CHAPTER IV

This chapter shows the data obtained from the survey conducted by the researchers. The

results will be presented using tables. Interpretation shall likewise be given below each table.

Table 1. Age of the Respondents

Age (in years) FREQUENCY PERCENTAG RANK
E (%)
19 31 12.92 3
20 96 40.00 1
21 88 36.67 2
22 21 8.75 4
23 4 1.67 5
TOTAL 240 100.00

Table 1 shows the profile of respondents in terms of age. It was found that almost half of

the respondents are aging 20 years old. Next in rank are those aging 21 and 19 years old

respectively. The table further shows that relatively few respondents are have ages 22 and 23.

According to the Commission on Higher Education (CHED), with the addition of 2 years in

Senior High, most students in the tertiary level fall within the 19-21 age bracket.

Table 2. Gender of the Respondents

Gender FREQUENCY PERCENTAGE RANK
(%)
Male 87 36.25 2
Female 153 63.75 1
TOTAL 240 100.00

Based on the data gathered by the researchers on the profile of 240 respondents, the

findings revealed that majority of the respondents are females. The minority (40%), on the other

hand are composed of males. The results seem to coincide with the report made by Cruz (2019)

of Inquirer.net that there are more women in college than men.

Table 3. Religion of the Respondents
Religion FREQUENCY PERCENTAG RANK
E (%)
Roman Catholic 166 69.17 1
INC 35 14.58 2
Born Again 22 9.17 3
Methodist 5 2.08 5
Baptist 3 1.25 6
Atheist 2 0.83 7
Others 7 2.92 4
TOTAL 240 100.00

The table above presents the distribution of the respondents based on the religion. It can

be noted that majority of the respondents are Roman Catholic, while 14.58% and 9.17% account

for INC and Born Again, respectively. Relatively few respondents were found to be coming from

the Methodist, Baptist and other denominations. Similarly, less than 1% are atheists. According

to Lipka (2015), Catholicism is the largest religion not only in the Philippines but on the global

scale.

Table 4. Respondents’ Address

Gender FREQUENCY PERCENTAGE RANK
(%)
Nueva Ecija 188 78.33 1
Tarlac 52 21.67 2
TOTAL 240 100.00

Table 4 presents the address of the respondents. As seen above, Almost all respondents

come from Nueva Ecija. Only 21.67% of the respondents are from Tarlac. Accordingly, the

findings above come by explained by the principle of proximity. Since the participating schools
are closure to one of the places or localities shown above, the distribution is dominated by

students coming from that place or locality

Table 5. Household Monthly Income

Php FREQUENCY PERCENTAG RANK
E (%)
Below 10,000 69 28.75 1
10,001 – 15,000 59 24.58 3
15,001 – 20,000 64 26.67 2
20,001 and above 48 20.00 4
TOTAL 240 100.00

Table 5 shows the household monthly income of the students. As seen above, the income

below 10,000 pesos leads the ranking. It is followed by the income brackets of 20,001 and above,

and 15,001-20,000, respectively. The income bracket of 10,001-15,000 is at the tail end of the

ranking. In support of the data shown above, the Philippine Statistics Authority has reported that

a good number of Filipinos still earn an amount below the poverty threshold.

Table 6. School
School FREQUENCY PERCENTAG RANK
E (%)
Tarlac State University 41 17.08 1
Our Lady of Fatima University 39 16.25 6
Wesleyan University Philippines 40 16.67 3.5
NEUST 40 16.67 3.5
PHINMA Araullo University 40 16.67 3.5
Central Luzon State University 40 16.67 3.5
TOTAL 240 100.00

The participating schools are shown in table 6. Based on the data presented above, the

most number of students originated from Tarlac State University. Furthermore, the same number

of students come from the following schools, to wit; Wesleyan University Philippines, NEUST,
PHINMA and Central Luzon State University. Fewer students come from Our Lady of Fatima

University.

Table 7. Year Level of the Respondents

Year Level FREQUENCY PERCENTAGE RANK
(%)
Second Year 120 50.00 1.5
Third Year 120 50.00 1.5
TOTAL 240 100.00

Table 7 shows the distribution of the respondents according to year level. As shown

above, the sample composed of 240 students is equally split between second year and third year

students. Hence, the percentage for both year levels is at 50%. None of the students are in first

year not fourth year.

