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Chapter I

The Problem and its Setting

Introduction

Perception may vary from person to person, revealing the different levels

of experience and learning’s that people had acquired through their education and

learning’s.

Education is an ever evolving field, developing our curricula should be

under taken to suit the needs of the students, the teachers and even the education

system itself.

Many changes have occurred in our Education System during the past

decades includes the increase use of new learning inputs, strategies and even

modernized technologies for more quality and inter active learning.

Learning is an on- going process that occurs in diverse contexts throughout

an individual’s life (Falk and Dierking 2000).

Learning is a well-documented motivation for all tourism students

(Crompton 1979; Mannel and Iso-Ahola 1987) and the desire to learn affects

where people will go and what they do while they are studying in school.
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There are two types of learning, The Input Learning and Output Learning.

Input Learning is a process of learning things from resources, teachers, and

educators and from other people around you and keeping them in our brain while

Output Learning is a process of using things that we learned or memorized.

Educational Inputs are the means used in an Education System to achieve

education objectives such as: the numbers of teachers, school facilities, teaching

materials, supplies and the cost and level of financial resources used for

education purposes.

At a whole school level, the same theory and improvement tools are used

to support structured collaborative and continual improvement involving all

students and teachers.

A key feature of effective teaching is the selection of Instructional materials

that meet the needs of the students and fit the constraints of the teaching and the

learning environment.
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Background of the Study

Input Learning is the process of learning things from teachers, resources

and other people by keeping them in our brain or memory. There are some

students who only focus on input learning without any effort on output learning

meanwhile, Output Learning is the process of using things we learned or

memorized.

However, as the technology passed by the ways on how to learn changed

specially for the students. Computers, Laptops, Mobile Phones and other gadgets

instead of books are often used nowadays. Input learning materials in teaching

are crucial to the success of student’s achievement. Input learning can support

and increase students learning or skills. Ideally, the teaching materials will be the

help or support the content in which they are being used.

The purpose of Learning Input is to assist the teacher with the

presentations and transmissions of educational content to the students.

Therefore, learners are oriented towards instruction and learning. According to

Windeatt, “Inputs have hidden curriculum that includes attitudes towards

knowledge and attitudes towards teaching and learning”. In addition to that, inputs

have a basic method and content including which provides the information’s to

the learners.
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Learning Inputs should be authentic also by which the acquirement will be

better and faster and the learners feel successful over their achievements. This

input is designed or created for the learners to guide them in their lectures or

school works. Hence, learning inputs has also advantage and disadvantages to

the students nowadays.

Some advantage of Learning Inputs these days is that they do make

research easily, just a click away and everything is done. The learners do not

need to go to the library and search for some books that is suitable for them.

Meanwhile the disadvantage is that the learners are now depending on the

internet whether it is legitimate or not as long as they are done, it doesn’t matter

anymore.
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Conceptual Framework
INPUT
The answers given by all
the participants to the
Survey Forms being handed
out by the researchers.
PROCESS
The researchers will
conduct a survey within the
Grade 11 Tourism Students
of the HSU Department only.

OUTPUT
Result or Effect The researchers will
As respondents handed out definitely have a clear
their answers the researchers interpretations and
can now know what is the evaluations of the results
majority of the perception of based on the answered
the respondents regarding the survey form conducted by
quality of the learning inputs the G11 Tourism Students
at HSU. of HSU.

Figure #1:
Perceptions of Grade 11 Tourism
Students about the quality learning inputs
for Tourism of Higher School ng UMAK

This figures show how did the researchers came up with the results from

their respondents.

Survey forms are being given to each respondents where they can

provide their answers. The researchers will have a concrete answer from each

respondents perception whether the majority of the respondents believe that

they are being provided with a quality learning inputs from their school or not.
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Theoretical Framework

Krashen's Theory of Second Language Acquisition

This is a brief description of Krashen's widely known and well accepted

theory of second language acquisition, which has had a large impact in all areas

of second language research and teaching since the 1980s.

