Advisers

Dana France H. Ignacio, PhD

Discipline

Hospitality Management

Abstract

In hospitality education, bridging classroom theory with real-world practice remains a significant challenge. Teaching strategies play a vital role in preparing students for actual work in hotels and restaurants. This study assessed the efficacy of teaching strategies employed by Hospitality Management instructors at Bestlink College of the Philippines as perceived by third-year students. A quantitative descriptive research design was used. Data were collected from 228 third-year Hospitality Management students using a researcher-made structured questionnaire. Stratified random sampling was employed to select respondents from 38 sections. Statistical analyses included frequency, percentage, weighted mean, and ranking. Most respondents were aged 21-23 (57%) and female (55%). Practical laboratory activities received the highest composite mean (3.44, "Strongly Agree"), particularly in safety and hygiene practices (3.51). Instructional methods scored 3.22 ("Agree"), assessment and feedback got 3.30 ("Strongly Agree"), and industry exposure scored 3.15 ("Agree"). Teaching strategies most influenced skills development (3.37), followed by knowledge (3.33) and attitude (3.31). However, "motivation to pursue a hospitality career" received the lowest rating (3.09). The main challenges were limited laboratory facilities (17%), insufficient hands-on practice time (14%), and limited access to instructors (13%). Hands-on laboratory activities are the most effective strategy for teaching hospitality students. However, resource limitations and low career motivation scores indicate the need for improved equipment, stronger industry linkages, and faster feedback mechanisms to better prepare students for the industry.

Keywords

skills, Teaching Strategies, knowledge, laboratory activities, attitude