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Productivity, Efﬁciency, and Convenience of Tourism Management Students

in Online Education versus Traditional Education
Article · December 2022
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Tamansiswa International Journal in Education and Science
Volume 4, Issue 1, Year 2022 ISSN: 2715 - 1808
Productivity, Efficiency, and Convenience of Tourism Management

Students in Online Education versus Traditional Education
Mark Gabriel Wagan Aguilar
Emilio Aguinaldo College, Philippines
Jayson Nual Olayta
Laguna State Polytechnic University, Philippines
Universitas Sarjanawiyata Tamansiswa, Indonesia
markgabrielaguilar@gmail.com*
Article Info Abstract

Article History The COVID-19 pandemic has caused changes in the global
Received:
education system, requiring all educational institutions to adapt
21 November 2022 online instruction in response to government regulations such as
lockdowns, travel restrictions, and the ban of public meetings,
Accepted:
21 Desember 2022
among others. As the country recovers from the effects of this
pandemic, the Philippine government has chosen to return
educational institutions' activities to face-to-face mode. During
Keywords: Online the pandemic, several academics sought to learn about the
Education, influence of online education on students' academic achievement,
Traditional students' attitudes about online learning, the impact on students'
Education, Tourism mental health, and parents' perceptions and experiences.
Students, However, despite the abundance of published material, there is a
Educational
lack of studies on students' preference between online education
Management
and traditional education, notably among tourism management
students in the Philippines, as well as studies that have
determined the differences on students' choice in terms of the
type of institution they are enrolled at, motivating the researchers
to conduct this study. Using a descriptive research design taking
on quantitative research approach, the researchers aimed to
determine the experience of tourism management students in
selected colleges and universities in Region IV-A, Philippines
towards online and traditional education in terms of productivity,
efficiency, and convenience. Findings of this study serve as guide
for government agencies concerned with education and
educational institutions to understand their stakeholder, allowing
them to come up with more preferable policy decisions in the
future.
Introduction
The Coronavirus Disease 2019 (COVID-19), which initially surfaced in a seafood and
poultry market in Wuhan, China, in 2019, is an infectious disease that can cause severe
respiratory illness in people. It is spread by close contact from person to person. The outbreak
was designated a pandemic by the World Health Organization on March 11, 2020 after cases
were found in 214 countries worldwide. The first coronavirus case was reported in the
35 | TIJES Vol. 4 Issue. 1, October2022. p. 35-52| LP2M Universitas Sarjanawiyata Tamansiswa Yogyakarta
Productivity, Efficiency, and Convenience of Tourism Management Students in Online Education
versus Traditional Education
Philippines in January 2020, and the number of coronavirus patients in the nation has
gradually climbed since then, reaching 4,002,080as of October 30, 2022. Due to the rapid
spread and death of many, several terrifying instances happened not only in the Philippines
but across the world. Many individuals suffered because travel limitations have limited what
they can do, particularly their general health, lifestyle, the economy, and the educational
system. This pandemic has undoubtedly had a significant influence on Philippine society,
particularly on the implemented learning modality.
Policies implemented by the government such as but not limited to lockdowns, prohibition of
mass gatherings, and travel restrictions, have compelled educational institutions to migrate to
full online learning until face-to-face instruction is allowed, which has forced students to
study from home and educators to work remotely. Literatures suggest a number of challenges
faced by students with the new modality, which have clearly indicated that the country was
not ready for this sudden change. Alvarez (2020) determined four themes revealed from his
interview with learners who were suddenly immersed in remote learning due to the situation;
poor to no internet access, financial constraints, lack of technological devices, and affective
or emotional support. It was further explained that learning remotely in the trying times was
challenging because aside from the existing problems on access and affordability, the
emerging concerns on financial stability and affective support from peers, parents, and
teachers contributed to interrupt learning engagement, as it has also been found to put
additional learning pressure on the students. This is supported by Barrot et al (2021) through
their study involving private higher education institution college students that has showed
limited infrastructure, poor Internet service, lack of support, and financial difficulties to be
few of the top challenges experienced in online education, which consequently lead to lower
quality of learning, as well as mental health problems.
On the other hand, there are also some studies that suggest the preference of students towards
online learning than traditional education; Cengage (2022) have discovered that 88% of 1,469
students in 856 educational institutions in the United State of America expressed that they
would prefer to take some of their courses fully online post-pandemic, while in the article of
Dani (2022), few ways how online education is advantageous over traditional education have
been discussed. It was explained that online education allows students to learn at their own
pace that results to less dependency on teachers, it provides more social interaction and
collaboration since online platforms have already introduced interactive functions, and it
gives students an opportunity to revisit the classes/ topics that they missed. In the personal
experience of one of this study’s authors, he has learned that a number of his students prefer
learning virtually as it gives them an opportunity to maximize their time and it is less hassle
compared to the usual face to face learning set-up, especially to those who are working and
who have personal responsibilities at home.
Table 1: Preferred options of students in taking some of their courses in a fully-online format
through the current instruction mode
Learning Modality Strongly Agree Somewhat Agree Total Percentage
Face to Face 38% 22% 60%
Hybrid 48% 28% 76%
Online 70% 18% 88%
Source: Cengage (2022)
Clearly, there have been some inconsistencies in the information provided by available
literatures. The answer to the question of whether students prefer one modality over the other
is still blurry. For this reason, the researchers have decided to conduct this study that aims to
determine what students have experience doing online education and traditional education,
Mark Gabriel Wagan Aguilar, Jayson Nual Olayta, Victa Sari Dwi Kurniati
particularly in terms of their productivity and efficiency while observing both, and the
convenience each provides. This study as a result of rigorous search in open access journals,
has been determined to be the first to learn about the preference of tourism management
students in the Philippines between online education and traditional education, which could
provide a realization of the need to continuously assess learning modalities that would fit the
demand of each degree program, and is expected to serve as a guide and motivation for
researchers who wish to learn if the results would be synonymous if the study will be done
involving students in different places in the country.
The researchers have attempted to accomplish the following specific research objectives:
1. To determine the experience of tourism management students in selected higher

