EFFECTIVENESS OF TOURISM AND EDUCATIONAL TOURS AMONG THE

STUDENTS OF BACHELOR OF SCIENCE IN TOURISM MANAGEMENT IN

KOLEHIYO NG PANTUKAN

A Thesis Presented to
The Research Committee, Institute of Tourism Management
Kolehiyo ng Pantukan
Davao De Oro

In Partial Fulfilment
Of the Requirements for the Degree
Bachelor of Science in Tourism Management

Camporedondo, Rean
Canong, Mariel
Tampus, Alex Jr.
Dalida, Jessel

April 2024
 Chapter 1

THE PROBLEM AND ITS SETTING

Background of the Study

Tourism and educational tours play a significant role in shaping the learning

experiences of students pursuing a Bachelor of Science in Tourism Management.

These tours offer a practical approach to supplement classroom teachings, providing

students with firsthand exposure to various aspects of the tourism industry (Wang &

Hsu, 2020).

In the international perspective, a study by Hanefield, et al (2017) highlight the

transformative potential of educational tours in providing students with hands-on

experiences and practical skills that are essential for success in the tourism industry.

Similarly, research by Chen and Huang (2018) underscores the importance of

experiential learning in developing critical thinking abilities and cultural competence

among tourism students worldwide.

Meanwhile, in the Philippines, Reyes and Santos (2019) demonstrate the

correlation between educational tours and increased student satisfaction with their

academic experiences in tourism management programs which further emphasizes the

positive impact of educational tours on students’ understanding of tourism management

principles and practices. Additionally, a study by Garcia and Cruz (2020) provides

insights into the local implications of educational tours on student engagement and

career readiness within the context of tourism management education.

 Furthermore, a study conducted by Dela Cruz and Garcia (2018) examined the

role of educational tours in enhancing students’ appreciation for local heritage sites and

cultural practices within the Davao Region. Their findings highlighted the significance of

experiential learning in fostering a sense of pride and responsibility among students

towards preserving the cultural heritage of their region.

However, despite the acknowledged importance of tourism and educational

tours, there remains a gap in understanding their effectiveness in enhancing learning

satisfaction among students in the Bachelor of Science in Tourism Management

program at Kolehiyo ng Pantukan. Therefore, the primary problem of this study revolves

around determining the effectiveness of these tours in optimizing students’ learning

satisfaction.

Thus, this study aims to address this gap by investigating the relationship

between tourism and educational tours and learning satisfaction among students in

Kolehiyo ng Pantukan Management Program.

Statement of the Problem

This study aims to determine the level of efficacy of Tourism and Hospitality

Educational Tour and the level of Learning Satisfaction among the Bachelor of Science

in Tourism Management in Kolehiyo ng Pantukan.

Specifically, this study seeks to answer following questions, to wit:

1. What is the level of effectiveness of tourism and hospitality educational tour

among the students of Bachelor of Science in Tourism Management in Kolehiyo ng

Pantukan, in terms of;

 1.1) Concrete Experience;

1.2) Reflective Observation;

1.3) Abstract Conceptualization; and

1.4) Active Experimentation?

2. What is the level of learning satisfaction among the students of Bachelor of

Science in Tourism Management in Kolehiyo ng Pantukan, in terms of;

2.1) Perceived Service;

2.2 Quality of Teaching; and

2.3 Learning Environment?

3. Is there a significant relationship between the level of effectiveness of tourism

and hospitality educational tour and the level of learning satisfaction among the

students of Bachelor of Science in Tourism Management in Kolehiyo ng Pantukan?

Null Hypothesis

The hypothesis of the study will be tested at 0.05 level of significance.

There is no significant relationship between tourism and hospitality educational

tour and the learning satisfaction among the students of Bachelor of Science in Tourism

Management in Kolehiyo ng Pantukan.

Review of Related Literature

This part of the study presents a review of related literatures that helped in

developing the idea of this research. The researchers collected the necessary written

materials from internet source, books, journals, professional articles, and magazines

that supports the framework of this research. To develop a unifying idea of the research

topic, the review of related literature is divided into subcategories according to variables

of the study: Tourism and Hospitality Educational Tour (independent variable) indicated

by Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active

Experimentation. On the other hand, Learning Satisfaction (dependent variable) is

indicated by Perceived Service, Quality of Teaching, and Learning Environment.

