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ALTERNATIVE LEARNING EXPERIENCE: THE EFFECTIVENESS AND

SATISFACTION LEVEL OF THE ALE PROGRAM OF THE IHTM

A Thesis Presented to the Faculty

Institute of Hospitality and Tourism Management
Baliwag Polytechnic College

In Partial Fulfillment of the Requirements for the Degree

Bachelor of Hospitality and Tourism Management

By
ASTROPHER O. LABOG JOHN MARK B. VALONDO
PATRICIA ANN S. GARCIA CHRISTIAN DC. TOMAS
RABBANI S. ALFARO PETER EMMIEL DC. CRUZ
CATHERINE F. MENGOTE ANGELICA V. HERRERA
KATHLEEN MARIZ V. ATERADO PETER JOHN M. ENGUERRA

November, 2024

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APPROVAL SHEET

The research/thesis titled ALTERNATIVE LEARNING EXPERIENCE: THE

EFFECTIVENESS AND SATISFACTION LEVEL OF THE ALE PROGRAM OF
THE IHTM, prepared and submitted by Astropher O. Labog, Patricia Ann S. Garcia,
Rabbani S. Alfaro, Catherine F. Mengote, Kathleen Mariz V. Aterado, John Mark B.
Valondo, Christian Dc. Tomas, Peter Emmiel Dc. Cruz, Angelica V. Herrera, and Peter
John M. Enguerra in partial fulfillment of the requirements for the degree of Bachelor of
Science in Hospitality Management, has been examined and is recommended for
acceptance and approval for oral examination.

JUANA C. DELA CRUZ, PhD

Adviser

Approved and accepted by the Committee on Oral Examination on Date with a

grade of ____.

JUAN D. CRUZ, PhD

Chairperson

JUAN D. CRUZ, EdD JUAN D. CRUZ, EdD

Member Member

JUAN D. CRUZ, PhD

Member

Accepted and approved in partial fulfillment of the requirements for the degree of
Bachelor of Science in Hospitality Management.

JAYSON C. BACOSA, MBA

Dean, Institute of Hospitality and Tourism Management

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ACKNOWLEDGEMENT

The researcher would like to express their deepest gratitude to the following
individuals for their invaluable contributions to the completion of this research.

First and foremost, special thanks are due to Mr. Jayson C. Bacosa, Dean of the
Institute of Hospitality and Tourism Management, for his unwavering support and
insightful suggestions throughout the study. His guidance and constructive feedback
played a crucial role in improving the quality of the manuscript.

The researcher also extends their appreciation to the faculty and staff of the
Institute for their continuous encouragement and assistance. Their commitment to
fostering a learning environment was instrumental in the successful execution of this
study.

Heartfelt thanks are also extended to the participants, the students of the IHTM,
whose honest responses provided the foundation for the research findings. Their
willingness to share their experiences with the ALE program was crucial in achieving the
objectives of this study.

Finally, the researcher would like to express profound appreciation to their family
and friends for their constant support, patience, and understanding throughout the
research process. Their encouragement provided the emotional strength necessary to
complete this endeavor.

- The Researchers

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DEDICATION

This research is dedicated to all the students and faculty members of the Institute
of Hospitality and Tourism Management who continue to inspire and strive for
excellence in education. Their dedication to learning and teaching is the driving force
behind the success of academic programs like the Alternative Learning Experience
(ALE).

The researcher also dedicates this work to their family for their unwavering love
and support, which provided the strength to overcome challenges during this academic
journey. Special thanks to those who have walked beside the researcher every step of the
way, offering encouragement and understanding when needed most.

Lastly, this study is dedicated to future generations of students who will benefit
from the findings, hoping that this work will contribute to enhancing the learning
experience for them.

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ABSTRACT

The maximum length of the abstract is two pages using 12-point Times New Roman and

double space. An abstract should not contain figures, references, or equations unless

necessary.

Key Words:

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CERTIFICATE OF ORIGINALITY

I hereby declare that this submission is my own work and that, to the best of my
knowledge and belief, it contains no material previously published or written by another
person nor material to which to a substantial extent has been accepted for award of any
other degree or diploma of a university or other institute of higher learning, except where
due acknowledgement is made in the text.

