1

Republic of the Philippines

BATANGAS STATE UNIVERSITY JPLPC-Malvar
Malvar, Batangas

College of Accountancy, Business, Economics

and International Hospitality Management
Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter contains all the results of the statistical data and analysis presented in

tabular format and systematized discussions and presented the sequence in the statement

of the problem indicated in chapter I.

1. Profile of the respondents

1.1 Year Level

Table 4.1.1 presents the frequency distribution of the respondents in terms of their

Year Level. The profile of the respondents in terms year level was determined and

interpreted using the frequency and percentage.

Table 4.1.1
Profile of the Respondents in terms of Year Level

Year Level Frequency Percentage

First Year 172 37

Second Year 101 22

Third Year 118 26

Fourth Year 70 15

Total 461 100

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Republic of the Philippines
BATANGAS STATE UNIVERSITY JPLPC-Malvar
Malvar, Batangas

College of Accountancy, Business, Economics

and International Hospitality Management
As shown in the Table 4.1.1, it was found out that the greatest number of

respondents are first year students with a frequency distribution of 172 or 37 percent. It

was followed by third year with 118 or 26 percent. The next are the second year with 101

or 22%. The least are fourth year level with a frequency of 70 or 15 percent.

During the conduct of this study, first year BSHM dominated the respondents

with the total number of 207 students compared to BSHM second year, BSHM third year

and BSHRM fourth year enrolled in the first semester of Academic Year 2021-2022.

Fourth year BSHM were the least with the total number of 88 students.

Republic Act 10533 or the “Enhanced Basic Education Act of 2013” re-defines

basic education as encompassing kindergarten, six years of elementary, and six years of

secondary education, more popularly known as K-to-12. It added two years in secondary

education comprising senior high school delaying the entry into college by two years.

This is expected to decrease enrollment in higher education institutions (HEIs).

1.2 Age. The demographic profile of the respondents in terms of age was

determined and interpreted using frequency and percentage. Table 4.1.2 shows the

distribution of the respondents in terms of their age.

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Republic of the Philippines
BATANGAS STATE UNIVERSITY JPLPC-Malvar
Malvar, Batangas

College of Accountancy, Business, Economics

and International Hospitality Management

Table 4.1.2
Profile of the Respondents in terms of Age

Age Frequency Percentage

17 years old 5 1

18 years old 98 21

19 years old 113 25

20 years old 113 25

21 years old 107 23

22 years old 21 4

23 years old 4 1
Total 461 100

As depicted from the Table 4.1.2, it could be seen that most respondents are at

ages 19 and 20 with a both frequency of 113 or 25 percent. This was followed by 21

years old with a frequency of 107 or 23 percent. The third on the list is 18 years old with

98 or 21 percent. The next is 22 years old with a frequency of 21 or four percent. This

was followed by 17 years old with a frequency of five or one percent while 23 years old

got the least response of four or one percent. This probably means today, most students

started to enroll in college when they were 18 to 19 years old due to the transition of K-
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Republic of the Philippines
BATANGAS STATE UNIVERSITY JPLPC-Malvar
Malvar, Batangas

College of Accountancy, Business, Economics

and International Hospitality Management
12 program in Senior High School. And also, there were some students in fourth year

who became a repeater in their previous year that result them to be advance of their age.

The implementation of the K-12 program plays the important role for the

enhancement of the education system in the Philippines. However, it also has an effect on

the age of the students upon study. Under the new curriculum, students will graduate

older compared than those under the 10-year education cycle. As such, young adults

graduating on their Senior High School at age 18 or so will be more prepared to pursue

college. This means that students entering HEI’s will be 18 years old starting Academic

Year 2018-2019 and expected to graduate at the age of 22.

1.3 Sex. The profile of the respondents in terms of sex was determined and

interpreted using frequency and percentage. Table 4.1.2 presents the frequency

distribution of the respondents in terms of their sex.

Table 4.1.3
Profile of the Respondents in terms of Sex
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Republic of the Philippines
BATANGAS STATE UNIVERSITY JPLPC-Malvar
Malvar, Batangas

College of Accountancy, Business, Economics

and International Hospitality Management

Gender Frequency Percentage

Male 133 29

Female 322 69

Prefer not to say 5 1

Others 1 1

Total 461 100

In the Table 4.1.3, it can be seen that the majority of the respondents were female

with 322 or 69 percent and took more than half of the total population. This was followed

by male with 133 in count or 29 percent. While five of the respondents answered prefer

not to say or one percent and only one respondent answer others or one percent. This

implies that most of the result of this study was gathered from the female respondents.

