students' evaluation of the bs hotel and restaurant management

STUDENTS’ EVALUATION OF THE BS HOTEL AND RESTAURANT MANAGEMENT PROGRAM: BASIS FOR FUTURE CURRICULUM REVISION Vanessa B. Zabala, Cheryl C. Encabo, Avril Joy R. Ramayan Judith A. Magnetico Faculty of College of Education Mindanao State University-Iligan Institute of Technology [email protected] Jacob L. Garay, Janelle Marie Y. Tongao, Jerjean S. Verano Technology and Livelihood Education Mindanao State University-Iligan Institute of Technology [email protected] ABSTRACT This study aimed to determine the status of the BS HRM curriculum as evaluated by the 4th year BS HRM students. There were seventy (70) purposively selected respondents. A descriptive evaluative research design was used in the study. With the essential information needed to answer this study, the researchers employed questionnaires as the instruments in the data gathering procedure. The questionnaires consist of thirty-one (31) statements that evaluated the curriculum of the BS HRM. The researchers used frequency and weighted mean to analyze and accurately interpret the data gathered. The results of this study revealed that the respondents agreed on the positive aspects of the program content of BS HRM. There are also areas of the curriculum that needed to be revised, removed and added to the program. With the results of the study conducted, it is recommended that the Administrator of this program must give more attention on the curriculum in order for the students to be able to acquire the necessary learning for the course, as well as to lessen the subjects that are important. Furthermore, it is recommended for the future researchers to use this study in assessing the employment rate of students who graduated from the BS HRM program and to verify if the objectives stated from the program have been attained. Field of Research:

Workplace, emotional dissonance, career intentions, hospitality students.

-------------------------------------------------------------------------------------------------------------------------------------1. Introduction Changing of curriculum for the past years is very usual and common in the academe. From the first curriculum of education which is NELC (New Elementary Curriculum) and NESC (New Secondary Education Curriculum) up to this time the K-12 Basic Education Curriculum. There are several major reasons for assessing the curriculum. These are: to identify aspects of a curriculum that are working and those that need to be changed; to assess the effectiveness of changes that have already been made; to demonstrate the effectiveness of the current programme, to meet regular programme review requirements; and to satisfy professional accreditation. Thus, with a need to put major considerations to these aforementioned primary reasons, schools, colleges and universities change their curriculum. The gathered information as part of a curriculum assessment can be used to inform curriculum changes in several areas, which includes course design, course delivery, and assessment, learning environment, facilities and instructional materials. The Bachelor of Science in Hotel and Restaurant Management (BSHRM) program is geared towards equipping students with the necessary knowledge, skills and character development to provide Proceeding of the Global Summit on Education GSE 2014 (E- ISBN 978-967-11768-5-6) 4-5 March 2014, Kuala Lumpur, MALAYSIA. Organized by WorldConferences.net

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quality service in the hospitality industry. The program contains subjects that will address the needs of different sectors in the hospitality industry, such as culinary, front office, tourism, resort and hotel operations. Its primary concentration is on the development of practical and managerial skills which are achieved through the combination of theoretical classes, practicum exercises and experiential learning. Graduates of this course will possess business management and accounting skills for daily sales inventory, recipe costing/cost control. The program also helps students to develop effective communication and interpersonal skills which are essential in establishing positive relations among employers, employee and customers. This study was conducted to assess the curriculum of the BS Hotel and Restaurant Management through students’ perception. Students are vital source of information since they are directly involved and have the first hand experiences in the implementation of the present curriculum. Furthermore, researchers wanted to assess the present HRM Curriculum since it has not been assessed for the last four years of its implementation. The researchers aimed to give insights and contribution to the HRM program serving results of this study as basis for the revision 2. Curriculum Development In everyday of our life, we have to cope with many things like the knowledge system which is very necessary for our understanding and control of various events in this world. Because this planet Earth that we are living nothing is permanent, except the word “change”. Changing something would mean a lot. To change means to make different, to alter, to transform (Geddess & Grosset, Webster’s Universal English Dictionary, 2007) or more than that. According to Purita P. Bilbao, Ed.D., (2008) the concept of curriculum is a dynamic as the changes that occur in society. In its narrow sense, curriculum is viewed merely as a listing of subjects to be taught in school. In a boarder sense, it refers to the total learning experiences of individuals not only in schools but in society as well. A curriculum according to Howell and Evans and Sands, et al (1995) is a structured set of learning outcomes or tasks that educators usually call goals and objectives. Students are expected to learn the information specified in the curriculum so that they will have the skills needed to prepare students to succeed in society. Curriculum is the “what” of teaching. Developing the curriculum is a process; it is not a quick way of developing especially if you want the curriculum to be effective. The development of an effective curriculum guide is a multi-step, ongoing and cyclical process. The process progresses from evaluating the existing program, to designing an improved program, to implementing a new program and back to evaluating the revised program. 3. Curriculum as Viewed by Different Individuals In the traditional point of view of curriculum, Robert M. Hutchins (2008) views curriculum as “permanent studies” where the rules of grammar, reading, rhetoric, and logic and mathematics for basic education are emphasized. On the other hand, the essentialist, Arthur Bestor believes that the mission of the school should be intellectual training, hence curriculum should focus. On the fundamental intellectual disciplines of grammar, literature and writing, Joseph Schwab, a leading curriculum theorist coined the term discipline as a ruling doctrine for curriculum development. Curriculum should consist only of knowledge which approach discipline which is the sole source. On the other hand, progressivist views the curriculum as an actualization of learners of the written materials such as: listing of school subjects, syllabi, course of study, and list of courses or specific discipline do not make a curriculum. These can only be called curriculum if the written materials are Proceeding of the Global Summit on Education GSE 2014 (E- ISBN 978-967-11768-5-6) 4-5 March 2014, Kuala Lumpur, MALAYSIA. Organized by WorldConferences.net

