Chapter 1

THE PROBLEM AND ITS SETTING

Background of the Study

Educational tours, while often seen as valuable learning

experiences, can have several negative impacts on students of Bachelor of

Science in Tourism Management. One major drawback is the financial

burden that these tours can place on students and their families. Educational

tours often require substantial expenditures for transportation,

accommodation, food, and other travel-related expenses. This financial

strain can be particularly challenging for students from low-income

backgrounds, potentially leading to stress and even causing some students

to forgo these experiences altogether (Hanefield, et al., 2017) and (Chen and

Huang, 2018).

In China, another significant issue is the disruption to the

academic schedule. Educational tours can sometimes interfere with regular

classes, assignments, and exam preparations. The time spent on tours might

result in students missing important lectures and falling behind in their

coursework. This can create a backlog of academic responsibilities that

students need to catch up on upon their return, potentially impacting their

overall academic performance and grades (Uy et al., 2021).

In the Philippines, the logistical challenges associated with

organizing and executing educational tours can detract from their

educational value. Poor planning or execution can lead to a disorganized

experience, with students spending more time dealing with travel issues

than engaging in meaningful learning activities, Reyes and Santos (2019).

Additionally, safety concerns during travel can add another layer of anxiety

for both students and their guardians. Issues such as travel delays,

accommodation problems, or health emergencies can turn what is meant to

be an enriching experience into a stressful ordeal (Suarez, Anuran, & Liabres

2017).

In Tagum City, there is the risk that educational tours may not

always align with the intended learning outcomes. In some cases, the tours

may focus more on sightseeing and leisure activities rather than providing

in-depth educational content related to tourism management. This can

result in students gaining little more than a superficial understanding of the

destinations visited, rather than the comprehensive educational benefits

that were originally intended. In summary, while educational tours have

their advantages, it is important to carefully consider and address these

potential negative impacts to ensure that they provide a truly enriching and

beneficial experience for tourism management students (Dela Cruz and

Garcia, 2018).

However, despite the existing body of literature supporting the

benefits of educational tours in tourism management programs, there are

notable research gaps that warrant further investigation. Specifically, there

is a need for more extensive empirical studies examining the specific

outcomes of educational tours within the Bachelor of Science in Tourism

Management program at Kolehiyo ng Pantukan.

Statement of the Problem

This study aimed to determine the level of educational tours

among bachelor of science in tourism management students of Kolehiyo Ng

Pantukan.

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

 1. What is the level of tourism educational tour among bachelor of

science in tourism management students of Kolehiyo Ng Pantukan in terms

of;

1.1 Concrete Experience;

1.2 reflective observation;

1.3 abstract conceptualization; and

1.4 active experimentation?

2. Is there a significant difference in the level of tourism educational tour

among bachelor of science of tourism management students of Kolehiyo ng

Pantukan when analyzed according to, sex?

Null hypothesis

The null hypothesis was be tested at 0.05 level of significance.

There is no significant difference in the level of tourism educational tour

among bachelor of science of tourism management students of Kolehiyo ng

Pantukan., when analyzed according to sex.

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.

Educational Tour

Educational tours serves as an essential bridge between classroom

learning and real-world applications within the tourism and hospitality

industry. As highlighted by Atlantis, (2018), these tours provide students

with hands-on experiences that enhance their understanding of theoretical

concepts and industry practices. Furthermore, Morrison and Conway (2017)

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

(Walker and Black, 2018).

While educational tours offer numerous benefits, they also present

challenges related to logistics, safety, and cultural sensitives. Hjalager (2017)

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 (2017) 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).

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 (Hall

and Williams, 2018). 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 (2018), interactions with

local communities, visits to historical sites, and participation in cultural

activities enable students to experience different cultures firsthand.

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

(Wang and Archer, 2018).

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 (Dunsmore, 2017).

Educational tours may present challenges for students, including language

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

and Widyastuti et la., (2019).

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, 2017). 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 (Kamat, 2018). Through reflective practices, students can

criticallyevaluate 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, 2021). 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, 2019).

