THESIS-WRITING-new 1.1

Republic of the Philippines
JOSE RIZAL MEMORIAL STATE UNIVERSITY

The Premier University of Zamboanga del Norte
Dipolog Campus, Dipolog
THE RELATIONSHIP OF MODULAR LEARNING AND EMPLOYABILITY
SKILLS DEVELOPMENT OF HOSPITALITY MANAGEMENT STUDENTS
WITH LABORATORY CLASSES
An Undergraduate Thesis
Presented to the Faculty of the College of Business Administration
The Premier University of Zamboanga del Norte
Dipolog Campus, Dipolog City
In Partial Fulfillment
Of the Requirements for the degree of
BACHELOR OF SCIENCE IN HOSPITALITY MANAGEMENT
Banatanto, Jobert L.
Cañizar, John Rey S.
Diputado, Mark C.
June 15, 2022

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The Premier University in Zamboanga del Norte
College of Business Administration
Dipolog Campus, Turno, Dipolog City
APPROVAL SHEET
In partial fullfilment of the requirements for the degree of BACHELOR OF

SCIENCE IN HOSPITALITY MANAGEMENT, this undergraduate thesis entitle
“MODULAR LEARNING: ITS EFFECT ON EMPLOYABILITY SKILLS
DEVELOPMENT OF HOSPITALITY MANAGEMENT STUDENT WITH
LABORATORY CLASSES, has been examined and is recommended for oral defense
REGINNE S. PATANGAN
Adviser
The undergraduate thesis entitle “MODULAR LEARNING: ITS EFFECT ON

EMPLOYABILITY SKILLS DEVELOPMENT OF HOSPITALITY
MANAGEMENT STUDENT WITH LABORATORY CLASSES” prepared and
submitted by JOBERT L. BANATANTO, JOHN REY S. CAÑIZAR and MARK C.
DIPUTADO, has been reviewed and approved by the Research Panel.
LEONARDO D. CAINTA, E.M.D

Chairman
MARIBETH R. SY, MBA REGINNE S.PATANGAN,MBM

Research Instructor Adviser
ROSENDA B. BORRES, M.A Math

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Research Expert
Approved by the PANEL OF EXAMINERS ON ORAL DEFENSE on

February 24, 2022 with rating of _________________
LEONARDO D. CAINTA, E.M.D

Chairman
Date Signed: __________________
MARIBETH R. SY, MBA REGINNE S.PATANGAN,MBM

Research Instructor Adviser
Date Signed:_____________ Date Signed: ___________
ACCEPTED by the Dean of College of Business Administration for the Degree

BACHELOR OF SCIENCE IN HOSPITALITY MANAGEMENT.
RUBELYN SABANAL, MBA

Dean, College of Business Administration
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DEDICATION
The researchers dedicate to the following:
To their supportive and loving parents
To their friends and classmates
And lastly they dedicate this most to the almighty Father for giving them strength and
wisdom and perseverance and enabling them to pursue in accomplishing this task.
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ACKNOWLEDGEMENT
The research wanted to express their heart -felt gratitude to the following for
without them this research study would not come into reality.
To their parents who provided their untiring support and love.

To their professor Reginne Patangan, their research adviser for her out most effort in
facilitating and checking their error.
To the instructor in this research, Maribeth Sy for his valuable guidance in instructing
important concepts that are related to the study.
Lastly to the almighty God for the knowledge, strength and wisdom. His guidance leads
to attain success.
The researchers
Banatanto, Jobert L.
Cañizar, John Rey S.
Diputado, Mark C.
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ABSTRACT
This study entitled the relationship of modular learning and employability skills
development of hospitality management students with laboratory classes” conducted
during the calendar year 2021-2022 aims to determine the relation of modular learning
and employability skills development of hospitality management students perceived
modular distant learning modality, a descriptive survey checklist has been employed as
the main tool to gather responses which then treated statistically and thereafter interpreted
using the weighted mean and chi-square computations. As revealed on the numerous
findings it can be concluded that students should have full access to resources, to have
practical or actual demonstrations on how to perform certain practices and procedures
related to their course and properly use the tools. Thus, without actual act and guidance, it
will not allow students to be more efficient resulting to poor learning process that would
definitely affect their employability skills. The modular distance learning implementation
as resulted by the unexpected COVID 19 epidemic was justly perceived by the
respondents although some find it neutral. The researchers recommended that the
Hospitality Management students may persevere and diligently perform and answer the
activities provided in every subject module such that they will be able to cope up the
demands of the new normal learning modalities. In addition, students may need to
broaden their information gathering skills in order to be more efficient in getting the right
information they needed. Also, Hospitality Management instructors may draw out a way
in providing assistance to students in which they can still have the information they need;
operating and performing actual tasks.
Keywords: modular learning, employability skills, skills development

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TABLE OF CONTENTS
Contents
APPROVAL SHEET.........................................................................................................ii
DEDICATION..................................................................................................................iv
ACKNOWLEDGEMENT................................................................................................v
ABSTRACT......................................................................................................................vi
TABLE OF CONTENTS................................................................................................vii
Chapter One.......................................................................................................................1
THE PROBLEM AND ITS SCOPE........................................................................................1
Theoretical framework.............................................................................................................4
Statement of the Problem.........................................................................................................5
Significance of the Study..........................................................................................................7
Scope and Delimitation.............................................................................................................8
Definition of Terms...................................................................................................................9
Chapter Two.....................................................................................................................11
REVIEW OF RELATED LITERATURE AND STUDIES.................................................11
Local literature.......................................................................................................................12
Foreign Studies.......................................................................................................................13
Local Studies...........................................................................................................................15
Chapter Three..................................................................................................................30
RESEARCH METHODOLOGY..........................................................................................30
Research Method....................................................................................................................30
Research Respondents............................................................................................................30
Research Environment...........................................................................................................32
Data Collection Procedures and Research Instruments......................................................33
Statistical Treatment..............................................................................................................35
Chapter Four....................................................................................................................36
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA............................36
Chapter Five.....................................................................................................................49
Summary, Findings, Conclusion, and Recommendation.....................................................49
Summary of Findings.............................................................................................................50
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Conclusion...............................................................................................................................50
Recommendation....................................................................................................................51
References.........................................................................................................................52
Letter to the Adviser........................................................................................................55
Letter to the respondents................................................................................................56
CERTIFICATION FROM ENGLISH EDITOR.........................................................59
LETTER TO THE REGISTRAR..................................................................................60
LETTER TO THE ADMINISTRATOR.......................................................................62
Questionnaire...................................................................................................................63
CURRICULUM VITAE.................................................................................................72
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Chapter One
THE PROBLEM AND ITS SCOPE
One of the central issues for most higher education institutions is its graduates’
employment and preparation to execute and excel once employed. Hence, employability
skills have become a critical topic on the higher education agenda in the 21st century,
especially among hospitality management students, as hospitality encompasses various
kinds of skills (Dhaliwal & Pankaj, 2020).
Employability skills are transferable core skill groups that characterize critical
functional and enabling knowledge, skills, and attitudes required for getting, keeping, and
doing well on a job (Dhaliwal & Pankaj, 2020; Robinson, 2000) and are necessary for
success in the 21st-century workplace. Employers today are not only on the lookout for
employees capable of basic academic skills but of higher-order thinking skills like
creative thinking, decision making, and problem-solving skills. They also prefer
employees who have personal qualities (Romer, 2015). Higher education institutions
teach students how to perform the defined job responsibilities by ensuring that academic
programs, courses, and curricula are aligned to provide the required technical and
functional content. They shape students’ employability skills. However, when COVID-19
hit, the education system of the Philippines was disrupted. It forced educational
institutions to suspend all academic activities and classes and led to indefinite suspension
of face-to-face classes in Zamboanga del Norte. To mitigate the impact caused by the
pandemic and to ensure continuity of education without compromising the health of the
teachers and students, higher education institutions have adopted different learning
modalities.
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Jose Rizal Memorial University (JRMSU) has adopted flexible learning
modalities across its five campuses, where students can opt for online learning or
modular distance learning. However, most of the students of JRMSU-Dipolog situate
from far-flung areas where the availability of internet connectivity is a problem. So, for
the three terms since the pandemic, JRMSU-Dipolog has opted modular distance learning
to cater to the needs of most students. In addition, quite universities have used modular
learning among western countries, and several studies exploring the effectiveness of its
implementation have been present. Modular learning is a trend of educational thinking
that shifts the traditional method of instruction to an outcome-based learning paradigm
(Ministry of Education, 2013). This mode of learning enables the learner to have control
over their learning and accepts greater responsibility for learning, and it demands greater
maturity on the part of the learner (Sejpal, 2013).
They frequently mention inadequacies in what are commonly referred to as
important, generic, or transferrable skills, rather than specific gaps in chemistry
knowledge and understanding. Problem-solving, critical thinking, communication,
teamwork, time management, adaptability, independent learning, numeracy, and
information technology are all examples of these abilities (Overton & McGarvey 2017).
This research would be using quantitative descriptive research design to find out
the relationship of modular learning it towards to the HM student’s employability skills
development. The main purpose of this study is to know if there has a relationship of
Modular learning to the HM student’s employability skills development in terms of
critical thinking skills, personal qualities, resource management, interpersonal skills,
information management, and use of technology of first year, second year, third year, and
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fourth year HM students school year 2021-2022 in Jose Rizal Memorial State University
Dipolog Campus.
Soft skills, according to the workforce profile, are characteristics and abilities that
companies look for in their employees. Students' careers are shaped by their
employability skills, which assist them in developing and refining their communication,
presentation, teamwork, leadership, time management, interviewing abilities, and
interpersonal skills. As a result, equipping students with soft skills allows them to
effectively participate in a variety of selection processes. Based on a review of several
research relevant to employability skills, this study is a condensed report outlining the
employability skills necessary at workplaces, employability framework, techniques taken
to develop employability skills, and employers' perspective of employability skills
(Subbu & Rajasekaran, 2018).
The labor market via educational and training establishments influences the skills
profile of hospitality management graduates (Baum, 2002). Bachelor of Science in
BSHM degree program of JRMSU has 156 units, which breaks down to 21 units, core
courses; 39 units, major courses; 18 units, cognate courses; 18 units, major elective
courses, and the other remaining units are GE and other mandated courses. Eleven (11)
courses of the program have both lecture and laboratory classes. The development of
skills is ubiquitous in laboratory classes. They solidify the practical skills hospitality
management graduates need since they put the theoretical concepts into physical practice.
However, since modulardistance learning has been employed, access to equipment and
necessary technology available on the campus, students’ engagement and hands-on
learning have been absent.