I also declare that the intellectual content of this research is the product of my
work, even though I may have received assistance from others on style, presentation, and
language expression.

_________________________________ ________________
signature of advisee over printed name Date

_________________________________ __________________
signature of advisor over printed name Date

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CERTIFICATION FORM FOR LANGUAGE EDITING

This is to certify that the undersigned has viewed and went through all the pages
of the Research entitled “ALTERNATIVE LEARNING EXPERIENCE: THE
EFFECTIVENESS AND SATISFACTION LEVEL OF THE ALE PROGRAM OF THE
IHTM” written by Astropher O. Labog, Patricia Ann S. Garcia, Rabbani S. Alfaro,
Catherine F. Mengote, Kathleen Mariz V. Aterado, John Mark B. Valondo, Christian Dc.
Tomas, Peter Emmiel Dc. Cruz, Angelica V. Herrera, and Peter John M. Enguerra,
aligned with the set of structural rules that govern the composition of sentences, phrases
and words in the English Language. And have found it complete and satisfactory with
respect to grammar, organization, and APA format and style as prescribed by the Baliwag
Polytechnic College.

Certified by:

Juan Dela Cruz

Grammarian
Email
Contact Number:

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TABLE OF CONTENTS

Page

Title Page …………………………………………………………………………. i

Approval Sheet …………………………………………………………………… ii
Acknowledgement ………………………………………………………………... iii
Dedication ………………………………………………………………………… iv
Abstract …………………………………………………………………………… v
Certificate of Originality…………………………………………………………. vi
Certification Form for Language Editing ………………………………………. vii
Table of Contents ………………………………………………………………… viii
List of Figures ……………………………………………………………………. x
List of Tables ……………………………………………………………………... xi

Chapter

1 THE PROBLEM AND ITS BACKGROUND

Introduction ……………………………………………………………….. 1
Statement of the Problem …………………………………………………. 3
Hypothesis ………………………………………………………………… 4
Significance of the Study …………………………………………………. 4
Scope and Limitations …………………………………………………….. 5
Definition of Terms………………………………………………………… 6

2 REVIEW OF RELATED LITERATURE

Foreign Literatures ………………………………………………………… 8

Local Literatures …………………………………………………………... 9
Theoretical Framework …………………………………………………… 11
Conceptual Framework …………………………………………………… 13
Synthesis…………………………………………………………………… 13

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3 METHODOLOGY
Research Design ………………………………………………………….. 16
Population, Sample, and Sampling Technique ……………………………. 16
Research Instrument ………………………………………………….…… 16
Data Gathering Procedure ………………………………………………… 17
Ethical Procedure …………………………………………………………. 17
Data Analysis ……………………………………………………………… 18

4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

5 SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

Summary of Findings ……………………………………………………… 21
Conclusion ………………………………………………………………… 25
Recommendation ………………………………………………………….. 26

REFERENCES

APPENDICES

Letter to Respondent

Informed Consent

Survey Instrument

Letter to the Validator

Turnitin Result

CURRICULUM VITAE

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LIST OF FIGURES

Figure Page

1 Input-Process-Output (IPO) Model 13

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LIST OF TABLES

Table Page

1 Gender 7

2 Age Group 8

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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

In an ever-evolving global landscape, the hospitality and tourism industry

demands innovative and practical approaches to education that prepare students to thrive

in real-world scenarios. Traditional classroom-based learning, while foundational, often

lacks the experiential component necessary for students to develop the hands-on skills

and adaptability required in such a dynamic field. To address this gap, the Alternative

Learning Experience (ALE) program has emerged as a vital educational initiative aimed

at bridging the gap between theory and practice. Designed to provide students with

opportunities for applied learning, the ALE program focuses on enhancing professional

readiness through a variety of experiential activities, including internships, industry

immersions, and simulations.

The Institute of Hospitality and Tourism Management (IHTM) recognizes the

importance of equipping its students with practical knowledge and real-world experiences

to meet the demands of the hospitality and tourism sectors. The ALE program was

specifically developed to complement the institution’s academic curriculum by offering

students direct exposure to industry practices, fostering critical thinking, problem-solving

abilities, and interpersonal skills. Such programs are pivotal in ensuring that graduates

not only understand the theoretical underpinnings of their field but are also capable of

applying this knowledge in diverse and challenging work environments.

