Evaluation of self-directed learning module in food and service management as instructional material in remote modality
Glenda J. Maglonso
Abstract
This study is designed to evaluate the self-directed learning module in food and service management as instructional material in remote modality. It assessed the level of student performance, students’ acceptance of the self-directed learning module for food service management, efficacy of the components of self-directed learning module and the challenges faced by the students in the use of self-directed learning module for food and service management. The study used descriptive quantitative and experimental research designs. The participants of the study were the 126 first and second year level students of the Bachelor of Technical Vocational Teacher Education. There were two sets of instruments: pretest and posttest assessments and survey questionnaire. Statistical analyses used were frequency count and percentage, weighted mean, paired T-Test and Pearson R. The findings showed that students obtained higher ratings in the post-test than the pre-tests in all the indicators tested implying that the self-directed learning module helped students improve their level of knowledge. The results also showed that students assessed the SLM as ‘highly manifested’ in all the variables tested. Similarly, the efficacy of the components of the self-directed module for food service management were assessed ‘highly observed’ indicating students’ acceptability of the SLM. However, the students were challenged by the use of the SLM because there was no support from the family and/or community, no available materials as required for the tasks, performance tasks require a lot of time, module has poor designs, performance tasks are difficult to follow. The study suggests the continuous use of the SLM and the possibility of extending the same format of the module to other subjects with rooms for improvements.
Keywords
self-directed learning module, food service management, instructional material, SLM, student performance
Author information & Contribution
Glenda J. Maglonso. Program Chairperson, Diploma in Hotel and Restaurant Services, Asst. Prof. 1, Dalubhasaan ng Lungsod ng Lucena. Coordinator DLL- Lucena Manpower Skills and Training Center.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Funding
This work was not supported by any funding.
Institutional Review Board Statement
This study was conducted in accordance with the ethical guidelines of Laguna State Polytechnic University. The conduct of this study has been approved and given relative clearance(s) by the Laguna State Polytechnic University.
Data and Materials Availability
The data supporting the findings of this study are available from the corresponding author upon reasonable request.
AI Declaration
AI tools were not used in writing this paper.
Notes
Acknowledgement
References
Acosta-Gonzaga, E., & Ramirez-Arellano, A. (2021). The influence of motivation, emotions, cognition, and metacognition on students’ learning performance: A comparative study in higher education in blended and traditional contexts. SAGE Open, 11(2). https://doi.org/10.1177/21582440211027561
Agrawal, P., Mehta, S. & Verma, N. (2019). Perception analysis of students and faculty of a self-directed learning module in biochemistry in a north Indian medical college. Journal of Education Technology in Health Sciences, 6(3), 72-76. https://doi.org/10.18231/j.jeths.2019.018
Aidoo, B., Chebure, A., Gyampoh, A. O., Tsyawo, J., & Quansah, F. (2024). Assessing student teachers’ motivation and learning strategies in digital inquiry-based learning. Education Sciences, 14(11), 1233. https://doi.org/10.3390/educsci14111233
Al Haddad, A. (2011, November 11). Too smart for school, too young for college. The National. http://www.thenational.ae/news/uae-news/too-smart-for-school-too-young-for-college
Anthonysamy, L. (2021). The use of metacognitive strategies for undisrupted online learning: Preparing university students in the age of pandemic. Educ Inf Technol 26, 6881–6899. https://doi.org/10.1007/s10639-021-10518-y
Bonk, C.J., & Lee, M.M. (2017). Motivations, achievements, and challenges of self-directed informal learners in open educational environments and MOOCs. Journal of Learning for Development, 4(1). https://doi.org/10.56059/jl4d.v4i1.195
Brookfield, S. D. (2013). Powerful techniques for teaching adults. San Francisco, CA: Jossey-Bass
Bryan, V. C. (2015). Self-directed learning and technology. The Education Digest, 80(6), 42-44.
Busetto, L., Wick, W. & Gumbinger, C. (2020). How to use and assess qualitative research methods. Neurol. Res. Pract. 2, 14. https://doi.org/10.1186/s42466-020-00059-z
Chandrasekaran, A. (2012, October 15). Lacking teachers and textbooks, India’s schools turn to the Khan Academy to survive. The New York Times Blog. http://india.blogs.nytimes.com/2012/10/15/lacking-teachers-and-textbooks-indias-schools-turn-to-khanacademy-to-survive/
Cheng, M., Adekola, O., Albia, J. & Cai, S. (2022). Employability in higher education: a review of key stakeholders’ perspectives. Higher Education Evaluation and Development, 16(1), 16-31. https://doi.org/10.1108/HEED-03-2021-0025
Chinn, S. (2012). The Trouble with Maths: A Practical Guide to Helping Learners with Numeracy Difficulties. NY, Routledge.