Tourism and Hospitality Educational Tour

Educational tours as an essential bridge between classroom learning and real-

world applications within the tourism and hospitality industry. As highlighted by Pearce

and Foster (2017), these tours provide students with hands- on experiences that

enhance their understanding of theoretical concepts and industry practices.

Furthermore, Morrison and Conway (2016) emphasize the role of educational tours in

fostering cultural awareness and promoting cross-cultural communication skills among

students, which are crucial in the globalized context of the tourism and hospitality

sector.

Research by Walker and Black (2015) underscores the role of experiential

learning in enhancing students’ critical thinking abilities and problem- solving skills.
Moreover, educational tours offer students opportunities for networking and career

exploration, as noted by Wang and Archer (2018), who found that students who

participate in educational tours are more likely to consider pursuing careers in the

tourism and hospitality industry.

While educational tours offer numerous benefits, they also present challenges

related to logistics, safety, and cultural sensitives. Hjalager (2016) highlights the

importance of comprehensive risk management strategies to address safety concerns

and ensure the well-being of students during educational tours. Additionally, effective

communication and collaboration with industry partners are essential for overcoming

logistical challenges, as emphasized by McCabe and Johnson (2019). Furthermore,

integrating pre-trip orientations and cultural sensitivity training can help students

navigate unfamiliar cultural contexts and minimize potential misunderstandings, as

suggested by Gannon and Baxter (2018).

Several best practices have emerged to optimize the effectiveness of educational

tours in tourism and hospitality education. Bieger and Laesser (2014) advocate for the

inclusion of immersive learning activities, such as site visits, guest lectures, and hands-

on workshops, to enhance students’ engagement and learning outcomes. Furthermore,

integrating technology, such as virtual reality simulations and mobile learning apps, can

augment educational tour experiences and provide students with interactive learning

opportunities, as proposed by Wang,Xiang, and Fesenmair (2019).

In recent years, there has been a growing emphasis on sustainability and

responsible tourism practices within educational tour programs. Sustainable tourism

education initiatives, such as eco- tours and community- based tourism projects, aims to
instill environmental stewardship and projects, aim to instill environmental stewardship

and ethical tourism principles among students, as highlighted by Buckley (2019).

Moreover, the rise of experiential learning platforms and online learning

communities has enabled students to engage in virtual educational tours and

collaborative learning experiences, thereby expanding access to tourism and hospitality

education beyond traditional classroom settings, as noted by Gretzel and Fesenmair

(2015).

Concrete Experience. Educational tours are integral components of Bachelor of

Science in Tourism Management programs, providing students with immersive

experiences in the tourism and hospitality industry. This review explores the concrete

experiences encountered by students during such tours and their impact on learning

outcomes, professional development, and overall educational experience.

Educational tours offer students opportunities for cultural immersion and

understanding. As noted by Richards and Wilson (2015), interactions with local

communities, visits to historical sites, and participation in cultural activities enable

students to experience different cultures firsthand. These experiences enhance

students’ cultural sensitivity, empathy, and appreciation, preparing them to engage

effectively with diverse tourists in their future careers.

Industry exposure is a key benefit of educational tours for tourism students.

Study by Hall and Williams (2018) emphasizes the importance of site visits to hotels,

attractions, and tourism establishments in providing students with insights into industry

operations. Moreover, interactions with industry professionals during tours facilitate

networking and mentorship opportunities, which can be advantageous for students

seeking internships or employment in the tourism sector.

Educational tours facilitate experiential learning and skill development among

tourism students. According to Getz and Anderson (2019), hands-on experiences such

as leading guided tours, participating in hotel operations and organizing events enable

students to apply theoretical knowledge in practical settings. These experiences foster

the development of critical skills such as communication, problem-solving, and

customer service, enhancing students’ employability and readiness for the workforce.

Participation in educational tours contributes to students’ personal growth and

self-reflection. Research by McCabe and Johnson (2017) highlights the transformative

nature of travel experiences, which challenge students to step outside their comfort

zones and adapt to new environments. Through reflective practices such as journaling

and group discussions, students gain insights into their own strengths, weakness, and

values, fostering self-awareness and resilience.

Educational tours may present challenges for students, including language

barriers, cultural differences, and logistical issues. Volo and Garau (2020) suggest that

proactive planning, cultural sensitivity training, and peer support mechanisms can help

students navigate these challenges effectively. Additionally, debriefing sessions and

mentorship from faculty members can provide students with the necessary guidance

and resources to overcome obstacles encountered during tours.