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However, as with any educational program, the effectiveness and satisfaction of

participants must be continually assessed to ensure that the program remains aligned with

its objectives and responsive to students' needs. While anecdotal evidence and informal

feedback suggest the value of the ALE program, there is a need for systematic and

empirical evaluation to understand its impact fully. This evaluation is crucial not only for

validating the program’s contributions but also for identifying areas of improvement that

can further enhance its relevance and effectiveness.

This study seeks to evaluate the effectiveness and satisfaction level of the ALE

program as perceived by students of IHTM. Specifically, it aims to determine whether the

program effectively enhances students' practical skills, industry readiness, and overall

learning experience. The research also explores the extent to which students find the

program satisfactory in terms of its structure, delivery, and ability to meet their

expectations. By doing so, the study will provide valuable insights into the strengths and

potential areas for enhancement of the ALE program.

Furthermore, this study contributes to the growing body of literature on

experiential learning in hospitality and tourism education. Experiential learning theories

emphasize the significance of hands-on, reflective learning processes that enable students

to engage actively with real-world challenges. Programs like ALE embody this

philosophy, making it imperative to analyze their impact systematically. The findings of

this research will not only benefit educators and program developers within IHTM but

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will also offer insights that can be applied to similar educational initiatives in other

institutions and fields of study.

Ultimately, this research underscores the importance of integrating alternative

learning experiences into the educational framework for hospitality and tourism students.

It highlights how such programs can empower students to develop the confidence,

competence, and critical thinking skills necessary for success in an increasingly

competitive industry. By understanding the effectiveness and satisfaction levels

associated with the ALE program, this study aims to contribute to the continuous

improvement of experiential learning practices and, consequently, to the overall quality

of education in the field of hospitality and tourism management.

Statement of the Problem

The study aims to evaluate the effectiveness of the ALE program and the

satisfaction level of the IHTM students with it. Examining these aspects will provide

valuable insights into the program's impact on students' learning experiences and its

alignment with academic and industry expectations.

Thus, the study seeks to answer the following:

1. How may the demographic profile of the respondents be described?

2. How may the effectiveness of the ALE program be described?

3. How may the satisfaction level of the respondents with the ALE program be

described?

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4. How can the overall impact of the ALE program on the IHTM be described?

5. Is there a significant relationship between the demographic profile of the

respondents and the overall effectiveness of the ALE program?

6. Is there a significant relationship between the demographic profile of the

respondents and their satisfaction level with the ALE program?

7. Are there significant differences in the effectiveness and satisfaction level of the

ALE program between different demographic profiles?

Hypothesis

1. Respondents are satisfied with the ALE program.

2. Respondents are satisfied with the ALE program.

3. The ALE program has a significant impact on the Institute of Hospitality and

Tourism Management (IHTM).

4. There is a significant relationship between the demographic profile of the

respondents and the perceived overall effectiveness of the ALE program.

5. There is a significant relationship between the demographic profile of the

respondents and their satisfaction level with the ALE program.

6. There is a significant difference in the effectiveness and satisfaction level of the

ALE program between different demographic profiles.

Significance of the Study

The findings of this study are significant to various stakeholders:

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Students of IHTM: This study will provide insights into how the ALE program

contributes to their learning experience, skill development, and career preparedness. The

results can help students better understand the program’s benefits and areas for personal

growth.

Institute of Hospitality and Tourism Management (IHTM): The findings will

offer valuable feedback on the effectiveness and satisfaction level of the ALE program,

guiding the institute in refining its curriculum and experiential learning strategies to

better serve its students.

Faculty and Program Coordinators: This study will provide faculty members

and coordinators with data-driven insights to improve the design, delivery, and outcomes

of the ALE program, ensuring its alignment with academic goals and industry demands.

Hospitality and Tourism Industry: The study will help industry professionals

understand the impact of ALE programs on workforce readiness, fostering stronger

collaborations between educational institutions and industry stakeholders.