Also, according to the CABEIHM Department, most of the students of International

Hospitality Management of BatStateU JPLPC- Malvar from second year to fourth year of

Academic Year 2021-2022 were female.

This result was supported by a study made by Korir (2012) where he concluded

that Hospitality and Tourism students are mostly female, and that females are more

attracted to Hospitality and Tourism programs than males. Hence, it can be said that

Hospitality and Tourism programs are generally female-oriented.

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Republic of the Philippines
BATANGAS STATE UNIVERSITY JPLPC-Malvar
Malvar, Batangas

College of Accountancy, Business, Economics

and International Hospitality Management
1.4 Monthly Family Income. The profile of the respondents in terms of monthly

family income was determined and interpreted using frequency and percentage. Table

4.1.4 presents the frequency distribution of the respondents in terms of their monthly

family income.

Table 4.1.4
Profile of the Respondents in terms of Monthly Family Income

Monthly Family Income Frequency Percentage

Less than 15,000 324 70

15,000-29,999 107 23

30,000-45,000 23 5

More than 45,000 7 2

Total 461 100

As depicted from the Table 4.1.4, it could be seen that most respondents who

have monthly family income of less than 15,000 were 324 or 70 percent. It was followed

by 15,000-29,999 with 107 or 23 percent. The third on the list is 30,000-45,000 with 23

or 5 percent. And the least are those respondents who have more than 45, 000 with 7 or 2

percent. This implies that most of the result of this study was gathered from the

respondents who have monthly family income of less than 15, 000. This probably result

of the pandemic where in many Filipinos have lost their jobs.

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Republic of the Philippines
BATANGAS STATE UNIVERSITY JPLPC-Malvar
Malvar, Batangas

College of Accountancy, Business, Economics

and International Hospitality Management
Filipino families had an average monthly income of P22,250.00 based on the

results of the 2015 Family Income and Expenditures Survey (FIES) conducted by the

Philippine Statistics Authority (PSA). But because of the pandemic, many Filipinos have

lost their jobs that why it affects their monthly family income.

1.5 Types of Internet Connection. The profile of the respondents in terms of

types of internet connection was determined and interpreted using frequency and

percentage. Table 4.1.5 presents the frequency distribution of the respondents in terms of

types of internet connection.

Table 4.1.5
Profile of the Respondents in terms of Types of Internet Connection

Types of Internet Frequency Percentage

Connection
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Republic of the Philippines
BATANGAS STATE UNIVERSITY JPLPC-Malvar
Malvar, Batangas

College of Accountancy, Business, Economics

and International Hospitality Management

DSL 69 15

Fiber 202 44

Wireless Broadband 93 20

Data 97 21

Total 461 100

In the Table 4.1.5, it can be seen that the majority of the respondents were using

fiber with 202 or 44 percent. The next was the data with 97 or 21 percent. This was

followed by wireless broadband with 93 or 20 percent and the least was DSL with 69 or

15 percent. This implies that majority of the students were using fiber. Since we are

taking an online class, fiber is most appropriate to use because of its fast and reliable

internet connection.

According to Carroll (2020), enabling students to take advantage of digital

learning requires us to follow the lead of other countries and provide the upfront

investment capital needed to connect schools to fiber and deploy high-speed WiFi in

every classroom. Therefore, it will be easier for students to access information quickly

using their devices.

1.6 Device Used. The profile of the respondents in terms of device used was

determined and interpreted using frequency and percentage. Table 4.1.6 presents the

frequency distribution of the respondents in terms of device used.

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Republic of the Philippines
BATANGAS STATE UNIVERSITY JPLPC-Malvar
Malvar, Batangas

College of Accountancy, Business, Economics

and International Hospitality Management
Table 4.1.6
Profile of the Respondents in terms of Device Used

Device Used Frequency Percentage

Smartphone 393 85

Laptop 51 11

Computer 8 2

Tablet 4 1

Others 5 1

Total 461 100

As shown in the Table 4.1.6, it was found out that the greatest number of devices

used by the respondents is smartphone with 393 or 85 percent and took more than half of

the total population. The next was laptop with 51 or 11 percent. This was followed by

computer with eight or two percent. Five of the respondents answered others or one

percent. And the least was the tablet with four or one percent. This probably means

today; most students have their own smartphone which is more affordable compare to

laptop and computer.