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This study were explored the relation of modular learning among hospitality
management students’ employability skills development during the global pandemic.
Theoretical framework
According to the proposed human capital theory, employees who are seen to be
employable have a strong position in the labor market (De Cuyper et al, 2008). This study
is anchored to the Human Capital Theory which predicts the same thing: high employable
people with a “strong labor market position” expect a faster return on their investments,
for example, a rise in their pay (Becker, 1964/1993).
De Cuyper & Notelaers et al ( 2009) discovered that employability could be a
barrier to a thriving economy as a modulator of job insecurity and its harmful
consequences employability, which is based on the human capital idea, has the ability to
mitigate the effects of job instability. The term “human capital” is used in the context of
the human capital theory refers to the labor quality, i.e., the employees’ skills,
knowledge, and health (Morh & Seymore, 2015)

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Statement of the Problem

This study aimed to determine the relationship of modular learning and
employability skills development with laboratory classes of the selected hospitality
management students of Jose Rizal Memorial State University, Dipolog Campus.
Specifically, this study saught to answer the following question:
1. What is the profile of the hospitality management students in terms of:
1.1 Age;
1.2 Gender; and
1.3 Year level;
2. What are the relation of modular learning on the employability skills development of
hospitality management students with laboratory classes in terms of:
2.1 Critical Thinking Skills;
2.2 Resource Management;
2.3 Personal Qualities;
2.4 Interpersonal Skills;
2.5 Information Management; and
2.6 Use of Technology;
3. Is there a significant difference on the employability skills development of hospitality
management students with laboratory classes towards modular learning when analyzed
according to their profile?

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Dependent variable
Indepentdent variable
HM Students’ Employability
Skills Development
 Critical Thinking skills
Modular Learning  Resource Management


Personal Qualities

Interpersonal Skills

Information Management

Use of Technology
Profile of the Respondents
 Age
 Gender
 Year Level
Figure 1. Conceptual Framework

Figure 1. Schematic Diagram of the Study
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Significance of the Study

The significance of the study is to raise awareness to the HM student and teachers
in regards to modular learning and it may affect or not to HM students’ employability
skills development, especially to the first year, the second year, third year, and fourth-
year HM students enrolled in Jose Rizal Memorial State University -Dipolog Campus.
Associate Dean and Program Chairperson. This study shall help the administrator to
know if the students can develop employability skills even through modular learning. And
provide a solid foundation for strengthening their supervisory assistance and encouraging
them to provide teachers with more exposure to various teaching and learning
approaches.
Hospitality Management Teachers. The result of this study shall help them identify the
appropriate skill sets and focus more on those skills in facilitating the teaching and
learning process to meet the requirements of the rapidly evolving labor markets.
Hospitality Management Students. The findings of this study shall help students’
employability skills to develop even though modular learning will continue, this study
calls for action in the field of hospitality management careers in the face of changing
trends.
Futures Researchers. The findings of this study shall help them to know how modular
learning will provide the proper learning of the students and the potential of the HM
students’ employability skills to develop.

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Scope and Delimitation

This study focused on the modular learning its relationship on the employability
skill development of HM students. The selection of respondents would limited to first
year, second year, third year, fourth year HM student’s of Jose Rizal Memorial State
University-Dipolog Campus in academic year 2021-2022. This study would consider the
HM students age and gender. This research is designed to know how the relationship of
modular learning towards the HM student’s employability skill development with their
laboratory classes. The laboratory classes that would brought up in the study are: for the
first year, fundamentals of foodservice operation and kitchen essential and basic
operation ; for the second year, front office operations, applied business tools and
technology, and Asian cuisine; the third year can acquire bar and beverage management,
fundamentals in lodging operations, bread and pastry, ergonomics and facilities planning
for the hospitality industry, and a fourth-year year can acquire front office operations,
applied business tools and introduction to meetings, incentives, conferences and event
management (MICE).
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Definition of Terms
The following terms below are specifically define:
Critical thinking skills.- this refers to as the intellectually disciplined process of actively
and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating
information gathered from, or generated by, observation, experience, reflection,
reasoning, or communication, as a guide to belief and action.
Employability. – This refers to the relative possibility of gaining and sustaining various
types of employment” is how employability is defined (Brown, Hesketh, & Williams,
2003).
Employability skills. -These refers as transferable core skill groups that characterize
critical functional and enabling knowledge, skills, and attitudes required for getting,
keeping, and doing well on a job (Dhaliwal & Pankaj, 2020; Robinson, 2000)
Hospitality Industry - This refers to a type of service Employees and the industry
frequently interact
Between customers and hotel staff in order to serve, them customers from a wide range of
backgrounds (Dhaliwal & Misra, 2020).
Information Management- This refers to the ability to analyze, build, construct, operate,
maintain, and organize databases, as well as manage information in compliance with and
contribute to organization's operations.
Interpersonal Skills- These refers social skills such as empathy, negotiation, listening,
creative thinking, patience, and tolerance.

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Personal Qualities- These refers to as the characteristics and attributes. They are
characteristics of your personality, temperament, and nature that define you.
Resource Management- This refers to as the planning, scheduling, and allocating
people, money, and technology to a project or program is known as project management.
Use of Technology- This refers to as the use of this technology is typically intended to
either make life easier for a business's employees, or to improve the overall experience
for hospitality customers.

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Chapter Two
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the review of existing literature of the following:
employability skills and modular learning. This chapter also discusses the different
Hospitality Management courses with laboratory and employability skills of Hospitality
Management students
Foreign literature
Employers valued subject knowledge, application of information, excellent
listening, breadth of knowledge, working safely, and self-management. Students, on the
other side, valued characteristics like team leadership, complex problem-solving ability,
judgment ability, proactivity, negotiation ability, strength of reference, university type,
and university image (Miah & Chowdhury, 2016).
The concept of employability has evolved in response to industrial needs
customer, society, and the economy are all intertwined. It is necessary to comprehend the
concept and definition of employability skills as defined by several famous authors. In
terms of the industry's growth, or how the business contributes to foreign direct
investment, national income, or other factors, many hospitality institutions did not
synthesize the data. Institutions supply students or personnel to the sector who are not
skilled or whose talents are not groomed according to the industry's expectations
(Dhaliwal & Misra, 2020).
Employability has emerged as a critical component of the so-called new economy
agreement between an employer and an employee in which the promise the concept of
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job security is said to be being replaced by employability (Kinicki, Hallier, & Fugate,
2014) .
This evolution is accompanied by a significant shift in responsibilities. Employers
provide opportunities for employees to advance in their careers. Employability is defined
as the ability to obtain, keep, and excel at a job (Harvey, Locke, & Morey, 2014)
In India, tourism and hospitality is one of the fastest expanding categories of the
services industry, with a huge demand for young, educated, and qualified employees.
Academics and employers agree that the gap between the soft skills expected of entry-
level employees and the talents possessed by these young people is widening. Industry
leaders and scholars agree that more soft skills training is needed to close the gap (Singh
& Jaykumar, 2019).
Local literature
In the last several years, students and learning have changed tremendously. Many
of us who attended school in the twentieth century were taught and learned in a different
way than students in the twenty-first century. Only a few studies have been conducted
because e-learning is a relatively new topic of interest among schools in the Philippines,
research has been conducted on the perception of e-learning programs among students,
professors, and administrators, particularly as it relates to tourism and hospitality
education programs (Aquino, 2015).
Private employment sectors in our country are governed by the Labor Code,
which is administered by the Department of Labor and Employment. They should be
entirely honest when training a large number of staff and recent grads prepared with the
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necessary information and skills to excel in their chosen fields. Nowadays, an individual's
level of education is highly valued (Aguado, 2019)
Collaboration, personal and workplace skills, self-direction skills, thinking and
reasoning abilities, and creativity and innovation skills were all good or exhibited to a
large extent in the students' 21st century skills. Their information and communication
skills, on the other hand, were lacking. There was a link between desired competencies
and 21st century skills among students, indicating that individuals with highly sought
competences also possessed 21st century skills. Students had concerns with the
company's management and were unsure about their work assignments (Belarma, Ceniza,
& Capitan, 2021).
There is no one-size-fits-all recipe for success, but there are pedagogical
approaches that can help students develop into well-rounded, critical-thinking, flexible,
and future-ready graduates. Furthermore, with a global scene that is changing at a
breakneck pace these assets can surely help create the path to a successful future in the
hospitality, tourism, and related sectors. It provides a diverse range of food that is both
unusual and unique, as well as delicious not to be found in any other type of restaurant
(Arago, et al., 2019)
Education is undeniably one of the most important ways to improve one's life,
skills, and characteristics of graduates that are relevant to the job descriptions and the
employers' specifications. Education does, in fact, play an important role in the
transformation process rates of entry and exit from the labor market (Icban, 2019).
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Foreign Studies
According to Dhaliwal & Misra (2020) leadership, communication, problem-
solving, interpersonal, oral and written communication, personality development,
teamwork, positive attitude, customer service, professional and ethical standards,
personnel management, professionalism or professional attitude, hard and soft skills, time
management, decision-making, and information technology are the most commonly
required skills in the hospitality industry. Fleming (2016) stated that employers are
increasingly looking for graduates with talents, even if they are not in their field of
expertise or have general skills. Similarly, someone who can apply and utilize their
gained knowledge and skills in a specific circumstance is more marketable than someone
who has the information, but lacks the requisite abilities.
According to Signh & Jaykumar (2019) there is a growing gap between what
companies want from their entry-level employees in terms of soft skills and the skills that
these young people have, according to academics and employers. Industry leaders and
scholars agree that more soft skills training is needed to close the gap.
According to Dhaliwal & Misra (2020) leadership, problem-solving,
interpersonal, oral, and written communication, personality development, teamwork,
positive attitude, customer service, professional and ethical standards, personnel
management, professionalism or professional attitude, hard and soft skills, time
management, decision-making, and information technology were the most commonly
needed skills in the hospitality industry.
In addition Guachalla & Gledhill (2019)stated that the program takes an
immersive approach, concentrating on CV and cover letter writing strategies, job