Table 8. Type of School

Year Level FREQUENCY PERCENTAGE RANK
(%)
State University and College 133 55.42 1
Private University and College 107 44.58 2
TOTAL 240 100.00

Table 8 shows the type of school where the respondents come from. Findings revealed

that more than half of the respondents are enrolled in state universities and colleges.

Consequently, only 44.58% of the respondents come from private universities and colleges.

Considering monetary or financial aspects, many students and parents prefer state universities

and colleges (CHED).

Table 9. Type of Residence
Area FREQUENCY PERCENTAGE RANK
(%)
Urban 139 57.92 1
Rural 101 42.08 2
TOTAL 240 100.00

Based on the data gathered by the researchers of the 240 respondents, the findings

revealed that majority of the respondents come from Urban areas such as cities. The minority

(42.08%), on the other hand are composed of from rural localities. The results seem to coincide

with the report made the Philippine Statistics Authority in 2015 that the Philippines is composed

mostly of urban places. Majority of Filipinos reside in barangays classified as urban.

Table 10. Learning Modality

Area FREQUENCY PERCENTAGE RANK
(%)
Online 167 69.58 1
Combination 65 27.08 2
Modular 8 3.33 3
TOTAL 240 100.00

The table above presents the distribution of the respondents based on their learning

modality during the pandemic. It can be noted that more than half of the students are online

learners. The students who chose to combine both online and modules methods comprise 27.08%

of the distribution. Relatively few respondents were found to be taking their respective subjects
only through the use of modules. The findings above seem contradictory to the claim made by

Custodio (2020), wherein most students prefer taking the subject using modules. Digital learning

is a struggle and the introduction of online classes has increased the technological divide.

Table 11. Respondents’ Access to Devices

Accessibility FREQUENCY PERCENTAGE RANK
(%)
Yes, and it works well 205 85.47 1
Yes, but it doesn’t work well 32 13.33 2
No, I share with others 3 1.25 3
TOTAL 240 100.00

Table 11 shows the distribution of the respondents according to level of accessibility to

devices. As shown above, most of the respondents have responded “yes” to the survey question.

This implies that they are able to access the online lessons through their devices without any

obstacle or challenge. Those who have access but are made with issues or problems account

13.33% of the sample. Very few have no access at all, thus share devices with other students.

For McKie (2020), the online learning modality during the pandemic is characterized by the lack

of access to appropriate online course materials, most especially to third world countries – like

the Philippines.

Table 12. Devices

Devices FREQUENCY RANK
Smartphone 205 1
Laptop 187 2
Desktop 94 3
Tablet 55 4
iPad 12 5
 The devices used by the students are shown in table 12. The findings revealed that

smartphone is the leading device used by the respondents for their online classes. The ranking is

followed by laptop, desktop, tablet and iPad at second, third, fourth and fifth place, respectively.

The finding above backs up the claim made by the Philippine Daily Inquirer (2021) that mobile

phones are the commonly used gadgets for the online learning modality during the pandemic.

Table 13. Reliability of Internet Access

Reliability FREQUENCY PERCENTAGE RANK
(%)
No internet access 8 3.33 5
Not reliable 14 5.83 4
Somewhat reliable 64 26.67 2
Quite reliable 116 48.33 1
Extremely reliable 38 15.83 3
TOTAL 240 100.00
The respondents’ perception towards the reliability of the internet access is presented in

table 13. As shown above, almost half of the respondents have claimed that the internet access is

quite reliable. Students who think that the internet is somewhat reliable comprise 26.67% of the

distribution. Few respondents think that the internet connectivity is extremely reliable. Fewer

students have reported that internet access is not reliable. Only 3.33% of the students have no

internet access. Accordingly, internet in the Philippines is considered relatively slow as

compared to the speed in other Asian countries. As a result, online learners struggle during this

time of pandemic (Forbes, 2016).

