Rowena F. Shabazz’s scientific contributions

The Competencies among Hotel and Restaurant Management (HRM) and Tourism Management (TM) students are focused on how well the students perform the required Competency Assessment in Food and Beverage Services, Housekeeping, Event Management, Front Office, Tour Guiding and Travel Services. This study aims to determine the level of competencies among 37 graduating Hotel and Restaurant Management and 28 graduating Tourism Management students of Columban College, Inc. during academic year 2018-2019. The descriptive-correlational method of research was used in this study. The results showed that there is a high level of competencies developed in their laboratory courses among the graduating HRM and TM students as assessed by themselves along the areas of Food and Beverage Services, Housekeeping, Event Management, Front Office, Tour Guiding (Tourism Promotion) and Travel Services. Their OJT/Practicum supervisors at the workplace rated their performance as "Good" on these areas. There was moderate to high positive correlation between the level of competencies developed among HM and TM students and their practicum performance. Therefore, the researchers suggested that the School shall provide an intervention program that will help improve the level of students' level of competence and make them globally competitive.

The Competencies among Hotel and Restaurant Management (HRM) and Tourism Management (TM) students are focused on how well the students perform the required Competency Assessment in Food and Beverage Services, Housekeeping, Event Management, Front Office, Tour Guiding and Travel Services. This study aims to determine the level of competencies among 37 graduating Hotel and Restaurant Management and 28 graduating Tourism Management students of Columban College, Inc. during academic year 2018-2019. The descriptive-correlational method of research was used in this study. The results showed that there is a high level of competencies developed in their laboratory courses among the graduating HRM and TM students as assessed by themselves along the areas of Food and Beverage Services, Housekeeping, Event Management, Front Office, Tour Guiding (Tourism Promotion) and Travel Services. Their OJT/Practicum supervisors at the workplace rated their performance as “Good” on these areas. There was moderate to high positive correlation between the level of competencies developed among HM and TM students and their practicum performance. Therefore, the researchers suggested that the School shall provide an intervention program that will help improve the level of students’ level of competence and make them globally competitive.

This study determined the relevance and effectiveness of Bachelor of Science Curriculum based on the traced employment status of graduates of Columban College, Inc. from 2014 – 2017. The descriptive-survey type of research was utilized with fifty-two (52) graduates of the BSTM Program who were traced out of the 89 graduates as respondents. Data were analyzed using the Percentage, Mean, and Weighted Mean. The majority of the respondents’ main reason for enrolling in BS Tourism Management is the opportunity for employment and travel abroad. The majority of the graduates are working on a regular/permanent status in a tourism-related job in the country and stayed in that job for that main reason and because of salary and benefits. They found their first job through the information received from friends, relatives, and acquaintances that there was employment hiring in less than a year after graduation and stayed in their first job a year or two with an initial gross income within the minimum wage bracket. In terms of BSTM relevance, most of the respondents perceived that the Program is relevant to their first and present job. The following competencies and skills are relevant in their jobs: interpersonal skills, ability to speak, personal quality of being sociable, the ability to solve organizational problems and challenges by identifying problems and implementing corrective and/or mitigating actions and measures. The integration of national and international hospitality and tourism issues and challenges in instruction is very much effective as well as the provision of pre-service training (which includes seminars, workshops, travel, study tour, among others) for the acquisition of knowledge, skills, and values needed in future jobs. The facilities for support services such as health, guidance, employment and placement services, canteen, etc. are also very effective in the delivery of the Program. All the graduates suggested that the school must provide more exposure/trips/travel for major courses and it must install computers with reservation software for a travel management course. The findings imply that effective implementation of the Program also provides opportunities for students to develop their general intellectual capacities for life-long learning. For example, it promotes communication skills, interpersonal skills, information processing skills, problem-solving skills, and decision-making skills, recognizes the importance of being a self-motivated problem

Promoting sustainability as a result of globalization in the tourism sector is a growing demand. Green practices are necessary for a balanced and healthy economy while protecting and enhancing the socio-cultural, historical, natural, and built-resources for the enjoyment and well-being of all stakeholders of the theme parks. This is a descriptive-survey on green practices in response to tourism sustainability of three (3) selected theme parks in Subic Bay Freeport Zone. Participants were managers, employees and customers who were purposively selected. Data were gathered through in-depth interview and survey-checklist and observation of practices. Findings reveal that the theme parks comply with the minimum environmental requirements but still need to enhance green practices in terms of greenhouse gas reduction, solid wastes management, freshwater consumption reduction, waste water management, energy conservation, biodiversity, and ecosystem conservation, land use planning and management, providing economic benefits and preserving the social norms and cultures of local communities, and environmental training and education of employees.