Abstract Conceptualization. Abstract conceptualization is a crucial stage

in experiential learning where individuals synthesize their observations and

reflections into theories and models. This process involves integrating

experiences and observations into coherent concepts, allowing learners to

generalize and apply their understanding to various contexts (Baker et

al.,2019). In the context of tourism management, students might analyze

their educational tours and internships, abstracting key principles of

effective destination management, customer service, or marketing

strategies. This phase is vital for transforming concrete experiences into

theoretical knowledge that can be tested and applied in future scenarios

(Fabius et al.,2019).

During abstract conceptualization, learners engage in critical

thinking to identify patterns and relationships within their experiences.

(McLeod,2017& McPheat, 2017). For tourism management students, this

could involve evaluating the effectiveness of different tourism strategies

observed during field trips, understanding the impacts of cultural and

environmental factors on tourism, or developing models for sustainable

tourism practices (Garcia et al., 2019). By engaging in this analytical process,

students enhance their ability to approach problems systematically and

develop evidence-based solutions, which are essential skills in the dynamic

field of tourism management (Lopez et al., 2019).

Furthermore, McPherson-Geyser, (2020) asserted that abstract

conceptualization helps bridge the gap between theory and practice.

Students learn to connect academic theories with real-world applications,

enhancing their ability to innovate and adapt in professional settings

(Hanefield, et al., 2017). For example, a tourism management student might

integrate concepts from classroom learning with observations from an

internship to propose new strategies for improving tourist satisfaction or

boosting local tourism economies. This integration of abstract concepts with

practical experiences not only deepens their understanding but also

prepares them for the complexities and challenges of the tourism industry

(Chen and Huang, 2018).

Active Experimentation. Active experimentation is a key component of

experiential learning where individuals apply their newly formed theories

and concepts in practical situations. This stage involves testing hypotheses,

trying out new behaviors, and seeing the results of these actions in real-

world settings (Kolb, 2019). For tourism management students, active

experimentation might involve implementing marketing strategies learned

in class during their internships or developing new tour packages based on

their theoretical knowledge (Villiers & kavai , 2020). This hands-on

approach helps solidify their understanding and allows them to see the

direct impact of their ideas and strategies (Kurt, 2020).

 During active experimentation, learners take a proactive role in

their education by engaging in activities that challenge their assumptions

and expand their skill sets. Tourism management students might, for

example, design and conduct surveys to gather customer feedback, organize

events to attract tourists, or use social media to promote tourism

destinations. These activities provide valuable opportunities to test theories

in practical scenarios, learn from successes and failures, and refine their

approaches based on real-world feedback.(McCabe and Johnson, 2019).

Furthermore, active experimentation fosters a cycle of continuous

improvement and learning. By applying their knowledge in practical

settings, students can observe the outcomes of their actions, reflect on their

experiences, and adjust their strategies accordingly (Suarez et. al, 2017). This

iterative process is essential for developing the adaptability and problem-

solving skills necessary in the ever-evolving field of tourism management.

It ensures that students are not only absorbing theoretical knowledge but

also honing their ability to implement and innovate in their professional

careers (Li et,al,. 2019 and Widyastuti et al. 2019).

 In the study of Ahad (2017) he 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 (Idris and Tajuddin, 2020).

Theoretical and Conceptual Framework

This study was anchored on Experiential Learning Theory by Kolb

(1984). The theory defined the learning process in which knowledge was

gained through experience. According to Kolb's theory, successful learning

was achieved through a four-stage process related to the educational tour of

tourism and hospitality management. This cycle included concrete

experience, reflective observation, abstract conceptualization, and active

experimentation as indicators of the variable in this descriptive research

study. Utilizing this learning theory greatly aided in determining the

effectiveness of educational tours of tourism management students in

Kolehiyo ng Pantukan.

The study was supported by Kong, (2021) and Practera, (2022) that

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, students apply their

knowledge in real-world circumstances, encouraging innovation and

problem-solving in the tourism business (McLeod, 2017 & Mcpheat, 2017).