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actualized by the learner. Broadly speaking, curriculum is defined as the total learning experiences of the individual. This definition is anchored on John Dewey’s definition of experience and education. He believed that reflective thinking is a means that unifies curricular elements. Thought is not derived from action but tested by application. While the other progressivists, Caswell and Campbell viewed curriculum as “all experiences children have under the guidance of teachers.” This definition is shared by Smith, Stanley and Shores (1957) when they defined “curriculum as a sequence of potential experiences set up in the schools for the purpose of disciplining children and youth in group ways of thinking and acting.” Marsh and Willis on the other hand viewed curriculum as all the “experiences in the classroom which are planned and enacted by the teacher, and also learned by the students.” From the various information presented, you can clearly tell that curriculum is a dynamic process. Development connotes changes which are systematic. A change for better means any alteration, modification or improvement of existing condition. To produce positive changes, development should be purposeful, planned and progressive. This is how curriculum evolves. 4. Characteristics of a Good Curriculum A good curriculum must possess specific characteristics in the pursuit of the aims of education, the schools are to pursue. A good curriculum includes the following: 

The curriculum is continuously evolving. For the curriculum to be effective, it must be continuous monitoring and evaluation. The curriculum must adapt its educational activities and services to meet the needs of a modern and dynamic community.



The curriculum is based on the needs of the people. A good curriculum reflects the needs of the individual and the society as a whole. The curriculum is in proper shape in order to meet the challenges of times and make education are responsive to the clientele it serves.



The curriculum is democratically conceived. A good curriculum is developed through the efforts of group of individuals from different sectors in the society who are knowledgeable about the interest, needs and resources of the learner and the society as a whole. The curriculum is a product of many minds and energies.



The curriculum is the result of a long term effort. A curriculum is a product of long and tedious process. It takes a long period of time in the planning, management, evaluation and development of a good curriculum.



The curriculum is complex of details. A good curriculum provides the proper instructional equipment and meeting places that are often most conducive to learning, it includes the students- teacher relationship, guidance and counseling program, health services, school and community projects, library and laboratories, and other school-related work experiences.

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The curriculum provides for the logical sequence of subject matter. It is an accepted fact that learning is developmental. Thus, classes and activities should be planned so as to achieve an orderly development of subject matter and step-by-step progress of the learner. There is a smooth transition and continuing achievement of learners from one subject matter, classroom, grade, or school to another. A good curriculum provides continuity of experience. 

The curriculum complements and cooperates with other programs of the community. The curriculum is responsive ti the needs of the community. The school offers its assistance in the improvement and realization on ongoing programs of the community. There is cooperative effort between the school and the community towards greater productivity.



The curriculum has educational quality. The curriculum helps the learner to become the best that he can possibly be. The curriculum support system secured to augment existing sources for its efficient and effective implementation.



The curriculum has administrative flexibility. A good curriculum must be ready to incorporate changes whenever necessary. The curriculum is open to revision and development to meet the demands of globalization and the digital age.

