CORRELATES PRACTICAL LABORATORY EXPERIENCES

AND ACADEMIC PERFORMANCE OF HOSPITALITY

MANAGEMENT STUDENTS
Cherry Mae A. Dionson, Ramonito Y. Tan

Department of Hospitality Management, North Eastern Mindanao State University-Tagbina

Campus, Surigao del Sur, Philippines

[Link]

ABSTRACT

This study explores the correlation between practical laboratory experiences and
academic performance among Bachelor of Science in Hospitality Management students
at North Eastern Mindanao State University (NEMSU), utilizing a descriptive-correlational
research design. A total of 366 students and 41 instructors from five NEMSU campuses
were being collected. Quantitative data were collected through developed survey
instruments both students and faculty members. Findings revealed that students have
large extent pf practical laboratory experience, both teachers and students always
participated in practical activities. It also showed that, assessment method in practical
laboratory has significant positive correlation to student participation suggesting that
practical engagement significantly reinforces theoretical understanding. Despite these
positive outcomes, the study also identified critical challenges that hinder optimal learning
both teachers and students where the resource constrains in practical laboratory sessions
have hindered their learning experiences. In response to these challenges, the study
recommends several strategic actions increased investment in modern laboratory
equipment and technology, integration of real-world industry practices into the curriculum,
and the development of comprehensive assessment tools to accurately evaluate both
theoretical and practical competencies. These recommendations aim to strengthen the
alignment between academic preparation and industry expectations, ultimately
enhancing the employability and professional readiness of NEMSU Hospitality
Management graduates.
Keywords: Hospitality Management, Practical Laboratory, Academic Performance,
Experiential Learning, Student Outcomes, Resource Allocation, Industry Readiness

INTRODUCTION

Academic performance remains a central concern in all levels of education,

particularly in the field of hospitality management where students may adopt both
theoretical and practical skills for their success. Despite of its growing demand for skilled
professionals in the hospitality industry, many schools encountering problems to ensure
that the students would develop the hands-on experience to thrive real-world settings.
Through this, practical laboratory experience and academic performance among
hospitality management students is a growing area of interest in educational research
(Stansbie et al., 2016). While traditional method of teaching offers foundation knowledge
sometimes it falls short in developing practical learning. Hence, this study takes a deeper
look into how hands-on learning within laboratory settings influences student success,
both academically and in preparation for real-world industry demands.

Several studies conducted in relation to this and offer solution to address the
problem. The study of Burden and Fraser (2022) emphasize that shaping a student’s
educational experience might influence to the learning environment and the arrangement
of learner groups for education, plays a crucial role in. A study conducted by Watson and
Clark (2021) revealed that the use of laboratory equipment and resources is important for
students to engage in hands-on learning experiences. Smith and Johnson (2020)
emphasize that practical laboratory experience in hospitality management education
significantly enhances students' skill development and prepares them for real-world
challenges. Jones and Brown (2019) discussed the necessity for deeper exploration into
how the frequency and diversity of practical activities impact student engagement and
academic achievements. Furthermore, attitude, learning style and teaching strategies
had an direct and indirect effect on enhancing performance of the students (Pizon & Ytoc,
2022). Drawing from the literature, it emphasizes that practical laboratory experience
allows students to apply theoretical knowledge, develop technical skills, and gain practical
insights into the hospitality industry.

As part of every institution’s commitment to excellence in teaching and learning,

NEMSU has explored strategies to enhance student performance in hospitality
management. One of the primary concerns raised by instructors is the lack of sufficient
in-class practice, which is essential for reinforcing practical. Despite existing research,
there remains a limited understanding of how practical laboratory experience in campuses
of NEMSU may improve the performance in hospitality management. Hence, this study
is urgent to address this gap aiming to provide an understanding of their role in academic
performance.

In response to these concerns, the study aims to provide a thorough understanding

of how practical laboratory experience influences the academic performance of hospitality

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management students. It also assesses the benefits and challenges associated with
practice laboratory experience from the perspective of teachers and students.

Research Questions

The study aimed to assess how practical laboratory experience influences the
academic performance of hospitality management students among campuses North
Eastern Mindanao State University (NEMSU). Specifically, it sought to answer the
following questions.

