Chapter I

The Problem and its Scope

Motivation to complete college may be seen as a form of goal commitment. If such

commitment can be viewed as a strong desire for achievement, then it follows that one means of

transforming dreams into realities is through enhanced desire. Whether a person believes the

characteristics commonly attributed to the Millennial Generation or not, it is clear that the manner

in which students are motivated to engage in higher education has been changing and will continue

to change rapidly.

The priority students affix to their education is too often usurped by increasingly

demanding and time-intensive life priorities such as work, family, or emotional/psychological

needs. Many members of this generation of students continue to live in an age of convenience and

consumption. A college education has become commodified, understood as yet another acquisition

to be made rather than a process in which one engages. When people consider the motivation of

undergraduates, it is important to consider characteristics commonly attributed to this generation

of traditional-age students. Respecting the power of relationships is critical to student motivation.

Today’s students appear to be the recipients of a great deal of family involvement and attention,

and it is not unusual for the expectation of this involvement to continue after they enroll in

college. Also, today’s students often ask what to do before thinking through their own plans. It

seems they want things to be fixed or done so they can move on to the next project.

Student reviews all over university webpages, regarding taking a bachelor’s degree in

tourism, adheres to the following reasons in taking such: the passion for travel, exercising social

skills, creativity and resourcefulness, and, desire of helping. Thus, implying that students are
highly motivated to pursue their personal goals through their professional journey. The Philippines

is enriched with natural resources where almost 43% of the land mass covers all tourism and travel

activities according to the Philippines Statistics Authority (2012). The Philippines is ranked by the

World and Trade Tourism Council as No.67 of 184 nations, indicating that Tourism is a major

force in the Philippine economy. This news called attention to millions of students to pursue a

degree in tourism.

The purpose of this study is to determine the motivators of Tourism senior high school

students toward higher education and its surrounding factors. In analyzing these views, the

researchers hope to discover the perceptions and beliefs that exist among these students. By

discovering these perceptions, it is anticipated that the results will better assist teachers, educators

and the education sectors in understanding their options. Lastly, the researchers anticipate that the

findings from this study will lead to other studies that may be conducted to further understand and

serve this population.

Statement of the Problem

The researchers aim to answer the following questions:

1. What are the profile of tourism senior high school students in terms of:

1.1. age;

1.2.track;

1.3. year level;

1.4. place of origin;

1.5. family income;

1.6. parents’ educational attainment

 2. What is the extent of motivation factors of tourism senior high school students in the

academic institutions of Dumaguete City?

3. What are the teaching styles and tools of instructors that are preferred by tourism senior

high school students in the academic institutions of Dumaguete City?

4. What is the relationship between the motivational factors, and preferred teaching styles and

tools of instructors of tourism senior high school students in the academic institutions of

Dumaguete City?

Research Scope and Limitations

This quantitative research emphasizes the investigation over the motivators of senior high

school students to pursue higher education particularly Tourism Management. The researchers’

targeted respondents are senior high school taking Technical, Vocational, and Livelihood track

with specialization in Tour Guiding, Travel Services and Tourism Promotion in some academic

institutions here in Dumaguete City. The study does not emanate statistical data as to who and how

much students are projected to enroll but what motivates them to pursue higher education. The

number of students is dependent on the schools offering the specialization and programs. The

schools that offers such specialization are only Asian College and STI Dumaguete. Surveys are

only given to those students who are enrolled in the second semester in the academic year 2017-

2018. The number of students were consulted with the research adviser and was weighted as

reliable source of sample.

Definition of Terms

The study involves the following terms all throughout. This section of the paper will orient

one’s understanding on how the following words are used:

 Senior high school students. These the respondents in schools or universities that are

taking Technical Vocational and Livelihood Track—Home Economics with concentration in

Tourism Promotion Services, Tour Guiding, and Travel Services.

Teaching Style. These are attributes and ways instructors handling tourism subjects

perform during classes. These are set of strategies and techniques that the respondents are given

freedom to score if they least need or they strongly need it.

Internal Motivation. These are set of statements concerning innate need to study tourism

External Motivation. These are set of statements concerning external factors like family,

friends or media that influence their need to study tourism.

Figure 1. Self-determination theory as proposed by Edward L. Deci and Richard M. Ryan (2000)

This study is anchored in the theory called self-determination by the theorists, Edward L.

Deci and Richard M. Ryan (2000).

