SECOND YEAR COLLEGE TOURISM MANAGEMENT STUDENTS SELF-

EFFICACY AND ACADEMIC MOTIVATION AMIDST COVID 19

PANDEMIC

A Thesis Presented to
The College of Business and Management
The Department of Hospitality and Tourism, and
The Northern Negros State College of Science and Technology

In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Science in Hospitality Management

GUILARAN, ANALYN
RECIT, DIANNE
PANAGA, RITCHIE MAE
AMPARADO, LEAH
OMALAY, ENGIL
BANGUIRAN, PATRICIA

December 2021
 2

APPROVAL SHEET

This thesis entitled “TOURISM MANAGEMENT STUDENTS SELF-EFFICACY

AND ACADEMIC MOTIVATION AMIDST COVID 19 PANDEMIC” prepared and
submitted by Analyn Guilaran, Dianne Recit, Ritchie Mae Panaga, Leah Amparado, Engil
Omalay, and Patricia Banguiran, in partial fulfillment of the requirements for the degree of
Bachelor of Science in Hospitality Management, has been examined and approved for Oral
Examination.
.
ELYN MAE P. ALCANTARA
RESEARCH ADVISER
Adviser

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

December 2021.

ELYN MAE P. ALCANTARA, MBA-HTM

Chairperson

_________________________________ _____________________________________
Member Member

KRISTIN IRIS G. ESTORES, PhD

Member

Accepted and approved in partial fulfillment of the requirements for the degree of
Bachelor of Science in Hospitality Management.

RICHELLE P. ALOB, PhD

Dean, College of Business and Management
ACKNOWLEDGEMENT
 3

The researchers would like to express their internal gratitude and sincere appreciation to

the following:

The researchers’ panelist, for their invaluable and helpful suggestions for the further

improvement of this study.

Prof. Catherine Grace G. Llaban, the researchers’ adviser, for providing us the knowledge

and assistance in conducting our study.

NONESCOST Faculty and Staff, for providing us the necessary resources to make this

study a success.

Our Parents, whom throughout our journey supported us financially and morally.

And above all, to our Almighty God for giving us the wisdom, courage and strength to

make all things especially our study possible.

TABLE OF CONTENTS
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Page
 5

TITLE PAGE i

……………………………………………………….......................

APPROVAL SHEET………………………………………………………............ ii

ACKNOWLEDGEMENT ……………………………………………………….. iii

CHAPTER I INTRODUCTION …………………………………..................... 1

Background of the Study ……………………………………………………......... 1

Statement of the Problem ………………………………………………………… 3

Significance of the Study ……………………………………………………....... 4

Scope of the Study …….………………………………………………………… 4

CHAPTER 2 LITERATURE REVIEW …………………………………........ 5

Review of Related Literature………………………………………....................... 9

Theoretical Framework ……………………………………………………........... 27

Conceptual Framework …………………………………………………………... 28

CHAPTER 3 METHODOLOGY ………………………………….................... 29

Research Design ………………………………………….......…….……………. 30

Respondents of the Study …………………………………………………............ 30

Research Instrument ………………………………………………........................ 31

Data Collection Procedure ……………………………………………………...... 33

Data Analysis Procedure 34

………………………………………….........................

Ethical Considerations ……………………………………………………........... 35

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CHAPTER IV RESULTS AND DISCUSSIONS …………......…………........ 39

Insert themes …………………………………………………………………… 39

Insert sub-themes ………………………………………………………… 40

Insert sub-themes ………………………………………………………… 40

Insert sub-themes ………………………………………………………… 40

CHAPTER V CONCLUSION, AND RECOMMENDATIONS……………… 65

Conclusion ………………………………………………………………………. 66

Recommendations ………………………………………………………………... 67

REFERENCES ………………………………………………………….……... 79

APPENDICES …………………………………………………………….….… 86

A. Informed Consent Form   …………………………….………….……… 86

B. Research Instrument ………………………………………………………. 91

C. Ethics Clearance …………………………………………………………… 96

D. Feed backing ………………………………………………………………

E. Curriculum Vitae …………………………………………………………... 103

LIST OF TABLES

Tables Page
 7

1 Insert Name of Table …………………………………………………. 31

2 Insert Name of Table ………………………………………………….

39

LIST OF FIGURE

Figure Page

1 Insert Name of Figures ……………………………………………………. 30

Chapter I

INTRODUCTION

Background of the Study

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Academic performance is one way of achieving academic success. There are many

underlying factors that contribute towards this success such as socio-economic status, student

temperament, peer and parental support and academic motivation.