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interview skills, and other recruitment tools, and are given jointly. Students were used to
examine the module's impact, and it was discovered that the experiential character of the
module in stills confidence in students when participating in employment evaluation
centers. It also emphasizes the importance of informing it from a variety of perspectives
in order to provide students with a distinct competitive advantage.
Local Studies
Students can receive first-hand experience and exposure to real-world employment
through the internship. It utilizes young professionals' university-acquired theory,
knowledge, and abilities. A practical work or training background, such as an internship,
can help students land a future job. This experience in training supports a crucial factor in
selecting and applying for hospitality jobs in order to gain a competitive advantage
(Malonzo & Jonson, 2020)
On the other hand, the study of Bayot, Javier, Liamzon, & Moralejo (2020) revealed
thath the newly-released portrait of hospitality students' expectations and frustrations
focuses on two domains: relational and technical abilities, which influence the interns'
overall success, understanding, and adjustment as future hoteliers. Interns were able to
acquire particular behaviors in reaction to the dynamics of their job assignment due to the
combination of their expectations and frustrations.
Based on the study conducted by Castro (2014) he went over the several domains
that contribute to employability. For the Asia Pacific area, important talents include
leadership, industry knowledge, communication, self-management, interpersonal, critical
thinking, strategic positioning, and execution domains.

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In their part, Almeron, Ceralde, Lipas, Manilla, & Quiñol (2021), stressed that
education has faced obstacles in terms of modifying and adjusting in order to successfully
disseminate learning. Due to the potential of viral infection spreading, the conventional
physical classroom setup is starting to lose its edge.
1. JRSMU HM Courses with Laboratory Classes
The following are the courses of the Hospitality Management degree program
with lecture and laboratory classes. The course descriptions presented are based on the
CMO No. 62, s. 2017, policies, standards and guidelines for a Bachelor of Science in
Tourism Management and Bachelor of Science in Hospitality Management.
Introduction to Meetings Incentives Conferences and Events Management (MICE)
as applied to tourism
This course looks at the fundamentals of event conceptualization, planning,
management, and evaluation. The importance of conventions and events in tourism are
among the topics discussed. The lesson covers event conceptualization, event design,
project/event management, monitoring and evaluation methods, physical requirements,
organizing, promotions, sponsorships, and dealing with the financial aspects of such
duties. The students will learn how to establish business strategies to attract MICE
business and keep clients, as well as how to recognize, comprehend, and overcome the
complex issues of collective supplier management and engagement. This is an
application-based integration course.
Fundamentals of Food Service

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The relevant knowledge that will be taught to the HM students are the develop
went of the various abilities and correct attitudes required for providing exceptional
service in hotel and restaurant food and beverage operations. Students will be able to
learn how to clean and tidy bar and food service areas; develop and maintain food and
beverage product knowledge; manage responsible alcohol service; prepare and serve
cocktails; prepare and serve non-alcoholic beverages; provide a link between kitchen and
service area; provide advice to patrons on food and beverage services; provide beverage
services; provide room service; provide silver service; take food orders and provide
courteous table service; intoxicated person.
The operation of this course involve purchasing raw materials, how HM students
going to prepare food and beverage and always maintaining HM students’ service quality
and the cleanliness of the laboratory. Purposive communication is to develop HM student
communication skills and it helps to enhance their capability to increase their ability to be
heard and understood. They bolster their confidence and self-esteem by empowering
them to speak out.
Kitchen Essentials and basic preparation
In the basic preparation and kitchen essentials in a commercial setting, HM
students will gain theoretical knowledge and display practical abilities in fundamental
culinary duties, basic food preparation, and food presentation. The following topics will
be covered: applying standard and safety procedures for handling foodstuffs; cleaning
and maintaining kitchen equipment and utensils; organizing and preparing foods products
and meals; preparing and storing food in a safe and hygienic manner; receiving and
securely storing in-coming goods; establishing and maintaining quality control in food
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production; identifying, preparing, and preparing various meats; preparing appetizers and
salads; preparing soups, stock, and sauces; Preparation of appetizers and salads;
preparation of soups, stocks, and sauces; preparation of vegetables, eggs, and farinaceous
dishes; presentation and display of food products.
HM students will learn different tools from the kitchen and how they are used,
broaden students’ knife skills and get to grips with scoring, sheering, fine slicing, and
more and to demonstrate how to sharpen and handle a knife with confidence.
Front office operation
In this course, HM students learn different languages on how they are going to
welcome or entertain the guest to handle a request for an accommodation, by giving them
a good quality reception and checking accommodation availability and assigning it to the
guest, settling guest’s payment at the time of check out.
Applied business tools and technology
This course covers the most commonly used tools, technologies, and procedures
in the hospitality sector. It comprises a description of the application or systems, which
are made up of technical processes, methods, software, and hardware that have evolved
and simplified particular workplace functions. These apps and systems are utilized in (1)
internal functions of an organization. Business-to-business transactions (including
operations with suppliers) and business-to-customer transactions are the two types of
transactions. The purpose is to expose students to a variety of applications so that they
can recognize, learn, analyze, and comprehend the various devices and solutions
accessible, from which they can choose the one(s) that are most appropriate for the
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business function. How to use information technology applications in dealing with guests
and colleagues; how to access and retrieve electronic-based data; how to perform
administrative and clerical procedures; how to receive and process reservations; how to
source and provide destination information and advice; how to produce applicable travel
documentation, and so on. The student will also get an understanding of the impact of
technological developments on the economy, industry, the business model of the
company, and specific functions/operations of the organization. This will guarantee that
the students understand the importance of using tools and technology in their company
strategy.
HM students will learn different tools on how they are going to use and develop
the critical skills which focus on integrating advanced software features commonly used
in business.
Asian cuisine
Is a trademark way of cooking. Food is a significant piece of social legacy and
public personality. In this course, HM students become familiar with the assortment of
food decisions of Asian food like Chinese, Japanese, and Korean and the sky is the limit
from there. Cooking styles fluctuate from one culture to another, contrasting among
countries and inside them. These food inclinations bring about examples of food
decisions inside a social or local gathering. In religion, food is quite possibly the main
piece of the strict ceremony.

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Bar and beverages
This course teaches HM students knowledge to do stock and deal with the buying
of provisions and elements for making each drink on the eatery’s menu. Students will
probably additionally deal with the changing and refreshing of the beverage menu.
Fundamentals in a lodging operation
With this course HM students will gain proficiency with the housekeeping branch
of an inn and housing association: Its hierarchical structure; roles and obligations:
capacity of the office; gear and apparatuses for housekeeping tasks; techniques and
strategies of cleaning activities including material, uniform, and clothing administration.
Bread and pastry
In this course, HM students learn to figure out how to gauge or what is the
estimation of fixings in a specific bread and cake. HM students adapted additionally the
distinctive hardware utilized in baking and how to utilize them. Which creates the skills
of HM understudies in planning and delivering bread kitchen/cake items, cakes and
sweets.
Ergonomics and facilities planning for the hospitality industry
This training will improve knowledge, skills, and attitudes in order to ensure that the
organization’s work environment is appropriate for industry professionals. The following
are some of the topics covered:
• Creating an efficient and functional workplace by planning and designing
workstations.
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• Choosing workstation furniture that allows workers to be flexible and adaptable.
• Creating lighting that provides adequate illumination for work areas.
• Creating work environments in which noise is controlled so that routine
operations can be carried out at the workstation.
HM students will develop their foster information, abilities, and mentalities in
guaranteeing the workplace of the association fit the business experts. Subjects
include Planning and planning workstations to make productive and viable working
environments. An ergonomically planned space can expand usefulness and proficiency
while lessening pressure and exhaustion. Ergonomics is about guaranteeing a solid match
among individuals and the things they communicate with. This could incorporate the
items they use or the conditions they live in. They ought to think about ergonomics in the
plan of each item, framework, or climate.
Catering management
Catering management is part of the food services industry and involves the
planning and organization of food and beverage services for various types of events.
Important aspects of catering management include: meeting customer expectations,
maintaining food and hygiene standards, and meeting financial targets.
This course would help HM students develop their skills in strong communication
and interpersonal skills. Team-working skills, the ability to lead and motivate staff,
administrative ability, and IT literacy. Numeracy and financial skills in order to manage a
budget Ability to work as part of a team, ability to follow instructions, good