The Input hypothesis is Krashen's attempt to explain how the learner

acquires a second language – how second language acquisition takes place. The

Input hypothesis is only concerned with 'acquisition', not 'learning'. According to

this hypothesis, the learner improves and progresses along the 'natural order'

when he/she receives second language 'input' that is one step beyond his/her

current stage of linguistic competence. For example, if a learner is at a stage 'i',

then acquisition takes place when he/she is exposed to 'Comprehensible Input'

that belongs to level 'i + 1'. Since not all of the learners can be at the same level

of linguistic competence at the same time, Krashen suggests that natural

communicative input is the key to designing a syllabus, ensuring in this way that

each learner will receive some 'i + 1' input that is appropriate for his/her current

stage of linguistic competence.

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Statement of the Problem

This study aims to interpret the different perceptions of the Grade-11

Tourism Students of Higher School ng UMak about the quality Learning Inputs for

Tourism in Higher School ng UMak.

Specifically, it seeks to answer the following questions:

1. What is the profile of the respondents in terms of the following:;

a. Age;

b. Gender;

c. Grades;

2. What are your thoughts/perceptions about the quality of learning inputs from

tourism students in Higher School ng UMak at University ng Makati?

3. Do you think the teachers/ professors of Tourism in Higher School ng UMak

are qualified in their field of teaching? Yes, or No? Why?

4. Do you think that the leaning inputs/-materials provided by the UMAK are

enough to cope-up with the tourism curriculum? Yes, or No? How?

5. What are your suggestions or recommendations to know the perceptions of the

G11 Tourism Students about the quality learning inputs for Tourism?
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Significance of the Study

The finding of this study is to benefit the following:

The students, to learn more about the perception of the quality learning

inputs for tourism. This will help students to identify what they feel about the

quality of what they've learn from the tourism track.

The teachers, will also benefit with this study where they can improve and

gather new teaching techniques for their students.

The future researchers, this study will also be beneficial to gain more

ideas and information’s about the quality learning inputs for Tourism.
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DEFINITION OF TERMS

Input - are resources such as people, raw materials, energy, information, or

finance that are put into a system to obtain a desired output. Inputs are

classified under costs in accounting.

Learning - is the process of acquiring new, or modifying

existing, knowledge, behaviors, skills, values, or preferences.

Perception- the ability to see, hear, or become aware of something through the

senses it is also the state of being or process of becoming aware of something

through the senses.

Quality - the standard of something as measured against other things of a

similar kind; the degree of excellence of something.

Tourism - Is an activity of a person travelling to and staying in a place outside

their usual environment for not less than 24hours but not more than 1 consecutive

year for business, leisure and other purposes.

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Scope and Delimitation of the Study

The scope of this research is centered only with the respondents of Higher

School ng UMak under the Tourism Track only. College Students and Academic

strand students are not included in this research.

The researchers will only focus on the responses of their chosen

participants.

The respondents who answer this survey are the Grade 11 Tourism

Students only.

The respondents of this study are located at Higher School ng UMak at

Makati City.

The method that the researchers will use in their gathering of information

is by interviewing the respondents and giving them survey forms and

questionnaires.

Hypothesis

There is different significance between textbooks, hand-out and printed

material compared with laptops or iPod.

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Chapter II

Review of Related Literature

This chapter provides related literatures, studies and theories about the

study as well as the quality learning inputs inside the classrooms that will be useful

for understanding of this study.

According to Good, Bar Scates “The competent physician must keep

abreast of the latest discoveries in the field of medicine. Obviously the careful

student of education, the research worker and investigator should become familiar

with location and use of services of educational information”.

This review was prompted by Entwistle’s (1991Entwistle, NJ and

Entwistle, A. (1991). Contrasting forms of understanding for degree

examinations: the student experience and its implications. Finding that the

student’s perception of the learning environment determines how s/he learns

and not necessarily the educational context in itself. Reality as experienced by

the often forgotten student, is an intervening variable, which cannot be

neglected if full understanding of student learning is the purpose of our

educational research and practices.