Table 14. Kind of Internet Connection

Internet Connection FREQUENCY PERCENTAGE RANK
(%)
Wi-Fi 171 71.25 1
Prepaid Wi-Fi 9.58 13.33 3
Mobile Data 42 17.50 2
Broadband Internet 4 1.67 4
TOTAL 240 100.00
 Table 14 shows the kind of internet connection used by the respondents. The data reveals

that majority of the respondents use Wi-Fi as means of connecting to the internet. Next in rank

are the mobile data users. Relatively few respondents use prepaid Wi-fi. Only 1.67% of the

students use Broadband Internet.

Table 15. Technology-based Applications

Technology-based Applications FREQUENCY RANK
Zoom 196 2
Google Classroom 202 1
Google Meet 149 3
You tube 71 5
FB Live 50 6
Email 108 4

The table above presents the technology-based applications used by students in online

learning. It can be noted that the use of Google Classroom tops the ranking. It is then followed

by Zoom, Google Meet and Email in second, third and fourth place, respectively. At the tail end

of the ranking are use of YouTube videos and FB live. According to Lynch (2020), since the

start of the global health crisis, the use of google classroom had become widespread. Due to its

easy accessibility and user-friendly interphase, most educators prefer the use of Google

Classroom in their classes.

Table 16. Proficiency in using Technology Tools

Proficiency Level FREQUENCY PERCENTAGE RANK
(%)
Excellent 67 27.92 2
Average 153 63.75 1
Poor 4 1.67 3
TOTAL 240 100.00
 Table 16 shows the students’ level of proficiency in using technological tools. As

perceived by the respondents, more than half of the students have an average-level of proficiency

in utilizing technology-related tools in class. Consequently, only 27.92% of the respondents

consider themselves as experts. The remaining 1.67 is comprised of those with poor proficiency

in terms of technological tool usage. In a similar study, Carstens (2021) has found that students

have moderate or average proficiency level as most of them are still adapting to the changes in

the educational landscape due to COVID-19.

Table 17. Effective Digital Support Service

Digital support services FREQUENCY RANK
Mobile App 228 1
Website 204 2
Learners’ Portal 136 3
Digital Library 91 4

The table above presents the digital services considered by the respondents as effective in

supporting their studies. As seen in the table, mobile applications ranked first having 228

students who believe in its effectiveness. The ranking is followed by websites and learner’s

portal in second and third place. Digital library is the least effective based on the data shown

above. In a survey conducted by Edutopia (2021), findings revealed that students have high

regard for mobile apps and websites in terms of their academics.

Table 18. Compatibility

Compatibility FREQUENCY PERCENTAGE RANK
(%)
Yes 233 97.08 1
No 7 2.92 2
TOTAL 240 100.00
 Table 18 shows the compatibility of the respondents’ devices with the internet

connection. As per data, almost all respondents claimed that their device works well with the

internet connectivity they are using. The minority, which accounts for 2.92% claimed

incompatibility between their gadget and the internet connection. As claimed by Wiesen (2022),

in this time of rapid digitalization and fair trade of resources, most gadgets fully support the

features of the internet. Some however, require updating and upgrading from time to time.

Table 19. Barriers

Barriers FREQUENCY RANK
Lack of Quiet Place 205 1
Need to care for Brother / Sister 96 5
Lack / Poor Internet Connection 176 2
Lack of Materials 115 4
Poor Electricity 53 6
Lack of proper Digital Services 125 3
Presence of a business to run 8 8
No barrier 13 7
Table 19 present the barrier encountered by the students in learning at home during the

COVID-19 pandemic. As shown in the table, the lack of a quiet place is ranked first having 205

students claiming that it is a pressing problem. Over a hundred students have expressed problems

in relation to poor internet connectivity, lack of proper digital services as well as the lack of

learning materials. Relatively few respondents had problems pertaining to the need to care of the

siblings and poor electricity. 13 respondents claimed not to have any barrier at all, while 8 of

them claimed that they have a business to run.