Self-Determination Theory represents a broad framework for the study of human

motivation and personality. It articulates a meta-theory for framing motivational studies, a formal

theory that defines intrinsic and varied extrinsic sources of motivation, and a description of the

respective roles of intrinsic and types of extrinsic motivation in cognitive and social development

and in individual differences. Perhaps more importantly, its propositions also focus on how social

and cultural factors facilitate or undermine people’s sense of volition and initiative, in addition to

their well-being and the quality of their performance. Self-determination theory addresses the

underpinning of this desire by positioning that people wish to develop themselves and to master

challenges that confront them. It identifies two causes of desire to study: the need for recognition,
praise or reward (extrinsic motivation) and the need to fulfil an interest (intrinsic motivation). In

this case motivation is rooted in between whether students are motivated to continue to pursue a

college degree internally or by some external sources. This theory is helpful in determining that

sources of motivation of students pursuing higher education in Tourism.

Westerman and Donoghue (1989) refer to motivation as a process which energizes a

person’s behavior and directs him or her towards attaining a goal. In the workplace, according to

Bassy (2002), motivation deals with forces that direct and sustain behavior towards the attainment

of organizational goals and an individual’s willingness to put efforts into his or her work to obtain

incentives or rewards for achieving specific goals.

The desire of an individual to perform his/her work well in order to achieve satisfaction is

an intrinsic motivation. According to Mullins (1999) extrinsic motivation refers to tangible

rewards such as compensation, fringe benefits, work environment, work conditions, and job

security. Extrinsic motives cannot be satisfied by the work itself, which means external rewards

such as food, money, praise, etc. are the main reason for a person to engage in activities.

This theory greatly represents the desired goals that underlie the behaviors of senior high

school students in pursuing higher education. It was discussed that students are either engaged in

personal wants and needs or influences by significant people. Whether the motivation is intrinsic

or extrinsic, the students are compelled towards perceiving higher education as means of personal

rewards and/or incentives.

Figure 2. Conceptual Framework of the Study

The conceptual framework of the study entails the following ideas to initiate the process

needed to project the desired outcome of the research.

 The research flows from the process of determining if respondents are intrinsically

motivated or extrinsically motivated to pursue higher education. Both factors are perceived by

every individual, the respondents in particular. It is gauged by which of the factors prevail in them.

This means to say that once the factors are determined it is then correlated to the measures of the

extent to which a respondent prefers a teaching style and tools. Whether these correlates either

positively or negatively, the results may determine their drive towards acquiring a degree in

Tourism Management.

Review of Related Literature

Education is the most efficient system of equipping people with knowledge, skills and

attitudes essential for effective membership in a society. It consists of a general and specialized

education which are acquired through formal, non-formal or informal schemes. The importance of

education is embodied in the 1986 Philippine Constitution which stipulates that the state shall give

priority to education, science and technology, arts, culture and sports to foster patriotism,

nationalism and social progress. It is indeed a dynamic process of growth and development, an

acquisition of knowledge, skills and right attitude or values that make man do better. It is not only

a preparation for life but is life itself. This is so because through life, man learns many things in

and out of school that change his life for the better. It is charged with the function of teaching what

society needs in building a nation in terms of moral and ethical standards of the group.

According to Cleofe (2016), there are two main bases of a person to be motivated to achieve

desired career: internal and external factors. On one hand, internal factors include: personality,

values, interests, skills and attitudes. Personality is defined as totality of an acquired characteristics

during social interactions and innate traits biologically attained from parents (McRae and Costa,

1967). Personality makes a person unique or different from others. Hence, personality
development is important for career success. People choose their career or attain education based

on the relevance of their personality.

Values are the principles or standards that guide one in making choices and decisions in

life. The totality of what a person value in life makes up his or her value system. What a person

values—those that on considers important to one’s belief—affects the choices that he or she makes

(Sta. Maria, 2001). Another internal factor is the person’s interests. The preferences of a person—

likes or dislikes—motivates a person to pursue the things that he or she sees that is best for him or

her. According Venales (2017) “…when a person works with whatever interests him or her, he or

she would find his or her career or course not boring or stressful but instead, exciting and

challenging.”

Apart from personality, values and interests, one is also motivated to achieve goals by the

measurement of their skills. Skills include the person’s abilities or proficiencies that have been

developed through training or formal education. Skills are capabilities that one is good at. Skills

may be grouped as technical or soft. Technical skills include one’s knowledge of theories and the

capacity to putting those into practice. It consists of one’s self-measurement to perform specific

and operational tasks related to the job assigned. Soft skills also known as functional skills are

proficiencies that enable one to stand out at a given situation. These skills help a person to be

flexible in and at any stage of one’s career and these are communications skills (the ability to

convey thoughts, ideas and feelings; teamwork which is the ability to work collaboratively with

others; organization which is the ability to put things in order; problem-solving which is the ability

to find creative solutions to problems; writing which is the capacity to express thoughts and ideas

in written forms; and planning, which is the ability to prepare ahead of time for a certain project.
 Lastly, attitudes are also essential factors in career development success. It is described by

Cleofe (2016) as how a person view and react to the situation and events around them. She

mentioned that it is described as the predisposition or the tendency to act or behave in a certain

way. Attitudes have three components namely: cognition or the set of beliefs or perceptions;

affects, or how one feel about certain situations (it is generated by the kind of belief or thoughts

that one has about certain situations; and, behavior, or actions caused by the way a person thinks

and feels.