Educational tours play a vital role in shaping the experiences and learning

outcomes of Bachelor of Science in Tourism Management students. By providing

opportunities for cultural immersion, industry exposure, experiential learning, and

personal growth, these tours prepare students for successful careers in the dynamic

and multicultural tourism industry.

Reflective Observation. Reflective learning has been recognized as a crucial

component of tourism education, allowing students to actively engage with their

experiences and gain deeper insights into the industry (Sonmez & Apostolopoulos,

2015). By reflecting on their observations during educational tours, students can

enhance their understanding of theoretical concepts and develop practical skills that are

essential for success in the tourism and hospitality sector (Henderson, 2019).

Educational tours serve as valuable platforms for experiential learning, enabling

students to apply classroom knowledge to real-world contexts (Cohen, 2014). Through

reflective practices, students can critically evaluate their experiences, identify strengths

and areas for improvement, and make connections between theory and practice (Tung,

2018). This process fosters the development of a reflective practitioner mindset, which

is essential for lifelong learning and professional growth in the tourism industry (Fenner

& Leask, 2018)

Reflective observations during educational tours contribute to students’ personal

and professional development in various ways (Hsu & Cai, 2012). By critically reflecting

on their experiences, students can enhance their communication skills, problem-solving

abilities, and teamwork capacities (Lloyd, 2017). Moreover, engaging in reflective

practices fosters self-awareness and resilience, enabling students to adapt to the

dynamic nature of the tourism industry and pursue lifelong learning opportunities

(Nunkoo & Ramkissoon, 2016).

 Abstract Conceptualization. Baker and Fabius (2015) emphasized the

importance of experiential learning in tourism education, highlighting how educational

tours serve as catalysts for abstract conceptualizations. They argued that exposure to

diverse tourism environments enhances students’ ability to grasp abstract theories and

principles.

Furthermore, Garcia and Lopez (2019) explored the role of guided reflection in

deepening students’ abstract conceptualizations during educational tours. Their study

underscored the significance of structured reflection activities in facilitating students’

critical analysis and synthesis of abstract theories in tourism management.

Active Experimentation. In the study of Kolb (2015) emphasized that through

hands-on activities such as hotel management simulations, cultural immersion

programs, and guided tours, students can experiment with diverse strategies and

approaches within a supportive learning environment.

Moreover, as noted by Morrison et al. (2019), active experimentation allows

students to develop interpersonal skills, cultural competence, and leadership

capabilities through interactions with industry professionals, local communities, and

fellow learners. These experiences enable students to refine their communication,

teamwork, and adaptability skills, preparing them for diverse roles within the industry.

In conclusion, tourism and hospitality educational tours play a vital role in

providing students with valuable learning experiences that enhance their academic

knowledge, practical skills, and cultural competence. By addressing the significance,

benefits, challenges, best practices, and emerging trends associated with educational
tours, this review underscores their importance in preparing students for successful

careers in the dynamic and multifaceted tourism and hospitality industry.

The literatures provided above, both encompassing the independent variable,

tourism and educational tours, and dependent variable, strengthens the idea that indeed

experiential learning plays a great role in forging quality education. Experiential learning,

being considered to be a progressive method of instruction that affords students an

opportunity to generate a deeper understanding, literatures suggest that students are

better able to relate concepts and information acquired in the classroom to actual

circumstances when they are involved in practical experiences and reflection.

Theoretical and Conceptual Framework

This study is anchored on Experiential Learning Theory by Kolb (1984). The

theory defines the learning process, in which knowledge is gained by experience.

According to Kolb's theory, successful learning is achieved through a (4) four-stage

process that will relate to the educational tour of tourism and hospitality management

(or cycle) that includes concrete experience, reflective observation, abstract

conceptualization, and active experimentation (Practera, 2022).

As supported by Kong, (2021) educational tours provide students with firsthand

experience as concrete experience, allowing them to become immersed in the

difficulties and opportunities of the tourist business. Following excursions, students

reflect as reflective observation on their experiences, relating them to schoolwork and

encouraging critical thinking. They then combine as abstract conceptualization

experience learning with theoretical principles to increase knowledge. Finally, through

active experimentation (A), students apply their knowledge in real-world circumstances,

encouraging innovation and problem-solving in the tourism business.