5. Curriculum Assessment Assessment is a process for obtaining information in curriculum operation in order to make decisions about student learning, curriculum and programs, and on education policy matters. Assessment is important for several reasons: 

Assessment results provide qualitative information that helps the faculty determine how they might improve courses and/or programs through changes in curriculum, teaching methodologies, course materials, or other areas.



Assessment may provide comparative data that can give you valuable information on how well the students are meeting the learning outcomes for the course program.



Most important, assessing the curriculum is a tool that leads to a continuous cycle of improved student learning.

In assessing the curriculum, the learners, the teachers, the school administrators, the parents, the community and other stake holders are involved during the process of assessing the curriculum. 6. BS HRM Curriculum As a general objective, the BS HRM Curriculum offer and implement a degree program to upgrade the capabilities of employees in Hotels and Restaurants. Other specific objectives are: 

To provide highly competent and academically prepared managers and supervisors in hotels and restaurants;



To turn out future entrepreneurs in the hotel and restaurant business who may not only promote our country as a tourist destination but also provide employment to the unemployed and underemployed;


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

To work with global applications on the hotel and restaurant business.



To provide career opportunities in the field of Hotel and Restaurant and other related work.



To provide highly competent H/R workers in the cooking and preparation of food, catering services, and managing the hotel and restaurant business.



To provide students with extensive training and prepare them to be more responsive to the needs of the hotel and restaurant industry; and



To create a sense of participation and contribution in the development of tourism in the country.

7. Theoretical Framework Feedback CONTEXT

Tools Books Needs Problems Opportunities

INPUT Admission Requirements  

Academic Nonacademic

PROCESS

-Program Description -Program Content -Program Objectives -Resources -Instruction/ Evaluation

PRODUCT -Competitive Managers and Supervisors -World-class entrepreneurs -Outstanding personnel

Figure 1: Schematic Diagram of the Theoretical Framework 8. Methodology 6.1 Sample and data collection method This study made use of the purposive sampling design. Respondents were chosen purposively to answer the researchers modified questionnaires. Respondents are considered knowledgeable on the purpose of objective of the study since the respondents are the 4th year BS HRM students who have much experience on the assessed curriculum. In the undertaking of this study, a systematic process was followed by the researchers: first, following the ethics in research, the researchers created a letter submitted to the faculty who handling HRM 63- Events Management and HRM 62- Tourism Planning and Development and to the respondents who are the 4th year BS HRM students. The researchers personally approached the teacher-in-charge and handed her a letter asking for permission to conduct the study to the two classes. The researchers formulated a questionnaire, printed it and reproduced a number of copies. Since the teacher-in-charge had given them her approval, the researchers then handed the questionnaires to the respondents. The questions are read and explain to the respondents to properly understand the thought of every question. The data gathered were tabulated in preparation for further analysis Proceeding of the Global Summit on Education GSE 2014 (E- ISBN 978-967-11768-5-6) 4-5 March 2014, Kuala Lumpur, MALAYSIA. Organized by WorldConferences.net

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6.2 Instrumentation The researchers modified questionnaire which was based from Government of Newfoundland and Labrador in Department of Education entitled “Curriculum Evaluation Questionnaire”. The questionnaires were presented to the faculty members of the Department of Professional Education and Department of Home Technology Education and who are handling Curriculum Development subjects and HRM Subjects for dry-run and validation. Validated questionnaires were given to the respondents for data gathering. After the data had been gathered, they were tabulated, analyzed and interpreted.Frequency and Ranking is counting the number of responses for each item. The item with the highest frequency ranks first and so on. In case of items having the same frequency, add the places of each item and divide by the number of places, the quotient would be the rank. Example: 1 2 3 4

Frequency 40 36 36 36

Rank 1 3 3 3

Add 2 + 3 + 4 = 9 ÷ 3 = 3 2. Weighted Mean was computed to determine the average of the weighted frequencies. Formula: X= ∑ⱲiXi n Where: X ΣⱲiXi n

= Weighted Mean = Summation of Weighted Frequencies = Number of respondents

Scale in the Interpretation of Weighted Mean 3.25 – 4.00 Strongly Agree 2.50 – 3.24 Agree 1.75 – 2.49 Disagree 1.00 – 1.74 Strongly Disagree


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7. Finding & Discussion Table 1.1: Mean Distributions of Admission Requirements to BS HRM as Perceived by the Respondents Admission Requirements Mean Description The program entrance/ admission requirement listed ensures that the students have the basic knowledge, 3.23 Agree skills and/or abilities required to be successful in the program. There are specific grade levels and/or academic qualifications other than those already listed under entrance/ admission which must be required.