On the other hand, external factors, mentioned by Cleofe (2016), are family, peer group,

financial or economic condition and mass media. Family, as described by Allen et al. (2000), is a

unit were a person draw most of his influences from. It is where a person learns his emotional and

social abilities and has been dependent on support and nurturance. A person is always influenced

by parents or older siblings where in fact, it can be the source of their decisions to what career they

may pursue. Also, Filipino parents favor certain careers of their parents. Even the comedian Joseph

(2016) said that Filipino moms predetermine the carrier of their children. Next, friends and peers

play a significant part of a person’s personal development and may influence in the choice of

career. In the study conducted by Hezlina and Embong (2015), it was found out that there is a

strong impact on the influence of peers on the career choice or preference of teenagers. Hence, a

teenager sometimes enrolls in a course where his or her friends are also enrolled in. some teenagers

may really have the same interest as their peers, but some do just for sake of belongingness.

Apart from family and friends, the choice of course or career is also based on the socio-

economic factors or conditions. Among Filipinos, the family’s income or economic condition is

another factor in choosing a career. Some families who have average incomes find it difficult to

support college courses offered by private institutions or universities with high tuition fees.
Although state universities or public institutions offer programs with lower tuition fees, some

courses are not offered by these schools. Hence, some teenagers opt to pursue a college program

wherein parents can sustain their financial needs. Lastly, mass media is also a source of persuasion.

Children and adolescents start dreaming about what they want to become in the future due

to the encouragement of television shows, actors, radio advertisements and the likes. More on

such, television and movie personalities may even influence the person’s choice of a career. The

personalities that people see embarks a portion and behavior of a person. Once they feel that they

are could be great in being the personality they look upon, they would choose the same track or

path. In exploring one’s career option, he or she needs to assess his or herself primarily in skills

and interests. From there, he or she would be able to find the best program or course to take in

preparation of his or her career.

Meanwhile, the a study conducted by Malubay et al., the usual notion of taking Tourism

and related courses are the availability of the job therein after graduation, the assurance of a stable

income and the trend of how much the demand of man power needed by the market. Also, a study

made by Nolan (2011) states that Filipinos have a deep regard for education, which they view as

the main avenue for social and economic advances. It is also stated that the Philippines maintains

an exceptionally good education system, and that the government and various universities offer

numerous scholarship programs that provide students from low-income families with access to

higher education.

In the same study by Malubay et al., most of its respondents agreed that social factors also

affect their choice of career. Which is true that a Filipino student greatly rely on parental advises

as part of their career pathing. As mentioned earlier, friends, families and media are great
contributors which resulted a great number of responses by those who are already taking Tourism

Management.

Review of Related Studies

The decision to pursue a college degree is one of the most significant commitments a

student will make in his or her lifetime. It is predicated on the cultivation of high academic

aspirations, a process of influence that begins well before high school graduation. This critically-

important decision for students is influenced by numerous internal and external factors. The

decision to pursue a college education is a complex topic of study with multiple factors to consider.

A statistical examination of youth from low-income families indicates that a mere 60% are

graduating from high schools, only one in three will enroll in college, and one in seven can expect

ultimately to obtain a bachelor’s degree (Bedsworth, Colby, & Doctor, 2006). “Access to higher

education is increasingly difficult for lower-income families; yet a college degree is more

important than ever in today's global economy” (Zuekle, 2008).

The home setting is a particularly rich and ongoing source of information for college-

educated families. Numerous studies conclude that the influence of family greatly affects the future

educational aspiration of students (McDonough, 1997; Jun & Colyar, 2001; Plank & Jordan, 2001;

Gandara, 2002). Schneider & Stevenson (1999) report in their findings that parents not only

motivate students to achieve their educational aspirations, but they also assist them in “strategically

organizing and managing their lives around educational and occupational opportunities to reach

their ambitions”. Students from first-generation families - the network of grandparents, parents,

and siblings in which one of its members is in the process of becoming the first to pursue a college

education. Parents’ ability to mold initial thinking and aspirations for a college degree tends to be
most salient during the early predisposition phase (Hossler & Stage, 1992). This implies that

academic achievement goals are forming well before high school.