Future Researchers: This study can serve as a reference for future research

exploring experiential learning in hospitality and tourism education, contributing to the

growing body of literature on effective teaching methods in this field.

Scope and Limitations

This study focuses on evaluating the effectiveness, satisfaction level, and overall

impact of the Alternative Learning Experience (ALE) program at the Institute of

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Hospitality and Tourism Management (IHTM), with participants being students who

have completed or are currently enrolled in the program. It aims to explore how the

program contributes to students’ practical skills, career readiness, and overall learning

experience. Additionally, the research examines the relationship between students'

demographic profiles and their perceptions of the program's effectiveness and

satisfaction.

However, the study is limited by several factors. First, the data is self-reported,

which could introduce personal biases. Second, the geographical focus on IHTM limits

the generalizability of the findings to other institutions. Furthermore, the study’s time

frame may not capture long-term outcomes of the ALE program, and its reliance on

quantitative data may overlook deeper qualitative insights into students’ experiences.

Definition of Terms

The following terms are defined to provide clarity within the context of this study:

Alternative Learning Experience (ALE): A program designed to provide students with

hands-on, experiential learning opportunities that complement traditional classroom

education. The ALE program focuses on practical activities, such as internships, industry

immersions, and simulations, to enhance students' professional skills and industry

readiness.

Effectiveness: The degree to which the ALE program achieves its intended goals,

including the enhancement of students' practical skills, industry knowledge, and overall

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readiness for the workforce. It reflects how well the program fulfills its educational

objectives.

Experiential Learning: A learning process that involves students actively participating

in real-world experiences, reflecting on these experiences, and applying knowledge in

practical settings. This approach emphasizes learning through doing, rather than passive

reception of information.

Satisfaction Level: The extent to which students feel content with the ALE program's

structure, delivery, and outcomes. This includes their perceptions of the program’s ability

to meet expectations and provide a valuable learning experience.

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CHAPTER 2

REVIEW OF RELATED LITERATURE

Review of Related Literature

Foreign Literature

Alternative Learning Experiences (ALE) have gained attention in education as a

method to cater to diverse learning needs, blending traditional and innovative approaches.

Blended learning, a form of ALE, has demonstrated positive effects on students’

academic success by balancing readiness, motivation, and learning skills, as highlighted

in studies conducted in higher education institutions (Alsalhi et al., 2021). However, the

effectiveness of ALE programs depends significantly on individual learner characteristics

and course design, which influence satisfaction and learning outcomes (Kintu et al.,

2017). Similarly, the role of personalized instructional approaches within ALE, such as

project-based and online learning, has been found effective in fostering student

engagement and real-world problem-solving abilities (Clark & Post, 2021).

Online learning as a subset of ALE has proven beneficial for flexibility and

inclusivity. Programs in Washington State aim to meet individualized learning needs

while adhering to public education standards, which align with global best practices

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(Sharratt, 2023). Additionally, studies emphasize the importance of effective course

design, including clear objectives, technology support, and interactive resources, to

maximize the success of ALE models (Garrison & Kanuka, 2004).

Research also highlights challenges in ALE implementation, such as technical

barriers and varying attitudes toward blended models, which can impact the learning

experience (Hara, 2000). Furthermore, experiential learning opportunities, such as

internships and field-based programs, form an integral part of ALE frameworks,

enhancing students’ professional competencies and satisfaction (Oxford Group, 2013).

Another dimension of ALE is its impact on skill development. Programs

incorporating community-based experiences and professional immersion have been

shown to improve critical thinking and practical application in tourism and hospitality

students (Demirkol & Kazu, 2014). This aligns with findings on the value of active

learning strategies in raising student satisfaction and preparing learners for dynamic work

environments (Kenney & Newcombe, 2011).

Lastly, evaluation methods for ALE programs underline the necessity of aligning

program goals with learner expectations to achieve high satisfaction and sustained

effectiveness. Such alignment fosters a cohesive learning environment that bridges

theoretical knowledge and practical skills, particularly in fields like hospitality and

tourism (Siemens, 2005).

