Keywords
compare
hospitality management
laboratory
online
onsite
performance
students
How to Cite
Abstract
This study examined the performance and challenges experienced by fourth-year Bachelor of Science in Hospitality Management (BSHM) students at Bulacan Agricultural State College during their on-site and online laboratory classes in Academic Year 2020–2022. A descriptive research design was employed, and the data were collected from 60 randomly selected students using a structured survey instrument aligned with CHED CMO No. 62 program outcomes. The questionnaire, administered via Google Forms, was validated and showed excellent internal consistency, with Cronbach’s α = 0.944 for online and Cronbach’s α = 0.918 for on-site learning. The study gathered quantitative data on students’ academic performance, learning environment, psychological well-being, technological access, time management, financial concerns, and social interaction. Descriptive statistics, frequencies, means, and standard deviations were used to summarize the data. To compare student experiences across modalities, non-parametric tests were employed after the normality assumptions for t-tests were not met. The results revealed statistically significant differences in psychological (p = 0.020) and environmental (p = 0.000) challenges, with online learners reporting more difficulties. However, no significant differences were identified in performance outcomes (GWA = 2.01 online vs. 2.03 onsite; p = 0.340) or in technology access, time management, financial issues, or social interaction. Thus, the study contributes to the understanding of how learning modality affects student well-being in practice-based programs such as hospitality management. While academic performance remained constant, the psychological and environmental burdens of online learning suggest the need for targeted interventions, such as institutional strategies to strengthen student support systems, particularly in virtual laboratory-based courses.
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