The relationship between academic achievement and socio-economic status has been the

focus of many studies. The fact that students from poverty generally perform less well

academically is a widely held belief among educators and is confirmed through generations of

research across the globe. In his comprehensive meta-analysis of a decade of research on the

relationship between socio-economic status and academic achievement, Sirin (2005) found that a

student’s family socio-economic status is correlated very strongly with academic achievement.

Sirin explains that poverty influences academic achievement in that low-income students

generally live in poor neighborhoods with poor schools and they lack the social capital needed for

school success. Within the educational setting, academic performance is influenced by the basic

needs of competency, relatedness, and autonomy (Deci et al., 1991). Social contexts that sustain

these basic needs enhance self-determined motivation; contexts that do not satisfy the basic needs

lead to decreased motivation and inferior academic performance. Teachers, peers, or family

members can support the basic needs. Thus, teacher or family involvement and acceptance of peers

bolster the basic need of relatedness, which, in turn, enhances academic motivation.

Positive feedback of a student’s performance supports competency, and, as a result,

increases academic motivation. In order to be motivated, students must value their education. Thus,

values are a fundamental element of academic motivation (Deci et al., 1991). The key to value

acquisition is freedom of choice. As the value of an activity becomes internalized, students are

more willing to engage in uninteresting assignments and requirements. Deci et al. found

internalization to be enhanced when students comprehended the personal significance of the

assignment, were given choices, and were shown acceptance for their views. Internalization and
values are often influenced by one’s culture, which encompasses the learned and valued ideals,

skills, and traditions from an individual’s background. The interpretations and practices within a

culture can support, hinder, or be unrelated to academic motivation and achievement.

Teachers also influence students' beliefs about college and stimulate interest in new fields

of study. They acknowledge individual students' potential and talents through their interactions

with students (Samarge, 2006). Teachers have the power to communicate expectations for college,

and students respond to teachers' beliefs about their potential. The degree to which secondary

teachers collectively feel efficacious may be regulated by school culture, and this may affect their

beliefs about whether or not they have the ability to enhance their students’ achievement and

encourage them to complete high school and pursue college (Bandura, 1993). Bandura (1993)

proclaimed that high collective teacher efficacy – evidence of a positive school culture – could

actually ride the effects of socioeconomic status upon student achievement.

Research has found that adolescents’ peer relationships are related to their educational

attainment outcomes, however, to a lesser degree than parents’ relationships (Steinberg, Brown,

Cider, Kaczmark, and Laaro, 1998). Further research has suggested that students who spend a great

deal of their time with peers form aspirations and values based on the manner in which peer groups

define success (MacLeod,1995). Peer influence is dependent upon variables of friendship

closeness, high school track placement, race, and gender composition of the relationship (Hallinan

& Williams, 1990). Intuition reinforces the finding that peers who are academically-oriented are

an asset to academic achievement in school and career aspirations (Garg, Melancson, & Levin,

1992). Young people are more vulnerable to the influence of close friends who share similar

experiences and backgrounds (Hallinan & Williams, 1990, p. 130). Very few friends admit to

talking about future plans or sharing school-related information with peers (Gandara, 2001).
 The choice of career of the students is being influenced by some factors from the social

environment, mainly the parents as immediate family who plays an active role in choosing the

right education for their children (Pafili & Mylonakis, 2011). As a sign of respect for the parents

and culture of the Filipinos, parents or the elderly are being consulted first by their children because

primarily they will be the one to provide the financial support to enter in college (Laguador, 2013).

In a study conducted by Savage et al. (2015), he said the most students are motivated to

pursue higher education because of the pedagogical interventions and styles of instructors.

Students who are intrinsically motivated may benefit from less perspective assignments which

offer more freedom to choose from “formative” assessment topics in which they have a greater

personal interest. Those who are extrinsically motivated, where the final “summative” grade is

important, may be less influenced by pedagogical styles. In a study about gender relativity

conducted by Teowkul et al. (2009), where he found that there are no differences in motivation

factors of students between males and females students however the findings show that they gain

higher self-respect once higher education is achieved. In a study about achievement as a measure

to pursuing college education by Liu and Zhu (2009), there is no significant relationship between

achievement and motivation of senior high school students. Also, there is a significant difference

between those who are studying sciences and engineering than arts and literature in comparison to

their motivation in pursuing college education.

Thus, the following are mostly considered by researchers as factors to complete a college

education: cultivation of high academic aspirations, parental influence, perceived intellectual

capacities and academic achievements, peer influence, and, socio-economic status. Usually the

results of the studies mostly conducted are related to extrinsic drives or influence rather than

intrinsic and personal drives

Significance of the Study

The study was conducted purposively of how the following will be able to relate in their

endeavors:

To the BS Tourism Students: this study would benefit them by creating a better understanding

on how others are motivated and could create a new perception of obtaining higher education

beyond a basic education degree.