1. What is the demographic profile of the student respondents in terms of:

1.1. age
1.2. ender
1.3. socio-economic status
1.4. school resources infrastructure
1.5. parental support
1.6. NC II passer
2. What is the extent of practical laboratory experience in terms of the following
indicators:
2.1 frequency of practical sessions
2.2 diversity of activities
2.3 resources availability
2.4 real-world simulations
2.5 student engagement
2.6 assessment method
3. Is there a significant relationship between the profile of the respondents and the
extent of practical laboratory experience of the respondents?
4. What is the academic achievement level of Hospitality Management students in
relation to their engagement with practical laboratory activities?
4.1 student participation in practical activities
4.2 impact of practical activities on academic performance
5. Is there a significant relationship between the extent of practical laboratory
experience and the academic achievement level of Hospitality Management
students?
6. What are the benefits and challenges associated with practice laboratory
experience from the perspective of teachers and students?
7. Is there a significant difference of the benefits and challenges as perceived by the
two groups of respondents?
8. Is there a significant difference in the practical laboratory experience as perceived
by each year level of the Hospitality Management students?

METHODOLOGY

This research employed an descriptive-correlational research approach where the

methods involved in quantitative and qualitative data analysis to gain a deeper

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understanding of hospitality management students' practical laboratory experiences and
academic performance. Data were collected from 5 campuses in NEMSU comprising 366
students and 41 instructors. The selection process involved random sampling technique
to target individual’s that could have impact in practical laboratory experiences on the
academic performance of hospitality management.

The study utilized a researcher-designed questionnaire as the primary data

collection tool, creating a comprehensive survey to gather insights from hospitality
management students regarding their practical laboratory experiences utilizing a 5-point
scale frequency. The questionnaire underwent validation by experts, followed by a pilot
test to refine the instrument before distribution. Statistical tools such as frequency count,
weighted mean, person product-moment correlation, t-test and ANOVA were utilized to
analyze the data.

RESULTS

Table 1. Demographic Profile of the student respondents in terms of Age, Gender,

Socio-Economic Status Schools Resources Infrastructure, Parental Support and
NC II Passer.

Profile Category Frequency Percentage

18-20 76 20.8%
21-23 245 66.9%
Age 24-26 32 8.7%
27-29 1 0.3%
30+ 12 3.3%
Male 147 40%
Sex
Female 219 60%
Socio- Economic Low Income 168 46%
status Middle Income 198 54%
Poor 70 19%
School Resource Average 172 47%
Infrastructure
Good 107 29%
Excellent 17 5%
Low 3 1%
Parental Support Moderate 218 60%
High 145 39%
Yes 118 32%
NC II Passer
No 248 68%
Total 366 100%

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Table 2. The extent of practical laboratory experience in terms of the following
indicators frequency of practical sessions, diversity of activities, resources
availability, real-world simulations, student engagement, assessment method
Standard
Indicators Mean
Deviation
Practical Sessions 4.19 0.57
Diversity of Activities 4.34 0.61
Resources Availability 3.66 0.71
Real-world Simulations 4.16 0.66
Student Engagement 4.26 0.69
Assessment Method 4.24 0.72
Total 4.14 0.66

Table 3. The extent relationship and correlation analysis of practical laboratory

experience variables with respondent profile

Variables Tested r-value p- value Remarks

Frequency of Years of Experience 0.024 0.881 Not Significant
Practical Educational
0.258 0.103 Not Significant
Sessions Attainment
NC Passer 0.017 0.916 Not Significant
Years of Experience 0.026 0.873 Not Significant
Diversity of
Educational
activities 0.154 0.337 Not Significant
Attainment
NC Passer 0.070 0.663 Not Significant
Years of Experience 0.188 0.240 Not Significant
Resources Educational
0.039 0.810 Not Significant
Availability Attainment
NC Passer 0.297 0.059 Not Significant
Years of Experience 0.007 0.967 Not Significant
Real World Educational
0.205 0.199 Not Significant
Simulations Attainment
NC Passer 0.142 0.375 Not Significant
Years of Experience 0.005 0.973 Not Significant
Students Educational
0.130 0.418 Not Significant
Engagement Attainment
NC Passer 0.196 0.220 Not Significant
Years of Experience 0.008 0.960 Not Significant
Assessment Educational
0.400 0.009 Significant
Method Attainment
NC Passer 0.135 0.400 Not Significant