This was supported by study conducted by technopedia (2019) “A smartphone is a

mobile phone with highly advanced features. A typical smartphone has a high-resolution

touch screen display, WiFi connectivity, Web browsing capabilities, and the ability to
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Republic of the Philippines
BATANGAS STATE UNIVERSITY JPLPC-Malvar
Malvar, Batangas

College of Accountancy, Business, Economics

and International Hospitality Management
accept sophisticated applications. These features can help students easily cope up to their

online classes with the help of their smartphones.

1.7 Home Educational Resources. The profile of the respondents in terms of

home educational resources was determined and interpreted using frequency and

percentage. Table 4.1.6 presents the frequency distribution of the respondents in terms of

home educational resources.

Table 4.1.7
Profile of the Respondents in terms of Home Educational Resources

Home Educational Frequency Percentage

Resources
Print Materials 46 10

Non-print Materials 404 88

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Republic of the Philippines
BATANGAS STATE UNIVERSITY JPLPC-Malvar
Malvar, Batangas

College of Accountancy, Business, Economics

and International Hospitality Management

Others 11 2

Total 461 100

As the result from the Table 4.1.7, it could be seen that most respondents were

using non-print materials with 404 or 88 percent. It was followed by print materials with

46 or 10 percent. And the least are those 11 students who answered others or two percent.

This might because respondents were taking online class and they look for online

educational resources, websites and platforms that provide easy access as their learning

resources.

According to Bikowski and Casal (2018) they have noted that students may

employ different learning strategies depending on what technology is being used. As

students gain more experience with the use of the technologies, they also become more

capable of utilis-ing specific learning functionalities and processes that can support their

studying.

1.8 Number of Family Member Using Online Class. The profile of the

respondents in terms of number of family member using online class was determined and

interpreted using frequency and percentage. Table 4.1.6 presents the frequency

distribution of the respondents in terms of number of family member using online class.

Table 4.1.8
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Republic of the Philippines
BATANGAS STATE UNIVERSITY JPLPC-Malvar
Malvar, Batangas

College of Accountancy, Business, Economics

and International Hospitality Management
Profile of the Respondents in terms of Number of Family Member Using
Online Class

Number of Family Member Frequency Percentage

Using Online Class

1 142 30

2 154 33

3 106 23

4 36 8

5 18 4

6 3 1

7 2 1

Total 461 100

As shown in the Table 4.1.8, it was found out that the greatest number of family

members using online class was two with 154 or 33 percent. The next was one with 142

or 30 percent. The third on the list was three with 106 or 23 percent. This was followed

by four with 36 or eight percent. Next was five with 18 or four percent. Followed by six

with three or one percent and least was seven with two or one percent. The greatest

number of family member using online class were one and two since there are an average

of four members of the family in the Philippines.

 13
Republic of the Philippines
BATANGAS STATE UNIVERSITY JPLPC-Malvar
Malvar, Batangas

College of Accountancy, Business, Economics

and International Hospitality Management
This study was supported by the Commission on Population and Development

(POPCOM), number of Filipinos in 2021 estimated at 110.8 million, sizes of families

trending lower at 4 members.

2. Assessment on the challenges in educational productivity on online learning

during covid-19 pandemic. This part discusses the assessment on the challenges in

educational productivity on online learning during covid-19 pandemic using the aptitude,

instruction and environment.

2.1 Aptitude. It is a student’s inclination or talent to do the assigned work at a

certain level. The result presented the weighted mean and composite mean with its

corresponding verbal interpretation.

Table 4.2.1
Assessment of the Hospitality Management Students in terms of Aptitude

Statement Weighted Verbal

Mean Interpretation
I find it challenging to... 3.22 Agree

1. use internet to find and gather relevant information for

class activities.
2. do my assignments and activities independently. 3.14 Agree
3. understand and comprehend concepts when a lesson is 3.05 Agree
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Republic of the Philippines
BATANGAS STATE UNIVERSITY JPLPC-Malvar
Malvar, Batangas

College of Accountancy, Business, Economics

and International Hospitality Management

being discussed online.