Academic motivation energizes and directs behavior toward achievement and

therefore is known to be an important determinant of academic success. (Robbins, et al.,

2004). According to (Murphy and Alexander, 2000) Achievement motivation is not a single

construct but rather subsumes a variety of different construct like motivational beliefs, task

values, goals and achievement motives.

(Usher and Pajares 2008) argued that “Self-Efficacy” predicts student’s academic

achievement across academic areas and levels. It was cited by (Pajares and Schunk, 2001)

that a strong sense of self-efficacy enhances human well-being and promotes high academic

motivation thus leading to a great academic motivation.

One of the most cited issues nowadays is about how we sustain tourism education

despite of this on-going pandemic. We all know that this pandemic has a disastrous effect

especially to our economic, socio-cultural, and environmental aspects. As a matter of fact,

this issue is very evident and can be seen clearly as we continue living and adjusting to this

so called “New Normal”. We can already see and feel that our economy is slowly melting

down, people going crazy just by thinking for a better way to survive for a day, which is not

normal.

This means to say that, student’s self- efficacy is being

greatly influenced by its environmental, socio-cultural and economic aspects and that the

change in the educational paradigm imposed behavioral changes upon the students.
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Statement of the Problem

This study aims to determine the Self-efficacy and Academic motivation of 2nd Year

Tourism Management Students of NONESCOST based on the following factors

Economic: Environmental, Socio-cultural and, the researchers specifically inserted or

discussed the following sub-problems:

1. What is the demographic profile of Tourism Management Students in

NONESCOST in terms of:

1.1 AGE

1.2 SEX

1.3 ECONOMIC STATUS

1.4 RELIGION

2. How do these underlying factors affect the self-efficacy and academic motivation

of the 2nd year tourism management students:

2.1 ECONOMIC

2.2 SOCIO- CULTURAL

2.3 ENVIRONMENTAL

Significance of the Study

This study is important to the following:

 10

Students. This study is important to students because it could help them raise awareness

and adapt best practices towards outstanding academic performance.

Faculty and Staff. This is important to the faculty and staff of the said school because it

could help them implement rules, policies, and activities that develop programs that could

help improve the academic performance of their students.

Researchers. This is important to the researchers because it could help them expand their

learnings, knowledge, and skills towards this topic.

Chapter II

LITERATURE REIVEW

Review of Related Literature

Theoretical Framework
 11

The COVID-19 pandemic has changed everyday life, imposing unprecedented

sanitary, political, economic, social, and educational challenges. Home confinement and

temporary school closures have also affected educational systems worldwide (Reimers and

Schleicher, 2020; World Bank Group, 2020). The transition to distance learning placed a

heavy strain on teachers, students, and their parents (Cachón-Zagalaz et al., 2020; Hiraoka

and Tomoda, 2020). The rapid shift in the delivery mode of instruction and an uncertain

future may have led students to experience considerable challenges in maintaining their

academic motivation. However, to the best of our knowledge, although some evidence exists,

for instance, on student’s learning habits during COVID-19 (Trung et al., 2020), there is no

empirical evidence specifically on how the COVID-19 pandemic and the restrictive

measures, adopted by national governments to contain the new coronavirus spread, impacted

students’ academic motivation and learning across countries.