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Table 4. the academic achievement level of hospitality management students in
relation to their engagement with practical activities in terms of the following
student participation and practical activities
Teacher Students Grand
Indicators Interpretation
Mean Mean Mean
Student Participation 4.258 4.404 4.331 Always
Practical Activities 4.366 4.506 4.436 Always
Overall 4.312 4.455 4.384 Always

Table 5. The academic achievement level of hospitality management students in

relation to their engagement with practical activities in terms of practical laboratory
experience and academic achievement level of hospitality management students

Teacher Students Grand

Indicators Interpretation
Mean Mean Mean
Students’ Participation 4.258 4.404 4.331 Always

Impact of Practical Activities 4.366 4.506 4.436 Always

Overall 4.312 4.455 4.384 Always

Table 6. The extent relationship of practical laboratory experience and academic

achievement level
Variables Tested r-value p- value Remarks
Frequency of Student Participation 0.136 0.396 Not Significant
Practical Impact of Practical
0.243 0.126 Not Significant
Sessions Activities
Student Participation 0.040 0.802 Not Significant
Diversity of
Impact of Practical
activities 0256 0.106 Not Significant
Activities
Student Participation 0.105 0.514 Not Significant
Resources
Impact of Practical
Availability 0.162 0.312 Not Significant
Activities
Student Participation 0.044 0.783 Not Significant
Real World
Impact of Practical
Simulations 0.091 0.570 Not Significant
Activities
Student Participation 0.124 0.439 Not Significant
Students
Engagement Impact of Practical
0.170 0.287 Not Significant
Activities
Student Participation 0.678 0.000 Significant
Assessment
Impact of Practical
Method 0.115 0.472 Not Significant
Activities
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Table 7. The benefits and challenges associated with practice laboratory
experience from the perspective of the teacher and students
Teachers Students Grand
Indicators Interpretation
Mean Mean Mean
The practical laboratory experience
has significantly contributed to my
4.440 4.380 4.410 Always
skill development in hospitality
management.
The real-world application of
theoretical knowledge in practical
4.390 4.350 4.370 Always
tasks has enhanced my learning
experience.
The practical laboratory activities
have effectively improved my critical 4.510 4.520 4.515 Always
thinking and problem-solving skills.
The teamwork and communication
abilities developed during practical
4.590 4.560 4.575 Always
sessions have been valuable for my
academic growth.
The resource constraints in practical
laboratory sessions have hindered 4.610 4.560 4.585 Always
my learning experience.
Overall 4.508 4.474 4.491 Always

Table 8: The t-test on the benefits and challenges as perceived by the two group of
respondents

Sources of Variations t-value p- value Remark

Benefits and Challenges 0.11 0.738 Not Significant

Table 9. The ANOVA on practical laboratory experience as perceived by hospitality

management students

Sources of Variations F-value p- value Remarks

Benefits and Challenges 0.11 0.738 Not Significant

Frequency of Practical 1.22 0.303 Not Significant
Sessions
Diversity of Activities 0.77 0.509 Not Significant
Resources Availability 1.32 0.267 Not Significant
Real World Simulations 0.43 0.733 Not Significant
Student Engagement 0.34 0.796 Not Significant
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DISCUSSION

Table 1 presents the demographic profile of the respondents, it revealed that

majority of the respondents were female with age ranging 21 – 23 years old, and they
came from low to middle income for their income status, they are also had average with
their resource infrastructure. Moreover, majority with them had moderate to high parental
support which suggest an involvement from parents can enhance motivation resulting that
some of them are NC II passer.

The analysis of table 2 reveals that among the six key indicators of practical
laboratory experience, “Diversity of Activities” received the highest mean score of 4.34
(SD = 0.61), while “Resources Availability” received the lowest mean score of 3.66 (SD =
0.71). The high rating for diversity of activities suggests that students greatly appreciate
the wide range of practical tasks offered in the hospitality management program. This
likely includes activities such as food and beverage service, event planning, and guest
relations, which are essential for developing a comprehensive skill set. According to
Vaithianathan et al. (2024), experiential learning through varied, hands-on tasks
significantly enhances students’ understanding and application of theoretical knowledge,
which is particularly valuable in a skills-based field like hospitality.

In contrast, the lowest mean score of resource availability in practical laboratory

experience that students encounter limited access modern learning resources, which may
affect on their practical skills. The study aligned with the findings by Burak (2020), that
adequate facilities and equipment are fundamental in improving performance of
hospitality education. Furthermore, Buhalis et al. (2019) that the integration of technology,
is important to keep pace with modern hospitality trends.