4. pass all my activities on time. 3.17 Agree
5. make the same grade in an OL course as in a traditional 2.97 Agree
course.
6. manage my time to do my activities and assignments. 3.16 Agree
7. make a self-study rather than attending classes. 2.57 Agree
8. save me time and works well with my schedule in online 3.01 Agree
class.
9. actively communicate to our online discussions. 3.02 Agree
10. ask my classmates and teachers to clarify lessons. 3.27 Strongly
Agree
Composite Mean 3.06 Agree

Table 4.2.1 presents the assessment of the Hospitality students in the Challenges

in Educational Productivity on Online Learning in terms of aptitude with the composite

mean of 3.05 and verbally interpreted as “Challenged”.

Hence, respondents agree to ask their classmates and teachers to clarify lessons

with a frequency of 3.27 and verbally interpreted as “Strongly Agree” maybe because

they want to clarify and understand the lesson despite of some problems and challenges

in attending online classes. Lastly, this probably means that students feel comfortable

with their teachers that’s why they didn’t feel awkward asking questions.

Meng et al. (2012) stated that teachers and learners “could benefit from teacher

questions because the act of asking questions helped teachers keep students actively
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Republic of the Philippines
BATANGAS STATE UNIVERSITY JPLPC-Malvar
Malvar, Batangas

College of Accountancy, Business, Economics

and International Hospitality Management
involved in lessons and stimulate them to keep thinking”. They also explained that

regularly use of questioning can enhance student learning to evaluate progress and

stimulate curiosity.

The respondents have also found to use internet to find and gather relevant

information for class activities which present a weighted mean of 3.22 and interpreted as

“Agree”. This revealed that respondents prefer to use internet to gather information to do

their activities in their asynchronous class. The researchers believe that the internet is an

extensive source of information that anything can quickly be reached. So, students who

look for information can easily access it with a low cost.

Siraj et al. (2015) explained that the availability of internet helps students to

broaden their academic knowledge, research and assignments by accessing information

worldwide and also enhances easy communication to the academic community. Also,

they have cited that internet is sometimes used as a supplementary learning material and

has led to an improvement in students’ academic performance.

Also, the researchers have found out that the respondents agree to pass all their

activities on time which presents a weighted mean 3.17 and verbally interpreted as

“Agree”. This means, despite of all the challenges and problems in their online class,

students were aware in the importance of passing all their activities on time. Maybe

because students were aiming to have high grades or at least maintain their passing

grades.
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Republic of the Philippines
BATANGAS STATE UNIVERSITY JPLPC-Malvar
Malvar, Batangas

College of Accountancy, Business, Economics

and International Hospitality Management
According to Aduke (2015), prioritizing tasks can make work and studying more

pleasant which reduces inefficiencies, anxiety and stress. Moreover, he has cited that ime

management is important for the students in the sense that it teaches them how to manage

their lives and time effectively.

Meanwhile, respondents found that “make a self-study rather than attending

classes” the least with a frequency of 2.57 and verbally interpreted as “Agree”. This

probably means that students making a self-study to better focused by using the tactics

that are most effective with their learning style.

Self-study plays an important role in the learning of the students. According to

Jatkauskienė (2012), independent learning is purposeful, systematic, independent, and

autonomous activity of learner intended to acquire knowledge, to develop imagination, to

perceive categories and concepts, and to form one ‘s abilities, skills, and behaviour. The

ability to find information and to critically evaluate it becomes more important than the

knowledge of facts.

2.2 Instructions. It is the purposeful direction of the learning process and is one

of the major teacher class activities along with planning and management. The result was

presented weighed mean and composite mean with its corresponding verbal

interpretation.
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Republic of the Philippines
BATANGAS STATE UNIVERSITY JPLPC-Malvar
Malvar, Batangas

College of Accountancy, Business, Economics

and International Hospitality Management

Table 4.2.2
Assessment of the Hospitality Management Students in terms of Instruction