education institutions in Region IV-A, Philippines towards online education versus
traditional education in terms of productivity, efficiency, and convenience.
2. To determine the preference of tourism management students in selected higher
education institutions in Region IV, Philippines between online and traditional
education.
3. To determine what age group, sex group, and students enrolled in certain type of
institution have higher productivity and efficiency levels, and have felt more
convenient following online and traditional education, compared with other groups.
Literature Review
The research of Hasanah (2021) involving 64 university students in Indonesia

discovered that students preferred face-to-face learning; they gave more favorable reactions
toward face-to-face learning even if they acknowledged the benefits of online learning.
Findings also suggested that flexibility, simplicity of course, convenience, and time savings
impact students' preference for online learning, whereas interaction and learning experience
influence students' preference for face-to-face learning. The majority of the students had
internet connection and used it to attend online programs. However, because 87 percent of
students believed that not all places in Indonesia had excellent internet connectivity to
conduct online learning, they deemed face-to-face learning to be an ideal set-up. This is
corroborated by the findings of Levine et al. (2009), who discovered a modest preference for
taking courses online. Bali and Liu (2018) observed the same thing, stating that face-to-face
learning perception was greater than online learning, particularly in terms of social presence,
social interaction, and satisfaction as rated by students enrolled in Management, English
Literature, and Communication courses. All of these are consistent with the findings of Wong
and Fong (2014), which discovered that students considered face-to-face learning mode to be
effective and motivating. Furthermore, face-to-face learning has been shown to be helpful in
affecting their performance. Online learning, on the other hand, performed poorly in terms of
efficacy, motivation, and evaluation outcome when compared to face-to-face learning.
In contrary, many studies suggest that students prefer online education than traditional
education. Bhuiyan (2022) discovered that students at a university in Bangladesh readily
embrace and prefer E-Learning than traditional learning. Furthermore, most students believe
that conventional methods of learning have become outmoded for effective learning and that
they choose E-Learning and open educational materials over traditional resources for their
development and staying current in a globalized society. According to Paul and Jefferson
(2019), an increasing number of students are choosing online programs because they find the
traditional classroom mode confining, rigid, and impractical. Meanwhile, Muthuprasad et al
(2021) found that the majority of agriculture program graduates in India choose online
classrooms to manage the curriculum throughout the pandemic, and they prefer recorded
lessons with quizzes at the conclusion of each session to increase the efficacy of learning.
According to the students, the flexibility and ease of online education make it an appealing
alternative. This supports the findings of Marakova (2021) among first and second year
Russian management and economics students; the study confirmed the students' positive
attitude toward digital learning and demonstrated students' awareness of the barriers to
effective distance learning, including their laziness and inability to concentrate. Indonesian
students taking dental medicine also favor online learning; Amir et al (2020) explains that a
higher number of students agreed that online learning is a more efficient learning method as it
provided them more time to study, and allows students to review study materials, which is
synonymous with the study findings of O'Malley and McCraw (1999) where it was
determined that students pursuing business courses perceive that online has a significant
advantage over traditional methodologies, which includes saving them time, fitting in better
with their schedules, and enabling students to take more courses. On the other hand, Glover
and Lewis (2012) argue that students who have already attended many online courses tend to
prefer online courses and seek out more online offers, which indicates that only students who
have attended online courses develop preference on it, and that the more students are exposed
to such methodology, the more they find it desirable than traditional approaches.
Indeed, there are several studies that have explored the preference of students between
online and traditional education during the pandemic, however, these have focused on certain
groups of students except tourism management students. Moreover, studies that have
attempted to learn about the preference of tourism management students were conducted in
various countries except in the Philippines. Two years later, no researcher from the
Philippines has studied tourism management students’ preference between online and
traditional education, which could provide an understanding on the different point of views of
students studying various courses in the Philippines. Hence, a research gap that this study
have attempted to fill.
Method
Research Design
Guided by a descriptive correlational research design and incorporating quantitative
research approach, the researchers were able to gather, analyze, and interpret data for this
study. Through frequency, percentage, and number scales, data were measured and
interpreted.
Respondents
The researchers have selected tourism management students of 4 colleges and
universities in Region IV-A, Philippines, two of which are State Universities, while the other
two are Private Colleges. These students have been chosen to be the subject of this study
since there is a dearth of studies in the Philippines that has tackled preference between online
and traditional education involving Bachelor of Science in Tourism Management students.
Out of the total population of 955 Students enrolled in the said program offered by the
selected Higher Education Institutions, the sample size was computed with a 5% margin of
error and a 99% confidence level, while the exact numbers of student-respondents needed
from each educational institution were computed based on their percentage contribution to
the total population aforementioned. Respondents were randomly selected through a fishbowl
draw method.
Table 2: Breakdown of the total number of Bachelor of Science in Tourism Management