3.21

Agree

There are non-academic qualifications or criteria specific to the program other than those already listed under entrance/ admission requirements.

3.20

Agree

Overall Mean

3.21

Agree

The Mindanao State University System Admission and Scholarship Examination (MSU SASE) result was a priority as entry requirement to the course, BS HRM. Rating in English ranked first and followed by Aptitude, Math and Science. High School average grade of 85 above, grades in English, Technology and Livelihood Education (TLE), Math and Science were also considered. Table 1.2: Academic Qualifications which are Required Upon Admission According To Rank High School Subjects

Frequency

Rank

MSU-SASE

Frequency

Rank

Mathematics

30

3

Mathematics

30

3

English

47

1

Science

22

4

Science

25

4

Aptitude

38

2

Technology Livelihood Education (TLE)

40

2

English

55

1

Among the non-academic requirements, a medical certificate rank first for it is important to determine if the applicant is healthy, capable to pursue the course. During the interview, the adviser could discover the personality of the applicant including proficiency in answering the questions, special skills and talents. A desired height is also a requirement, as graduates of BS HRM would be dealing with different foreigners who are mostly tall.


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Table 1.3: Non- Academic Criteria Required Upon Admission to BS HRM According to Rank Non-Academic Criteria Frequency Rank Height Requirement 45 4 Talent 30 5 Special Skills 46 2.5 Interview with Adviser 46 2.5 Medical Certificate 58 1 2. Program Description, Program Content, Resources, Instruction and Evaluation as carried out by the BS HRM Curriculum. It can be seen in Table 2.1 that the respondents strongly agreed that the program length is sufficient to produce graduates with knowledge and skills required in the field. The respondents agreed that the program description accurately captures the types of duties a graduate is expected to perform in the work environment. They also agreed that there are agencies in certifying bodies available to individuals in this occupation which are not currently outlined in the program description. The overall mean rating of 3.24 indicates that the respondents agreed that the program description of BS HRM is sufficient. Table 2.1: Mean Distribution of Program Description of BS HRM as Perceived by The Respondents Program Description Mean Description The program description accurately captures the types of duties a graduate can expect to perform in 3.21 Agree the work environment. The program length is sufficient to produce graduates with the required entry level knowledge and/or skill 3.31 Strongly development in the field. Agree There are agencies or certifying bodies available to individuals in this occupation which are not currently outlined in the program description.

3.19

Agree

Overall Mean

3.24

Agree

Table 2.2 reveals that the respondents agreed on the positive aspects of the program content of BS HRM which are: (1)The sequencing of courses presented within the program properly address course prerequisites & co-requisites; (2) The necessary competence/learning objectives are included within the individual program courses; (3) There is a proper balance between theory and practice within program. However, the respondents disagreed that the time allotted to each course is sufficient. They agreed that the time allotted of some courses are excessive, others inadequate and there are courses which are not relevant. There are areas of curriculum that need to be revised, removed and added to the program. They agreed that there are prerequisites which have not been identified. To support the findings, the data are presented in the following tables.


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Table 2.2: Mean Distribution of the Program Content/ Program Objectives of BS HRM as Perceived by the Respondents Program Content/Program Objectives The sequencing of courses presented within the program properly address course prerequisites and co-requisites. There are courses within the program which should be prerequisites for other courses but have not been identified The time allotted to each course is sufficient. The time allotted to each course is excessive. The time allotted to each course is inadequate The necessary competence/ learning objectives are included within the individual program courses.

Mean

Description

2.94

Agree

2.53

Agree

2.37 2.73 2.81

Disagree Agree Agree

3.17

Agree

There are courses that contain learning objectives not particularly relevant to the course/ program.

3.07

Agree

There are areas of the curriculum (i.e. specific courses or learning objectives) that used to be revised.

2.57

Agree

2.59

Agree

2.75

Agree

There is a proper balance between theory and practice within the program.

2.83

Agree

Overall Mean

2.76

Agree

There are areas of the curriculum that need to be removed. There are areas of the curriculum that need to be added to the program.