To the Tourism Educators or Advisers: this study would benefit them by gauging themselves

towards their professional growth in terms of teaching styles and tools with respect to tourism

education.

To the future researchers: this study might raise new queries and scientific questions to be

addressed pertaining to the motivation and socioeconomic problems of tourism students.

RESEARCH METHODOLOGY

Research Design

This study is in a quantitative research design. It is both descriptive and correlational. It is

descriptive because it will be connecting aspects of situations that occurs within, and, document

the characteristics of the quantified data. Since the research also asked for the relationship between

motivational factors, and preferred teaching styles and tools of instructors. The research involved

quantitative methods since it emphasized the objective measurement of statistical analysis of data

collected through administered tests and surveys. The researcher used descriptive research strategy

which involved measuring set of variables as well as concerning individual description of

variables. They used a survey to obtain description of a group of individuals. The research also

used a statistical design to draw the existence of relationship by demonstrating a difference

between groups.

Research Environment

Schools that are included in the study will be Asian College (formerly known as ACSAT),

and STI. Each of these schools, adheres to the standards of ideal academic environment where they

contain limited but enough space for studying and activities. These schools offer senior high school

with courses that specialize in Tour Guiding, Travel Services and Tourism Promotions.

Research Participants

The participants were students in the senior high school level taking up Tour Guiding,

Travel Services and Tourism Promotions. There were sixty-five (65) total number of respondents.

Forty-eight (48) of them came from Asian College and seventeen (17) came from STI Dumaguete.

Research Instrument

The researchers created two sets of questionnaires. One of which is the questionnaire to

determine motivational factors—external and internal and the other is to measure the preferred

teaching styles and tools. Each set of questionnaires consists of 20 questions where the participants

will respond by encircling the number to where they believe the statements relate to them. It was

presented in a 5-point Likert scale. The questions were referred to the research adviser for validity

and reliability; and to the research instructor for technical review.

Data Collection Procedure

 The researchers asked permission to the senior high school principals and school heads of

the target schools in order to conduct their survey. They randomly asked students to answer their

survey questions with the following restrictions:

a. The respondents received an explanation of what the research is all about;

b. The respondents are fully aware of their right to refuse or discontinue in the process;

c. The data gathering procedure are guided thoroughly and is bound by research ethics;

d. The respondents are not compelled with any responsibility and is fully free to stay

anonymous;

e. The respondents are assured that their responses are only used for research purposes

only.

Statistical Treatment

The researchers employ percentage as a representation of the collated data. One of the most

frequent ways to represent statistics is by percentage. Percent simply means "per hundred" and the

symbol used to express percentage is %. One percent (or 1%) is one hundredth of the total or whole

and is therefore calculated by dividing the total or whole number by 100. The statistical treatment

will determine whether the researchers accept the null hypothesis, “awareness on Sexual Education

has no significant effect on teenage romantic relationships” or reject it. The interpretation of data

is calculated by:
 CHAPTER II

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter shows the tabular presentation of data and its corresponding values.

A. The Demographic Profile of Respondents

Ages 16-17 bears the largest percentage of the population having 43% followed by age

groups, 18-19, 14-15 and 20-21 which shows 41%, 2% and 3% respectively. The table above

shows that most of the respondents are in the age between 16 and 17. It presents that these students

are in the correct grade level. This development level is at adolescent stage.

Table 2 shows all the respondents are currently taking Technical Vocational and

Livelihood Track in the Senior High School program. It is also stated in the methodology that the

respondents were only those taking Tour Guiding, Travel Services and Travel Promotions.

The Year level is presented as the grade level in the senior high school. In table 3, there are

greater number of grade 12 who answered the survey. It shows that 65% are in the grade 12 and

35% are in the grade 11.

Though a greater percentage restrained, table 4 shows that there are greater number of

students who are taking Tour Guiding, Travel Services and Travel Promotions that are coming

from municipalities than in the cities. 18% are living in the cities and 23% are coming from near

and far municipalities.

 Table 5 shows 29% of the monthly family income belongs to P 4 999 and below, followed

by 23% has monthly family income of P 10 000- P 14 999, and 17% has monthly family income

of P 5 000- P 9 999. This presents greater number of students belongs to families with low or

having no income stability.

Table 6 indicates that parents of the respondents are mostly college graduates bearing a

32% of the population. As mentioned in the study of McDonough et al. (2002), home setting is a

particularly rich and ongoing source of information for college-educated families which means

whether a student is dictated, influenced or given the freedom to choose his or her own career to

pursue, there is a great deal of college educated parents to require their son or daughters to pursue

college education.