Table 20. Over-all Perception towards Technology

Perception FREQUENCY PERCENTAGE RANK
(%)
Strongly Agree 20 8.33 3
Agree 148 61.67 1
 Neither agree nor disagree 60 25.00 2
Disagree 10 4.17 4
Strongly Disagree 1 0.417 5
TOTAL 240 100.00
The respondents’ over-all perception towards technology for online learning is shown

above. The findings revealed that most respondents have expressed agreement on the usefulness

of technology in promoting learning in this trying times. A quarter of the respondents remained

undecided for they have not expressed agreement nor disagreement. Ranked 3rd are those who

have expressed strong agreement, while 4th and 5th are comprised of those with negative

perceptions.

Table 21. Perception on Virtual Lab-based Courses

Indicators Weighted Verbal Description
Mean
1. Virtual laboratories assist me in gaining a better 2.35 Agree
understanding of important cooking concepts.
2. With minimal class interaction with the instructor, 2.42 Agree
virtual laboratories help me understand Hospitality
Management laboratory concepts better.
3. Instructors properly interact with students in the 2.30 Agree
online laboratory in order to assure high standards of the
teaching process.
4. Through online laboratory, students completely 2.34 Agree
comprehend the subjects presented throughout the
classes (PowerPoint presentation, video lectures, etc.)
5. A class with online taped videos is as effective as a 2.36 Agree
live class for the teaching of the overall laboratory
subjects.
6. Hospitality students can benefit from online learning 2.26 Agree
since it allows them to improve their own technological
skills and keep up to speed on the correct usage of ICT-
based technologies for delivering and receiving
academic information.
7. Instructors continuously provided PowerPoint 2.27 Agree
presentations with voice-overs, cooking demonstrations,
and a virtual tasting in which they discussed the sensory
components of alcoholic beverages and made
suggestions, which are all videotaped.
8. When conducting a virtual cooking/beverage 2.60 Agree
laboratory, the ingredients required are readily available
in our homes.
9. Internships are essential for learning and improving 1.96 Agree
 skills in the hospitality sector, but they have been
harmed by the covid-19 pandemic.
10. When doing a virtual lab, the biggest problem is a 1.73 Strongly Agree
lack of materials and equipment since student financial
situations differs.
11. Virtual laboratories helped hospitality management 2.31 Agree
student communities (below average and/or above
average students) to score better in examinations.
12. Virtual laboratories helped me in learning practical 2.29 Agree
aspects of tools and equipment, laboratory experiences
and honed my skills.
13. Overall, I am satisfied with the virtual laboratory and 2.42 Agree
it has improved my educational progress.
GRAND WEIGHTED MEAN 2.28 STRONGLY AGREE

Table 21 shows the perception of the respondents on the virtual lab-based courses. As

shown in the previous page, the respondents have expressed agree on most of the items included

in the survey. Additionally, out of the 13 items, one was marked with a rating of “strongly

agree”. It can be noted that the item pertaining to the lack of materials and equipment due to

financial situations was received the lowest rating of 1.73. Consequently, the item on the availability of

cooking ingredients at home got the highest rating of 2.60. The results shown in table 21 seem

consistent with the findings of Ozudogru (2021) wherein it was found that students have been

affected the change in the learning modality due to the lack of resources to participate in courses

as their inability to access online material. The UNICEF also confirms that students who do not

possess the proper equipment to attend online classes are disadvantaged, for they cannot

maximize the opportunity for them to learn.