22
communication skills, customer service skills, high standards of hygiene, ability to keep
calm under pressure.
Employability skills of Hospitality Management Students
Critical Thinking Skill
Critical thinking skills include analyzing arguments, drawing inferences using
inductive or deductive reasoning, judging or evaluating, and making decisions or solving
problems. Background knowledge is required but not sufficient for enabling. critical
thinking within a given subject (Lai, 2011).
Higher education institutions strive to prepare their students for postgraduate,
real-world situations by encouraging the development of critical thinking skills in their
students. Despite the importance of these skills, the unfortunate reality is that many
college graduates lack the ability to think critically, owing in part to large class sizes,
limited budgets, perceived time constraints that do not allow for activities that promote
critical thinking, such as in-depth inquiry and small group problem solving, and external
pressure to prepare students to pass standardized college exams that do not require
critical thinking. (Johnson, Quitadamo , & Brahler, 2002).
According to (Johnson, Quitadamo , & Brahler, 2002) many instructors were not
educated in a way that encouraged the development of critical thinking skills, and thus
lack a clear model for cultivating these skills in their students. Online learning modules
may offer the opportunity to create learning activities that promote critical thinking
Furthermore (Nawawi, 2017)emphasized that modules are a solution for
empowering students' critical thinking abilities because they contain material that is
23
completed by a series of activities, training, and self-assessment to monitor the mastery
level of student learning, and they have more potential as a means of empowering
students' critical thinking abilities in achieving maximum learning output. A series of
activities and training modules are combined with challenge-based learning.
Meanwhile (Kyoungna, Sharma , Land, & Furlong, 2013) designed and
implemented active learning modules that combined group-based learning with authentic
tasks, scaffolding, and individual reports to improve students' critical thinking in an
undergraduate general science course. This study looked at the levels of critical thinking
students demonstrated in individual reports, as well as how those levels changed over
time. The findings showed that students' average critical thinking level was "developing,"
but students' scores on individual reports showed a statistically significant increase. The
study concluded that the active learning strategies used in the study were effective in
promoting student critical thinking.
The author provides a specific moment early in the session, after students
participate in an active-learning approach to research, that for some students results in a
moment of self-awareness, which may enable students to build critical thinking skills.
Students may be affected on an emotional as well as an intellectual level as a result of
this exercise, which includes a surprise element, and they may begin to realize the link
between their own well-being and their capacity to think critically (Berger , 2008).
However, in Indonesia, Education is an important factor in shaping people as a
whole. The ability to think for humans is critical in the development of information. The
problem of a lack of critical thinking ability at Sahida Lemah Abang Vocational High
School had to be addressed. Problem Based Learning (PBL) using an e-module as a

24
resource of learning material is one learning model that can be used to guide students to
think critically. The study's goal is to investigate the implementation of the Problem
Based Learning model using an e-module and its impact on students' critical thinking
abilities. The research design for this study was a quasi-experiment with a nonequivalent
control group design. Two observations were made while using the research design; one
before the experiment was called pre-test and one after the experiment of this study called
the post-test In this study, there are two samples: one experimental group and one control
group. Data was collected through the use of tests and observation sheets of the learning
process. The findings of this study show that, on average, implementation in each of the
learning stages has increased, placing it in the category of very good value. The most
notable distinction comes from, "developing strategy and tactics." indicating that there is
a significant difference in students' ability to think critically between the experimental
and control classes, with the experimental students thinking more critically than the
control students.
According to the curriculum review, all programs focused primarily on teaching
professional skills for distinct hospitality concentrations. The findings imply that the
focus should stay on key communication skills and higher learning skills like critical
thinking and problem solving (Jiang, 2019).
Personal Qualities
Personal qualities include commitment, communication skills, enthusiasm,
leadership, organization, knowledge of safety, and teamwork. Equipping yourself with
the correct abilities not only helps you avoid emotional and physical tiredness, but it also
allows your business to attain a higher quality than the competition, resulting in
25
consumers choosing you over the competitors. Visitors may come for the food, but they
will remain for the excellent service.
These competences, in reality, emphasize the relevance of skills, knowledge, and
the ability to behave responsibly. As a result, competences are personal attributes that
underpin work performance or behavior. It recognizes the value of operational skills,
knowledge, and personal traits, as well as the connections between them and the
performance of certain tasks and roles (Akhtar , 2015).
Students who have Personal characteristics and task significance as job
characteristics have a significant and positive impact on hotel work engagement, which in
turn improves their job performance (Grobelna, 2019).
All teaching and learning activities have been compelled to move to online
platforms due to the current COVID-19 outbreak. Even though they are used to an offline
learning environment and frequently attend a mixed learning course with theoretical and
practical components, hospitality students are not exempt from this change. This abrupt
transition has disrupted their learning process and triggered a variety of worries. As a
result, the goal of this study was to see how personality traits in hospitality students are
linked to their anxiety levels and how this affects their learning experience. Soon after the
affected semester finished, a survey was performed in Hong Kong. Students who are
agreeable and open to new experiences have a higher level of learning, technical, and
financial worry, according to the results (Tavitiyaman, Ren, & Fung, 2021).
Resource Management
26
According to (Hansen, 2021), The process of planning, scheduling, and allocating
resources to maximize efficiency is known as resource management.
Resource management is acquiring, allocating and managing the resources, such
as individuals and their skills, finances, technology, materials, machinery and natural
resources required for a project. Resource management ensures that internal and external
resources are used effectively on time and to budget. Resources may be obtained
internally from the host organization or procured from external sources. The acquisition,
allocation, and management of resources such as individuals and their skills, finances,
technology, materials, machinery, and natural resources required for a project is referred
to as resource management (Bird, 2018).
As a result, hotel management curriculum must suit the needs of both business
and students by providing the resource management skills needed in the workplace as
well as the academic demands of the institution (Raybould & Wilkins, 2006).
Prior to graduation, hospitality recruiters and industry professionals have urged
students to get work experience. Hospitality educators are dedicated to assisting students
in gaining the knowledge and skills necessary to be successful in the industry (Kozar ,
Horton, & Gregoire, 2008).
Interpersonal Skill
Interpersonal skills are characteristics that you rely on when interacting and
communicating with others. They cover a wide range of scenarios in which
communication and cooperation are critical.

27
These abilities include the ability to communicate with others and form
relationships with them. People skills, as they are commonly known, incorporate both
your innate personality traits and how you've learned to handle certain social situations.
Effective interpersonal skills can help you during the job interview process and can help
you advance in your career (Indeed, 2022).
The students ability to develop interpersonal skill attained by engaging a
workgroup, or through team-based interactions. It entails the ability to comprehend
others and establish rapport, which necessitates a thorough grasp of one's own beliefs,
goals, and expectations emotions, and making decisions about how to control one's own
behavior while also considering the needs of others implicitly taking the social set of
rules of the workplace into consideration (Deba, Jabor, Buntat, & Musta’mal, 2014) .
However, in the modular learning modality engaging in workgroups, group
discussion are absent. This may affect the development of interpersonal skill
It is also true according to (Bodea, 2020), These skills can be developed through
practicum, internship, and cooperation programs with companies, which are primarily
organized as extracurricular activities, as well as through team-based implementation of
technical-oriented courses. The report includes sample curricula referential models that
universities can choose and use to develop their own curricula, taking into account
specific student goals and local/regional characteristics.
Meanwhile in Elearning Paradigm interpersonal skill can be develop according to
(Michelle, 2020), Mobile devices and online educational resources have transformed the
global education landscape. eLearning is now only a mouse click away. Learners can use
28
a variety of mobile apps and online websites to interact with instructors, set study goals,
receive personalized tutoring, and participate in discussion forums. However, there is a
lack of variety in eLearning tools, which may become monotonous for the student. As a
result, the instructor should be available at all times, and students should not feel that the
course content is monotonous.
Information management is about providing appropriate reports and information,
planning, understanding the guest needs, management and operation controls. According
to (Detlor, 2010), controlling how information is created, acquired, structured, stored,
distributed, and used as a method of fostering efficient and effective information access,
processing, and usage by individuals and organizations is what information management
is all about.
The management of organizational processes, technology, and people who
produce, acquire, integrate, organize, process, store, disseminate, access, and dispose of
information is known as information management. Information management is a broad,
multidisciplinary area that encompasses several subdomains and seamlessly integrates
with other domains (Sharma, Rana, & Nunkoo, 2021).
Managers identified interpersonal, problem-solving, and self-management
abilities as the most important, whereas students proved to have accurate ideas of the
talents that employers value when hiring hospitality graduates. The skills linked with the
conceptual and analytical domains have the most significant areas of disagreement
(Raybould & Wilkins, 2005)

29
Use of technology
Technology is evolving at a rate that will result in more dramatic change than at
any other point in the last century. The hospitality industry is expected to transition from
the age of labor to the age of wireless, as equipment becomes more efficient and less
labor is required. Restaurants and hotels must adapt to these changes as consumers and
employees become more wireless in their orientation (Olsen & Connolly, 2000).
The leisure and hospitality industry is a major driver of the global economy. In
recent years, the widespread adoption of new technologies in this industry has
fundamentally reshaped the way services are provided and received (Perepelytsia &
Yurchenko, 2019).
Hotel operations now rely heavily on information technology (IT) applications.
As a result, hospitality schools strive to equip their graduates with the skills and tools
required to succeed in a rapidly changing and developing industry environment. Students
in hospitality schools require more training in "using spreadsheet programs" (i.e.,
Microsoft Excel), "using email systems" (i.e., Outlook Express, Thunderbird), "using
word processing programs" (i.e., Microsoft Word), "presenting data in an efficient
manner," "using point of sale systems" (i.e., Micros), and "analyzing numerical data with
computers" (i.e., SPSS, Excel) (Berezina, Cobanoglu, & Okumus, 2014).
With the advancement of technology, the field of employment has begun to shift
toward technology. It is necessary to train graduates for a digital environment (Bernal,
Camara, Buted, & Mejia, 2019).