The Impact of COVID-19 Pandemic on Education

The COVID-19 pandemic affected every societal domain, including educational

systems worldwide. Among the restrictive measures imposed to contain the spread of the new

coronavirus (SARS-CoV-2), home confinement was one of the most severe measures that

national governments adopted worldwide. This measure has led to an exceptional and

temporary suspension of teaching activities attendance. As of late April 2020, 85% of

students worldwide were out of school due to school closures in 180 countries (World Bank

Group, 2020).

In the most affected areas of Italy, schools and universities suspended academic

activities on February 24th, followed by a nationwide lockdown from March 9th onwards
 12

(Decree-Law 23 febbraio 2020 no. 6, 2020). As the new coronavirus spread across Europe,

other national governments undertook similar measures. In Portugal, schools closed from

March 16th onwards (Decree-Law no. 14/2020 86(89)-86(19), 2020), although many families

voluntarily self-isolated from the beginning of March. While in Italy schools closed 16 days

after the 50th confirmed COVID-19 case, in Portugal schools closed only four days after

reaching the same threshold (Santana et al., 2020).

During school closures, teachers adopted new strategies, such as distance learning

programs and open educational applications and platforms, to reduce disruption and ensure

that students could receive instruction remotely. In this regard, parental support became

essential, especially for younger students, who are not fully autonomous in managing the

assigned learning activities. Nevertheless, these strategies raised concerns as not all parents

could work alongside their children, nor every household had the required electronic devices

such as laptops with wi-fi connection (Reimers and Schleicher, 2020). Furthermore, it is well

known that school and home are two separate environments that require students to play

different roles. In this situation, however, students have found themselves without physical

contact either with their teachers nor with their classmates.

Critically, if some students may find motivation to engage in school activities as a

challenge in itself, the COVID-19 pandemic and the associated restrictive measures (i.e.,

home confinement, school closures, and distance learning) may have further hindered

students’ ability to sustain academic motivation towards school activities, such as attending

online and asynchronous classes, studying, and doing

homework.
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Academic Motivation

Motivation is a catalyst of human behavior. Schunk and Pintrich (2002, p. 5) defined

motivation as “the process whereby goal-directed activity is instigated and sustained.” This

definition highlights that motivation is shaped and constrained by both contextual factors and

individual characteristics (Anderman and Dawson, 2011). Motivation is not an

unidimensional concept; instead it is a complex, multidimensional construct that

encompasses different components, such as beliefs, goals, values, desires, needs, and

emotions (Murphy and Alexander, 2000; Wentzel and Wigfield, 2009; Anderman and

Dawson, 2011).

Across the past four decades, researchers have aimed to understand how motivation

enhances students’ learning and achievement in school. Academic motivation pertains to

students’ beliefs, goals, and values that determine which academic or school-related tasks

they will pursue and persist in Wentzel and Wigfield (2009). According to Gottfried (1990, p.

525), academic motivation is the “enjoyment of school learning characterized by a mastery

orientation; curiosity; persistence; task-endogeny; and the learning of challenging, difficult,

and novel tasks.”

Given the multidimensional nature of motivation, researchers have proposed different

theories of achievement motivation (e.g., self-determination theory, social cognitive theory,

self-theories, expectancy-value theory). Despite this profusion of motivation-related theories,

there is a consensus among researchers that academic motivation is associated with positive

academic and health-related skills and outcomes, such as self-regulation, persistence, critical

thinking, academic achievement, school completion, career success, psychological well-

 14

being, and physical health (e.g., Guay et al., 2008; Archambault et al., 2009; Lai, 2011; De

Naeghel et al., 2012; Cerasoli et al., 2014; Kriegbaum et al., 2015; Lazowski and Hulleman,

2016; Yilmaz Soylu et al., 2017; Camacho et al., 2020).