Students enrolled in the selected Higher Education Institutions
Total Number of 1st Year 2nd Year 3rd Year 4th Year
Higher Education
Tourism Management Student Student Student Student
Institution (HEI)
Students s s s s
HEI A 217 59 55 46 57
HEI B 259 74 80 33 72
HEI C 391 144 150 59 38
HEI D 88 37 26 8 17
Total Population 955 314 311 146 184
Table 3: Breakdown of the total number of respondents based on the computation of the
sample size and percentage contribution of each Higher Education Institution
Sample 1st Year 2nd Year 3rd Year 4th Year
Higher Education
Size per Respondent Respondent Respondent Responden
Institution (HEI)
HEI s s s ts
HEI A 90 25 22 20 23
HEI B 106 31 33 14 28
HEI C 161 60 61 24 16
HEI D 35 15 10 3 7
Total Sample Size 392 131 126 61 74
Statistical Treatment
Frequency and percentage were computed to classify respondents in terms of their
demographic profile, while mean scores were computed to measure their experience towards
online and traditional education in terms of productivity, efficiency, and convenience.
Research Instrument
The research instrument used was created based on the types of questions used by two
studies; the findings of Wart et al (2020) and Gopal et al (2021), where the statements in the
survey were inspired from. It is a survey composed of 32 questions, 2 of which are asked to
determine the respondents’ demographic profile, 15 are designed to learn about their
experience towards online education, and the other 15 are for their experience on traditional
education. To measure their experience, a four-point scale was used whereas; 4-Strongly
Agree, 3-Agree, 2-Disagree, & 1-Strongly Disagree. It was made using Google Docs,
distributed through direct messaging in a social media platform with the help of student-
leaders in the selected higher education institutions, and recorded a 100% response rate from
all students that have been asked.
Table 4: Likert Scale Interpretations on respondents’ experience

Experience Interpretation
Survey Responses Scale
Productivity Efficiency Convenience
Strongly Agree Very High Very High Very Convenient 3.26-4.00
Agree High High Convenient 2.51-3.25
Disagree Low Low Inconvenient 1.76-2.50
Strongly Disagree Very Low Very Low Very Inconvenient 1-1.75
Table 5: Likert Scale Interpretations on respondents’ level of preference
Survey Responses Preference Interpretation Scale

Strongly Agree Very High Preference 3.26-4.00
Agree High Preference 2.51-3.25
Disagree Low Preference 1.76-2.50
Strongly Disagree Very Low Preference 1-1.75
Results and Discussion