Statement Weighted Verbal

Mean Interpretation
I find it challenging... 2.84 Agree
1. when instructors are not knowledgeable enough about the
use of technology.
2. when instructors are still adopting with the new style of 2.95 Agree
teaching.
3. when instructors are not able to deliver their lessons 3.05 Agree
clearly in the widest perspective view.
4. when instructors are not passionate in the field of 3.11 Agree
teaching.
5. when instructors do not have their synchronous class 2.97 Agree
regularly.
6. when the learning materials given are not reflected in the 3.16 Agree
course description.
 18
Republic of the Philippines
BATANGAS STATE UNIVERSITY JPLPC-Malvar
Malvar, Batangas

College of Accountancy, Business, Economics

and International Hospitality Management

7. when instructors do not give instructions in simple terms. 2.57 Agree

8. when instructors give a set of activities that do not match 3.01 Agree
the course objectives.
9. when instructors do not use effective techniques and 3.02 Agree
strategies that actively engage students in the learning
process.
10. when instructors cannot provide timely and constructive 3.17 Agree
feedback about student’s questions.
Composite Mean 2.99 Agree

Based on the table presented, it could be seen that the students were challenged in

the instructions of their instructors on online learning with the composite mean of 2.87

and verbally interpreted as “Challenged”. Specifically, the researchers have found out

that the respondents “instructors are still adopting with the new style of teaching” with

the weighted mean of 2.95 and verbally interpreted as “Agree”. This implies that most of

the instructors of the HM students are still adopting with the new style of teaching maybe

because it was the first time that the university handed the online modality that requires

online discussion using technology and different media platforms that teachers were not

use to.

According to Johnson et al. (2016), teachers use digital technologies in their

personal lives, but that, when applied in classrooms, they encounter serious technical,

logistical, and pedagogical problems. Accordingly, Cuhadar (2018) infers that the

technological competency level of teachers is intermediate or lower.

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Republic of the Philippines
BATANGAS STATE UNIVERSITY JPLPC-Malvar
Malvar, Batangas

College of Accountancy, Business, Economics

and International Hospitality Management
Also, HM students’ “instructors are not able to deliver their lessons clearly in the

widest perspective view” with the weighted mean of 2.90 and verbally interpreted as

“Agree”. It probably means that it is not surprising that many teachers are finding it

difficult to navigate this new reality. They are burdened with having to quickly adapt

lesson content they designed to deliver in a physical setting to an online or remote format.

Hodges et al. (2020) cited that teaching staff of all backgrounds and ages have

had to prepare and deliver their classes from home, with all the practical and technical

challenges this entails, and often without proper technical support. Moreover, they also

explained in their study that teachers must take into account the time and effort they need

to regulate themselves in order to adapt to the new learning situation.

The respondents have also found that “learning materials given are not reflected

in the course description” with the weighted mean of 2.90 and verbally interpreted as

“Agree”. This probably means that because of the online modality, students are hindered

to do such activities related to their course description due to travel restriction.

In the article of Carnegie Mellon University (2021), explained that if the main

course component are not aligned, students might rightfully complain that the test did not

have anything to do with what was covered in class, or instructors might feel that even

though students are earning a passing grade, they haven’t really mastered the material at

the desired level.

Meanwhile, the respondents’ “instructors do not have their synchronous class

regularly” with the weighted mean of 2.75 and verbally interpreted as “Agree”. This
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Republic of the Philippines
BATANGAS STATE UNIVERSITY JPLPC-Malvar
Malvar, Batangas

College of Accountancy, Business, Economics

and International Hospitality Management
probably means that teachers are having their asynchronous classes for the students to

study in their self-paced manners or answering their activities or quizzes in their

scheduled time.

In the article of Wang & Newlin (2001) cited that instructors tend to believe that

asynchronous forms of communication such as access to course material by simply

clicking on course website links are enough as provision of communication. In addition

to that, they explained that the large enrolments in online programs reduce the chance of

effective online interactions.