Table 2.2.1 shows that the top 5 courses perceived by the respondents as excessive are the four general education subject: History, Math, Filipino, English & the fifth one are the accounting related subjects. The last five subjects perceived as excessive are: (1) Food laboratory subjects, (2) Housekeeping, (3) Tourism and development subjects, (4) Personality development, (5) Entrepreneurship and Business Planning.


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Table 2.2.1: List of courses perceived to be excessive according to rank Courses History Math Filipino English Accounting related subjects Front office Management subjects Event management Practicum Food laboratory subjects Housekeeping Tourism & Development subjects Personality Development Entrepreneurship

Frequency 27 21 17 14 10 8 8 8 7 6 5 5 3 2

Rank 1 2 3 4 5 7 7 7 9 10 11.5 11.5 13 14

The top courses perceived by the respondents as inadequate are presented in table 2.2.2. There are: (1) Foreign language; (2) Food laboratory subjects; (3) Accounting Related subjects; (4) Entrepreneurship & Business Planning; (5) Front office. The last five subjects perceived as inadequate are: (1) Practicum, (2) History, (3) Filipino, (4) Tourism & development subjects. History & Filipino were found to be the top subjects which are excessive Table 2.2.2 List of courses perceived by the respondents as inadequate according to rank Courses Foreign language Food laboratory subjects Accounting related subjects Entrepreneurship and business planning Front office Math English Housekeeping Event management Practicum History Filipino Tourism & Development subjects Management subjects

Frequency 20 16 16 16 13 12 10 8 8 7 5 5 4 2

Rank 1 3 3 3 5 6 7 8.5 8.5 10 11.5 11.5 13 14

Table 2.2.3 shows that chem. 12 ranked first perceived by the respondents as not relevant to the program. It is followed by Filipino 50 which they observed that they don’t make business letters in Filipino. Statistics 32 ranked third, Biology ranked fourth. Since those subjects were irrelevant, the respondents suggested that they be removed in BS HRM Program. Table 2.2.3: List of courses perceived by the respondents as not relevant to the program according to rank Proceeding of the Global Summit on Education GSE 2014 (E- ISBN 978-967-11768-5-6) 4-5 March 2014, Kuala Lumpur, MALAYSIA. Organized by WorldConferences.net

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Courses Chem. 12 Filipino 50 Statistics 32 Biology 1 History 3 Chem. 12.1 History 5 Math 1

Frequency 24 15 14 10 4 3 3 2

Rank 1 2 3 4 5 6.5 6.5 8

It can be seen in Table 2.2.4 that the content of Foreign Language is the first to be revised followed by Food Chemistry & Front Office as suggested by the respondents. According to them, Tourism Development, HRM 50, English 7 courses also need revision. Table 2.2.4: List of courses perceived by the respondents that need to be revised Courses Foreign language Food chemistry Front office Tourism development HRM 50 English 7

Frequency 6 5 5 3 3 2

Rank 1 2.5 2.5 4.5 4.5 6

The respondents perceived that food chemistry and food microbiology are the first two courses to be added to the BS HRM program as shown in the Table 2.2.5. Different foreign languages should be added for they will be dealing with foreigners. Western cuisine should be also offered. The respondents suggested for more practicum in housekeeping, bartending, culinary, cosmetics, photography, video editing and Designing venues. Table 2.2.5: List of courses to be added to the program as perceived by the respondents Courses Food chemistry Food microbiology Foreign language Western cuisine Food technology Telecommunication skills

Frequency 14 12 5 3 2 2

Rank 1 2 3 4 6 6

Table 2.3 reveals that the respondents strongly disagreed that the tools, equipment and supplies are satisfactory for program delivery. They disagreed that the textbooks listed are found in the library and are adequate for the program delivery; adequate learning resources (print media, audio-visual materials etc.) provided program delivery & to actively engage students. However, the respondents agreed that the textbook are current and relevant in the field; the instruction is reinforced with the appropriate technologies that are current software, hardware, etc. The overall mean rating of 2.32 indicates that the respondents disagreed that the program resources of BS HRM are adequate and satisfactory for program delivery. Proceeding of the Global Summit on Education GSE 2014 (E- ISBN 978-967-11768-5-6) 4-5 March 2014, Kuala Lumpur, MALAYSIA. Organized by WorldConferences.net

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Table 2.3: Mean Distribution of the program Resources of BS HRM as perceived by the respondents Program Resources The tools and equipment listed for practical components of the curriculum are satisfactory for the program delivery The textbooks listed found in the library are adequate for the program delivery The textbook are current and relevant for training in the field. There is adequate learning resources provided for program delivery and to actually engaged students The instruction is reinforced with the appropriate technologies. (current software, hardware, etc.) OVERALL MEAN