Table 22. Skills Acquisition
Skills Indicators Weighted Verbal
Mean Description
Communication 1. I am confident in my written, visual, and verbal 2.23 Agree
Skills communication (e.g., presentation, recitation, etc.)
2. I am able to practice good listening skills and provide 2.17 Agree
response with other students
3. Online classes allow me to improve my communication 2.33 Agree
skills with other peers electronically
Overall Weighted Mean 2.24 AGREE
Adaptability 4. I am capable in following instructions in various formats 2.10 Agree
and Learning (e.g., video, voice record, written, etc.)
5. I can manage time in doing multiple activities and 2.26 Agree
reviewing the materials
6. I can manage to participate in online class with any 2.16 Agree
available devices and internet connection (e.g., cellphone,
tablet, pisowifi, mobile data, etc.)]
Overall Weighted Mean 2.17 AGREE
Critical 7. I can identify and analyze problems in specific situation 2.18 Agree
Thinking Skills and create justifiable evaluation and decision
8. I am able in setting a specific goal with deadlines to 2.18 Agree
accomplish my school works
9. I can manage to stay on task and avoid any distraction 2.38 Agree
when studying and doing my school work
Overall Weighted Mean 2.25 AGREE
Problem 10. I am able to proceed confidently and give full attention 2.18 Agree
Solving Skills to given task by instructors (e.g., exams, oral recitation,
etc.)
11. I can easily find ideas and alternative solution in 2.15 Agree
 sudden situations (e.g., weak internet connection)
12. I can utilize additional resources to be able to do 2.16 Agree
school works (e.g., activities, assessments, etc.)
Overall Weighted Mean 2.16 AGREE
Teamwork 13. I can build good relation with other students and work 2.04 Agree
with them efficiently to achieve the specific goal (e.g.,
group activities, group presentation, etc.)
14. I am able to share ideas and solutions with other 2.02 Agree
students through online interaction
15. I can understand and respect other students' situation 1.93 Agree
and help them in group activities (e.g., not enough
resources, weak internet connection, etc.)
Overall Weighted Mean 2.00 AGREE
Information 16. Able to browsing for and selecting relevant material 2.00 Agree
and Technology from various sources on the internet, such as files, online
Skills journals, in order to perform the task that has been given
appropriately
17. I am able to present the assignment, task and activities 2.00 Agree
using interesting power point, graph, chart, image, number,
etc.
18. To maximize learning efficiency, I can use software or 2.09 Agree
application features such as query databases, internet sites,
spreadsheets, e-dictionaries, e-sticky notes, and internet
browsing.
Overall Weighted Mean 2.03 AGREE
Computer 19. I am able to use software and hardware: from basic and 2.13 Agree
Skills general, to highly specialized.
20. I am able to develop and track budgets while also 2.26 Agree
managing schedules and team members, as well as
ordering and tracking inventory.
21. I am able to develop and can create a creative 2.03 Agree
presentation in MS Office such as word, excel and
powerpoint presentation.
Overall Weighted Mean 2.14 AGREE
Business Skills 22. I can arrange, organize, create a plan and finish a task 2.17 Agree
or project in time.
23. I am able to determine business opportunities based on 2.11 Agree
my abilities and experience.
24. When it comes to performing activities and task, I am 2.15 Agree
consistent and determined.
Overall Weighted Mean 2.14 AGREE
Cooking 25. I know how to plan a menu, how to store fresh food 2.00 Agree
Knowledge and how to thaw food safely.
26. I know to make substitutions for items in recipe and I 2.08 Agree
can use a spices and herbs to flavour food.
27. I can look at recipes on online, in cookbooks or in 1.92 Agree
magazines to get new ideas and add variety to meals.
Overall Weighted Mean 2.00 AGREE
Management 28. I am able to communicate clearly and build a sense of 2.21 Agree
 Skills team to help reduce potential conflicts among group
members.
29. I am able to develop and track budgets while also 2.37 Agree
managing schedules and team members, as well as
ordering and tracking inventory.
30. I am able to sense the emotional undercurrents in my 2.27 Agree
group.
Overall Weighted Mean 2.28 AGREE
GRAND WEIGHTED MEAN 2.14 AGREE

The extent of skill acquisition among hospital management students on various learning

areas is presented in table 22. Of the 10 skills included in the table, it can be noted that the areas

of cooking knowledge and teamwork both received the lowest rating of 2.00. In terms of

cooking, the rating reflects the students’ ability to come up with a variety of meals based on the

resources found online. Similarly, for teamwork, the rating indicates the students’ ability to

understand and respect the situation of other learners. On the other hand, the area on

management skills received the highest rating. This area focuses on the students’ ability to

manage schedules as well as the capacity to develop and track budgets. Taken together, the skills

acquisition of the respondents yielded a grand weighted mean of 2.14 which may be interpreted

as “agree”. This implies that the students, despite the predicaments related to online learning,

still believe that they have acquired the skills relative to their chosen career. The data shown in

the table is generally consistent with the study of Li and Lalani (2020) in which online learning

has also been shown to increase retention of information and skills acquisition of students. In

online learning, the researchers have noted that lesser time is needed in mastering a new skill or

competency.