On the other hand, this research also employs the learning satisfaction theory

which provides that students have the right to invest in any educational institution of

their choice and are the consumers of educational products. Prior research on student

learning satisfaction has investigated the relationship between students' satisfaction and

successful learning outcomes and the quality of instruction, service, and engagement in

the learning environment (Greiner, 2000; Knight, 2002). In this study, it is taken as a

lens to explore the result of the processes that occurred during the teaching and

learning sessions and particularly in tourism and educational tours in which the students

participated. Additionally, the comparison of expectations and perceived service with

pleasure or displeasure can be used to determine satisfaction.

Figure 1 shows the independent variable which is the Educational Tour with the

corresponding indicators of Concrete Experience, Reflective Observation, Abstract

Conceptualization, and Active Experimentation. Also, the dependent variable which is

the Learning Satisfaction with the corresponding indicators of Perceived Service,

Quality of Teaching, and Learning Environment.

 Independent Variable

EDUCATIONAL TOUR

 Concrete Experience,
 Reflective Observation,
 Abstract
Conceptualization, and
 Active Experimentation

Figure 1: The Conceptual Framework of the Study

 Significance of the study

The results of the study are of great benefit to the following:

Tourism Students. The study will provide understanding regarding the

effectiveness of tourism and educational tours that can enhance students learning

experiences, providing them with practical insights and hands-on exposure to real-world

scenarios in the tourism industry. Also, students can better assess their own learning

preferences and needs, potentially leading to improved academic performance and

career readiness.

Kolehiyo ng Pantukan (KNP) Administration. Insights from the study can

inform curriculum development and instructional strategies tailored to the specific needs

of tourism management students. Also, it can help in the refinement of educational tour

programs offered by the institution, ensuring they align with industry standards and

promote maximum learning outcomes. Moreover, the findings can aid in the allocation

of resources towards enhancing educational experiences, potentially attracting more

students to the program and improving overall student satisfaction and retention.

Pantukan Tourism Industry. Collaborative efforts between the industry and

educational institutions can be strengthened based on the identified strengths and areas

for improvement highlighted in the study, leading to better- prepared graduates

entering the workforce.

Future Researchers. The study serves as a foundation for future research

endeavors in the field of tourism education, providing valuable insights into the

effectiveness of educational tours and their impact on learning satisfaction among

students. Also, researchers can build upon the findings to explore related study as the

long-term effects of educational tours on career trajectories, the role of experiential

learning in tourism education, or the efficacy of different pedagogical approaches in

enhancing student learning outcomes.

Definition of Terms

For better understanding and further clarification among the readers, the terms

below are defined for the development of the study.

Tourism and Educational Tour. Is a mode of travel aimed at acquiring

knowledge and experiences in areas such as history, culture, and language learning. It

involves academic activities, training, and vocational training through mobility or

exchange of students, employees, teachers, and researchers. In this study, this refers

to the actual immersion of the tourism management students to tours that are part of

their curricular activities.

Concrete Experience. This means being involved in a new experience.

Reflective Observation. Means watching others or developing observations

about one’s own experience.

Abstract Conceptualization. Means creating theories to explain observations

Active Experimentation. This means using theories to solve problems, make

decisions.
 Chapter 2

METHOD

In this chapter, the research design, research subject, research instrument, the

data gathering procedure and the statistical tools that will be used are presented.

Research design

This study will utilize a descriptive-correlational design of research. Relevant data

will be collected using the two validated standardized questionnaires on the

Effectiveness of Tourism and Hospitality Educational Tour and Learning Satisfaction as

the main data-gathering tools. Assessment will focus on describing the level of effective

of the said tours in increasing the learning satisfaction among Bachelor of Science in

Tourism Management students in Kolehiyo ng Pantukan.

Descriptive correlational research design is a kind of quantitative research design

that collects data via surveys or observational methods in order to look at the

relationships between variables. Its goal is to provide an answer to the question, "How

are things related?" These design types differ from some experimental research designs

in that the researcher does not manipulate the primary area of interest under

investigation. Surveys and observational techniques are frequently used by researchers

examining descriptive or correlational research questions to collect data (Miksza et al.,

2023). When the circumstances are clearly stated, the data are organized into

meaningful information, and the relationships between two or more variables are

ascertained, descriptive-correlation research can be helpful (as cited in Martinez, 2014

from Frank & Wallen, 2006).