Figure 1 shows the variable of the study which is the Educational Tour

with the corresponding indicators of Concrete Experience, Reflective

Observation, Abstract Conceptualization, and Active Experimentation. The

moderator variable is sex, as the researcher is interested in determining

whether differences in sex influence the relationship between Educational

 Independent Variable

TOURISM MANAGEMENT
EDUCATIONAL TOUR

 Concrete Experience

 Reflective Observation

 Abstract Conceptualization

 Active Experimentation

Moderator Variable

Sex

Figure 1: The Conceptual Framework of the Study

Tour among bachelor of science in tourism management students of

Kolehiyo Ng Pantukan.

Significance of the study

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

College of Tourism Management Department. The result of 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.

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.

Administrators and Teachers. The result of the study will provide

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.

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.

Definition of Terms

The researchers have defined the terms conceptually and

operationally used in the study for the readers to understand the research

content thoroughly.

Educational Tour. This pertains to a structured journey designed

to provide students or professionals in tourism and hospitality management

with practical exposure and firsthand experience of industry operations

Pearce and Foster (2017). In this study, it refers to planned visits to various

tourism-related sites, including hotels, resorts, travel agencies, cultural

heritage sites, and tourism boards.

Concrete Experience. This refers to the initial stage in Kolb's

Experiential Learning Theory, where learners engage in a specific activity or

experience firsthand Hall and Williams (2018). In this study, these are

experiences involving participant engagement levels, feedback surveys, and

the ability to recall and apply the information learned during these

activities.

Reflective Observation. This pertains to the process ess of

thoughtfully considering and analyzing the experiences one has

undergone (Henderson, 2019). In this study, it can be operationalized by

having participants maintain journals or logs where they record their

observations and reflections on each activity.

Abstract Conceptualization. This refers to the process of

interpreting and integrating observations into theories or models Kurt

(2020). In this study, it refers to written reports, conceptual diagrams, and

presentations that demonstrate the participants' ability to abstract and

generalize from their experiences.

Active Experimentation. This pertains to stage where learners

apply their newly formed concepts and theories in practical situations to test

their validity and usefulness Li, et al., (2019). In this study, this refers to
follow-up projects, internships, or simulation exercises where participants

implement the knowledge and skills acquired during the tour.

 Chapter 2

METHOD

This chapter presents and discusses the research design used,

research subject, distribution of respondents, research instrument, data

gathering procedures, and statistical tools employed in this study.

Research Design

The researchers employed a descriptive research design to

systematically investigate the educational tour among students of the

Bachelor of Science in Tourism Management at Kolehiyo ng Pantukan. This

approach involved collecting detailed information through surveys from

these students to capture a comprehensive view of their educational tour

experiences. A descriptive research design allows for the use of various

research methods to examine one or more variables without controlling or

manipulating them, focusing instead on observation and measurement

McCombes, (2019).

Research Subjects

The research subjects of the study were the BS tourism management

students who experienced educational tour in the academic year 2022-2023

(55 from the 1s batch) followed by A. Y. 2023-2024 (50 from the 2nd batch).

They were selected as suitable respondents to provide feedback on our

study. Table 2 show the distribution of the respondents of BSTM Academic

per year level.

The researchers used complete enumeration sampling, a method

employed in surveys and data analysis to examine all possible elements in

a finite set. This approach involved the selection, acquisition, and

quantification of every member of the population, aiming to provide a

comprehensive and accurate representation based on specific criteria, as

noted by Yuta and Komatsuzaki (2021).

 Table 1

Distribution of Respondents

BSTM Sex Total Percentage

Academic
Year Male Female

BSTM A.Y
2022-2024 20 35 55 0. 55%

BSTM A.Y
2022-2023 15 35 50 0. 45%

Total 35 70 105 100%

Research Instrument

The researcher employed a researcher-made questionnaire to

evaluate the level of tourism educational tour among the students of

Bachelor of Science in Tourism Management at Kolehiyo ng Pantukan. It

was composed of four (4) indicators with a total of 20 questions for the

variable: concrete experience, reflective observation, abstract

conceptualization, and active experimentation. In this study, the following

five orderable gradations with their respective range of means and

descriptions were considered:

Range of Description Interpretations

Means

4.50-5 Strongly Agree This means that the level of tourism

educational tour among Bachelor of
Science in Tourism Management student
of Kolehiyo ng Pantukan is very effective.