30
Chapter Three
RESEARCH METHODOLOGY
This section contains the scope of the study, research design, research
respondents, instrument for data collection,statistical treatment, and data gathering
procedure.
Research Method
This research used a quantitative descriptive research design to find out the
relationship of modular learning and HM students employability skills development. The
main purpose of this study is to know if there is a relation in between modular learning of
the HM students employability skills development in terms of critical thinking skills,
personal qualities, resource management, interpersonal skills, information management,
and use of technology of first year, second year, third year, and forth year HM students
school year 2021-2022 in Jose Rizal Memorial State University Dipolog Campus.
Research Respondents
The respondents will be the first, second, third and fourth year level of Bachelor
of Science in Hospitality and Management degree in Jose Rizal Memorial State
University, Dipolog Campus. The respondents will be those who are officially enrolled in
the School Year 2021-2022. The total respondents will be (25) HM students in every year
level so with the over all of one hundred (100) respondents. The researcher only
conducted 25 HM students each year level as respondent for the lack of availability and
time and also the effect of Covid 19 pandemic, as suggested by the panels during the
proposal defense.
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Table 1. Respondent’s Distribution
Respondents Population Actual Respondents
First year HM students 157 26
Second year HM students 144 25
Third year HM students 77 32
Forth year HM students 190 42
TOTAL 568 125

32
Research Environment
Since the respondents is the first year, second year, third year, fourth year HM
students of Jose Rizal Memorial State University Dipolog Campus School Year 2021-
2022.
33
Data Collection Procedures and Research Instruments

The data collection process through a survey. The researchers adapted the
Secretary’s Commission on Achieving Necessary Skills (SCANS) survey questionnaire.
SCANS was developed in 1990 by the Secretary of Labor of the United States to
determine the skills young people need to succeed in the world of work. It determines the
students’ level of skills required to enter employment. The survey instrument consisted of
two parts: the SCANS Skills & Competencies Checklist composed of 24 questions and
the respondents’ demographic information. The survey questionnaire was modified in the
context of the student perspective. The survey was employed through a Google Form
which was disseminated on the HM students’ group chat. Each participant remained
anonymous; age, gender, and year level were collected from their demographic profile.
Codes were assigned to each participant.
The survey items were rated according to points on the Likert Scale. The points
on the scale used to indicate the degree to which the students believe that they have
developed the necessary employability skills. A rating of strongly agree signified that the
student believes that the employability skill has been developed on him/her, while a
rating of strongly disagree will signified that the employability skill has not been
developed.
34
5 Strongly Disagree (SA)
4 Agree (A)
3 Neutral (N)
2 Disagree (D)
1 Strongly Disagree (SD)
Instruments Validation
Upon the preparation of checklist questionnaire, it was right then submitted to the
research adviser for possible corrections and scrutiny. The corrected and finalized tool
was then pilot tested to selected HM students for all year level in Jose Rizal Memorial
State University. Results manifested the necessity to go on with the recent investigation.
The researchers were then determined to field the instrument then, using targeted
respondents the distribution commenced until retrieval.

35
Statistical Treatment
The following statistical tools were used to interpret the data gathered:
Percentage computation was used to determine the profile of the respondents.
The formula is:
Percentage = (part/whole) x 100
Weighted Mean was used to determine the relation on the employability skills
development
of hospitality management students with laboratory classes. The formula is:
Weighted Mean = (data interval frequency x assigned weight)

Total respondents
The relationship on the employability skills development of hospitality
management
students with laboratory classes was interpreted using the given verbal description.
Legend:
Weight Range of Values Description
5 4.21 – 5.00 Strongly Agree
4 3.41 – 4.20 Agree
3 2.61 – 3.40 Neutral
2 1.81 – 2.60 Disagree
1 1.00 – 1.80 Strongly Disagree
Chi – Square Test was used to determine the difference between the relation on
the employability skills development of hospitality management students
with laboratory classes and their profile . The formula is:

2
x =Σ ¿ ¿
Where: x2 = Chi-square test

O = observed frequency
E = expected frequency
36
Σ = summation
37
Chapter Four
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents, analysis and interpretation of the data collected through the
questionnaire that was distributed to one hundred twenty-five (125) respondents who are
Hospitality Management (HM) students of Jose Rizal Memorial State University – Dipolog
Campus. The respondents consisted of; first year, second year, third year and fourth year
students.
Table 1 presented the distribution of respondents’ profile according to year level. It
shows that there are 26 respondents who are first year hospitality management students, which is
equivalent to 21% of the total percentage. There were 25 second year Hospitality Management
students, which is equivalent to 19% of the total percentage. There were 32 respondents who
were third year hospitality management students, which is equivalent to 26% of the total
percentage. Lastly, there were 42 respondents who were fourth year hospitality management
students, which is equivalent to 34% of the total percentage. Based on the results, the highest
number of participating respondents were fourth year hospitality management students.
According to Marianas (2021), modular learning has both positive and negative impact to
students. Through modular learning, students who have hard time catching up lessons may be
burdened more as its hard for them to ask questions. For some students, modular learning has
paved way for them to work while studying as they have more free time, they can set their own
work schedules and provide for their studies.

38
Table 2 Respondents’ Profile in Terms of Year Level
Year Level F Percent

1st year 26 21 %
2nd Year 25 19 %
3rd Year 32 26 %
4th Year 42 34 %
Total 125 100 %
Table 2 presented the distribution of respondents according to their gender. Respondents
gender was divided into three groups male, female and LGVTQ it shows that there were 77 male
respondents which is equivalent to 62% of the total percentage. There were also 44 female
respondents which is equivalent to 35% of the total percentage. Lastly, there were 4 respondents
from LGBTQ which is equivalent to 3% of the total percentage. Based on the results of the
survey, it showed that there were more male respondents who participated.
Table 3 Respondents’ Profile in Terms of Gender
Sex F Percent
Male 77 62 %
Female 44 35 %
LGBTQ 4 3%
Total 125 100 %
Table 3 presented the respondents’ profile according to age. It shows that there were 24
respondents who were between the age 18 – 19 years old, which is equivalent to 20% of the total
percentage. There were 38 respondents who were between the age of 20 – 21 years old, which is
equivalent to 30% of the total percentage. Lastly, there were 63 respondents who were 22 years
and above, which is equivalent to 50% of the total percentage. Based on the results of the survey,
39
it showed that the highest number of respondents were 22 years and above. This implies that 22
years old and above on this study came the highest number of respondent.
Table 4 Respondents’ Profile interms of age
Age f Percent
18-19 24 20 %
20-21 38 30 %
22 years and above 63 50 %
Total 125 100 %
Table 4 presented the respondents’ profile according to age. It shows that there were 24
respondents who were between the age 18 – 19 years old, which is equivalent to 20% of the total
percentage. There were 38 respondents who were between the age of 20 – 21 years old, which is
equivalent to 30% of the total percentage. Lastly, there were 63 respondents who were 22 years
and above, which is equivalent to 50% of the total percentage. Based on the results of the survey,
it showed that the highest number of respondents were 22 years and above. This implies that 22
years old and above are the age for fourth year students, which on this study came the highest
number of respondents.
According to Morales (2020), in the Philippines, the age of students who graduates from
college have increased because of the K-12 program.

40
Table 5 The relationship of modular learning and employability skills development of

hospitality management students in terms of critical thinking
Critical Thinking WM Description

1. Modular learning has let me generate new
3.45 Agree
ideas and think abstractly.
2. Modular learning has taught me multiple
3.28 Neutral
decisions weighing the risks and benefits.
3. Modular learning has taught me how to
demonstrate leadership, develop creative solutions 3.40 Neutral
and systemic change, including preventive action.
4. Modular learning has taught me how to identify
and solve problems independently.
3.45 Agree
5. Modular learning has taught me applying standard
and safety procedure
3.29 Neutral
Average Weighted Mean 3.37 Neutral
Table 5 presented the relation of modular learning and employability skills development
of hospitality management students with laboratory classes in terms of critical thinking. Critical
thinking is the process of analyzing, drawing inferences using inductive or deductive reasoning,
judging or evaluating, and making decision or solving problems. The result shows that the
average weighted mean for critical thinking is 3.37 with an interpretation of neutral. This implies
that the respondents believe that the implementation of modular learning has just enough direct
impact on the relationship of the employability skills development of hospitality management
students with laboratory classes in terms of critical.
the table also shows that the highest indicator among relationship on the employability
skills development of hospitality management students with laboratory classes in terms in terms
of critical thinking, are “modular learning has let me generate new ideas and think abstractly”
and “modular learning has taught me how to identify and solve problems independently” which
has both have a weighted mean of 3.45 and an interpretation of agree. this means that the
implementation of modular learning has taught the students to be independent thinkers and to
41
take actions by themselves to finish up their lessons. Whereas the lowest indicator is “modular
learning has taught me multiple decisions weighing the risks and benefits” with a weighted mean
3.28 and an interpretation of neutral. this means that the implementation of modular learning also
taught some students to weigh things and decisions at some point, yet they need to also consult
as to their final decisions.
Ramon (2018) said that the implementation of modular learning, leas more students to
become independent in terms of problem solving and finishing up tasks, however, there is still a
need for guidance and assurance that their decisions were accurately performed.