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However, student learning is related to evaluation practices. This

provides the rationale for the primary focus of the present inquiry into student’s

perceptions about evaluation practices and assessment methods in our current

learning environments.

This paper aims, therefore, to present a comprehensive review of

students’ perceptions about assessment, which will make a significant

contribution to our current understanding in the field. Actively involved in

evaluation practices, we would argue that assessment has an important

influence on students’ learning.

We also propose that the nature of student learning in turn is very closely

related to the student’s approach to learning. The way in which a student thinks

about learning and studying, determines the way in which he tackles

assignments and evaluation tasks. Conversely, the learner’s experience of

evaluation and assessment determines the way in which the student

approaches (future) learning.

Assessment is thus logically, but also empirically, one of the defining

features of students’ approaches to learning. When students are asked about

their perceptions of learning, three main approaches to learning are identified.

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This intention is often associated with routine and unreflective memorization and

procedural problem solving, with restricted conceptual understanding being an

inevitable outcome. Improving the quality of student learning: the influence of

learning context and student approaches to learning on learning outcomes.

Deep approaches to learning, in contrast, lead from an intention to

understand, to active conceptual analysis and, if carried out thoroughly,

generally result in a deep level of understanding. This approach is related to

high quality learning outcomes.

Improving the quality of student learning: the influence of learning context

and student approaches to learning on learning outcomes.

Finally, because of the pervasive evidence of the influence of assessment

on learning and studying the strategic or achieving approach to learning was

introduced as an additional category. Here the student’s intention was to

achieve the highest possible grades by using well‐organized and conscientious

study methods and effective time‐management.

Books and Tablets

A book is a set of written, printed, illustrated or blank sheets made of ink,

paper, parchment or other materials, usually fastened together to hinge at one

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side (Wikipedia,2013). A single sheet within a book is called a leaf and each side

of a leaf is called a page.

A Tablet computer, or commonly shortened to tablet, is a mobile device

typically with a mobile operating system and LCD touch screen display processing

circuit and a rechargeable battery in a single thin flat package. Tablets being

computers do what other personal computers do. Modern tablets largely

resembles modern smart phones, the only difference between them are that

tablets are larger than smart phones. (Wikipedia, 2013).

Related Studies

Learning Inputs and Instructional Materials

Every student and even teachers needs supplies and resources in order to

have a successful classroom interaction for learning purposes.

Learning Input is a process of learning from resources, teachers or other

people and keeping them inside our brain. (Wikipedia)

Instructional Materials are the tools used in educational lessons, which

includes active learning and assessment. (Study.Com/Academy). There are many

types of instructional materials and it includes traditional resources where

textbooks and workbooks are the first in-line learning inputs seen in every

classroom of our school.

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CHAPTER III

RESEARCH METHODS AND PROCEDURES

Research Design

This study is a qualitative research which will utilize a phenomenological

study. A descriptive method is one in which information is collected without

changing the environment (i.e., nothing is manipulated). It is used to obtain

information concerning the current status of the phenomena to describe "what

exists" with respect to variables or conditions in a situation. The methods involved

range from the survey which describes the status quo, the correlation study which

investigates the relationship between variables, to developmental studies which

seek to determine changes over time. (Nageswara Rao Posinasetti)

The researchers will use the descriptive method because the problem will

find out the perceptions of the G11 Tourism Students of Higher School ng UMak

about the quality Learning Inputs for Tourism in Higher School ng UMak. This

type of study will help the researchers to have a deep understanding of what are

the suggestions, options and recommendations of the respondents and on how

they deal with this as part of their learning experience.

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Research Locale

Research locale is a term that refers to a specified area and/or subject that

is being studied in a research project. This discusses the place or setting of the

study. It describes in brief the place where the study is conducted.

The researcher will conduct activity at the University of Makati, Randomly selected

Grade 11 Tourism Students of Higher School ng Umak Division, in this Academic

School Year 2018-2019.