This means that the level of tourism

3.50-4.49 Moderately educational tour among Bachelor of
Agree Science in Tourism Management students
of Kolehiyo ng Pantukan is effective.

This means that the level of tourism

2.50-3.49 Slightly Agree educational tour among Bachelor of
Science in Tourism Management students
of Kolehiyo ng Pantukan is moderately
 effective.

This means that the level of tourism

1.50-2.49 Slightly Disagree educational tour among Bachelor of
Science in Tourism Management students
of Kolehiyo ng Pantukan is slightly
effective.

This means that the level of tourism

1.0-1.49 Strongly Disagree educational tour among Bachelor of
Science in Tourism Management students
of Kolehiyo ng Pantukan is not effective at
all.
Data Gathering Procedure

Seeking permission to conduct the study. The researchers sought

permission from the acting College President noted by the research adviser

at the same time the Program Head of the College of Tourism Management

Education to conduct the study. This permission required also the approval

and signature of the Vice President for Academic and Research.

Administration and Retrieval. The researchers sought guidance from

the adviser to review the questionnaire and validate it with panel experts.

Following this, the research instruments was administered, and data

processing procedures were implemented. The researchers contacted

previous batches using social media platforms to answer the questions,

while personally distributing the questionnaire to tourism management

students who have recently participated in an educational tour. Clear

instructions were provided and explained to the respondents on how to

complete the questionnaire.

Collating and Retrieval of the Questionnaire. Once the data has

been retrieved, the researcher reviewed and tabulated all the information

gleaned from the respondent. With the use of statisticians and statistical

techniques, the outcome were examined and interpreted.

Statistical Treatment of the Data

The following statistical tools were used in this study:

Mean. This was used to determine the level of educational tour

among the students of Bachelor of Science in Tourism Management at

Kolehiyo ng Pantukan.

T-test. This tool was used to determine the significance on the

difference in educational tour among Bachelor of science in tourism

management students in Kolehiyo ng Pantukan when analyzed according

to sex.
 Probability. This tool was used to confirm and disconfirm the null

hypothesis the smaller the P value the greater the likelihood of rejecting the

hypothesis.
 Chapter 3

RESULTS AND DISCUSSION

Presented in this section are the findings and the analysis of the

data gathered. Presentation of data is done through tables with their

corresponding textual discussions. The result of the study is supported by

Richards and Wilson (2018).

The Level of engagement in Tourism Educational

Tours among Bachelor of Science in Tourism
Management Students of Kolehiyo ng
Pantukan in terms of Concrete
Experience

Table 2 presents the level of engagement in tourism educational tours in

terms of concrete experience. In item number 3, “I Create abstract concepts

or frameworks to explain the experiences encountered during the tour.” Got

the highest mean of 4.69 with the description of strongly agree.

Followed by in item number 2,” I integrate the knowledge gained from the

tour into existing tourism management concepts,” got the second highest

mean of 4.58 with the description of Strongly Agree. And lastly in item

number 1,” I develop theories or models based on my observations-

 Table 2

The Level of Tourism Educational Tours among Bachelor of Science in

Tourism Management Students of Kolehiyo ng Pantukan in terms
of Concrete Experience

ITEM MEAN DESCRIPTION

1. I develop theories or models based on 4.46 Agree

my observations from the tour.
2. I integrate the knowledge gained from 4.58 Strongly Agree
the tour into existing tourism
management concepts.
3. I Create abstract concepts or 4.69 Strongly Agree
frameworks to explain the experiences
encountered during the tour.
4. I Formulate generalizations about 4.55 Strongly Agree
tourism practices based on the insights
gained from the tour.
5. I connect my tour experiences 4.57 Strongly Agree
theoretical perspectives in tourism
management to build new
understanding
OVERALL MEAN 4.57 Strongly Agree
from the tour,” got the lowest mean of 4.46 with the description of

moderately agree. Overall, the items averaged mean of 4.57, with the

description of strongly agree, which mean that the level of tourism

educational tour among Bachelor of Science in Tourism Management

Students of Kolehiyo ng Pantukan in terms of concrete experience is very

effective.