2.3 Environment. It is the circumstances and conditions that surround the people

or the social and cultural conditions that affect an individual or community. The result

was presented weighed mean and composite mean with its corresponding verbal

interpretation
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Republic of the Philippines
BATANGAS STATE UNIVERSITY JPLPC-Malvar
Malvar, Batangas

College of Accountancy, Business, Economics

and International Hospitality Management

Table 4.2.3
Assessment of the Hospitality Management Students in terms of

Environment

Statement Weighted Verbal

Mean Interpretation
I find it challenging... 3.36 Agree
1. when encountering technical issues when attending online
classes.
2. being distracted from the noise coming from my home. 3.34 Agree
3. to encourage myself not to watch television or any kind 3.16 Agree
of distraction that will affect my study while taking online
classes.
4. to learn better in online class as compared to face-to-face 2.97 Agree
modality.
5. acquiring gadgets and resources needed for an online 3.16 Agree
class.
6. to adapt the changes of my environment when the online 3.24 Agree
class started.
7. to find location with stable connection while attending 3.20 Agree
online classes.
8. to manage my time in doing household chores and 3.28 Agree
attending online classes.
 22
Republic of the Philippines
BATANGAS STATE UNIVERSITY JPLPC-Malvar
Malvar, Batangas

College of Accountancy, Business, Economics

and International Hospitality Management

9. to adapt the use of new technology. 3.04 Agree

10. to have a place at home that is conductive for learning in 3.27 Agree
an online class.
Composite Mean 3.20 Challenged

Presented in the Table 4.2.3, it could be seen that the HM students were

challenged in the environment of their online class with the composite mean of 3.20 and

verbally interpreted as “Challenged”. The respondents have found encountering technical

issues when attending online classes with the weighted mean of 3.36 and verbally

interpreted as “Agree” maybe because of the poor connectivity issues in the Philippines,

the students are experiencing delay and lost of connection while attending online classes.

Adedoyin and Soykan (2020) concluded in their article that technical issues have

been a significant challenge in online learning due to Covid-19. They also added that

even though the technology is praised for being effective and efficient in conducting

online learning, results from various case studies and students reveal that this may be the

contrary.

Also, the respondents have found being distracted from the noise coming from

their home with the weighted mean of 3.34 and verbally interpreted as “Agree”. This

implies that home is not suitable for productivity or concentration because houses can be

noisy and distracting place.

Botros (2020) concluded in her artcle that background noises can be a huge

obstacle when it comes to online learning. She also added that sitting in a silent
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Republic of the Philippines
BATANGAS STATE UNIVERSITY JPLPC-Malvar
Malvar, Batangas

College of Accountancy, Business, Economics

and International Hospitality Management
environment often emphasizes background noises even more. Television, family

members, pets running in the house, or siblings listening to loud music can all be sources

of interruption.

The respondents have also fount to manage their time in doing household chores

and attending online classes with the weighted mean of 3.28 and verbally interpreted as

“Agree” maybe because they were setting goals effectively by doing household chores in

their free time while waiting for their scheduled classes.

Smith (2004) cited that the academic performance of students who combine huge

home management responsibilities and academic work is normally very low while those

with very few home management responsibilities normally excel. He also added that

learners who are always engaged with huge household responsibilities may not have

enough time for their studies and may therefore not perform creditably while those who

spend less time on household chores may have enough time for their studies and therefore

may perform well

Meanwhile, the researchers have found out that the respondents “adapt the use of

new technology” with the weighted mean of 3.04 and verbally interpreted as “Agree”.

This implies that HM students nowadays or millennials, can rapidly pick up new

technology and master it.

Mark & Semaan (2008) explained that technology provides innovative and

resilient solutions at times of crisis to combat disruption and helps students to

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Republic of the Philippines
BATANGAS STATE UNIVERSITY JPLPC-Malvar
Malvar, Batangas

College of Accountancy, Business, Economics

and International Hospitality Management
communicate and even work virtually without the need of face-to-face interaction that

leads to many system changes in organizations as they adapt new technology for

interacting.

Table 4.2.4
Summary of Composite Mean

Composite Mean Verbal Interpretation

Aptitude 3.06 Challenged

Instruction 2.99 Challenged

Environment 3.20 Challenged

Grand Composite Mean 3.08 Challenged

In summary, the Challenges in Educational Productivity on Online Learning

During Covid-19 Pandemic was found “Challenged” with a grand composite mean of

3.08. This implies that students were challenged in their educational productivity on

online learning. Specifically, in terms environment, the environment of the HM students

on online learning were to found to be challenging in their educational productivity with

the composite mean of 3.20 and verbally interpreted as “Agree”. This signifies that

students can manage to have a good environment on their online class and adapt to the

online modality.
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Republic of the Philippines
BATANGAS STATE UNIVERSITY JPLPC-Malvar
Malvar, Batangas

College of Accountancy, Business, Economics

and International Hospitality Management
Kalelio÷lu et al. (2016) stated that since all opportunities provided by internet

constitute resource for online learning environment, they offer convenience in terms of

accessibility and richness in terms of material variability for students. They also cited that

appropriate strategies must be used for an efficient learning in online environment.