hospitality management students in terms of Personal Qualities.
Personal Qualities
1. Modular learning has taught me to bolters
confidence and self-esteem by empowering to 3.46
Agree
speak out.
3.46 Agree
initiate and complete projects independently.
3. Modular learning has taught me to accept and
apply constructive criticism to improve my 3.44
Agree
performance with positive attitude.
demonstrate integrity and understand why 3.42
Agree
certain information must remain confidential.
5. Modular learning has let me to multi-task and
3.42 Agree
adapt to the changes as they occur.
Average Weighted Mean 3.44 Agree
Table 6 presents the relationship of modular learning and the employability skills
development of hospitality management students with laboratory classes in terms in terms of
personal qualities. Personal qualities is consist of commitment, enthusiasm, leadership, good
communication, organization, safety awareness, and teamwork. Having the correct abilities not
only prevents you from being emotionally and physically drained, but it also enables your
42
company to out perform the competition in terms of quality, which leads to customers preferring
you over them. The result shows that the average weighted mean for personal qualities is 3.44
with an interpretation of agree. This implies that the respondents believe that the implementation
of modular learning has seemingly direct impact on the relationships on the employability skills
personal qualities.
The table also shows that the highest indicator among relationship of modular learning
and the employability skills development of hospitality management students with laboratory
classes in terms in terms of personal qualities are “modular learning has taught me to bolters
confidence and self-esteem by empowering to speak out.” and “modular learning has taught me
how to initiate and complete projects independently” which has both have a weighted mean of
3.46 and an interpretation of agree. This means that the implementation of modular learning has
taught the students to be more confident of themselves and their decisions in terms of finishing
up a tasks or undergoing certain lessons. Whereas the lowest indicator are “Modular learning has
taught me how to demonstrate integrity and understand why certain information must remain
confidential” and “Modular learning has let me to multi-task and adapt to the changes as they
occur” both have weighted mean 3.42 and an interpretation of agree. This means that the
implementation of modular learning provide students to be more cautious and hold their time
independently through proper time management, they were able to do several things at a time
with much confidence of quality result.

43

hospitality management students in terms of Resource Management.
Resource Management
prepare food and beverage and always 2.95
Neutral
maintaining the cleanliness of the kitchen.
manage multiple tasks and class projects 3.22
Neutral
effectively.
3. Modular learning has let me determine and
3.10 Neutral
manages my personal budget efficiently.
4. Modular learning has let me manage my time
3.18
independently. Neutral
allocate funds for the resources needed e.g.
2.90
ingredients, kitchen tools and other materials Neutral
needed for accomplishing a performance task.
Table 7 presented the relationship of modular learning and the employability skills
development of hospitality management students with laboratory classes in terms of resource
management. Resource management is guarantees that resources, both internal and external, are
used efficiently, on schedule, and within budget. Resources may be acquired from outside
sources or obtained internally from the host organization. The result shows that the average
weighted mean for resource management is 3.07 with an interpretation of neutral. This implies
that the respondents believe that the implementation of modular learning a relationship on the
relation on the employability skills development of hospitality management students with
laboratory classes in terms in terms of resource management.
The result further shows that the highest indicator among the relationship of modular
learning and the employability skills development of hospitality management students with
laboratory classes in terms in terms of resource management is “modular learning has taught me
how to manage multiple tasks and class projects effectively” which has a weighted mean of 3.22
44
and an interpretation of neutral. This means that the implementation of modular learning has
taught the students to be organized and be more priority based. They became more aware of
multi-tasking in an effective way but still needs guidance in terms of results. Whereas the lowest
indicator is Modular learning has taught me how to allocate funds for the resources needed e.g.
ingredients, kitchen tools and other materials needed for accomplishing a performance task” with
a weighted mean 2.90 and an interpretation of neutral. This means that the implementation of
Modular Learning also taught students to properly divide and manage resources that were needed
to finish given tasks.
Salazar (2018) said that the implementation of modular learning has given students full
freedom to finish their lessons and or study. However, they have been given limited access to
resources especially towards teachers’ guidance and advices. Additionally, the on-the-spot
trainings and practicum that should be done inside laboratories were also limited.

hospitality management students in terms of Interpersonal Skill.
Interpersonal Skills WM Description

1. Modular learning has taught me how to lead
group of students to complete projects in an 3.43
Agree
effective and timely manner.
2. Modular learning has let me understand,
listen to my classmates and share ideas in 3.46
Agree
making solution to a certain task.
3.43 Agree
interact appropriately in social settings.
respect diversity and seek out opportunities to 3.44
Agree
work with people different from myself.
5. Modular learning has let me enhance
3.48 Agree
generate positive attitude towards people.
Average Weighted Mean 3.45 Agree
45
interpersonal skills. Interpersonal skill is the ability to communicate with others and form
relationships with them. People skills, as they are commonly known, incorporate both your
innate personality traits and how you've learned to handle certain social situations. The result
shows that the average weighted mean for interpersonal skills is 3.45 with an interpretation of
agree. this implies that the respondents believe that the implementation of modular learning has
direct impact on the relationship on the employability skills development of hospitality
management students with laboratory classes in terms in terms of interpersonal skills because the
implementation of modular learning enables them to have quality time with their classmates;
working together with them in certain projects or group activities.
the table also shows that the highest indicator among relationship on the employability
of interpersonal skills is “modular learning has let me enhance generate positive attitude towards
people.” which has a weighted mean of 3.48 and an interpretation of agree. This means that the
implementation of modular learning has taught the students to be more sociable and learn how to
communicate with others. whereas the lowest indicator is “modular learning has taught me how
to lead group of students to complete projects in an effective and timely manner” and “modular
learning has taught me how to interact appropriately in social settings” weighted mean both have
a weighted mean of 3.43 and an interpretation of agree. This means that the implementation of
modular learning also taught students be more cooperative and be more likely to others.
46
According to Sanders (2020), modular earning provides avenue for students to be more
social to others as most of the time they spent time alone. So, when there are times wherein they
have chances on taking on group activities, students became more attentive and cooperative.

hospitality management students in terms of Information Management.
identify and obtain missing information based 3.28 Neutral
on mastery of course.
effectively organize and evaluate the relevance 3.23 Neutral
and accuracy of information.
organize information and communicate results 3.18 Neutral
in a concise manner.
4. Modular learning has taught me financial
2.93 Neutral
skills in order to manage budget.
present effectively to a group using a well- 3.00 Neutral
organized format.
Average Weighted Men 3.12 Neutral
Table 9 presented relation on the employability skills development of hospitality
management students with laboratory classes in terms in terms of information management.
Information management is concerning providing appropriate facts and information, planning,
figuring out the needs of the guests, management, and operating controlsThe result shows that
the average weighted mean for information management is 3.12 with an interpretation of neutral.
this implies that the respondents believe that the implementation of modular learning had just
enough direct impact on the relationship on the employability skills development of hospitality
management students with laboratory classes in terms of information management because the
students have become information-based, which means the information they get are the
47
information they use, what they share towards others or towards answering their activities are
just based on the information they gather.
The table also shows that the highest indicator among relation on the employability skills
information management is “modular learning has taught me how to identify and obtain missing
information based on mastery of course” which has a weighted mean of 3.28 and an
interpretation of neutral. This means that the implementation of modular learning has taught the
students to be more information seeker; they gather information by themselves based on
available resources. Whereas the lowest indicator is “Modular learning has taught me financial
skills in order to manage budget.” weighted mean both have a weighted mean of 2.93 and an
interpretation of Neutral. This means that the implementation of Modular Learning also taught
students be thrifty and be smart of their financial decisions.
According to (Holser, 2020), modular learning has provided ways for students to be more
information-based, thus they work on their own to gather and utilize the information that they
need through available resources.

hospitality management students in terms of Use of Technology
48
Use of Technology
1. Modular learning has taught me in applying
standard and safety procedures in handling food
2.46 Disagree
stuffs, cleaning and maintaining kitchen
equipment, appliances and utensils.
determine which procedures, tools and 2.52 Disagree
machines to use at appropriate times.
3. Modular learning taught me how to use
technology appropriately to identify, prevent 3.03 Neutral
and solve problems.
4. Modular learning has taught me how to use
procedures, tools and machines without 2.23 Disagree
supervision.
Microsoft word, Microsoft excel, Microsoft
3.24 Neutral
Powerpoint and any software application
appropriately.
technology use. technology is is changing more dramatically than at any previous time in the
last century due to its rapid evolution. As equipment improves in efficiency and requires less
labor, the hospitality sector is anticipated to move from the era of labor to the era of technology.
The result shows that the average weighted mean for technology use is 2.69 with an
interpretation of neutral. This implies that the respondents believe that the implementation of
modular learning had just enough direct impact on the relation the employability skills
technology use because the students have depended on technology to gather the information they
needed, however not all students have the access to these technologies.
49
The table also shows that the highest indicator among relationship on the employability
of technology use is “modular learning has taught me how to use Microsoft word, Microsoft
excel, Microsoft Powerpoint and any software application appropriately” which has a weighted
mean of 3.24 and an interpretation of neutral. This means that the implementation of Modular
Learning has taught the students to learn and use the basic computer software and application
useful for their studies, yet due to limited resources, not all students were able to learn same as
others. Whereas the lowest indicator is “Modular learning has taught me how to use procedures,
tools and machines without supervision” with a weighted mean of 2.23 and an interpretation of
disagree. This means that the implementation of Modular Learning never taught students to be
more confident and have the knowledge in using the tools needed for certain projects or activities
since no one was there to guide them on how to properly use the tools or machines.
Brown (2021), distance learning through modules inhibits students to do practical
activities; which means they were never provided the chance on how to use certain equipment in
actual due the imposed government health protocols. Unless otherwise traditional learning will
resume, students will never learn how to properly use tools and equipment that are only
available in schools and with teachers’ guidance.