Table 3 present the significant relationship between practical laboratory experience

and respondent’s profile. Based on the results, assessment method shows a postive
correlation with level of attainment provided with r-value of 0.400 and p-value of 0.009
which is lesser than the 0.05 level of significance, this indicate that, the higher educational
level the more they equipped on the assessment method. The results of this study support
the findings of Zisan et al. (2021), who emphasized the need for a holistic approach to
experiential learning in hospitality education, rather than solely focusing on increasing the
number of practical sessions.

Table 4 shows the ratings for various indicators of student engagement in practical
sessions, with all receiving an “Always” interpretation. The highest-rated indicator was
“Practical Activities”, with a grand mean of 4.436, derived from teacher and student means
of 4.366 and 4.506, respectively. This suggests that practical activities, which likely
include hands-on tasks, fieldwork, and real-world simulations, are highly valued by both
students and teachers. On the other hand, the lowest mean of 4.331 was found on student
participation, still very high, it indicates a slight difference in perception between students
and teachers regarding the level of participation in practical sessions. These findings
highlight how important practical laboratory activities would help to increase student
participation and improve learning outcomes. This result is in line with the work of

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Abrahams and Millar (2019), who contend that to close the gap between theoretical
knowledge and practical application and enhance students' comprehension and critical
thinking abilities, practical exercises are crucial.

Based on table 5, students even outperformed teachers in the involvement area

(teacher mean = 4.258; grand mean = 4.331), reporting high levels of participation (mean
= 4.404) and overwhelmingly positive opinions of the usefulness of practical activities
(mean = 4.366). This implies that experiential learning improves student satisfaction and
creates a more productive learning environment. The inclusion of robust practical
experiences in hospitality school courses is strongly supported by these findings. The
high levels of student participation and favorable opinions about its efficacy show that
experiential learning is not only advantageous but also essential for students' success.

Table 6 presents the relationships between various factors, such as the frequency
of practical sessions, diversity of activities, resources availability, real-world simulations,
student engagement, and assessment methods, and their impact on student participation
and the perceived effectiveness of practical activities. The findings reveal that while some
factors exhibit weak correlations with student participation, the assessment method
stands out with a notably strong correlation coefficient of 0.678 and a p-value of 0.000.
This indicates a significant relationship, suggesting that how students are assessed plays
a critical role in their engagement during practical activities. This finding is consistent with
Boud et al. (2022) research highlighting assessment's pivotal role in work-integrated
learning (WIL). Boud et al. argue that well-designed assessment practices within WIL,
which frequently incorporates hands-on experiences, can effectively scaffold learning,
foster the development of practical skills, and stimulate reflective practice among
students. These are key factors contributing to increased student engagement and
improved learning outcomes, as observed in the study.

Table 7 reveals a contrast between the overwhelmingly positive perception of

practical laboratory experiences' benefits and the significant concern regarding resource
limitations. The highest ratings consistently center around the development of key skills:
application of theoretical knowledge, critical thinking and problem-solving, and teamwork
and communication. Both teachers and students rated these aspects very highly means
consistently above 4.35, indicating "Always", demonstrating a strong consensus on the
crucial role of practical laboratory in fostering these essential skills for hospitality
professionals. This strongly implies that hands-on learning is not merely beneficial but
essential for effective hospitality management education. Curricula should prioritize and
strategically integrate these experiences.

In contrast, the lowest ratings, though still high numerically, highlight the significant
challenge of resource constraints. Both teachers and students rated this aspect very
highly means above 4.56, indicating "Always", indicating a widespread concern about
inadequate resources hindering the learning experience. This implies that despite the
recognized benefits, the effectiveness of practical laboratory is severely limited by
insufficient equipment, supplies, or space.

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 The findings aligned to the study of Ugwu and Ogbene's (2023) reveals that the
effectiveness of face-to-face instruction in hospitality management laboratory. Their study
emphasizes the importance of hands-on learning for skill acquisition while also
highlighting the challenges posed by resource limitations, as evidenced by the negative
impact of the shift to online learning during the pandemic. This aligns with the findings
regarding resource constraints as a significant challenge.

Table 8 presents the results of an analysis conducted to determine whether there

is a significant difference in the benefits and challenges associated with practical
laboratory experiences as perceived by teachers and students. Based on the results all
p-values are larger than 0.05 level suggesting that teachers and students share a similar
understanding and appreciation of the benefits of practical laboratory experiences and
the challenges they face, such as resource constraints.