Within the context of the self-determination theory (Deci and Ryan, 1985; Ryan and

Deci, 2000), students tend to become more intrinsically motivated when they experience

satisfaction of the psychological needs for competence, autonomy, and relatedness in a

learning task or context. Competence refers to the need of being effective in one’s pursuits

and interactions with the social environment (Deci, 1975). Students’ need for competence is

fulfilled when they know how to effectively achieve outcomes (e.g., through rules, feedback)

(Skinner and Belmont, 1993). For instance, receiving positive feedback on a task fulfills

students’ need for competence, thus increasing intrinsic motivation. Autonomy refers to the

perception of being causal agents of one’s own life. Zuckerman et al. (1978) found that

intrinsic motivation increased when individuals have options and choices to deal with when

performing a task. On the contrary, external factors that restrict the perception of control, like

deadlines, lead to a decrement of intrinsic motivation. Finally, relatedness refers to the

importance of being emotionally connected and in interaction with other people. Fulfillment

of the need for relatedness is likely to occur when teachers and peers create an authentic,

caring, and supportive environment. When these three psychological needs are not fulfilled,

students may experience maladjustment and lack of motivation.

Previous research also indicated that academic motivation typically declines over the

school years. This decline seems to be consistent across grade-

levels and across several motivational constructs (Lazowski and Hulleman, 2016; Scherrer
 15

and Preckel, 2019). Given that academic motivation boosts students’ learning and

achievement, drops in motivation are troublesome. Therefore, researchers need to determine

which instructional practices bolster academic motivation and then translate these findings

into evidence-based practices for teaching purposes. In this regard, a meta-analytic review by

Lazowski and Hulleman (2016) showed that motivation interventions produced robust effects

on behavioral educational outcomes and academic performance across diverse samples. For

instance, within the context of the self-determination theory, motivation interventions include

brief activities or instructional practices, such as allowing students to perceive more freedom

and choice in learning activities, thus fulfilling the psychological need for autonomy.

Prior research has also shed light on gender-based differences in academic

motivation. That is, gender differences in motivation seem to be domain specific as boys tend

to report more favorable motivational beliefs in mathematics, science, and sports, while girls

usually report more positive motivational beliefs in language, arts, reading, and writing

(Meece et al., 2006). However, more recent evidence showed that girls reported higher levels

of general academic motivation (Bugler et al., 2015). Both parents and teachers can

contribute to gender differences in academic motivation by implicitly modeling gender-typed

behaviors and by conveying different expectations, goals, and tasks for girls and boys (Meece

et al., 2006).

Parents also actively influence student academic motivation. According to the self-

determination theory, the fulfillment of students’ psychological needs for competence,

autonomy, and relatedness also depend on: (a) the way parents

organize the environment (i.e., definitions of rules, guidelines, and expectations); (b) parent
 16

autonomy-support and respect for children’s perspectives; and (c) the extent to which parents

are involved and establish positive, caring relationships with their children (Grolnick et al.,

2009). In addition, researchers have relied on reports from significant adults, namely parents

and teachers, as reliable sources to assess student motivation and academic performance (e.g.,

Gilger, 1992; Harris et al., 2006; Saçkes et al., 2016; Allerhand, 2018; Owens et al., 2020).

Importantly, despite the wealth of research on academic motivation, there is scant

evidence on whether and how extreme situations—such as home confinement, school

closures, and distance learning as restrictive measures adopted in response to a global health

emergency—may hamper students’ motivation as perceived by their parents.

Extracurricular Activities

Participation in extracurricular activities, which applies to all levels of education, has

received increased attention in research (Massoni, 2011). Extracurricular activities are

optional activities, physically or mentally stimulating, encompassing structure, and providing

experiences not included in formal academic or study activities (Larson and Verma, 1999;

Massoni, 2011). They might refer to sports, clubs, student councils, or other activities that

generally appeal to student interests, and encourage peer interaction, promote cooperation,

strengthen student-adult relationships, and provide structure and challenge (Van Etten et al.,

2008; Massoni, 2011).

Given the relevance of extracurricular activities, extracurricular settings are

considered important contexts for development, and students’

transactions within those settings are described as proximal drivers of development

(Fredricks and Simpkins, 2013). In effect, participating in structured extracurricular activities

 17

is associated with positive outcomes for students (Gilman et al., 2004). For instance, research

suggests that student participation in extracurricular activities has been positively associated

with academic performance and school connectedness (Holloway, 2002; Akos, 2006).