B. The Extent of Motivation of Respondents

The table above indicates the internal motivation of the respondents. The statements, “I

have the desire to travel around the Philippines”, “I have the desire to help my fellowmen to

unravel scenic and relaxing places of the country”, “The environment's biodiversity and majestic

influence to sight-seeing and economic growth uplifts my need to learn further”, “I look forward

to be part of Tourism Workforce”, “My attention is caught when hearing current issues and events

about Philippine Tourism”, “I have a strong desire to acquire a degree in Tourism”, and, “I am

driven about studying Philippine Tourism” highly motivates the respondents where it was ranked

1 up to 7 respectively. The statements, “I aspire to be a successful Tourism Manager”, “I believe

I am competent about Philippine Geography especially its Tourism spots”, and, “I feel competent

in discussing relevant topics in Philippine Tourism” fairly motivates the respondents and occupies

the rest of the ranks. Overall their internal motivators projects high impacts.
 Table 8 shows the motivation of the respondents from their surroundings such as family,

friends and the media. The statements, “I have seen some notable people who are successful in the

field of Tourism”, “I am inspired by a family member (siblings, parents, cousins etc.) to pursue

Tourism” prevailed to have high impacts where both is ranked first above all. The statements, “I

am convinced to take a degree in Tourism because it yields market-in-demand occupation”, “I see

advertisements related to Tourism which convinced my ways to take such discipline”, “I am

always involved in activities related to Tourism”, “My teachers inspired me to take Tourism”,

“Almost all of my friends convinced me to take a bachelor’s degree in Tourism”, “I am enticed to

take the discipline because of scholarships”, “I need to take the course because it is included in the

terms of my scholarship or a program I am part of”, and “I always receive first-hand information

about Philippine Tourism” ranked from 3 up to 10 respectively where it is interpreted as fair. The

overall impact of external motivation is just fair.

C. Teaching styles and Tools of Instructors

The table above shows the teaching styles of instructors or professors that are

preferred by the respondents. Brainstorming and cooperative learning,

Chalkboard/Powerpoint/manual discussion types, Mentorship and supervised learning, and

Group/Class action types are highly preferred which occupied 1 up to 4 respectively. Lecture-then-

test models, Simulation and Problem-solving techniques, Modular or self-study methods,

Computer-assisted, distant or individualized instructions, Project or case study types, and,

Demonstrative and Laboratory-exposed methods are fairly preferred thus occupies the rest of the

ranks. Overall teaching methods which employs strategies and techniques are fairly-preferred.
 Table 10 projects the tools preferred by the respondents. The data shows that the

respondents highly prefers tools accompanying their learning process. Role playing and simulation

rooms, Cinema or video presentations, Technology-based equipment such as projectors and loud

speakers, Demonstration areas, Laboratories and exhibits, Fieldtrips, and, Pencil-paper

examinations are highly preferred by the respondents. It occupied 1 up to 7 in the ranks. Computer

software, Library and reference learning centers, and, online examinations are fairly preferred as

they ranked the least in the data.

D. Relationship Between Motivation and Teaching styles and Tools

The table above shows the relationship between internal motivation and teaching

styles. It indicates a positive relationship which both variables move in tandem or in the

same direction. The higher the respondents’ internal motivation is, the higher teaching

styles are preferred.

Table 12. Relationship between internal motivation and tools

Table 12 shows the same relationship as the previous table having positive correlation. The

higher the respondents’ internal motivation is, the more tools are preferred. Intrinsic motivation is

facilitated on tasks that learners perceive as interesting and personally relevant and meaningful,

appropriate in complexity and difficulty to the learners’ abilities, and on which they believe they

can succeed (Corpuz and Lucas, 2014). Students are personally rewarded when they use learning

tools that are appropriate for their personal desire to take Tourism Management.

Table suggests a positive relationship between external motivation and teaching

styles. Where it shows that the higher the external motivation is, the higher is the need for teaching

style. Teachers and their manner of teaching influences motivation in students. According to
Corpuz and Lucas (2014), learning outcomes can be enhanced if educators assist learners in

developing, applying and assessing their strategic learning skills.

Among others, table 13 shows a negative relationship between external motivation and the

preferred learning tools. This means to say negative correlation is a relationship between two

variables in which one variable increases as the other decreases. When respondents are highly

motivated externally, the lower their preferences on learning tools or vice versa.
 CHAPTER III

DISCUSSION, RECOMMENDATIONS AND CONCLUSION

Discussion

The age of the respondents is very significant in the decision making. As most of them

belongs to the adolescent stage, there may be inconsistency in the decision-making. They are in

the crucial stage of development where they exhibit tremendous initiation, focus, and impulse

control. They can thoughtfully deliberate and make sophisticated decisions. According to

Malubay (2015), adolescents experience increased pressure in making decisions and commitments

that will affect the rest of their lives, and this includes choosing their career. In this perspective,

students who are under adolescence stage are experiencing pressure in terms of making decisions

that will affect the rest of their lives which includes choosing a career that they would want to

pursue.