Local Literature

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The effectiveness of Alternative Learning Experiences (ALE) has been studied

extensively in the Philippines, where various institutions adopt innovative approaches to

enhance learning satisfaction and outcomes. Research highlights that integrating practical

and experiential learning modules significantly improves student engagement and

knowledge retention, particularly in the context of Hospitality and Tourism Management

programs. Dimaano and Nguyen (2019) emphasized the importance of experiential

learning in developing skills aligned with industry demands. Additionally, Labarrete

(2019) assessed Alternative Learning Systems (ALS) and found that modular and

blended learning approaches effectively address diverse learning needs while maintaining

high satisfaction levels among students.

Similarly, studies on ALS programs suggest that the effectiveness of these

systems lies in their adaptability to learners' needs and local contexts. For instance,

Funtecha et al. (2023) examined the digital readiness of ALS teachers, underscoring the

role of teacher competence in facilitating innovative learning environments. Anduyan

(2021) explored the relationship between blended learning modules and student self-

efficacy, concluding that well-designed content enhances both learning effectiveness and

student confidence.

The role of learner satisfaction is equally crucial in determining ALE success.

Gochuico (2021) noted that instructional managers' competency directly influences

student satisfaction in ALE settings, advocating for targeted training programs for

educators. Moreover, the alignment of curricula with industry expectations and the

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integration of technology in instruction further boost student engagement, as

demonstrated by Espinosa et al. (2023). Defacto (2022) highlighted that providing

practical and context-specific lessons in ALE contributes significantly to learner

satisfaction.

Beyond academic performance, the holistic development of students in ALE

programs is a recurring theme in the literature. Cagoco (2021) explored how

demographic factors impact students' oral communication skills in ALS programs, while

Funtecha et al. (2023) examined the impact of digital competence on teaching outcomes.

Such findings reveal that ALE programs are most effective when they integrate personal

development goals with academic and professional objectives.

Lastly, the institutional support and resource allocation play a pivotal role in the

effectiveness and satisfaction derived from ALE programs. Labarrete (2019) emphasized

the need for consistent curriculum evaluation to ensure the relevance and quality of

learning experiences. These insights collectively point to the critical role of customized

and learner-centered approaches in achieving the goals of ALE programs in the

hospitality and tourism sector.

Theoretical Framework

This study is anchored on Kolb's Experiential Learning Theory (1984) and Astin’s

Student Involvement Theory (1984), both of which provide a robust foundation for

understanding the dynamics of Alternative Learning Experience (ALE) programs.

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Kolb's Experiential Learning Theory (ELT) emphasizes that learning is a

cyclical process involving four stages: concrete experience, reflective observation,

abstract conceptualization, and active experimentation. In the context of ALE programs,

students engage in hands-on activities such as internships, simulations, and industry

immersions, representing the "concrete experience" phase. They then reflect on these

experiences, integrate theoretical knowledge with practice, and experiment with applying

this knowledge to new situations, completing the learning cycle. This theory supports the

ALE program's goal of equipping students with practical skills and industry readiness by

engaging them in active and reflective learning processes.

Astin's Student Involvement Theory posits that the degree of student

involvement in educational activities directly correlates with their learning and

development outcomes. Astin emphasizes that learning environments that actively engage

students foster deeper learning experiences. ALE programs, through their interactive and

participatory nature, exemplify this principle by encouraging active student involvement

in real-world settings. Internships, collaborative projects, and industry engagements

provide avenues for students to develop professionally and personally.

Together, these theories explain how experiential and participatory educational

approaches, like the ALE program, foster professional skills, critical thinking, and

satisfaction with the learning process. The effectiveness and satisfaction level of the ALE

program can thus be assessed through its alignment with these theoretical foundations,

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focusing on the extent to which it facilitates experiential learning and active student

involvement.

Conceptual Framework

Figure 1

Input-Process-Output (IPO) Model

INPUTs
 Demographic OUTPUT
PROCESSES
profile of the Evaluation of the
respondents  Surveys
effectiveness and
 Effectiveness  Data
the satisfaction
of the ALE Analysis
level of IHTM
program  Interpretatio
students with the
 Satisfaction n of Data
ALE program
level with the
ALE program

The conceptual framework that was used in the study is the Input-Process-Output

model as shown in Figure 1. The Inputs include research on the respondents’

demographic profile, the effectiveness of the ALE program, and the satisfaction of the

respondents with the ALE program. The Processes involve surveys, data analysis, and

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interpretation of data. The Output includes the evaluation of the effectiveness and the

satisfaction level of IHTM students with the ALE program.