Further, students participating in structured activities supervised by adults are more likely to

invest in their schooling, becoming more motivated to excel academically (Jordan and

Nettles, 1999). In this regard, several studies have documented positive associations between

participation in extracurricular activities and students’ academic motivation (Fredricks and

Simpkins, 2013; Im et al., 2016).

In addition, participating in extracurricular activities mitigates behavioral risks. High-

risk students (e.g., from disadvantaged backgrounds) involved in school extracurricular

programs are less likely to drop out of school and to be involved in errant (e.g., delinquent)

behaviors (Mahoney, 2000), while becoming academically more motivated (Mahoney et al.,

2005; Im et al., 2016). Likewise, participation in extracurricular activities is described as a

relevant protective factor impacting both achievement and psychosocial adjustment,

contributing to foster more successful school transition experiences (Akos, 2006).

Research is inconsistent regarding the effect of students’ gender on their participation

in extracurricular activities. Indeed, although some authors suggest that boys and girls are

equally likely to take part in extracurricular activities (Holloway, 2002; Guèvremont et al.,

2008), others suggest that girls are either more or less likely to engage in this type of

activities (Darling et al., 2005; Newman et al., 2007). Regarding age, overall, older students

have been shown to have higher participation rates than younger

ones (Guèvremont et al., 2008).

 18

Available evidence also suggests that students whose parents have lower education

levels are less likely to participate in extracurricular activities than students from more highly

educated families (Darling et al., 2005). In addition, previous research has pointed to the lack

of parent understanding of the academic benefits of extracurricular activities, and their

consequent lack of support, as barriers to students’ participation in extracurricular activities

(Im et al., 2016).

Further, previous studies have addressed the role extracurricular activities can play

(e.g., in reducing deviant behavior, or augmenting positive adjustment of students) in

exceptional circumstances, such as managing racial conflicts (Crain, 1981), coordinating

emergency crises, such as a mass school disaster (Klingman, 1987), or even promoting

medical students’ learning during a war (Gluncic et al., 2001). However, to the best of our

knowledge, no studies have tackled their role and their associations with students’ academic

motivation, during a worldwide health emergency. Nonetheless, existing studies highlighted

the beneficial effects of extracurricular activities for students’ well-being, and their potential

role as a buffer for academic motivation.

Conceptual Framework

Self-efficacy is associated with a particular activity for solving a problem rather than

an overall evaluation of one's competence (Marsh, Pekrun, Parker, Murayama, Guo, & Dicke,

2018). Thus, people having a solid efficacy increases human accomplishments in many ways.

Herpen (2017) explained the importance of recognizing early predictors of first-year

academic achievement by investigating how academic self-efficacy affects 1st-year

students' retention at university. However, it also contributed to transitioning literature

 19

from secondary to soaring education and the academic self-efficacy for going to a university.

Nonetheless, the study presented that having pre-university academic self-efficacy is not a

proven predictor. Also, academic self-efficacy does not affect the first-year student's

retention. Thus, Cho and Jung (2018) conducted a study to find general and social self-

efficacy in peer collaboration subjects of first-year nursing students. The analyzed data

concluded that communication was higher for extroverts. Females' social self-efficacy was

more elevated than males', but the general social self-efficacy of the introverted and middle

groups was higher than extroverts. It is also presented that those with average grades have

higher social self-efficacy than those with grades. Previous research has compared the

impacts of academic self-efficacy on college students (Highhouse, 2019). Results

demonstrate that academic self-efficacy is not the cause of Academic success or

persistence. Additional exploratory analysis, chi-square tests, found no significant

associations between the impact of gender, having a pell grant, Minority status, or

belonging to an Academic Support Program on Academic success and persistence.