50
Table 11 Test of difference between the relationship of modular learning and the
employability skills development of hospitality management students with
laboratory classes and Their Profile
Factors The Relation of Modular Learning and The Employability

Compared Skills Development Of Hospitality Management Students
With Laboratory Classes
x2-
Action/
Profile α critical x2-value Interpretation
Decision
value
No Significant H0 was
Year Level α = 0.05 24.996 4.1531
difference accepted
Age α = 0.05 18.307 6.3724
difference accepted
Gender α = 0.05 18.307 1.0069
difference accepted
Table 11 recorded that the relation of modular learning and the employability
skills development of hospitality management students with laboratory classes. It shows that
when grouped according to year level, it yielded values 24.996 and 4.1531 with an interpretation
of no significant difference and thus hypothesis was accepted. When grouped according to age, it
yielded the values 18.307 and 6.3724 with an interpretation of no significant difference and thus
hypothesis was accepted. When grouped according to gender, it yielded the values 18.307 and
1.0069 with an interpretation of no significant difference and thus hypothesis was accepted. This
implies that the relation on the employability skills development of hospitality management
51
students with laboratory classes has no direct impact on the respondents’ profile. It means that
employability skills development were not affected by the profile provided.
Chapter Five
Summary, Findings, Conclusion, and Recommendation
This chapter present the summary of the study with the findings, conclusion drawn and
recommendation offered.
Statement of the Problem
This study aimed to determine the relationship of modular learning and employability
skills development with laboratory classes of the selected hospitality management students of
Jose Rizal Memorial State University, Dipolog Campus.
Specifically, this study saught to answer the following question:
1. What is the profile of the hospitality management students in terms of:
1.4 Age;
1.5 Gender; and
1.6 Year level;
2. What are the relation of modular learning on the employability skills development of
hospitality management students with laboratory classes in terms of:
2.7 Critical Thinking Skills;

52
2.8 Resource Management;
2.9 Personal Qualities;
2.10 Interpersonal Skills;
2.11 Information Management; and
2.12 Use of Technology;
3. Is there a significant difference on the employability skills development of hospitality
management students with laboratory classes towards modular learning when analyzed according
to their profile?
Summary of Findings
1. Based on the results of the study, the highest number of respondents were fourth year
hospitality management Students; most of respondents are male and between the age of
18 – 19 years old.
2. The study revealed that the relationship on the employability skills development of
hospitality management students with laboratory classes in terms of critical thinking,
resource management, information management and use of technology all yielded an
interpretation of neutral.
3. The study revealed that the relationship on the employability skills development of
hospitality management students with laboratory classes in terms of personal qualities
and interpersonal skills yielded an interpretation of agree.
4. When trying to test of difference between the relationship on the employability skills
development of hospitality management students with laboratory classes and their profile,
it all yielded an interpretation of no significant difference and hypothesis has been
accepted.
53
Conclusion
Based on the summary findings the following conclusion are derived;
This study concluded that the implementation of Modular Learning has a direct relation
on the employability skills development of hospitality management students with laboratory
classes. The distance learning inhibited the students to have full access to resources, to have
practical or actual demonstrations on how to perform certain practices and procedures related to
their course and properly use the tools. Thus, without actual act and guidance, it will not allow
students to be more efficient resulting to poor learning process that would definitely affect their
employability skills.
Recommendation
This study recommends the following:
1. Students may need to broaden their information gathering skills in order to be more
efficient in getting the right information they needed,
2. Hospitality Management Instructors may draw out a way in providing assistance to
students in which they can still have the information they need; operating and performing
actual tasks.
54
Letter to the Adviser

Faculty
Jose Rizal Memorial State University
Dear Prof. Patangan,
Greetings!
We, the third year students in Bachelor of Science in Hospitality Management, are
writing to humbly request your service and expertise to serve as an adviser for our thesis entitled
“MODULAR LEARNING: ITS EFFECT ON THE EMPLOYABILITY SKILLS
DEVELOPMENT OF HOSPITALITY MANAGEMENT STUDENTS WITH
LABORATORY CLASSES”.
Thank you for your consideration and we hope you will be able to fulfill our request.
Respectfully yours,
55
JOBERT L. BANATANTO JOHN REY S. CAÑIZAR MARK C. DIPUTADO
Noted by:
MARIBETH R. SY
Research Instructor
Letter to the respondents

MAY 24 2022
Dear respondents,
You are invited to participate in a research study investigating the effect of

modular learning modality on the employability skills development of the Hospitality
Management students with laboratory classes. This study is being conducted by the undersigned
students. Your participation in this research is voluntary. Rest assured the information you
provided from this survey would be treated with all confidentiality
Your participation is highly appreciated. Thank you very much and God bless us
all.
Respectfully yours,
JOBERT L. BANATANTO JOHN REY S. CAÑIZAR MARK C. DIPUTADO
Noted by:
56
REGINNE S. PATANGAN
Research Adviser
MARIBETH R. SY
Research Instructor
57

OFFICE OF THE RESEARCH UNIT HEAD
PHILOSOPHY CERTIFICATION FROM THE

Jose Rizal Memorial State INSTRUMENT VALIDATORS
University adheres to the
principle of dynamism and This is certify that this undergraduate thesis entitled
cultural diversity in building a “Modular learning: its effect on the employability
just and humane society. skills development of hospitality management
VISION students with laboratory classes” ritten by
JOBERT L. BANATRANTO, MARK C.
A dynamic and diverse DIPUTADO, and JOHN REY S. CANIZAR. The
internationally recognized instrument use has been checked and validated by the
University.
research committee experts.
MISSION
Jose Rizal Memorial State
University pledges itself to Given this 14th day of JUNE 2021 at Jose Rizal
deliver effective and efficient Memorial State University, Dipolog Campus,
services along instruction, Dipolog City, Philippines.
research, extension and
production.
REGINNE S. PATANGAN, MBM
Validator I
It commits itself to provide
quality professional, technical MARIBETH R. SY, M.B.A
and technological training with
the aim of producing skilled, Validator II
self-renewed and globally ROSENDA B. BORRES, M.A Math
competitive individuals
Validator III
58

The Premier University in ZamboangadelNorte
CERTIFICATION FROM ENGLISH EDITOR
PHILOSOPHY CERTIFICATION FROM ENGLISH

EDITOR
University adheres to the
principles of dynamism and
I hereby certify that this
cultural diversity in building a
undergraduate thesis entitled “THE
just humane society. RELATIONSHIP OF MODULAR
LEARNING AND EMPLOYABILITY
SKILLS DEVELOPMENT OF
MISSION HOSPITALITY MANAGEMENT
STUDENTS WITH LABORATORY
CLASSESCAMPUS” by Jobert L.
University pledges to deliver Banatanto, Mark C. Diputado, John Rey S.
effective and efficient services Cañizar has undergone thorough critiquing
along research, instruction, and editing. I further endorse its readiness
production, and extension. for final printing, reproduction and hard
It commits to provide advanced binding.
professional, technical and
technopreneurial training with
the aim of producing highly Given this at JRMSU Dipolog
competent, innovative and self- Campus, Dipolog City Philippines.
renewed individuals.
VISSION EDUARDO C. MIRA, Ph.D.

English/Research Editor
A dynamic and diverse
internationally recognized
university.
59
LETTER TO THE REGISTRAR

Sep 28, 2022

EVA T. MORANTE
Campus Registrar
JRMSU Dipolog Campus, Dipolog City
Dear Ma’am Morante,
Greetings!
The undersigned are students of Bachelor of Science in Hospitality Management and are
conducting the study entitled “MODULAR LEARNING: ITS EFFECT ON
THEEMPLOYABILITY SKILLS DEVELOPMENT OF HOSPITALITY
MANAGEMENT STUDENTS WITH LABORATORY CLASSES” as part of the
requirements of the course method of research with thesis.
In connection, we respectfully ask your office for the total population in each college
level in first semester S.Y. 2021-2022. Rest assured that the data gathered will be used for this
research work and will be treated with utmost confidentiality.
Thank you very much and more power.
Respectfully yours,
Diputado Mark C.
Banatanto Jobert L.
Cañizar John Rey S.
(Student Researchers)
60
Noted by:

Research Adviser
MARIBETH R. SY, MBA

Research Instructor
College level Total Population
First year
Second year
Third year
Forth year
EVA T. MORANTE
Campus Registrar
61
LETTER TO THE ADMINISTRATOR

LEONARDO J, ZAMORAS, CE, DPA

Campus Administrator
JRMSU- Dipolog Campus
Dear Sir,
Good day!
The undersigned would like to request from your good office to conduct a survey on every
colleges for our thesis entitled “MODULAR LEARNING: ITS EFFECT ON
THEEMPLOYABILITY SKILLS DEVELOPMENT OF HOSPITALITY
MANAGEMENT STUDENTS WITH LABORATORY CLASSES” as part of the
requirements of the program.
Your approval regarding on this serious matter will truly help for the success of our study.
Thank you and God bless you always.
Respectfully yours,
Diputado Mark C.
Banatanto Jobert L.
Cañizar John Rey S.
(Student Researchers)
Noted by:
Research Adviser
Approved/Disapproved
LEONARDO J. ZAMORAS
Campus Administrato
62