Synthesis

The reviewed literature highlights the critical role of Alternative Learning

Experiences (ALE) in enhancing educational outcomes and addressing the gap between

theoretical knowledge and practical application. Foreign studies emphasize ALE's

potential to foster student engagement, improve academic performance, and build

professional competencies through experiential learning (Alsalhi et al., 2021; Clark &

Post, 2021). These studies underline the significance of flexible and inclusive learning

models, such as online and project-based learning, and the need for well-designed

curricula that meet learners' diverse needs (Sharratt, 2023; Garrison & Kanuka, 2004).

The benefits of ALE are particularly evident in fields like hospitality and tourism, where

hands-on experiences help students develop industry-relevant skills (Demirkol & Kazu,

2014; Oxford Group, 2013).

Local studies, meanwhile, reinforce the importance of adapting ALE programs to

the Philippine context. Research indicates that modular and blended approaches in ALE

contribute to skill development and align with industry requirements, especially in

Hospitality and Tourism Management (Dimaano & Nguyen, 2019; Labarrete, 2019).

Studies also emphasize the role of educator competency and institutional support in

driving student satisfaction and program effectiveness (Gochuico, 2021; Espinosa et al.,

2023). Local evidence supports the notion that ALE programs must integrate both

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academic and personal development goals to maximize their impact on learners (Cagoco,

2021; Funtecha et al., 2023).

The theoretical grounding of Kolb's Experiential Learning Theory and Astin’s

Student Involvement Theory aligns with these findings, demonstrating how ALE

programs facilitate active participation, reflection, and skill application in real-world

scenarios. These theories provide a comprehensive framework for evaluating the ALE

program's effectiveness and satisfaction among IHTM students. By synthesizing insights

from both local and international literature, it is evident that ALE programs are most

impactful when they are learner-centered, contextually adapted, and supported by strong

institutional frameworks. The findings contribute to understanding how ALE can bridge

the gap between academic knowledge and practical skills, preparing students for success

in dynamic professional environments.

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CHAPTER 3

METHODOLOGY

Research Design

The study will utilize a descriptive correlational research design in order to

describe and assess the effectiveness and respondent satisfaction level of the ALE

program. The design will also examine the relationships between different variables such

as the demographic profile of the respondents and the impact of the ALE program to the

Institute of Hospitality and Tourism Management.

Population, Sample, and Sampling Technique

The study will involve 100 IHTM students who participate in the Alternative

Learning Experience Program at Baliwag Polytechnic College. A random sampling

technique will be used to select the participants, ensuring that each individual in the

target population has an equal opportunity to be chosen. This method helps minimize

selection bias and ensures a representative sample that reflects the variety of experiences

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and perspectives within the IHTM community. By using this approach, the study aims to

enhance the generalizability of the results and ensure the validity of the findings.

Research Instrument

The study will employ a structured survey questionnaire to collect quantitative

data on the participants' perceptions of the effectiveness and satisfaction levels regarding

the ALE program. The questionnaire will feature closed-ended Likert scale items,

enabling standardized responses that can be systematically analyzed. This method is

effective for capturing measurable data on attitudes and opinions, ensuring consistency in

responses across all participants.

Data Gathering Procedure

The data collection for this study will follow a systematic and structured approach

to ensure the reliability and validity of the findings. Initially, permission will be sought

from the relevant authorities at Baliwag Polytechnic College, including the Institute of

Hospitality and Tourism Management (IHTM), to conduct the research. Once approval is

granted, a sample of 100 IHTM students participating in the Alternative Learning

Experience (ALE) program will be selected. Depending on respondent preferences and

practical issues, the survey may be conducted in-person or electronically through online

survey platforms.

Ethical Procedure

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The study will be conducted with the utmost regard for ethical principles.

Informed consent will be obtained from all participants, providing them with a clear

understanding of the study's objectives, the voluntary nature of their participation, and

assurances of anonymity and confidentiality. Participants will be encouraged to ask any

questions they may have before agreeing to take part. All data will be securely stored,

with access limited to authorized personnel only. To protect participants’ identities, all

information will be anonymized before reporting.