Also, student’s aptitude during online classes are challenging in their academic

performance with the composite mean of 3.06 and verbally interpreted as “Agree”. This

signifies that despite of many challenges in online class, students can make ways to be

motivated and overcome all those challenges.

Söderlind and Geschwind (2017) stated that aptitude may predict individuals’

achievement in performing specific task. They also concluded that to have a good

individual student’s performance, the aptitude should be made with the consideration of

particular learning materials. Lastly, it should successfully probe the ability an individual

need to perform well at a given task.

Lastly, the instructions to the HM students were seem to be challenging to their

educational productivity on online learning with the composite mean of 2.99 and verbally

interpreted as “Agree”. This implies that in terms of instruction, they are making any

steps to understand the instruction of their instructors and cope up to the activities given.

Harris and Woods (2020) instruction of online classes needs to be humanized,

personalized, individualized, proactive and present. They also cited that the design of

instruction is not culturally neutral. In attempt to be culturally affirming, educators must

 26
Republic of the Philippines
BATANGAS STATE UNIVERSITY JPLPC-Malvar
Malvar, Batangas

College of Accountancy, Business, Economics

and International Hospitality Management
acknowledge and leverage the cultural strengths of diverse students by including assorted

images and variable assignments as well as intentionally highlighting the strengths that

people who experience marginalization bring to society.

3. Significant difference on the respondents’ assessment on the challenges in

educational productivity on online learning when they are grouped according to

their profile.

Table 4.3.1 presents the significant difference on the respondents’ challenges in

educational productivity on online learning when they are grouped according to their

profile. The table includes the computed P-values and the corresponding Decision. The

comparison of two values led to the acceptance or rejection of the null hypothesis.

The table below presents the summary of computation. When testing was done on

the difference that exists between the assessment of the respondents when they were

grouped according to their profile. Due to the computed results, all variables reject the null

hypothesis. That leads to the conclusion that there is a significant relationship between the

assessment of the respondents when they were group according to their profile.
 27
Republic of the Philippines
BATANGAS STATE UNIVERSITY JPLPC-Malvar
Malvar, Batangas

College of Accountancy, Business, Economics

and International Hospitality Management

Table 4.3.1
Analysis of relationship on the respondent’s assessment on the Challenges in
Educational Productivity on Online Learning when grouped according to their Types
of Internet Connection

Types of Internet P Value Decision Verbal

Connection Interpretation

Aptitude 0.147 Reject Significant

Instruction 0.911 Reject Significant

Environment 0.464 Reject Significant

As depicted to the table, Challenges in Educational Productivity on Online

Learning found to have significant relationship when grouped according to types of

internet connection. In terms of aptitude, a computed P-value of 0.147 and Decision of

reject which resulted to have significant relationship. This means that despite of the

challenges in their types of internet connection, respondents tends to find ways to do

activities and willing to understand their lesson.

On the other hand, in terms of instruction, the respondents’ assessment on the

Challenges in Educational Productivity on Online Learning presenting a P-value of 0.911

and Decision of reject which resulted to have significant relationship. The result infers

that the types of internet connection has a factor in the educational productivity of the
 28
Republic of the Philippines
BATANGAS STATE UNIVERSITY JPLPC-Malvar
Malvar, Batangas

College of Accountancy, Business, Economics

and International Hospitality Management
students in terms of instructions of their instructors. The researchers believe that the

connection while attending classes can cause disturbance and lag issues to disrupt classes.