Jose Rizal Memorial State University
Questionnaire
THE RELATIONSHIP OF MODULAR LEARNING AND THE EMPLOYABILITY SKILLS
DEVELOPMENT OF HOSPITALITY MANAGEMENT STUDENTS WITH LABORATORY
CLASSES
Part I. Demographic
Direction: Provide the information needed by supplying the appropriate answers in the blank
provided for after each items. If choices are given, simply put a mark () on the space provided
for or before the choices.
Name (optional): ____________________________ Year Level:
Gender: Male [ ] 1st year [ ]
Female [ ] 2nd year [ ]
LGBTQ [ ] 3rd year [ ]
4th year [ ]
Age: 18 – 19 ( ) 20 - 21 ( ) 22 and above ( )

63
Part II. Below are number by each statement that represents the extent to which you agree with
check the given statement. The following is the scale you may rate them:
5 - Strongly Agree (SA)
4 – Agree (A)
3 – Neutral (N)
2 – Disagree (D)
1 – Strongly Disagree (SD)
Critical thinking 5 4 3 2 1
In this Section please respond to each statement as (SA) (A) (N) (D) (SD)
you believe that this skill has been developed through
modular learning modality on the laboratory courses
you enrolled.
1. Modular learning has let me generate new ideas and
think abstractly.
2. Modular learning has taught me multiple decisions
weighing the risks and benefits.
3. Modular learning has taught me how to demonstrate
leadership, develop creative solutions and systemic change,
including preventive action.
4. Modular learning has taught me how to identify and solve
problems independently.
64
Personal Qualities 5 4 3 2 1
In this section please respond to each statement as you (SA) (A) (N) (D) (SD)
believe that these following skills developed:
commitment, communication skills, enthusiasm,
leadership, organization, knowledge of safety, and
teamwork have been developed through modular
learning the laboratory class you enrolled.
1. Modular learning has taught me to bolters confidence
and self-esteem by empowering to speak out.
2. Modular learning has taught me how to initiate and
complete projects independently.
3. Modular learning has taught me to accept and apply
constructive criticism to improve my performance with
positive attitude.
4. Modular learning has taught me how to demonstrate
integrity and understand why certain information must
remain confidential.
5. Modular learning has let me to multi-task and adapt to
the changes as they occur.
Resource Management 5 4 3 2 1
(SA) (A) (N) (D) (SD)

In this section please respond to each statement as you

65
scheduling, and allocating budget, and technology to a
project or program that have been developed through
modular learning on the laboratory class you
enrolled.
1. Modular learning has taught me how to prepare food
and beverage and always maintaining the cleanliness of
the kitchen.
2. Modular learning has taught me how to manage
multiple tasks and class projects effectively.
3. Modular learning has let me determine and manages
my personal budget efficiently.
4. Modular learning has let me manage my time
independently.
5. Modular learning has taught me how to allocate funds
for the resources needed e.g. ingredients, kitchen tools
and other materials needed for accomplishing a
performance task.
Interpersonal Skill 5 4 3 2 1
empathy, negotiation, listening, creative thinking,
patience, and tolerance that have been developed
through modular learning on the laboratory class you

66
enrolled.
1. Modular learning has taught me how to lead group of
students to complete projects in an effective and timely
manner.
2. Modular learning has let me understand, listen to my
classmates and share ideas in making solution to a certain
task.
3. Modular learning has taught me how to interact
appropriately in social settings.
4. Modular learning has taught me how to respect
diversity and seek out opportunities to work with people
different from myself.
5. Modular learning has let me enhance generate positive
attitude towards people.
Information Management 5 4 3 2 1
providing appropriate reports and information,
planning, understanding the guest needs,
management and operation controls that have been
developed through modular learning on the

67
laboratory class you enrolled.
1. Modular learning has taught me how to identify and
obtain missing information based on mastery of course.
2. Modular learning has taught me how to effectively
organize and evaluate the relevance and accuracy of
information.
3. Modular learning has taught me how to organize
information and communicate results in a concise
manner.
4. Modular learning has taught me financial skills in
order to manage budget.
5. Modular learning has taught me how to present
effectively to a group using a well-organized format.
Use of technology 5 4 3 2 1
believe that these following skills developed: using
technology, computer, software, and appliances that
have been developed through modular learning on the
laboratory class you enrolled.
1. Modular learning has taught me in applying standard
and safety procedures in handling food stuffs, cleaning

68
and maintaining kitchen equipment, appliances and
utensils.
2. Modular learning has taught me how to determine
which procedures, tools and machines to use at
appropriate times.
3. Modular learning taught me how to use technology
appropriately to identify, prevent and solve problems.
procedures, tools and machines without supervision.
5. Modular learning has taught me how to use Microsoft
word, Microsoft excel, Microsoft Powerpoint and any
software application appropriately.

69
70
71
CURRICULUM VITAE
PERSONAL INFORMATION
Name: Jobert L. Banatanto
Age: 22
Date of Birth: September 10, 1999
Place of Birth: Dipolog City, Zamboanga del Norte
Address: Galas Dipolog City Zamboanga del Norte
Civil Status: Single
Sex: Male
Height: 5’6
Weight: 61
Citizenship: Filipino
Religion: Roman Catholic
Father’s Name: Norberto A. Banatanto
Mother’s Name: Josephine L. Banatanto
Father’s Occupation: Vendor
Mother’s Occupation: Housewife
EDUCATIONAL BACKGROUND
Elementary: Estaka Central School
Secondary: Galas National High School
College: Jose Rizal Memorial State University-Dipolog Campus
Course: Bachelor of Science in Hospitality Management
CURRICULUM VITAE
72
Name: John Rey S. Cañizar
Age: 23
Date of Birth: November 21, 1998
Place of Birth: Lapu-Lapu City, Cebu
Address: Gulayon, Dipolog City
Sex: Male
Height: 5’2
Weight: 103
Religion: Seventh Day Adventist
Father’s Name: Julius B. Cañizar
Mother’s Name: Juliet S. Cañizar
Father’s Occupation: Govt. Employee
Mother’s Occupation: Govt. Employee
Elementary: Dipolog City Seventh Day Adventist Elementary School
Secondary: Zamboanga del Norte National Highschool -Turno Campus
Dipolog Campus,
CURRICULUM VITAE
73
Name: Mark C. Diputado
Age: 22
Date of Birth: December 1, 1999
Place of Birth: Dipolog City, Zamboanga del Norte
Address: Minaog, Dipolog City Zamboanga del Norte
Sex: Male
Height: 5’8
Weight: 68
Religion: Roman Catholic
Father’s Name: Ramil M. Diputado
Mother’s Name: Victoria C. Diputado
Father’s Occupation: Vendor
Mother’s Occupation: Housewife
Elementary: Minaog Elementary School
Secondary: Turno High School

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Republic of the Philippines

JOSE RIZAL MEMORIAL STATE UNIVERSITY

Cañizar, John Rey S.

June 15, 2022

Republic of the Philippines

In partial fullfilment of the requirements for the degree of BACHELOR OF

The undergraduate thesis entitle “MODULAR LEARNING: ITS EFFECT ON

LEONARDO D. CAINTA, E.M.D

MARIBETH R. SY, MBA REGINNE S.PATANGAN,MBM

ROSENDA B. BORRES, M.A Math

Approved by the PANEL OF EXAMINERS ON ORAL DEFENSE on

LEONARDO D. CAINTA, E.M.D

MARIBETH R. SY, MBA REGINNE S.PATANGAN,MBM

Date Signed:_____________ Date Signed: ___________

ACCEPTED by the Dean of College of Business Administration for the Degree

RUBELYN SABANAL, MBA

The researchers dedicate to the following:

To their supportive and loving parents

To their friends and classmates

To their parents who provided their untiring support and love.

development of hospitality management students with laboratory classes” conducted

and employability skills development of hospitality management students perceived

practical or actual demonstrations on how to perform certain practices and procedures

as resulted by the unexpected COVID 19 epidemic was justly perceived by the

operating and performing actual tasks.

Keywords: modular learning, employability skills, skills development

especially among hospitality management students, as hospitality encompasses various

kinds of skills (Dhaliwal & Pankaj, 2020).

Jose Rizal Memorial University (JRMSU) has adopted flexible learning

modular distance learning. However, most of the students of JRMSU-Dipolog situate

implementation have been present. Modular learning is a trend of educational thinking

that shifts the traditional method of instruction to an outcome-based learning paradigm

maturity on the part of the learner (Sejpal, 2013).

They frequently mention inadequacies in what are commonly referred to as

important, generic, or transferrable skills, rather than specific gaps in chemistry

knowledge and understanding. Problem-solving, critical thinking, communication,

teamwork, time management, adaptability, independent learning, numeracy, and

the relationship of modular learning it towards to the HM student’s employability skills

Modular learning to the HM student’s employability skills development in terms of

critical thinking skills, personal qualities, resource management, interpersonal skills,

presentation, teamwork, leadership, time management, interviewing abilities, and

effectively participate in a variety of selection processes. Based on a review of several

employability skills necessary at workplaces, employability framework, techniques taken

to develop employability skills, and employers' perspective of employability skills

(Subbu & Rajasekaran, 2018).

profile of hospitality management graduates (Baum, 2002). Bachelor of Science in

necessary technology available on the campus, students’ engagement and hands-on

learning have been absent.

management students’ employability skills development during the global pandemic.

for example, a rise in their pay (Becker, 1964/1993).

De Cuyper & Notelaers et al ( 2009) discovered that employability could be a

barrier to a thriving economy as a modulator of job insecurity and its harmful

knowledge, and health (Morh & Seymore, 2015)

Statement of the Problem

employability skills development with laboratory classes of the selected hospitality

management students of Jose Rizal Memorial State University, Dipolog Campus.

Specifically, this study saught to answer the following question:

1. What is the profile of the hospitality management students in terms of:

Date Signed:___ Date Signed: _