Respondents

The researchers will randomly select some of the Grade 11 Tourism

Students of the Higher School ng Umak, under the Academic School Year 2018-

2019. The researchers will only focus on the Grade 11 Tourism Students.

Research Instrument

The researchers will conduct an interview schedule as one of the data

collection instrument for this study. The interview questions will aim to obtain

relevant information concerning teaching and learning inputs for tourism students.

Questions, relating to methodology and learning inputs, will perceive problems

about learning as well as possible strategies that could be adopted to enhance

higher education. The researchers will prepare survey questionnaires in gathering

data.
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Population and Sample

The chosen respondents of this study are the Grade-11 Tourism Students

of University of Makati under the Higher School ng Umak Department. The

researchers will take random students of Grade-11 Tourism who will participate

in this study.

Data Gathering Procedure

In gathering the data, the researchers formulate first their questions for

their respondents and after formulating the questions the researchers will present

their questionnaires to their teacher for corrections, revisions, and also to validate

their questions. Some of the suggestions from their teacher will also help them to

improve the researcher’s questionnaires. The researchers will randomly select

Grade- 11 Tourism Students from Higher School ng UMak Division as the

respondents of the survey. Then, the researchers will distribute the survey

questionnaires to the respondents which will focus on understanding and

identifying the perceptions of each respondents in terms of the quality of learning

inputs being provided and given to them. Lastly the researchers will record, will

tabulate, analyze the results of the survey, as well as formulated the conclusion

when the analysis is completed.

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Validity and Reliability of the Data Gathering Procedure

Validity is the extent to which the interpretations of the results of a test are

warranted and valid claims are solid claims. Validity is an indication of how sound

your research is. More specifically, validity applies to both the design and the

methods of your research. Validity in data collection means that your findings truly

represent the phenomenon you are claiming to measure.

In the validation process of this study, copies of the survey questionnaires

were given to the selected students of Grade-11 Tourism as respondents.

Statistical Treatment of Data

This study will use the sample frequency and percentage method in

gathering the data.

Percentage. The percentage will be used to establish the profile of the

respondents. This was a useful indicator for determining which variables are most

or least favoured by the respondents of a research study. (Garcia, et al. 2007)

The formula is:

𝐟
𝐏= 𝐗 𝟏𝟎𝟎%
𝐍
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Where:

P = Percentage

f = Frequency

N = Total number of respondents (which is 30)

100 = constant

Weighted Mean (WM). The mean is a measure of central tendency. This

reveals as to where the majority of the respondents answer to a question cluster.

This will also be used to describe the composite rating of the respondents per

item.

The formula is:

∑ 𝐟𝐰
𝐖𝐌 =
𝐍
Where:

WM = symbol for weighted mean

∑ 𝐟𝐰 = sum of the products of the frequency in weight; and

N = total number of respondents

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Sources of Data

Primary resources contain first-hand information of a topic from people who

had a direct connection with it. The primary source of this study is the selected

Grade-11 Tourism Students of the Higher School ng UMak Department who

participated as the respondents of this study. Our research conducted interviews

and provided survey questionnaires for the respondents.

A secondary resource describes, summarizes, or discusses information or

details originally presented in another source. This type of source is written for a

broad audience and will include definitions of specific terms, history relating to the

topic, significant theories and principles, and summaries of major studies/events

as related to the topic. The secondary resource of this study is the Internet where

the researchers conducted thorough search for the articles and sample studies

that were already being published in the Net.

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BIBLIOGRAPHY

Perception Retrieved from

https://www.google.com/search?source=perception

Tourism Retrieved from

https://www.google.com/search?source=tourism

Quality Retrieved from

https://www.google.com/search?source=quality

Learning Retrieved from

https://www.google.com/search?source=learning

Learning Retrieved from

https://www.researchgate.net/figure/The-contextual-model-of-learning-Falk-

Dierking-2000

Learning Retrieved from

https://www.researchgate.net/publication/Learning_during_tourism_the_experience

_of_learning_from_the_tourist's_perspective_Crompton 1979; Mannel and Iso-

Ahola 1987)