Lastly, in terms of environment, HM students do not differ in their assessment on

the Challenges in Educational Productivity on Online Learning presenting a P-value of

0.464 and Decision of reject which resulted to have significant relationship. This means

that the student’s types of internet connection in their home environment varies to their

educational productivity on online learning. The researchers believe that the students are

struggling to find their comfortable spot wherein there is a strong signal of internet

connection

Table 4.3.2
Analysis of relationship on the respondent’s assessment on the Challenges in
Educational Productivity on Online Learning when grouped according to their
Devices Used

Devices Used P Value Decision Verbal

Interpretation

Aptitude 0.039 Accept Not Significant

Instruction 0.417 Reject Significant

Environment 0.003 Accept Not Significant

As depicted to the table, the HM student’s assessment on the Challenges in

Educational Productivity on Online Learning found to have no significant relationship

when grouped according to their devices used. In terms of aptitude, a computed P-value
 29
Republic of the Philippines
BATANGAS STATE UNIVERSITY JPLPC-Malvar
Malvar, Batangas

College of Accountancy, Business, Economics

and International Hospitality Management
of 0.039 and Decision of accept which resulted to not significant. This means that HM

students regardless of devices used assessed aptitude as not significant in their online

classes.

Meanwhile, in terms of instruction, the HM students differ on their assessment on

the Challenges in Educational Productivity on Online Learning presenting a P-value of

0.417 and Decision of reject which resulted to have significant relationship. This means

that the devices used of the respondents is a factor for the instructions to be understand.

The researchers believe that the respondents cannot provide those devices with high

technical features that leads to not participating on activities or classes.

Lastly, in terms of environment, the respondents’ assessment on the Challenges in

Educational Productivity on Online Learning presenting a P-value of 0.003 and Decision

of accept which resulted to be not significant. This implies that HM students regardless of

their devices used assessed environment to be not significant in their online classes.

Table 4.3.1
Analysis of relationship on the respondent’s assessment on the Challenges in
Educational Productivity on Online Learning when grouped according to their Home
Educational Resources
 30
Republic of the Philippines
BATANGAS STATE UNIVERSITY JPLPC-Malvar
Malvar, Batangas

College of Accountancy, Business, Economics

and International Hospitality Management

Home Educational P Value Decision Verbal

Resources Interpretation

Aptitude 0.659 Reject Significant

Instruction 0.212 Reject Significant

Environment 0.814 Reject Significant

As depicted to the table, Challenges in Educational Productivity on Online

Learning found to have significant relationship when grouped according to home

educational resources. In terms of aptitude, a computed P-value of 0.659 and Decision of

reject which resulted to have significant relationship. This means that the home

educational resources are factor for the student’s aptitude that can affect their educational

productivity. The researchers believe that HM students prefer the educational resources

where they can find convenient and easy for them to help to their online classes.

On the other hand, in terms of instruction, the HM students differ on their

assessment on the Challenges in Educational Productivity on Online Learning presenting

a P-value of 0.212 and Decision of reject which resulted to have significant relationship.

This means that the home educational resources of the students vary to the instructions

given by their instructors. The researchers believe that because of adapting to the online

modality, instructional materials given was not reflected to the course objectives that

results to the students to be confused.

 31
Republic of the Philippines
BATANGAS STATE UNIVERSITY JPLPC-Malvar
Malvar, Batangas

College of Accountancy, Business, Economics

and International Hospitality Management
Lastly, in terms of environment, the respondents’ assessment on the Challenges in

Educational Productivity on Online Learning presenting a P-value of 0.814 and Decision

of reject which resulted to have a significant relationship. This implies that home

educational resources are factor in the educational productivity in the environment of the

students in online classes. The researchers believe that students were hard to find the

educational resources that match in the course objectives by doing it in their home

environment alone.

4. Course of Action

After analyzing the result of the study, the researchers came up with the following

courses of action that may be recommended to the students of Hospitality Management of

Batangas State University JPLPC - Malvar and the like.

Table 4.4
Course of Action to improve the Solid Waste Management Practices of the
Hospitality Management students in laboratory classes.

Areas Findings Objectives Actions Timeline Person(s)

Concerned Involved
Aptitude HM To motivate Making a First HM
students HM webinar related Semester of Students,
 32
Republic of the Philippines
BATANGAS STATE UNIVERSITY JPLPC-Malvar
Malvar, Batangas

College of Accountancy, Business, Economics

and International Hospitality Management

find ways to students to the possible A.Y 2021- Instructors,

attend despite of jobs in the 2022 or Lecturer &
online class challenges Hospitality during Educators
online class
and do in online Industry and was
activities on class. giving implemente
time. incentives to d
the
participants.
Instruction
Environmen
t