Data Analysis

To analyze the data that will be collected from the respondents, the following

statistical tools will be used:

Descriptive Statistics - to describe demographic profile of the respondents, the

effectiveness of the ALE program, and the respondents’ satisfaction level with it.

Pearson R Correlation - to determine if there is a significant relationship between the

demographic profile of the respondents and the effectiveness and satisfaction level of the

ALE program.

Independent Samples T-test - to compare the differences in the views of different

demographic profiles regarding the effectiveness and satisfaction levels of the ALE

program.

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CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

(Each chapter should begin in a new page.)

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CHAPTER 5

SUMMARY, CONCLUSION, AND RECOMMENDATION

(Each chapter should begin in a new page.)

Summary of Findings

Conclusion

Recommendation

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REFERENCES

Alsalhi, N. R., Eltahir, M. E., & Al-Qatawneh, S. S. (2021). Evaluating blended

learning effectiveness: An empirical study from undergraduates'
perspectives. Frontiers in Psychology.

Anduyan, D. B. (2021). Effectiveness of Blended Learning Modules as Correlates

of Self-Efficacy of ALS Students: Basis for an Action Plan. International
Journal of Multidisciplinary: Applied Business and Education Research,
2(11), 105–117.

Cagoco, O. (2021). Understanding the Oral Communication Apprehension of

Alternative Learning System (ALS) Students with their Demographic
Profile as Differentiating Factors: A Convergent Parallel Design.
International Journal of Innovative Science and Research Technology,
6(11), 1060–1113.

Clark, R. E., & Post, T. G. (2021). Hybrid learning models in higher education:
Active learning benefits. Educational Technology Research.

Defacto, A. (2022). Assessing the Academic Performance of Alternative Learning

System (ALS) Students of Barotac Viejo, Iloilo: An Implication to
Remedial Teaching. International Journal of Research and Innovation in
Social Science, 6(5), 37–41.

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Demirkol, M., & Kazu, I. Y. (2014). Effects of blended learning on student

achievement. Turkish Online Journal of Educational Technology.

Dimaano, M. H., & Hương, N. T. T. (2019). Performance and difficulties in

English language macro-skills by freshman students in selected colleges in
Bacgiang City, Vietnam. Journal of English Language and Literature,
11(3), 1139–1148.

Espinosa, A., Gomez, M. A., Reyes, A., Macahilig, H., Cortez, L. A., & David, A.
(2023). International large-scale assessment (ILSA): Implications for pre-
service teacher education in the Philippines. Issues in Educational
Research, 33(2), 553–569.

Funtecha, V. A., Pedrajas, R., Vuelga, G., Siosan, R. J., & Jaudian, R. (2023).
Alternative Learning System (ALS) Teachers’ Digital Competence and
Online Teaching Readiness. European Chemical Bulletin, 12(7), 7587–
7597.

Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its

transformative potential in higher education. Internet and Higher
Education.

Gochuico, J. V. (2021). Knowledge Audit of Alternative Learning System's

Instructional Managers in the City of Dasmariñas as Basis for a Training
Program. Academia Lasalliana Journal of Education and Humanities, 3(1).

Hara, N. (2000). Student distress in web-based distance education courses.

American Journal of Distance Education.

Kenney, J., & Newcombe, E. (2011). The impact of blended learning on student
engagement and academic success. Journal of Higher Education Research.
Oxford Group. (2013). Blended learning in practice: Findings and strategies for
effective learning. Education in Practice Report.

Kintu, M. J., Zhu, C., & Kagambe, E. (2017). Blended learning effectiveness: The
relationship between student characteristics and satisfaction. International
Journal of Educational Technology.

Labarrete, R. (2019a). Reading Comprehension Level and Study Skills

Competence of the Alternative Learning System (ALS) Clientele. PUPIL

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International Journal of Teaching and Learning, 4(3).

Labarrete, R. (2019b). An Assessment of Alternative Learning System-

Accreditation and Equivalency (ALS-A&E) Curriculum for Secondary
Clientele. CNU Journal of Higher Education, 13(2019), 43–55.