Respondents Distribution in terms of demographic profile
Figure 1: Respondents’ age distribution
1% 1%
15%
33% 19 and below
20-21
22-23
50% 24-25
26 and above
Figure 1 shows that majority or 50% of the respondents are 20-21 years old, followed by
those 19 years old and below accounting to 33% of the population. Only 15% of the
respondents are 22-23 years, while the least (1%) are those whose ages are between 24-25,
and 26 years old and above during the conduct of the survey. These statistics comprehend
with data from the Department of Education (2012) that shows students in the Philippines
normally finish senior high school at the age of 17-18, making them 18-19 years old by the
time they enroll in college. This indicates that most students in higher education institutions
in the Philippines are on the middle age group being 18 as the youngest group, and 23 years
and above as those considered as older groups.
Figure 2: Respondents’ sex distribution
21%
Male
79% Female
Figure 2 presents that most of the respondents are female (309 or 79%), while male are only
83 (21%). This is supported by the study of Salgado et al (2014), which explains that there is
a higher female percentage than males in the number of students enrolled in Tourism and
Hospitality Management programs, indicating the importance of women in the Tourism and
Leisure industry, which is backed up by Tristanti et al (2021), who have determined that
women's skills are more dominant in the accommodation sector, which includes homestay
services, food and beverage service, and so on that are considered part of the tourism
industry.
Figure 3: Respondents’ distribution based on the type of institution they are enrolled at
Public
50% 50%
Private
Figure 3 presents that most of the respondents are equally split when grouped according to
the type of institution where they are enrolled at; 50% (196) are studying in a public
institution, while the other half are studying in a private institution. HEI A and HEI B are
public institutions where 90 and 106 students came from respectively, while HEI C and HEI
D are private institutions where 161 and 35 students involved in this study are currently
enrolled at. According to the National Center for Education Statistics (2022), in the United
States of America, the 2019 enrollment report of 4.7 million students in kindergarten through
grade 12 (K-12) in private schools was not significantly different from the number enrolled in
fall 2009, compared to the number of K-12 students enrolled in public schools, which has
increased from 48.1 million in 2009 to 49.2 million in 2019, indicating that public schools
attract more students. This indicates that there is a difference in the perspective of younger
students and those considered to be young adults, specifically in the Philippines, which was
actually determined by the study of Jimenez and Sawada (2001) showing that the private
sector is an important provider of education in the country as about 22% of all students are in
the private sector, and when grouped based on education level, 7% of these students are in
elementary, 31% are in secondary, and 77% in higher education.
Experience of students in Online Education and Traditional Education

Table 6 shows that students agree that they are able to finish many tasks (3.07), acquire
knowledge and skills needed in their courses/ subjects (2.77), get high grades in examinations
and quizzes (3.02), understand the lessons well (2.64), and that they are confident to recite in
class (2.85) if classes are held online. While they strongly agree that they are able to acquire
knowledge and skills needed in my courses/ subjects (3.36) and understand the lessons well
(3.35) if classes are held in a classroom, but only agreed that they are able to finish many
tasks with a mean score of 3.02, get high grades in examinations and quizzes (2.99), and feel
confident to recite in class (2.89) under the said modality. Marakova (2021) supports these,
determining that students perceive digital learning positively, while it negates the study of
O'Malley and McCraw (1999) where it was determined that college students perceive online
as advantageous over traditional methodologies as it saves them time, fits in better with their
schedules, and enables them to take more courses.
Table 6: Respondents’ experience in online education versus traditional education in terms of

their productivity
Online Traditional
Descriptive Descriptive
Statements Education Education -
Meaning Meaning
- Mean Mean
I am able to finish
3.07 Agree 3.02 Agree
many tasks
I am able to acquire
knowledge and skills
2.77 Agree 3.36 Strongly Agree
needed in my courses/
subjects
I am able to get high
grades in
examinations and
quizzes
I am able to
understand the lessons 2.64 Agree 3.35 Strongly Agree
well
I am confident to
recite in class