This study aimed to determine the motivational factors in choosing tourism management as their program among 1st year and 2nd-year management students of Columban College. This study was conducted at the Columban Main Campus. From 50 students of 1st year and 50 students of 2nd year in tourism management, distributed a questionnaire to be answered. The researchers had 100 students who answered a question. All of them represented the tourism management students from which data has been solicited. The statement of the specific problems are: What is the demographic data of first and second year of management students of Columban College with regards to gender, family monthly income, parents’ educational attainment, and parents occupation?; How may the different factors motivate the first and second-year management students of Columban College in choosing tourism management as their career in peer influence, parents influence, personal influence, media influence, and relative influence?; Is there a difference in perceived Motivational Factors among 1st year and 2nd-year tourism management students of Columban College in choosing management as their program study?; What is the implication of the study in designing a career-orientation program for tourism management students? Respondents’ profiles consist of age, gender, parent’s educational attainment, parent’s occupation, and estimated combined family monthly income per month. Motivational factors among 1st year and 2nd-year management student in choosing tourism management as their program study. Based on the data gathered that has been tallied, recorded, and analyzed with the aid of statistical calculation like percentage, weighted mean, and t-test. The researchers had come up with corresponding results from all motivational factors of 1st year and 2nd year tourism management student in Columban College which described the 2nd year students has the high motivational on parent’s influence than 1st year students in choosing management as their career. Based on the findings and conclusion of the study, the following are recommended by the researchers for the upcoming tourism management students who want to take management as their career in life has an insight about the different factors why they like to take a tourism management course in college. It will provide awareness for the student, the institution, and the upcoming tourism management student that they could use this as reference material in factors in choosing management as their career by means of emphasizing the professional role of managers by guiding their sons and daughters. Gender can be seen as a demographic factor that influences the choice of a tourism management program. The income of the parents is not of influence on the career choice of the tourism management student; even though the income of the parents is too low, the students still choose a tourism management career. Parent’s educational attainment implicates that the educational level of the parents is of influence on the career choice of the management students because this study also leads to a college degree. The occupation of the parents is not of influence on the career choice of both the 1st and 2nd-year tourism students. Personal interest as a factor of influence is seen as the strongest factor of influence on the career choice of tourism management students. Regardless of what factors of influence, the students have the final decision on what career to take. Designing a career-orientation program for BSTM students will provide the knowledge and understanding of the basic functional areas of business management. The program also emphasizes human values and a sense of responsibility to employers, employees, consumers, and the community. Based on the conclusion of the study, the researchers favorably offer the following recommendations: (1) The school must encourage more male students to enroll in a tourism management program for management is traditionally viewed as a male occupation and it is expected that the gross of the future managers will be male. (2) The parents must assure they have sufficient financial means to pay for the studies of the students; the current parents seem to have insufficient income. Therefore, it is important for parents to have additional income. (3) Parents’ educational attainment must be an example to the students whether they finish a college degree or not for it will be a motivation, inspiration or even a lesson to all students who are in college in pursuing a degree at any chosen courses. (4) Regarding how the parents of the tourism management students are able to pay for the studies, it could be studied which kind of additional financial means they have. Insight in this could be forwarded to prospective parents of tourism management students in order to give those ideas about how to find additional income. (5) The school must have programs or seminars regarding the personal interest of students that would be helpful in their chosen courses. The school should help the students to familiarize themselves in order to avoid mismatched jobs in the future. (6) The school should encourage the students to choose a course that will boost and enhance their talents and skills. It’s the student’s advantage if the course they choose already applies to them. (7) The school must provide students with a broad education that will allow them to understand and manage effectively and be well-positioned for a career or further graduate studies.

Effective teaching and learning require a teacher to teach the students with instructional materials and to use practical activities to make learning more vivid, logical, realistic, and pragmatic. This study determined the effectiveness of using teacher-made interactive multimedia materials (IMM) in teaching Geography. It utilized the experimental method. Percentage, Mean, and t-test for dependent and independent groups were used in the analysis of results. The majority of the students in the experimental group perceived that the lesson is easier to understand when the teacher utilizes IMM in the classroom because she can facilitate the lesson well. It also encourages participation in discussions and interactions among learners. They obtained a final academic grade of Very Satisfactory (VS) and obtained higher scores in the formative assessments compared to those in the controlled group. The performance of the two groups significantly differs as students in the experimental group developed positive attitude and interest in Geography.