Educational tours are integral components of Bachelor of Science in

Tourism Management programs, providing students with immersive

experiences in the tourism and hospitality industry (Hall and Williams

,2018). This review explores the concrete experiences encountered by

students during such tours and their impact on learning outcomes,

professional development, and overall educational experience.

The Level of Tourism Educational Tours

among Bachelor of Science in Tourism
Management Students of Kolehiyo
ng Pantukan in terms of
Reflective Observation

Table 3 displays level of tourism educational tour among

Bachelor of Science in Tourism Management students in Kolehiyo ng

Pantukan in terms of reflective observation. item number 1 , “I reflect on my

experiences and observations during the tour to understand how they relate to

tourism management concepts”. got the highest mean of 4.70 with the

description of strongly agree This was followed by item number 3, "I analyze

my observations from the tour to identify key insights about tourism practices,"

which got the second highest mean of 4.61. with the description of strongly

agree. Item 5, “I think critically about how the tour activities and experiences

connect with theoretical knowledge," got the lowest mean of 4.31 with the

description of moderately agree. Despite the variation in means, the overall

description for the items is strongly agree, with an overall mean of 4.50,

indicating that the level of Tourism Educational Tours among Bachelor of

Science in Tourism Management students of Kolehiyo ng Pantukan is very

effective.

Reflective observations during educational tours contribute to

students' personal and professional development in various ways (Hsu &

Cai, 2021). 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-

 Table 3

The Level of Tourism Educational Tours among Bachelor of Science in

Tourism Management Students of Kolehiyo ng Pantukan in terms
of Reflective Observation

MEAN DESCRIPTION
ITEM
1. I reflect on my experiences and
observations during the tour to 4.70
understand how they relate to tourism
management concepts Strongly Agree
2. I consider the impact of the activities
and interactions I had during the tour 4.34 Moderately
on my learning Agree
3. I Analyze my observations froth the
tour to identity key insights about 4.61
tourism practices. Strongly Agree
4. I Discuss and evaluate my experiences
during the tour with peers to gain 4.52
different perspectives. Strongly Agree
5. I think critically about how the tour
activities and experiences connect with 4.31 Moderately
theoretical knowledge. Agree
OVERALL MEAN 4.50 Strongly Agree
nature of the tourism industry and pursue lifelong learning opportunities
(Nunkoo & Ramkissoon, 2019).

Level of Tourism Educational Tour among Bachelor of

Science inTourism Management Students
of Kolehiyo ng Pantukan in terms of
Abstract Conceptualization

Table 4 illustrates level of tourism educational tour among Bachelor

of Science in Tourism Management students in Kolehiyo ng Pantukan in

terms of abstract conceptualization. item number 3, "I create abstract concepts

or frameworks to explain the experiences encountered during the tour." got the

highest mean of 4.69 with the description of strongly agree. This was

followed by Item number 2, "I integrate the knowledge gained from the tour into

existing tourism management concept in which got second highest mean of

4.58, and the description of strongly agree, Lastly, Item 1, "I develop theories

or models based on my observations from the tour," had the lowest mean of 4.46

with description of moderately agree. The overall mean of 4.57, with the

description of strongly agree means that tourism educational tour among

Bachelor of Science in Tourism Management students in Kolehiyo ng

Pantukan is very effective.

