Flex model of blended learning in Hospitality and Tourism: Its effect on students' cognitive absorption and achievement in TOU 045

Abstract

This quasi-experimental study determined if there is any significant difference on the students' achievement in traditional teaching approach and flex model of blended learning. A total of 30 respondents were selected through random sampling, and divided into two groups: those who were under the traditional teaching approach, and those who belong to the flex model of blended learning. The descriptive statistics employed were frequency count, percentage analysis, mean, and standard deviation, while Levene's test for equality of variances, paired samples test, paired samples correlation, and Person Correlation were used for inferential statistics. Significance level was set at 0.05 alpha. The Statistical Package for the Social Sciences (SPSS) software was employed in the analysis of the gathered data. Results of the study showed that students' pre-test and post-test levels of cognitive absorption are high, and the pre-test and post-test levels of achievement for both the traditional teaching method and the flex model of blended learning are thoroughly satisfactory. There is a significant difference in the students' pre-test and post-test levels of cognitive absorption in the flex model of blended learning, and in the students' pre-test level of achievement in the traditional teaching approach when classified according to sex. There is no significant difference in the post-test level of achievement in the traditional teaching approach when classified according to sex, and the pre-test and post-test levels of achievement in the flex model of blended learning when classified according to sex. There are no significant differences in students' pre-test and post-test levels of achievement between the traditional teaching approach and flex model of blended learning. It appears that regardless of the teaching style or approach, students' level of achievement don't differ significantly. Students in the traditional teaching approach performed as well as the students in the flex model of blended learning. There is no significant relationship in the students' pre-test and post-test levels of cognitive absorption and achievement in the flex model of blended learning. It appears that students' level of cognitive absorption don't necessarily impact their level of achievement, and the type of teaching approach doesn't have a significant effect on students' achievement. In view of the findings, it is recommended that the hospitality and tourism educators should explore the other models of blended learning and their effects towards students' cognitive absorption and scholastic achievement. Colleges and universities offering hospitality and tourism management programs should monitor and evaluate blended learning methods currently being utilized and determine their effects towards student learning. Hospitality and tourism-related establishments should also look at the possibility of utilizing blended learning models in the training and development of the hospitality and tourism workforce. Future research should also be conducted for cognitive absorption and the different blended learning models. It may involve a larger sample size, subjects with different components, or across different fields and levels.