Input Retrieved from

https://www.google.com/search?source=input

Input vs. Output Learning Retrieved from

https://englishpump.com/learning/-input-vs-output-learning

Stephen Krashen's Theory of Second Language Acquisition retrieved from

https://sk.com.br/sk-krash.html
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JULYANA SAMANTHA FRANCISCO

___________________________________________________________

Phone: 09158428325
Email: julyanafrancisco@yahoo.com
Address: 223 Bohol St. corner Negros St., Pitogo, Makati City
Birthday: May 24, 2002
___________________________________________________________

CAREER OBJECTIVE
Seeking a challenging career with a progressive organization that provides an
opportunity to capitalize my technical skills and abilities in the field of Tourism and
Front Desk Office Services.
___________________________________________________________
TECHNICAL SKILLS
 Microsoft Office (MS Word, Excel, PowerPoint, Internet, etc.)
 Front Desk Office Services
 Travel and Tourism

PERSONAL SKILLS
 Excellent in written and verbal communication skills.
 Highly organized and efficient.
 Ability to work independently or as a part of a team/group.
 Proven leadrship skills and ability to motivate.

EDUCATION
 University of Makati
Higher School ng UMak – Senior High School
J.P. Rizal ext., Makti City
 Manggahan High School
Junior High School (2018)
Magsaysay St., Manggahan, Pasig City
 Sto. Nino Elementary School
Elementary (2014)
Karangalan Vill., de la Paz, Pasig City
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GENIELYN O. MONILLA

Phone: 09283438056
Email: genielyn.monilla@gmail.com
Address: Blk 3 Lot 6 Hundred Island St. Pitogo, Makati City
Birthday: August 30, 2001

Technical Skills:

Front Desk Office Services

Tourism Promotion Services

Personal Skills:

Has the ability to work and manage into a group or as individual

Fluent in communicating skills and written

Educational Attainment:

 University of Makati
Higher School ng UMak – Senior High School
J.P. Rizal ext., Makti City
 Pitogo High School
Junior High School (2018)
Negros St. Pitogo, Makati City
 Pitogo Elementary School
Elementary (2014)
Cebu St. cor Negros St. Pitogo, Makati City
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ANNMAR P. MORALES

Phone: 09663208166
Email: annmrls07@gmail.com
Address: Blk 251 Lot 79 Gladiols St. Rizal, Makati City
Birthday: September 7, 2001

Technical Skills:

Front Desk Office Services

Tourism Promotion Services

Personal Skills:

Has the ability to stay calm in different situation

Can manage behavior inside the working area

Educational Attainment:

 University of Makati
Higher School ng UMak – Senior High School
J.P. Rizal ext., Makti City
 Benigno Ninoy Aquino High School
Junior High School (2018)
Aguho St. Comembo, Makati City
 Rizal Elementary School
Elementary (2014)
Milkweed St. Rizal, Makati City
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ALLIE ROSE TABIOS

Phone: 09486316843
Email: allierosetorres@yahoo.com
Address:7142 Lanzones St. Comembo, Makati City
Birthday: March 16, 2002

Technical Skills:

Front Desk Office Services

Tourism Promotion Services

Personal Skills:

Ability to work under pressure

Educational Attainment:

 University of Makati
Higher School ng UMak – Senior High School
J.P. Rizal ext., Makti City
 Benigno Ninoy Aquino High School
Junior High School (2018)
Aguho St. Comembo, Makati City
 Comembo Elementary School
Elementary (2014)
Lanzones St. Comembo, Makati City
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CRISHA JOYCE M. BALANGUE

Phone: 09955588321
Email:crishabalangue123@gmail.com
Address: #48 Teachers Compound, West Rembo, Makati City
Birthday: August 18, 2001

Technical Skills:

Front Desk Office Services

Tourism Promotion Services

Personal Skills:

Fluent in communicating skills and written

Has the ability to work hard and on time

Educational Attainment:

 University of Makati
Higher School ng UMak – Senior High School
 Fort Bonifacio High School
Junior High School (2018)
J.P. Rizal Ext. West Rembo, Makati City
 Guadalupe Catholic School
Elementary (2014)
Guadalupe Viejo, Makati City