 Table 4

Level of Tourism Educational Tour among Bachelor of Science in Tourism

Management Students of Kolehiyo ng Pantukan in terms of Abstract
Conceptualization
ITEM MEAN DESCRIPTION

1. I develop theories or models based on

my observations from the tour. 4.46 Agree
2. I integrate the knowledge gained from
the tour into existing tourism
management concepts. 4.58 Strongly Agree
3. I Create abstract concepts or frameworks
to explain the experiences encountered
during the tour. 4.69 Strongly Agree
4. I Formulate generalizations about
tourism practices based on the insights
gained from the tour. 4.55 Strongly Agree
5. I connect my tour experiences theoretical
perspectives in tourism management to
build new understanding 4.57 Strongly Agree
OVERALL MEAN 4.57 Strongly Agree
During abstract conceptualization, learners engage in critical thinking to

identify patterns and relationships within their experiences. (McLeod,2017&

McPheat, 2017). For tourism management students, thiscould involve

evaluating the effectiveness of different tourism strategies during field trips,

understanding the impacts of cultural and environmental factors on

tourism, or developing models for sustainable tourism practices (Garcia et

al., 2019). By engaging in this analytical process, students enhance their

ability to approach problems systematically and develop evidence-based

solutions, which are essential skills in the dynamic field of tourism

management (Lopez et al., 2019).

The Level of Tourism Educational Tour among

Bachelor of Science in Tourism Management
Students of Kolehiyo ng Pantukan in terms
of Active Experimentation

Table 5 outlines the level of tourism educational tour among

Bachelor of Science in Tourism Management students in Kolehiyo ng

Pantukan in terms of active experimentation. Item number 2, "I test the

concepts and theories learned during the tour in practical situations or

simulations," got the highest mean of 4.49 with the description of moderately

agree. It was followed by Item number 4, "I implement the ideas and techniques-
 Table 5

The Level of Tourism Educational Tour among Bachelor of Science in

Tourism Management Students of Kolehiyo ng Pantukan in terms of
Active Experimentation

Item Mean Description

1. Apply the knowledge gained from the tour to

plan and execute new projects or activities. 4.45 Agree
2. I test the concepts and theories learned during
the in practical situations or simulation 4.49 Agree
3. I experiment with new approaches or strategies
in tourism management based on insights from
the tour. 4.46 Agree
4. I implement the ideas and techniques acquired
from the tour in real-world or hypothetical
scenarios. 4.48 Agree
5. I evaluate the effectiveness of the strategies
learned during the tour by applying them to
different contexts. 4.45 Agree
OVERALL MEAN 4.47 Agree
 acquired from the tour in real-world or hypothetical scenarios," which got the

second highest mean of 4.48 with the same description. Both Item 1, "I apply

the knowledge gained from the tour to plan and execute new projects or activities,"

and Item 5, "I evaluate the effectiveness of the strategies learned during the tour

by applying them to different contexts," got the lowest mean of 4.45 with the

description of moderately agree. The overall mean of 4.47 with the

description of moderately agree, means that the level among Bachelor of

Science in Tourism Management students in Kolehiyo ng Pantukan is

effective.

Active experimentation is a key component of experiential learning

where individuals apply their newly formed theories and concepts in practical

situations. This stage involves testing hypotheses, trying out new behaviors,

and seeing the results of these actions in real-world settings (Kolb,2019). For

tourism management students, active experimentation might involve

implementing marketing strategies learned in class during their internships or

developing new tour packages based on their theoretical knowledge (Villiers &

kavai, 2020). This hands-on approach helps solidify their understanding and

allows them to see the direct impact of their ideas and strategies (Kurt, 2020).
Summary of the level of Tourism Educational
Tour among Bachelor of Science of Tourism
Management of kolehiyo ng pantukan

Table 6 summarizes the level of tourism educational tour among Bachelor

of Science of Tourism Management students of Kolehiyo Ng Pantukan. The

highest means of 4.57 were recorded for both indicators A,” Concrete

Experience” and C,” Abstract Conceptualization.

This was followed by B. Reflective Observation, with a mean of 4.50 and D.

Active Experimentation the lowest mean of 4.47, all the indicators got a

description of strongly agree. the overall mean is 4.52 means that the level

of tourism educational tour among Bachelor of Science in Tourism

Management students in Kolehiyo ng Pantukan is very effective.