their efficiency
Online Traditional
Statements Education - Education -
Meaning Meaning
Mean Mean
I am able to meet
deadlines
I rarely commit mistakes
or make errors in doing 2.74 Agree 2.74 Agree
my class activities
I am able to finish my
tasks fast by myself/ I
am able to do several 2.98 Agree 2.96 Agree
tasks within a given
timeframe
I only need a few things
to prepare, so I could 3.06 Agree 2.67 Agree
attend classes
I am able to learn during
classes without getting
2.38 Disagree 3.01 Agree
distracted or
experiencing problems
Table 7 presents that the students agree that online education allows them to meet deadlines
(3.11), commit mistakes rarely in doing their activities (2.74), finish their tasks independently
(2.98), and that they only need to prepare few things to attend classes (3.06), but they
disagree that they are able to learn during classes without getting distracted or experiencing
problems under the said modality with a mean score of 2.38. While they agree traditional
education allows them to meet deadlines (3.09), commit mistakes rarely in doing their
activities (2.74), finish their tasks independently (2.96), to learn during classes without
getting distracted or experiencing problems (3.01), and that they only need to prepare few
things to attend classes (2.67). These findings are contradicting to what Amir et al (2020)
have discovered; higher number of students agreed that online learning is a more efficient
learning method than traditional as it provided them more time to study and allows students
to review study materials. However, these supports the findings of Wong and Fong (2014)
that show students considered face-to-face learning mode to be effective and motivating, and
to be more helpful in affecting their performance.

their convenience
Online Traditional
Statements Education Education -
Meaning Meaning
- Mean Mean
I am comfortable in
attending classes and 2.85 Agree 3.15 Agree
doing activities
I am able to
communicate with my 2.62 Agree 3.23 Agree
professors easily
Communication with
classmates is fast and 2.71 Agree 3.33 Strongly Agree
easy
I am able to make a
balance between life 2.86 Agree 2.90 Agree
and study
The modality requires
3.02 Agree 2.30 Disagree
less expenses
Table 8 shows that the students agree that they feel comfortable in attending classes and
doing activities with a mean score of 2.85, they are able to communicate with their professors
easily (2.62), they are able to make a balance between life and study (2.86), and that
communication with classmates is fast and easy (2.71) if classes are held online, and that it
requires less expenses (3.02). While they strongly agree that in traditional education,
communication with classmates is fast and easy (3.33), then they agree that they feel
comfortable in attending classes and doing activities (3.15), they are able to communicate
with my professors easily (3.23), and they are able to make a balance between life and study
if classes held in classroom (2.90), however, they disagree that they it requires less expenses
with a mean score of 2.30. These supports the observation of Bali and Liu (2018) that
confirms face-to-face learning perception was greater than online learning, particularly in
terms of social presence, social interaction, and satisfaction as rated by students enrolled in
Management, English Literature, and Communication courses.
Experience in Online Education and Traditional Education based demographic profile

Table 9 shows that students in all age groups are productive, efficient, and convenient in
online learning set up, except those between 24-25 years old that have felt very convenient. It
is also noticeable that of all the age groups, those 22-23 years old are the most productive,
while those 24-25 are the most efficient. This explains and supports the study of Carey and
Trick (2013) that has discovered older students could adapt more readily to online learning
than younger ones.
Table 9: Respondents’ experience in online education based on their age

Age Group Productivity Efficiency Convenience
19 and below 2.81 2.79 2.72
20-21 2.86 2.84 2.79
22-23 3.04 3.05 3.05
24-25 3.00 3.20 3.40
26 and above 2.60 3.00 3.00
Table 10: Respondents’ experience in traditional education based on their age

Age Group Productivity Efficiency Convenience
19 and below 3.12 2.88 3.02
20-21 3.18 2.94 3.01
22-23 3.02 2.83 2.83
24-25 2.00 2.00 2.20
26 and above 2.40 3.00 2.80
Table 10 presents that the students who are 19 years old and below, and those between the
age of 20-21 and 22-23 experienced high productivity under traditional education modality,
while those whose age falls under 24-25 and 26 and above have experienced low productivity
following the same modality. In terms of efficiency, students whose age are 19 below,
between 20-21, 22-23, and 26 and above were efficient in traditional education, while those
between 24-25 are inefficient. Meanwhile, students who are 19 years old and below, 20-21,
22-23, and 26 years old and above felt convenient if classes are held in classrooms. Clearly,
those who are younger are more productive and convenient in traditional education, while
those who are older are more efficient, particularly those 26 and above. Heiens and Hulse
(1996) conducted a study that has determined the difference between students taking online
classes and those that follow the traditional classroom set-up, and it was suggested that online
or distance learning favors older students, indicating their preference on it, which supports
the findings provided that it records better performance among younger students than older
ones.
Table 11: Respondents’ preference interpretation based on their experience between online
and traditional education when grouped in terms of age
Online Preference Traditional Preference
Age Group
Education Interpretation Education Interpretation
19 and below 2.77 High Preference 3.01 High Preference
20-21 2.83 High Preference 3.04 High Preference
22-23 3.05 High Preference 2.89 High Preference
24-25 3.20 High Preference 2.07 Low Preference
26 and above 2.87 High Preference 2.73 High Preference
Table 11 shows those 19 years old and below has high preference on both online and
traditional education, but has recorded a higher mean score in traditional education, while the
case of those students who are 20-21 years old is the same. On the other hand, students who
are 22-23, 24-25, and 26 years old and above, though have also high preference in both
modality has recorded higher mean scores in online education, indicating that students that
are older in this group prefer online education, while those who are younger prefer traditional
education, both with just slight gap among mean scores.
Table 12: Respondents’ experience in online education based on their sex