The findings reveal a shared perception among teachers and students regarding
the challenges associated with practical laboratory experiences, particularly resource
constraints. This aligns with König et al. (2019) work, which highlights how disruptions to
practical learning opportunities can negatively impact the development of competence,
even in well-structured teacher training programs. While their study focuses on student
teachers, the underlying principle of the importance of consistent access to resources for
effective practical learning is applicable to the context.

Table 9 presents an ANOVA examining differences in perceived practical

laboratory experiences across year levels. The insignificant F-values and 9-values
(ranging from 0.267 to 0.796) indicate no significant differences in student perceptions
regarding benefits, challenges, frequency, diversity, resource availability, simulations, and
engagement. This uniformity suggests a consistent quality of practical experiences
throughout the program. This consistency in positive perceptions supports the importance
of establishing a supportive learning environment conducive to effective skill
development, as highlighted by research on knowledge transfer and refinement (Tracey
et al., 2019). While their study focuses on teacher training, the principle of a supportive
context for skill development applies to the findings, suggesting that the program
effectively provides such an environment for all students, regardless of year level.

Conclusions

This study of a hospitality management program reveals a predominantly young,

female student body from a mix of socioeconomic backgrounds. While students highly
value the frequent, flexible, and diverse practical lab experiences, which positively
correlate with academic achievement and skill development, resource limitations,
especially concerning updated digital resources and specialized equipment, hinder
optimal learning. Interestingly, there's little difference in perception of these benefits and
challenges between students, faculty, and across year levels, suggesting a shared
understanding of the program's strengths and weaknesses. The strong correlation
between assessment methods and student participation highlights the importance of
effective assessment strategies in maximizing engagement. To improve the program, a

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comprehensive intervention focusing on increased resource allocation and innovative
assessment methods is recommended, ensuring graduates are well-prepared for the
hospitality industry. The findings underscore the crucial role of practical, hands-on
learning in fostering academic success and producing industry-ready graduates.

Recommendations

This study may recommends enhancing the hospitality management program by

addressing resource limitations and optimizing assessment strategies. A significant
positive correlation exists between practical laboratory experiences and academic
achievement, highlighting the importance of hands-on learning. However, insufficient
access to updated digital resources and specialized equipment hinders optimal learning.
Therefore, it may recommend investing in these resources and implementing innovative
assessment methods (project-based learning and real-world simulations) to maximize
student engagement and produce highly skilled, industry-ready graduates. Regular
program review and alignment with industry best practices are crucial for sustained
improvement.

Compliance with Ethical Standards

The researchers of this study ensured full compliance with ethical standards in
conducting this research. Informed consent was obtained from all respondents before
their participation, and they were given the freedom to withdraw from the study at any
time without any consequences. The anonymity of all respondents was strictly
maintained, and their personal information was kept confidential in accordance with data
privacy regulations. The well-being of the participants was safeguarded throughout the
study, ensuring that no harm, discomfort, or undue pressure was exerted upon them.
Furthermore, the researchers affirm that there were no conflicts of interest in the conduct
of this study. Plagiarism was strictly avoided, and all sources were properly cited in
accordance with academic integrity guidelines. The interpretation of the findings was
conducted without bias, ensuring objectivity and reliability. The results of this study are
used solely for research purposes, contributing to the academic and practical discourse
on practical laboratory experiences and academic performance.

Acknowledgements

The researchers would like to extend their sincere gratitude and genuine
appreciation to the following individuals who helped and contributed to the success and
the completion of the study. To the panelists of the paper, Ma'am Jennifer M. Montero,
Ma'am Lorna L. Estal, Ms. Daisy E. Salas, and Ms. Lowelyn Q. Estoquia for their time
and helpful suggestions. To Sir Jeemark Alojado and Ma'am Marnel Monte for sharing
their expertise in statistical analysis and explanation on interpreting the results.

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APA Citation:

Dionson, C. M. A., & Tan, R. Y. (2025). CORRELATES PRACTICAL LABORATORY EXPERIENCES

AND ACADEMIC PERFORMANCE OF HOSPITALITY MANAGEMENT STUDENTS. Ignatian
International Journal for Multidisciplinary Research, 3(5), 515–527.
[Link]

Corresponding author: dionsoncherrymae4@[Link]

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