Likewise, Girelli, Alivernini, Lucidi, Cozzolino, Savarese, Sibilio, and Salvatore (2018)

explored a better understanding of the students' academic adjustment in the first year of

education by testing a diagnostic model based on self-determination theory with the

inclusion of self-efficacy. According to our findings, to promote a higher degree of

academic adjustment in first-year students, interventions should encourage autonomous

motivation and self-efficacy through independent supportive behavior from the university

and the family contexts. Futhermore, Pasana, Badua, Manaois, Retuya, Bernardo, and

Camara (2020), determines the college student's self-efficacy in chosen Philippine Higher

Education Institution and the complete execution of the K to 12 primary education and
 20

differentiate it from the student's self-efficacy outcomes in secondary schools to render a new

perception. Also, students in the three universities in the Philippines. They were K-12 BEC

graduates. However, the graduates of secondary schools should have higher self-efficacy to

continue their tertiary education program. The college students who were graduates of K-

12 stated that they are very assured of self-efficacy areas' measured study. Therefore, it

intended to consider and determine the students' way to improve their self-efficacy.

According to Tian, Yan, and Wang (2018), Self-efficacy increased academic

performance. This study investigates the effects of Synder's theory-based group hope

therapy in first-year students. First-year students are randomly recruited and assigned

into two groups: the intervention and control groups. The intervention group showed

improvements in their academic self-efficacy beliefs, benefitted from Synder's theory-based

group hope therapy. Pondang and Paterno's (2020) examined the mathematics

enrichment program's influence on college students' self-efficacy in a Philippine

university. It was conducted to implement the said programs to allow students to participate

in workshops, extended learning time, and review classes and tutorials to those who have

very low self-efficacy. As a result, the students admit the significance of Mathematics,

which supports them, and they are willing to go deeper in studying it and how can they apply

it in their life.

Meanwhile, Castles (2019) proposes that self-efficacy can influence student's choice

of activities; effort expended, persistence, interest, and achievement. The research then

shows that male students and low-SES are those who usually
 21

have low self-efficacy. The study's purpose was to find out the difference between general

self-efficacy and self-efficacy in online learning.

The COVID-19 pandemic has changed everyday life, imposing unprecedented

sanitary, political, economic, social, and educational challenges. Home confinement and

temporary school closures have also affected educational systems worldwide (Reimers and

Schleicher, 2020; World Bank Group, 2020). The transition to distance learning placed a

heavy strain on teachers, students, and their parents (Cachón-Zagalaz et al., 2020; Hiraoka

and Tomoda, 2020). The rapid shift in the delivery mode of instruction and an uncertain

future may have led students to experience considerable challenges in maintaining their

academic motivation. However, to the best of our knowledge, although some evidence exists,

for instance, on student’s learning habits during COVID-19 (Trung et al., 2020), there is no

empirical evidence specifically on how the COVID-19 pandemic and the restrictive

measures, adopted by national governments to contain the new coronavirus spread, impacted

students’ academic motivation and learning across countries.

 22

The framework below specifies the variables in the study and the expected flow of

relationship among them. (See figure 1)

DEPENDENT VARIABLE INDEPENDENT VARIABLE

ALL 2nd YEAR TOURISM

UNDERLYING FACTORS
MANAGEMENT STUDENTS

DEMOGRAPHIC POFILE
ECONOMIC
 AGE
 SEX
 ECONOMIC STATUS
 RELIGION
ENVIRONMENTAL
 23

SOCIO- CULTURAL

SELF-EFFICACY AND
ACADEMIC
MOTIVATION

Figure 1. Schematic Diagram of the possible relationship between the independent and

dependent variables in the study

In summary, figure 1 depicts the relationship between the dependent variable which is all

the 2nd Year Tourism Management students of Northern Negros State College University

and the independent variable which is the underlying factors that may influence student’s

self-efficacy and academic motivation such as: Economic, Socio-cultural, and

Environmental amidst the Covid-19 pandemic.

 24

Chapter III

METHODOLOGY

Research design. To assess the knowledge and practices of tourism management students

towards sustainable tourism, the researchers will use the descriptive research design.

According to Berg and Latin (2004), descriptive method of research asks the basic question

“why”. It is typified by observations or descriptions of the status of a condition or situation.