Sex Group Productivity Efficiency Convenience
Female 2.85 2.83 2.81
Male 2.96 2.94 2.80
Table 12 presents that female students have high productivity, high efficiency, and are
convenient if classes are held online, similar to male. Additionally, when grouped according
to their sex, those who are male have experienced to be more productive and efficient in
online education, while female students felt more convenient, though only a gap of .01 to .11
have been recorded in between mean scores. This indicates that male are better than female in
online learning, which negates the findings of Liu et al (2021) revealing the opposite.
Table 13: Respondents’ experience in traditional education based on their sex

Sex Group Productivity Efficiency Convenience
Female 3.13 2.91 2.99
Male 3.08 2.84 2.92
Table 13 shows that female students have high productivity, high efficiency, and are
convenient in traditional education, while the same goes with male students. Also, it is clear
that when grouped according to their sex, those who are female compared to male have
experienced to be more productive and efficient, and felt more convenient in traditional
education, though only a gap of .05 to .07 have been recorded in between mean scores. This
is congruent with Richardson and Woodley's (2003) study, which suggests that females
acquire greater learning outcomes than males because they are more persistent and devoted.
and traditional education when grouped in terms of sex
Age Group
Female 2.83 High Preference 3.01 High Preference
Male 2.90 High Preference 2.95 High Preference
Table 14 presents that both female and male students have high preference on online and
traditional education, however, they have recorded a slightly higher mean score in traditional
education, indicating that they prefer traditional education than online. This could indicate
that compared to traditional learning, preference to online education is low due to
accessibility to the internet, provided that not all places in a country has excellent internet
connectivity to conduct online learning (Hasanah, 2021).
Table 15: Respondents’ experience in online education based on the type of institution they
are enrolled at
Groupings of students based on type
of institution they are enrolled at
Private 2.87 2.80 2.75
Public 2.87 2.91 2.87
Table 15 shows that those students who are studying in public and private institutions have
experienced high productivity, high efficiency, and have felt convenient in online education.
However, it is noticeable that students who are currently enrolled in public institutions were
more efficient and have felt more convenient than those who are studying in private
institutions, nevertheless, in terms of productivity, they are exactly equal. Hasanah (2021)
discovered that flexibility, simplicity of course, convenience, and time savings positively
impact students' preference for online learning, while interaction and learning experience
influence students' preference for face-to-face learning, which means that those studying in
public institutions give more importance on flexibility, courses’ simplicity, convenience, and
time savings in their education compared to how those that study in private colleges and
universities.
Table 16: Respondents’ experience in traditional education based on the type of institution
they are enrolled at
Groupings of students based on type
of institution they are enrolled at
Private 3.16 2.94 3.06
Public 3.08 2.84 2.89
Table 16 presents that students enrolled in public and private institutions have experienced
high productivity, high efficiency, and are convenient in traditional education. However, it is
also clear that in terms of all three variables, private institution students were at an advantage
over those studying in public ones. Hasanah (2021) explains that in choosing online learning,
students’ tend to prefer it based on flexibility, simplicity of course, convenience, and time
savings, while they choose traditional education due to higher interaction and learning
experience it offers, which indicates that students in private higher education institutions give
more importance on interactions and the overall learning experience in education.
and traditional education when grouped in terms of the type of institution they are enrolled at
Institution Online Preference Traditional Preference
type Group Education Interpretation Education Interpretation
Private 2.81 High Preference 3.05 High Preference
Public 2.88 High Preference 2.94 High Preference
Table 17 shows that both student groups have high preference in online and traditional
education, but they have recorded a lightly higher mean score in traditional education, which
indicates preference towards classes in classrooms rather than classes done online.
Overall experience and preference between Online and Traditional Education
Table 18: Respondents’ experience in online and traditional education in all variables
Online Experience Traditional Experience
Variables
Productivity 2.87 High Productivity 3.12 High Productivity
Efficiency 2.85 High Efficiency 2.89 High Efficiency
Convenience 2.81 Convenient 2.98 Convenient
Table 18 presents tourism management students of the selected Higher Education Institutions
in Region IV-A, Philippines experienced high productivity, high efficiency, and are
convenient in online and traditional education. It also noticeable that though their levels of
productivity, efficiency, and felt convenience in both modalities fall under the same scale, the
students recorded higher mean scores in traditional education. It means that Filipinos tourism
students agree that online learning is an efficient learning method as it provided them more
study time and allows them to reread and understand educational materials more as explained
by Amir et al (2020) and O'Malley and McCraw (1999). However, it also indicates that like
Indonesians, Filipinos prefer face-to-face learning despite acknowledging the benefits of
online learning (Hasanah, 2021).