Sharratt, A. (2023). Alternative Learning Experience guidelines. Office of

Superintendent of Public Instruction, Washington State.

Siemens, G. (2005). Connectivism: A learning theory for the digital age.

International Journal of Instructional Technology and Distance Learning.

APPENDICES

Informed Consent

Study Title: Alternative Learning Experience (ALE): The Effectiveness and Satisfaction
Level of the ALE Program of the Institute of Hospitality and Tourism Management

Purpose of the Study:

The purpose of this study is to evaluate the effectiveness and satisfaction levels of
the Alternative Learning Experience (ALE) program offered by the Institute of
Hospitality and Tourism Management (IHTM) at Baliwag Polytechnic College. The
study aims to gather insights from students to assess how well the program meets their
academic and personal development needs.

Voluntary Participation:

Your participation in this study is entirely voluntary. You have the right to refuse
participation or withdraw from the study at any time, without any negative consequences
or impact on your academic standing.

Procedures:

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If you agree to participate, you will be asked to complete a survey containing

closed-ended questions regarding your perceptions of the effectiveness and satisfaction
level of the ALE program. The survey should take approximately [XX] minutes to
complete. Your responses will be anonymous, and no personal identifiers will be
collected.

Confidentiality:

Your privacy is important to us. All responses will be kept confidential and used
only for research purposes. The data will be securely stored, and only the research team
will have access to the data. Results will be presented in aggregate form, meaning no
individual participant will be identified.

Potential Risks:

There are no anticipated risks associated with participating in this study. The
survey will involve questions related to your experience with the ALE program, and
while these questions are not expected to cause discomfort, you may skip any questions
that you feel uncomfortable answering.

Benefits:

While there are no direct benefits to you as a participant, the findings of this study
will contribute to improving the ALE program for future students. Your participation will
help ensure that the program continues to meet students' needs and expectations.

Compensation:

There is no financial compensation for participation in this study. However, your

contribution is highly valued, and the information you provide will be crucial to
improving the ALE program.

Consent:

By signing this form, you are indicating that you have read and understood the
information provided, and you voluntarily agree to participate in this study. You may also

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ask questions at any time before, during, or after the study.

Participant’s Name (Printed): __________________________

Participant’s Signature: __________________________
Date: __________________________

Survey Questionnaire

Name:__________________________________Course/Program:___________________

Instruction: Please rate the following statements based on your experience with the ALE

program by putting a check on the corresponding boxes.

1- 4-
2- 3-
Effectiveness of the ALE Program Strongly Strongly
Disagree Agree
Disagree Agree

1. The ALE program helped me improve

my communication skills in a professional
setting.
2. The tasks and activities during the ALE
program were relevant to my field of
study.
3. The program enhanced my ability to
work effectively in a team.

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4. The ALE program provided me with

opportunities to solve real-world
problems in the hospitality and tourism
industry.
5. The knowledge and skills I gained from
the ALE program are applicable to my
future career.
6. The program contributed to my
understanding of industry standards and
best practices.
7. The ALE program improved my ability
to adapt to different workplace
environments.
8. The supervision and guidance provided
during the ALE program were effective in
supporting my learning.
9. The program improved my ability to
manage time and prioritize tasks in a
professional context.
10. Overall, the ALE program was
effective in preparing me for employment
in the hospitality and tourism industry.
1- 4-
2- 3-
Satisfaction with the ALE Program Strongly Strongly
Disagree Agree
Disagree Agree

1. I am satisfied with the overall structure

and organization of the ALE program.
2. The learning materials and resources
provided during the ALE program were
adequate and helpful.
3. The duration of the program was
appropriate for achieving its objectives.
4. The mentors and supervisors during the
ALE program were approachable and
supportive.
5. The activities and assignments in the
program were engaging and meaningful.

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6. I felt valued and respected as a

participant in the ALE program.
7. The feedback I received during the
program was constructive and helpful for
my improvement.
8. The facilities and venues used for the
ALE program were conducive to learning.
9. The ALE program met my expectations
as a valuable part of my academic
journey.
10. I would recommend the ALE program
to other students pursuing a degree in
hospitality and tourism management.

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