Research Respondents
 The respondents of this study are Tourism Management students who will be

purposively-chosen according to the following inclusion criteria: First, must be a student

of Kolehiyo ng Pantukan; and second, must have participated in any tourism and

hospitality educational tour in the past three years. Such criterion is deemed essential to

ensure that the respondents will be able to assess the level of effect of the educational

tours to the learning satisfaction of the tourism management students according to the

different indicators. They will be handed with survey questionnaires to answer.

Sampling Technique and Sample

This study will utilize a purposive sampling technique in determining the

participants, according to the inclusion criteria aforementioned in the previous section.

According to Kelly (2010), purposeful sampling is "used to select respondents that are

most likely to yield “appropriate and useful information." It is a method for determining

and choosing cases that will make efficient use of the few research resources available

(Palinkas et al., 2015). Although this is quantitative research, establishing the criteria is

very essential in determining the target respondents to elicit accurate data on the

variables.

In computing the sample size, the researchers prefer employing Slovin’s formula

– n = N / (1 + Ne2) – where n represents the sample size, N the total population, and e

is the acceptable margin of error. In statistics, Slovin’s formula is used to calculate the

minimum sample sized needed to estimate a statistic based on an acceptable margin of

error (Bobbitt, 2023).

Research Instrument

The researchers will use two sets of standardized questionnaires. These will be
utilized to describe the level of effectiveness of tourism and hospitality educational tour

and learning satisfaction. The questionnaires to be used in this study will be validated

by the panel of experts.

The first set of questionnaires will be designed to elicit responses from the

students to describe the effectiveness of tourism and hospitality educational tour among

tourism management students based on the following indicators: (1) Concrete

Experience; (2) Reflective Observation; (3) Abstract Conceptualization; and (4) Active

Experimentation. Each statement corresponds to numeric scales with the following

quantitative equivalent with 5 for strongly agree, 4 for agree, 3 moderately agree, 2

disagree and 1 for strongly disagree. The other set of questionnaires will be intended to

gather data on the learning satisfaction. It has the following indicators: (1) Perceived

Service; (2) Quality of Teaching; and (3) Learning Environment. Both sets of

questionnaires are in a rating type scale.

The following parameter will be used to determine the level of effectiveness of

tourism and hospitality educational tour:

Rating Descriptive Scale Interpretation

4.3-5.0 Very High This means that the effectiveness of the tourism

and hospitality educational tour is very high.

3.5-4.2 High This means that the effectiveness of the tourism

and hospitality educational tour is high.

2.7-3.4 Moderate This means that the effectiveness of the tourism

and hospitality educational tour is moderate.

1.9-2.6 Low This means that the effectiveness of the tourism

 and hospitality educational tour is low.

1.0-1.8 Very Low This means that the effectiveness of the tourism

and hospitality educational tour is very low.

The following parameter will be used to determine the level of learning

satisfaction among tourism management students:

Rating Descriptive Scale Interpretation

4.3-5.0 Very High This means that the tourism management

students’ learning satisfaction is very high.

3.5-4.2 High This means that the tourism management

students’ learning satisfaction is high.

2.7-3.4 Moderate This means that the tourism management

students’ learning satisfaction is moderate.

1.9-2.6 Low This means that the tourism management

students’ learning satisfaction is low.

1.0-1.8 Very Low This means that the tourism management

students’ learning satisfaction is very low.

Data Gathering Procedure

The study will be done by following the procedures in gathering the research

data:

Seeking Permission to Conduct the Study – After the validation of the survey

questionnaire by the panel of research experts, the researchers will send a permission

letter to the Office of the College President to conduct the study. Once approved, the
researchers will also send a letter the BSTM Program Head to manifest their intent to

conduct a survey with the BSTM students.

Administration of Survey Questionnaires via Google Form - After given the

approval, the researchers will conduct the surveys online employing Google Forms for

ease of access and data collation. The researchers will assure the respondents that

their answers will be kept confidential.

Checking, Collating and Processing of Data - After the conduct of the online

surveys, checking, collating, and tallying of the data will follow. These raw data will be

handed to the statistician who for computation and analysis. Interpretation will be done

by the researchers by the help of the adviser.

Statistical Treatment of Data

The statistical tools to be employed in treating the data are the following:

Mean. This is also called arithmetic average defined as the sum of the values in

the grouped divide by the number of values. This is employed to determine the level of

the variables and each indicator under the variables.

Pearson R. This statistical procedure will show whether and how pairs of

variables are related. This is employed to determine the significance of the relationship

between the dependent and independent variables.

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