With a greater number of students who belong to lower-class families might be the reason

behind they took a technical-vocational course that could pave their way towards easier entry to

jobs in the Philippine workforce as they see it could help their families. Great number of

respondents come from municipalities which could give us the impression that they really have

seen and been to beautiful and scenic places in the Philippines. It could be a source of motivation.

The desire to travel around the Philippines ranked first, with a weighted mean of 4.40,

which highly motivates the respondents. According to UK Essays (2017), they want to have

personal fulfilment, provide for self-exploration, excitement or social interaction. People in

tourism gets better knowledge of what they are studying if they experience it by themselves. Also,

the respondents have high motivation when internally driven to pursue Tourism Management.
 The respondents agreed that external factors also affect their choice of career. “I am

inspired by a family member (siblings, parents, cousins etc.) to pursue Tourism” gained the highest

weighted mean with 3.69 and ranked first among all the external factors. The family especially

parents indeed play a vital role in the decision-making process of a student, a parent’s point of

view is always into consideration. This is a similar finding to Finlayson (2009) who emphasized

that students tend to follow their parents’ advice on choosing a course to take. Also, respondents

are greatly influenced by their idols or models. "I have seen some notable people who are

successful in the field of Tourism" ranked side-by-side at top of the ranks. It gained a weighted

mean of 3.69. According to Mitchell (2014), teenagers, as most of the respondents, are influenced

by people who are successful. Young people are more likely to be inspired by positive role models

when they have growth mindsets – when they see themselves as active learners and achievers who

accomplish goals through hard work and perseverance. With this type of mindset, youth strive to

achieve their best selves. And they look toward role models to show them the way.

Brainstorming and cooperative learning, Chalkboard/Power point/manual discussion

types, Mentorship and supervised learning, and, Group/Class action types are highly preferred as

teaching style which occupied 1 up to 4 respectively. It tells us that most of the respondents highly

prefer group or class learning against activities which involves individual learning. According to

Corpuz and Lucas (2014), learning can be enhanced when the learner has an opportunity to interact

and to collaborate with others on instructional and personal tasks. Thus, in interactive and

collaborative instructional contexts, students have an opportunity for perspective taking and

reflective thinking that may lead to higher levels of cognitive, social and moral development as

well as self-esteem.
 Role-playing and simulation rooms rank first with a weighted mean of 3.86, this means

that students prefer activities on areas that are in situations that are similar to reality. They discover

and learn to do tasks for the first time by enacting or discovering them by themselves. According

to Glover (2014), role-play is a technique that allows students to explore realistic situations by

interacting with other people in a managed way in order to develop experience and trial different

strategies in a supported environment. Depending on the intention of the activity, participants

might be playing a role similar to their own (or their likely one in the future) or could play the

opposite part of the conversation or interaction. Both options provide the possibility of significant

learning, with the former allowing experience to be gained and the latter encouraging the student

to develop an understanding of the situation from the ‘opposite’ point of view.

The correlation between the internal motivation of students to pursue a bachelor’s degree

in Tourism Management and the use of specific teaching styles is positive. This means that when

internal motivation is high, the need for a specific teaching style is also high. Intrinsic motivation

refers to behaviour that is driven by internal rewards. In other words, the motivation to engage in

a behaviour arises from within the individual because it is naturally satisfying to them. Since they

find their satisfaction from what they want to be, there is also a need for enhancement that elevates

their personal motivation like teaching styles.

In the same manner, the relationship between internal motivation and learning tools are

positive. Intrinsic motivation is facilitated on tasks that learners perceive as interesting and

personally relevant and meaningful, appropriate in complexity and difficulty to the learners’

abilities, and on which they believe they can succeed (Corpuz and Lucas, 2014). Students are

personally rewarded when they use learning tools that are appropriate for their personal desire to

take Tourism Management.

 There is a positive relationship between external motivation and teaching styles. Where it

shows that the higher the external motivation is, the higher is the need for teaching style. Teachers

and their manner of teaching influences motivation in students. According to Corpuz and Lucas

(2014), learning outcomes can be enhanced if educators assist learners in developing, applying and

assessing their strategic learning skills.