Mean

Description

1.71

Strongly Disagree

2.20 2.50

Disagree Agree

2.46

Disagree

2.67 2.32

Agree Disagree

Table 2.3.1 shows that food laboratory subjects ranked first which lack tools, equipment, supplies for program delivery. These subjects really need a lot of tools, equipment and supplies, housekeeping and front office ranked second and third respectively. The last three subjects which lack tools, equipment, supplies are entrepreneurship, management subjects, accounting related subjects. These subjects don’t need a lot of tools and equipment. Table 2.3.1: List of subjects which lack tools, equipment, supplies for program delivery Subjects Food laboratory subjects Housekeeping Front office Tourism and development subjects Event management Foreign language Personality development Entrepreneurship Management subjects Accounting related subjects

Frequency 65 64 53 19 16 16 15 12 9 8

Rank 1 2 3 4 5.5 5.5 7 8 9 10

Textbooks are essential for effective program delivery but there are subjects which lack textbooks is the foreign language. Food laboratory subjects and Front office ranked second and third respectively. The last three subjects that lack textbooks are: (1) Personality test; (2) Management subjects; (3) Accounting related subjects for they are available through internet. These findings serve as guide for teachers in BS HRM to be creative and resourceful to compensate the shortening.


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Table 2.3.2: List of subjects which lack textbooks for program delivery Subjects Foreign language Food laboratory subjects Front office Housekeeping Tourism & Development subjects Events management Entrepreneurship Personality Development Management subjects Accounting related subjects

Frequency 45 35 33 30 29 27 25 23 18 14

Rank 1 2 3 4 5 6 7 8 9 10

Instruction is the vehicle which carry-out the learning objectives through facilitation of adapt expert teacher. Its effectiveness is determined through evaluation methods. The status of the BS HRM Program instruction and evaluation methods are presented in Table 2.4. The respondents agreed that the instructional materials model appropriate work habits in industry, learning activities consistent with industry practices. The methods of evaluation used for this program are appropriate attained to the learning objectives. There is adequate balance of theoretical and practical assessments conducted for each course. There are course that require a different combination of training and experience held by other teachers. The overall mean rating indicates that the respondents agreed that the program instruction and evaluation methods of BS HRM are appropriate and adequate. Table 2.4: Mean distribution of the program instruction and evaluation methods of BS HRM as perceived by the Respondents Program instruction and Evaluation methods The instructional materials contribute appropriate work habits in industry, program content/ learning activities , and is consistent with industry practices. The methods of evaluation used for this program are appropriate in determining whether the learning activities were attained. There is a balance of theoretical and practical assessments conducted for each course. There are specific courses within the program that require a different combination of training and experience than that held by the potential instructions hired to teach core competencies/courses. OVERALL MEAN

Mean

Description

2.66

Agree

2.87

Agree

2.74

Agree

3.20

Agree

2.87

Agree

It shows in Table 2.5 that the program description of BS HRM is sufficient. The respondents also agreed that the program content, program objectives, program instruction and evaluation methods of the program are appropriate and adequate. But, they disagreed that the program resources are sufficient. Proceeding of the Global Summit on Education GSE 2014 (E- ISBN 978-967-11768-5-6) 4-5 March 2014, Kuala Lumpur, MALAYSIA. Organized by WorldConferences.net

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Table 2.5: Overall Table Summary of all Mean Distributions Process Program Description Program Content/ Program Objectives Program Resources Program Instruction/ Evaluation Grand Mean

Overall Mean 3.24 2.76 2.32 2.87 2.79

Description Agree Agree Disagree Agree Agree

3. Respondents Perception on the graduation requirement of BS HRM Program One of the requirements for graduation is completion of work term or “on the job training” for specific number of hours. Through this, the students would be able to apply the knowledge required in the program. They will have a firsthand experience of the actual work. The perception of the respondents about the graduation is presented in table 3. The respondent strongly agreed that there are requirement for successful completion of the program in order to be sufficient for employment; the objectives of the work term are clear and sufficient to further build the students’ knowledge and skills. They agreed that the work term is appropriately within the program; the length of the work term is adequate to reinforce and allow students to make practical applications of the theoretical concepts already learned; the evaluation methods utilized for the work term is appropriate . Graduation Requirements of the BS HRM Program The overall mean rating of 3.20 indicates that the respondents agreed that the graduation requirements are appropriate, adequate and sufficient for employment. Table 3.1: Mean Distribution of Graduation Requirements of BS HRM as perceived by the respondents Graduation requirements There are requirements for successful completion of the program in order to be sufficient for employment