Respondents. The participants of the study will be the 2nd year tourism management

students. The respondents of the study will be selected through a Total population

sampling.

Total population sampling is a type of purposive sampling technique that involves

examining the entire population (i.e., the total population) that have a particular set of

characteristics (e.g., specific attributes/traits, experience, knowledge, skills, exposure to

an event, etc.). Whilst total population sampling is infrequently

used, there are specific types of research where total population sampling can be very

useful. This article (a) explains what total population sampling is and when it may be
 25

appropriate to use it, (b) sets out some examples of total population sampling, (c) shows

how to create a total population sample, and (d) discusses the advantages and

disadvantages of total population sampling. In this case, tourism management students in

NONESCOST will be the target population to be conducted of this study.

Table 1. Distribution of the Respondents

The study will be conducted through sending Google form to all 2nd year college

tourism management students enrolled at NONESCOST. Since it is still pandemic, the

researchers decided to adapt the “new normal” set-up. Questionnaires will be sent to

every participant of this study specifically the 2nd year college tourism management

students in NONESCOST.

Research Instrument. The research instrument used in the study was the

researchers’ made-survey questionnaire in order to measure the Self- efficacy and

Academic Motivation of all 2nd year college Tourism Management Students of

NONESCOST. It is composed of two parts.

Part 1 consists the personal information of the subject respondents such as name

(optional) sex, age, religion, and economic status.

Part II is the questioner proper based on the researchers’ made- survey

questionnaire including the three aspects mainly the Economic,

 26

Socio- Cultural, and Environmental Aspects that influences students’ self-efficacy and

academic motivation.

Data collection procedure. In the conduct of the study, permission from the school faculty

of NONESCOST is strictly considered. After the permission is settled, the researchers

will start conducting a thorough survey/interview via google forms. On part I, participants

will be asked about the personal information. On part II, they will be asked about their

self- efficacy and academic motivation through the adapted survey questionnaire. The

data that will be gathered, will be appropriately checked and precisely recorded so that

the accurate result will be attained.

Data analysis procedure. In the analysis of data, researchers will get the data from the
google forms being provided o the second year college tourism management students on their
self- efficacy and academic motivation amidst Covid-19 Pandemic. It will be thoroughly
examined and properly analyzed in order to come up with a correct and clear result of the
researchers’ study.

Ethical considerations. During the conduct of this study, ethical considerations will be
greatly emphasized and respondents’ response are voluntary and confidential. They will be
given informed consent letter to partake in answering the researchers made- survey
questionnaire.
 27

CHAPTER IV

RESULTS AND DISCUSSIONS

Results

INSERT RESULTS (FOR EACH TABLE)

Discussions

INSERT DISCUSSIONS (FOR EACH TABLE)

 28

CHAPTER V

CONCLUSIONS, AND RECOMMENDATIONS

Conclusions
INSERT CONCLUSIONS

Recommendations
INSERT RECOMMENDATIONS
 29

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https://www.researchgate.net/publication/352476771_Amidst_COVID-

19_Pandemic_The_Self-

Efficacy_and_Academic_Motivation_of_the_College_Students_from_the_Private_Highe

r_Education_Institutions_in_the_Philippines

https://dissertation.laerd.com/total-population-sampling.php

https://www.frontiersin.org/articles/10.3389/fpsyg.2020.592670/full?
fbclid=IwAR31QoHVyq395SSxHGF2KPn3u-Ly7TRzmbmlU-
dg0mZzwjpTq2UF_AjUI2Q
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Appendix A
Informed Consent Form
 35

Appendix B
Research Instrument
 36

Appendix C
Ethics Clearance
 37

Appendix D
Feed backing & Proof of Research Forum
 38

Curriculum Vitae

Name
Address
Mobile Number
Email address

________________________________________________________________________
Date of Birth :
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Place of Birth :
Civil Status :
Age :
Sex :
Height :
________________________________________________________________________

Educational Background

College Name of School

Address
Year

High School Name of School

Address
Year

Elementary Name of School

Address
Year