Lastly, external motivation has negative relationship with the use of learning tools. This

means they have opposite direction of needs. The more externally motivated a student is to pursue

Tourism, the lesser his or her preference in learning tools. This goes to show that students

externally motivated do not depend much on learning tools to pursue the course.
 CHAPTER IV

Marketing Plan

PROMOTING BS TOURISM AMONG SENIOR HIGH STUDENTS

Introduction

The main goal of the study was to determine the extent of various identified motivation

factors which are linked to senior high school students’ inclination to enroll a BS Tourism course

in college. In the results of the study, it was prominent that students would prefer a BS Tourism

course since its job opportunities could allow them to work, at the same time travel. Or if not, the

perks of those job opportunities could afford them to travel to various tourist destinations. This

contemporary motivational factor is quite common among millennials. Therefore, this marketing

plan primarily banks on the perks of the job opportunities of BS Tourism course offers, particularly

the occasions of travelling and exploring various destinations.

Background of the plan

As has been previously noted, senior high school students are motivated to enroll BS

Tourism because of the perks of travelling. So, the perspective of this marketing plan utilizes the

position of a school or college administrator. Consequently, the following objectives are aimed to

be achieved.

Objectives

 To promote BS Tourism course among senior high school students

 To promote BS Tourism course as a gateway to various travel-related job opportunities

  To promote BS Tourism course as a gateway to financial stability to support family and

oneself

Target market

The major target is the public and private TVL Grade 12 senior high school students in

Dumaguete City. However, with the advantage of social networking platforms, the promotion may

reach outside Dumaguete City.

Marketing Strategies

The marketing plan is divided into phases to efficiently and effectively promote BS

Tourism to Grade 12 senior high school students.

Preparation Phase. The first phase of the plan is the preparation phase. During this phase,

specifics or details of the target schools will be identified. For instance, the team shall enlist the

final private and public schools in Dumaguete City, the number of TVL students per school, and

other necessary pieces of information. Furthermore, it is during this phase that tasks will be

delegated to the members of the team who shall be part of the promotion plans. All materials will

be prepared like presentations, digital materials, etc.

Communication Phase. The second phase of the plan is the communication phase. In this

phase, respective communications will be sent to respective school heads of private institutions.

For the public schools, communications will be given to the Department of Education. Afterwards,

if endorsement is given, respective communications will be sent to respective school principals. In

the communications, the team shall set schedule for the planned school visit and school campaign.
 Promotion Phase. With the schools’ permission, the team will conduct school campaigns

to promote BS Tourism. To make the course interesting and attractive, the following contents will

be included during school visits:

1. Introduction to BS Tourism

The team shall introduce the general information about the course itself: Why is it

important to increase workforce in tourism? How does tourism contribute to the

national and local economy?

2. Job Opportunities in Tourism

The presentation of the job opportunities has to be heavily anchored on the travel-

related perks of tourism job opportunities. The team will present a creative video

presentation to relay this message. Moreover, salary brackets will be also presented to

give them idea that job opportunities in tourism could also financially support

themselves and family.

3. Testimonials (Positive Background of Tourism)

The testimonials will be given by three resource persons:

a. Managers of Travel Agencies/ Tourism Related Companies

It would be very interesting to directly hear from managers of actual tourism

related companies. Through them, they can really relay the “feels” of how it is

to be in the tourism industry.

b. Tourism Graduate who has been travelling because of her/his job

To put emphasis on the results of the study, the team will invite a tourism

graduate to share his/her experience of travelling while working. This shall

surely encourage students to pursue tourism course.

 c. Tourism Graduate who was able to cope with financial constraints

To put affective touch of the campaign, the team will invite a tourism graduate

who will share about his/her experience as to how his/her tourism related job

help him/her cope with financial difficulties and successfully overcome other

constraints in life.

4. Presentation of available scholarships

To encourage further the senior high school students, opportunities of free education

will be presented. Eligibilities and requirements will be presented also.

5. Evaluation of willingness to pursue tourism as a course

An evaluation of the school campaign will be administered. Evaluation sheets will be

distributed to the students and will be collected afterwards.

Promotional Expenses

Materials/Resources P 8,000.00
Program Sheets, Evaluation Sheets, Props/Decors
Communication Letters, Snacks

Resource Persons P 6,000.00

Tokens for Resource Persons

Transportation
Delivery of communications and follow ups, P 3,000.00
Transportation on school campaign

Grand Total: P 17,000.00

Activity Reports
 To make use of social networking platforms and to take advantage of its mileage, the school

campaigns will be announced online. Also, there will be a live coverage to be connected to

Facebook and Instagram to spread the message to other senior high school students.

A hard copy of the report will be made to document the activity and the results of the

evaluation will be analyzed to determine points to improve future school campaigns.

Conclusion

Therefore, the researchers deem school campaigns as integral to the promotion of the

course BS Tourism. In effect, careful planning must be undertaken to effectively and efficiently

present the course as an interesting and great way towards good job opportunities. In this plan, it

is aimed that students would be persuaded by means of moving testimonials from experts and

successful professionals in the field.