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 (2017) emphasize the role of educational tours in fostering cultural

awareness and promoting cross-cultural communication skills among-

 Table 6

Summary of the level of Tourism Educational Tour among

Bachelor of Science of Tourism Management
Students of Kolehiyo Ng Pantukan

INDICATORS MEAN DESCRIPTION

A. Concrete Experience 4.57 Strongly Agree

B. Reflective Observation 4.50 Strongly Agree

C. Abstract Conceptualization 4.57 Strongly Agree

D. Active Experimentation 4.47 Strongly Agree

OVERALL MEAN 4.52 Strongly Agree

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

hospitality sector (Walker and Black, 2018).

Significance Difference on the level of Educational Tour amongBachelor

of Science of Tourism Management Students of Kolehiyo Ng Pantukan
analyzed according to Sex

Table 7 examined the significance on the difference in the level of

educational tour among Bachelor of Science in Tourism Management

students at Kolehiyo Ng Pantukan when analyzed according to sex. The

mean score for males was 4.55 (SD = 0.0003), while for females it was 4.51

(SD = 0.0007). The t-value was 1.17, and the p-value was 0.246371. Since the

p-value is above 0.05, the null hypothesis was accepted, indicating that there

is no significant difference in the level of tourism educational tour when

analyzed according to sex. The conclusion is that the mean scores for males

and females do not differ significantly.

This result aligns with the findings of Bland and Altman (2019), who

emphasize that the lack of significant difference in the level of educational

tours among Bachelor of Science in Tourism Management students,

regardless of sex, is supported by recent research. It argues that non-

significant results often indicate that observed differences are due to

random variation rather than actual differences.

 Table 7

Significance Difference on the level Tourism of Educational Tour among

Bachelor of Science of Tourism Management Students of Kolehiyo Ng
Pantukan analyzed according to Sex

Variables Mean Standard t-value p-value Decision Conclusion

Deviation on 𝐇𝟎 on
Difference

Male 4.55 0.0003

Not
Female 4.51 0.0007 1.17 0.246371 Accepted Significant
 They emphasize the importance of considering effect sizes to determine

practical significance. (Lakens and Evers,2017) also note that non-significant

results suggest the differences between groups are likely not substantial and

may be attributed to chance. Cumming (2017) reinforces this perspective,

highlighting that non-significant findings generally reflect random fluctuations

rather than meaningful differences. These insights support the conclusion that

the observed differences in educational tour levels among different sexes are

not substantial or significant.

 Chapter 4

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of findings of the study with

the conclusions derived from the results. Also presented are the

recommendations formulated by the researchers based on the results of the

investigations.

Summary of Findings

The following are the summary of findings drawn based on the

findings of the study:

1. The level of tourism educational tours among Bachelor of

Science in Tourism Management students of Kolehiyo Ng Pantukan, in

terms of Concrete Experience and Abstract Conceptualization, recorded the

highest means of 4.57 followed by Reflective Observation, with a mean of 4.50,

While, Active Experimentation received the lowest mean of 4.47 The overall

mean was of 4.52 with the description of strongly agree.

2. There is no significant difference in the level of educational tour

among Bachelor of Science of Tourism Management students of Kolehiyo ng

Pantukan when analyzed according to sex.

Conclusion

Based in our study the, the following conclusion are drawn.

1. The level of educational tour among bachelor of science in tourism

management students of Kolehiyo Ng Pantukan is very effective.

2. There is no significant difference in the level of educational tour among

Bachelor of Science of Tourism Management students of Kolehiyo ng

Pantukan when analyzed according to sex.

Recommendation

Based on the forgoing, conclusions, the researchers arrived to the

following recommendations.

1. Based on result, active experimentation got the lowest mean of 4.47

they may conduct further research to explore factors influencing

the lack of significant difference in educational tour levels among

student. This could include examining various elements of the

tours such as content diversity interactivity, and the frequency of

tours to identify how these factors might affect student

engagement and learning outcomes.

2. May improve engagement and reveal subtle differences in

 learning outcomes. By Revising and diversifying the educational

tour content to cover a broader range of tourism management

concepts and practical scenarios. Integrate more interactive and

hands-on activities, such as workshops and role-playing, into the

tours. These elements can enhance the learning experience and

provide opportunities for meaningful differences to emerge

3. Implement regular assessments and feedback mechanisms to

continuously evaluate and improve the impact of educational

tours on student learning. This will help identify areas for

enhancement and ensure that tours meet educational objectives.