Mean

Description

3.37

The practicum is appropriately within the program The objectives of the practicum are clear and sufficient to further build the students’ knowledge and skills The length of work is adequate to make practical application of the theoretical concepts already learned The evaluation methods utilized for the practicum is appropriate OVERALL MEAN

3.17

Strongly Agree Agree

3.26

Strongly Agree

3.11

Agree

3.07 3.20

Agree AGREE

8. Conclusion and Future Recommendation It has been proven that the BS HRM program as evaluated by the students has to be revised in terms of the time allotted to each course if it is sufficient, excessive or inadequate. Also, tools, equipment, and textbooks that are relevant in the field should be provided for the program instruction in order Proceeding of the Global Summit on Education GSE 2014 (E- ISBN 978-967-11768-5-6) 4-5 March 2014, Kuala Lumpur, MALAYSIA. Organized by WorldConferences.net

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for the students to enhance properly their knowledge and develop their abilities, talents, and skills subject to the actual work. Thus, the result suggests that the curriculum must be properly assessed both in the academe and application to monitor the progress and development of the program. Recommendations Based from the findings of the study, the following are highly recommended: 

To the Administrators they must assess carefully the program and must do it every semester ends in order for the students to be competitive enough and have an excellence attitude.



To the Teachers they must add more strategies in their teaching method so that students would be excited and get interested in every meeting that they are with you, though it’s a minor subjects or major subjects.



To the Students they must support the assessing process of their program for the development and success of their program.



To Future Researchers they can use this study in assessing the employment rate of students graduated from this program and to verify if theprogram attains the objective stated.

Acknowledgement This paper is a collaborative research among faculty and students of the College of Education, Mindanao State University-Iligan institute of Technology with the Dean Prof. Esmar N. Sedurifa , Vice Chancellor for Research and Extension Dr. Jinky B. Bornales, Vice Chancellor for Academic Affairs Dr. Edgar W. Ignacio and the Chancellor Dr. Sukarno D. Tanggol. References Abueme,M.et.al.(March2913).Perception of BSIED-Industrial Art Students of the Revised Basic Education Curriculum of the Department of Educatio,MSU-IIT.Iligan City Acas,J.et.al(March 2012).Assessment of the Art Course of the BSED Mapeh Curriculum of the Department of Physical Education of the College of Education, MSU-IIT.Iligan City Bilbao, Purita, et.al. (2008) Curriculum Development. Quezon City E.M.Draper,Curriculum Research, “Education Digest” September, 1950 Geddess&Grosset, Webster’s Universal English Dictionary.2007

Kalra, R.M. and Signh, R.R.(1987).Curriculum Construction for Youth Development.L-10,Park Extension,New Delhi-110016:Sterling Publishers Private Limited MSU-IIT Overview.2013.Retrieved from http:/www.msuiit.edu.ph.com


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Smith, Othaniel, Stanley William and Shores, Harlan.(1957). Fundamentals of Curriculum. New York, Harcourt Brace. Stufflebeam, Daniel. (1971) Educational Evaluation and Decision Making. Itasca: Peacock Wolf, P.,et.al.2006.Handbook for Curriculum Assesment.Retrieved October 2013. Retrieved fromwww.uoguelph.ca/tss/resources/pdfs/HbonCurriculumAssmt.pdf (2013).Retrieved October 2013. Retrieved from http://msuiit.edu.ph/academics/colleges/ced/programs/DHTE/Bachelor%20of%20Science%20in%20 Hotel%20and%20Restaurant%20Management.pdf (2013). Department of Home and Technology Education.Retrieved October 2013. Retrieved fromhttp://msuiit.edu.ph/academics/colleges/ced/departments-dhte.php Washtenaw Community College.2013.Curriculum and Assessment.Retrieved October 2013. Retrieved from http://www4.wccnet.edu/departments/curriculum/faq.php (2006).Bachelor of Science in Hotel and Restaurant Management.Retreived October 24, 2013, from www.ched.gov.ph/chedwww/index.php/eng/.../cmo_30_s2006.pdf


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students' evaluation of the bs hotel and restaurant management

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