Table 19: Respondents’ preference interpretation based on their overall experience between
online and traditional education
Statement
Preference of tourism
management students
of selected HEIs in
Region IV-A, 2.84 High Preference 3.00 High Preference
Philippines between
online and traditional
education
Table 19 shows that both online and traditional education are highly preferred by tourism
management students, however, with a slightly higher mean score, this table also shows that
traditional education is more preferred, which indicates that Filipinos, like Indonesians,
Taiwanese, and Americans, favor traditional way of learning over the online modality (Bali
and Liu, 2018; Hasanah, 2021; Levine, 2009). This also explains that tourism management
students though perceive online learning positively, still find the traditional method slightly
better.
Conclusion
The study has determined that online and traditional education modalities have
advantages over each other. The advantages of each education modality based on the
experience of tourism management students are hereby presented on this table 20 created by
the researchers. Through a comparison among the responses of the students, the researchers
were also able to determine which age group, sex group, and students based on the type of
institutions where they are enrolled at, performs better in the two education modalities. It was
determined that students that are 22-23 years old and male are more productive in online
education, while 20-21 years old, female, and studying in private institutions are more
productive in traditional education than their counterparts. Meanwhile, those that are 24-25
years old, male, and from public institutions are more efficient in online education than other
groups, and students that are 26 years old and above, female, and studying in a private
institution are more efficient in traditional education compared with others. In terms of
convenience, the researchers have also learned that 24-25 years old, female, and students
from public institutions felt more convenient in online learning compared than the rest of the
groups, while those students that are 19 years old and below, female, and are studying in
private institutions felt more convenient attending classes in traditional classrooms compared
with others. Overall, 24-25 years old outperforms all in online education, while 20-21 years
old students outperforms everyone in traditional education. Additionally, male performs
better than female when classes are held online, while female are better than male in
traditional set-up. Moreover, students that are studying in public institutions outperforms
those studying in private institutions in online education, but private institution students
perform better than public institution students if classes are held traditionally.
Table 20: Advantages of Online and Traditional Education among tourism management
students (Aguilar et al, 2022)
Online Education Traditional Education
Productivity Productivity
• Higher grades in examinations and • Acquiring knowledge and skills relevant
quizzes to the course is more effective
• Lessons are well understood
• Confidence to recite in class is higher
Efficiency Efficiency
• Deadlines are met by students easier • Less distraction and less problems
• Students learn to independently encountered during class
accomplish academic tasks
• Fewer things to prepare for class
Convenience Convenience
• Less expenses • Students feel more comfortable in
attending classes and doing activities
• Communication with professors and
classmates is faster and easier
• Allows a more balanced personal and
study life
As the first study to have determined the experience and preference of Filipino tourism
management students in and between online and traditional education, this has led to the
discovery that tourism management students are more productive, more efficient, and feel
more convenient in traditional education, though the students also recorded high productivity,
high efficiency, and have expressed to be convenient in online education. Furthermore,
though tourism management students in the selected Higher Education Institutions have
expressed high preference in both modalities, they prefer traditional education more.
Recommendations
From the conclusions, the following recommendations are made:
1. Hybrid modality is recommended to cover the advantages of both online and traditional
education, which are expected to benefit tourism management students. This is expected
to maximize the performance of the students in class, ensure that they are acquiring well
the knowledge and skills needed for their future careers, and expected to result to less
expense in tertiary education.
2. As suggested by Glover and Lewis (2012) that students who have already attended
online courses tend to prefer online courses and seek out for more, which in a way
indicates that they are doing well, the researchers hereby recommend the government to
expose younger students, female, and those in private institutions to online education
more since they are outperformed by the older students, male ones, and those that are
studying in public institution, especially if the government see online modality as the
future for the country’s education system.
3. The government is encouraged to fund and continuously support online education in the
country as the students have recorded high productivity and high efficiency following
this modality, as well as the convenience it provides and the high preference expressed
by the students, contrary to what other studies suggest involving students in lower
education levels. It is clear that in tertiary education, particularly in the Bachelor of
Science in Tourism Management Program, online education can stay as an option for
students, and going back to full face to face learning is unnecessary.
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Authors Information
Mark Gabriel Wagan Aguilar Jayson Nual Olayta