Explore additional factors that may influence the effectiveness of

educational tours, including tour duration, frequency, and content

areas.
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 APPENDICES
Appendix A. Permission Letter to Conduct the Study

Appendix B. Validation Sheet for Research Questionnaire

 CURRICULUM VITAE

ALEX E. TAMPUS JR.

Purok -2 Pintatagan, Banaybanay, Davao Oriental.
Phone no. 0963-572-4966
Email Add: tampusa71@gmail.com

PERSONAL INFORMATION

Birth date : February 8 ,2000

Birthplace : Pantukan District Hospital
Height : 5’7
Age : 23
Status : Single
Citizenship : Filipino

EDUCATIONAL BACKGROUND

Tertiary : Kolehiyo ng Pantukan

Bachelor of science in tourism management.
A.Y 2021 - present

Secondary : Tambungon national high school.

S.Y 2020-2021

Primary : Pintatagan Elementary School

S.Y 2011-2012
 CURRICULUM VITAE

REAN B. CAMPOREDONDO
Purok 12 Kinubkuban Magnaga Pantukan Davao de Oro
Phone no.: 0968-440-4272
Email Add: camporedondorean28@gmail.com

PERSONAL INFORMATION

Birth date : September 28 ,2002

Birthplace : Taytayan, Magnaga , Pantukan Davao de Oro
Height : 5’5
Age : 21
Status : Single
Citizenship : Filipino

EDUCATIONAL BACKGROUND

Tertiary : Kolehiyo ng Pantukan

Bachelor of science in tourism management.
A.Y 2021 – present

Secondary : Magnaga National High School

S.Y 2018-2019
 CURRICULUM VITAE

JESSEL E. DALIDA
Purok, Orchids Mankilam tagum city
Phone no.: 0906-170-5394
Email Add: dalidajessel92@gmail.com

PERSONAL INFORMATION

Birth date : January 27 ,2000

Birthplace : Sto. Tomas Loreto Agusan del sur
Height : 4’9
Age : 24
Status : Single
Citizenship : Filipino

EDUCATIONAL BACKGROUND

Tertiary : Kolehiyo ng Pantukan

Bachelor of science in tourism management.
A.Y 2021 - present

Secondary : Sto. Tomas National high school.

S.Y 2015-2016

Primary : Sto. Tomas Elementary school

S.Y 2010-2011
 CURRICULUM VITAE

MARIEL H. CANONG
Purok Maalagaron Barangay Kingking Pantukan Davao De Oro
Phone no.: 0909-046-2013
Email Add: canongmarielhurada@gmail.com

PERSONAL INFORMATION

Birth date : March 08, 2002

Birthplace : Purok Maalagaron Piansay Pantukan
Height : 5’0
Age : 22
Status : Single
Citizenship : Filipino

EDUCATIONAL BACKGROUND

Tertiary : Kolehiyo ng Pantukan

Bachelor of science in tourism management.
A.Y 2021 - present
Secondary : Pantukan National High School
S.Y 2017-2018

Primary : Kingking Central Elementary School

S.Y 2013-2014
 CURRICULUM VITAE

IVY MAE J. PANAGSAGAN

Purok -2 Barangay Asuncion, Carmen, Davao Del Norte
Phone no. :0907-643-2050
Email Add: ivymaepanagsagan2@gmail.com

PERSONAL INFORMATION

Birth date : November 21,2000

Birthplace : Purok 2, Maco, Davao De Oro
Height : 5’6
Age : 23
Status : Single
Citizenship : Filipino

EDUCATIONAL BACKGROUND

Tertiary : Kolehiyo ng Pantukan

Bachelor of science in tourism management.
A.Y 2021 - present

Secondary : Carmen National High School.

S.Y 2017-2018

Primary : Carmen Central Elementary School

S.Y 2011-2012