Management at Negros
Oriental State University, Bayawan-Santa Catalina Campus) to assess their preparedness in terms
of the curriculum's effectiveness. The curriculum variables (independent) were examined in
order to determine the level of student preparedness (dependent variable).

Research Respondent

The research respondents are preferably third-year Bachelor of Science in Hospitality

11
Management students. A random selection of more or fewer than 50 responders would be used.
In order to learn more about the students’ perceptions of the success of the hospitality curricula
and their preparedness, a well-structured questionnaire will be given to the respondents.

Research Locale

This study will be conducted in the Bayawan-Santa Catalina Campus of Negros Oriental

State University. The survey will be completed by respondents in their individual classrooms or
other convenient locations. The researchers selected the implementation site because it will
provide them with the necessary data regarding the students' perceptions of the effectiveness of
hospitality curriculum and their preparedness.

Research Instruments

The researchers will use a paper-based questionnaire, all of which are able to gather the
data they need. To make notes on the significant information that can be used in the study, the
researchers will use bond paper and a pen.

Research Procedure

The following steps are taken during the data collection process. First, the researchers
have a well-structured hard copy questioner. Second, the researchers must be members of the
NORSU BSC. Third, the researchers will also outline the primary goal of the study, give
themselves the option of withdrawing at any moment, and stress that any information gathered
will be kept private and will only be accessible to the researchers. Fourth, researchers will
proceed with handing the BSHM first-through third-year students the test. Finally, all researchers
studying "the influence of online class to BSHM student" should conduct face-to-face data
collecting. Researchers must be vigilant throughout data gathering
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