Emilio Aguinaldo College Laguna State Polytechnic University
Cavite, Philippines Laguna, Philippines
E-mail Address:
markgabrielaguilar@gmail.com
Biography of the First Author Biography of the Second Author
Mark Gabriel Wagan Aguilar is an Asst. Jayson Nual Olayta is the Director
Professor IV at Emilio Aguinaldo College for Student Affairs and Services at
in the Philippines and a former School the Laguna State Polytechnic
Director of ABE International Business University, Philippines. He has a Master's
College-Fairview Campus. Tourism and degree in Rural Development, with a
Hospitality Management, Business and specialization on agriculture and tourism
Organizational Administration, Education, development. He is currently pursuing his
Environmental Conservation and PhD in Agriculture, which is awaiting
Sustainability, Community Development, conferment. Prof. Olayta is a licensed
and Research are among his specialties. In agriculturist with experience in teaching,
addition to being an educator, he is a research, extension, and production projects.
dedicated researcher with more than 30,000 He has published several research articles
reads in ResearchGate as of November related to agriculture and social science in
2022, and a speaker who have presented in peer-reviewed journals as a result of his
a number of international and local hard work. With his passion in what he
conferences and seminars, as well as a does, he continuously contribute to the
registered Writer/Author, Editor, growth of his institution, community, and
Educational Technologist, and Publishing country.
Specialist with the National Book
Development Board, Philippines.

Universitas Sarjanawiyata Tamansiswa
Yogyakarta, Indonesia
Biography of the Third Author
Victa Sari Dwi Kurniati is a lecturer in

English Education Department at
Universitas Sarjanawiyata Tamansiswa in
Indonesia. Her research interests are in
English Language Teaching and Learning,
TEFL, Literature in English Language
Teaching, and English for Tourism and
Hospitality Industry.
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Productivity, Efﬁciency, and Convenience of Tourism Management Students

Article · December 2022

Mark Gabriel Wagan Aguilar Jayson Olayta

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Volume 4, Issue 1, Year 2022 ISSN: 2715 - 1808

Productivity, Efficiency, and Convenience of Tourism Management

Article Info Abstract

1. To determine the experience of tourism management students in selected higher

The research of Hasanah (2021) involving 64 university students in Indonesia

Table 2: Breakdown of the total number of Bachelor of Science in Tourism Management

Table 4: Likert Scale Interpretations on respondents’ experience

Table 5: Likert Scale Interpretations on respondents’ level of preference

Survey Responses Preference Interpretation Scale

Results and Discussion

Figure 1: Respondents’ age distribution

Figure 2: Respondents’ sex distribution

Experience of students in Online Education and Traditional Education

Table 6: Respondents’ experience in online education versus traditional education in terms of

Table 7: Respondents’ experience in online education versus traditional education in terms of

Table 8: Respondents’ experience in online education versus traditional education in terms of

Experience in Online Education and Traditional Education based demographic profile

Table 9: Respondents’ experience in online education based on their age

Table 10: Respondents’ experience in traditional education based on their age

Table 12: Respondents’ experience in online education based on their sex

Table 13: Respondents’ experience in traditional education based on their sex

Bhuiyan, O. (2022). Students Preference of E-Learning over Traditional Learning: A Case

Dani, V. (2022). Is Online Education Better than Traditional Education?. Education

Department of Education (2012). K-12 Primer as of 20 December 2011.

Global eLearning Journal, Volume 1, No. 3.

Heiens, R. A., & Hulse, D. B. (1996). Two-way interactive television: An emerging

Makarova, E. (2021). Effectiveness of traditional and online learning: comparative analysis

Paul, J. and Jefferson, F. (2019). A Comparative Analysis of Student Performance in an

Mark Gabriel Wagan Aguilar Jayson Nual Olayta

Biography of the First Author Biography of the Second Author

Victa Sari Dwi Kurniati

Biography of the Third Author

Victa Sari Dwi Kurniati is a lecturer in

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