Dejene, W. (2019). The practice of modularized curriculum in higher education institution: Active learning and continuous assessment in focus. Cogent Education, 6(1). https://doi.org/10.1080/2331186X.2019.1611052
Douglas, C., & Morris, S. (2014). Student perspectives on self-directed learning. Journal of the Scholarship of Teaching & Learning, 14(1), 13-25. https://doi.org/10.14434/josotl.v14i1.3202
Gao, H., Zeng, Y., & Ma, B. (2024). Improving knowledge learning through modelling students’ practice-based cognitive processes. Cogn Comput 16, 348–365. https://doi.org/10.1007/s12559-023-10201-z
Howard, S. J., & Vasseleu, E. (2020). Self-Regulation and executive function longitudinally predict advanced learning in preschool. Frontiers in Psychology, 11, 1–9. https://doi.org/10.3389/fpsyg.2020.00049
Hurrell, D. P. (2021). Conceptual knowledge OR Procedural knowledge OR Conceptual knowledge AND Procedural knowledge: Why the conjunction is important for teachers. Australian Journal of Teacher Education, 46(2). http://dx.doi.org/10.14221/ajte.2021v46n2.4
Karlen, Y. (2016). Differences in students’ metacognitive strategy knowledge, motivation, and strategy use: A typology of self-regulated learners. Journal of Educational Research, 109, 253–265. https://doi.org/10.1080/00220671.2014.942895
Kidane, H.H., Roebertsen, H. & van der Vleuten, C.P.M. (202). Students’ perceptions towards self-directed learning in Ethiopian medical schools with new innovative curriculum: a mixed-method study. BMC Med Educ 20, 7. https://doi.org/10.1186/s12909-019-1924-0
Kidane, H.H., Roebertsen, H. & van der Vleuten, C.P.M. (2020). Students’ perceptions towards self-directed learning in Ethiopian medical schools with new innovative curriculum: a mixed-method study. BMC Med Educ 20, 7. https://doi.org/10.1186/s12909-019-1924-0
Knowles, M.S. (1975). Self-directed learning: A guide for learners and teachers. New York: Association Press.
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into practice, 41(4), 212-218.
Leland, J. (2012, March 9). Adventures of the teenage polyglot. The New York Times. http://www.nytimes.com/2012/03/11/nyregion/a-teenage-master-of-languages-finds-onlinefellowship.html?pagewanted=all
MacKewn, A., Depriest, T. & Donavant, B. (2022). Metacognitive knowledge, regulation, and study habits. Psychology, 13, 1811-1821. https://doi.org/10.4236/psych.2022.1312112
Meden, E., Radovan, M., & Štefanc, D. (2024). Podcasts and informal learning: Exploring knowledge acquisition and retention. Education Sciences, 14(10), 1129. https://doi.org/10.3390/educsci14101129
Mobus, G. (2018). Teaching systems thinking to general education students. Ecological Modeling, 373, 13-21. http://dx.doi.org/doi.org/10.1016/j.ecolmodel.2018.01.013
Morris, T. H., Bremner, N., & Sakata, N. (2023). Self-directed learning and student-centred learning: a conceptual comparison. Pedagogy, Culture & Society, 1–20. https://doi.org/10.1080/14681366.2023.2282439
Moser, T. & Chen, V. (2016). What is conceptual understanding? Getting Smart.
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8(422), 1–28. https://doi.org/10.3389/fpsyg.2017.00422
Pinquart, M. (2021). Experimental studies and observational studies. In: Gu, D., Dupre, M.E. (eds) Encyclopedia of Gerontology and Population Aging. Springer, Cham. https://doi.org/10.1007/978-3-030-22009-9_573
Prestridge, S., Tan, S.C., & Jacobsen, M. (2024). Disconnected connections of learning beyond formal schooling through human–computer–human interactions. Tech Know Learn, 29, 1791–1807. https://doi.org/10.1007/s10758-024-09779-6
Ramos, E.S., de Guzman, M.D. & Rico, F.M. (2021). Utilization of self-learning module in the new normal and academic achievement in economics of students in public secondary schools. International Journal of Computer Engineering in Research Trends Multidisciplinary, 8(5), 85-94. https://doi.org/10.22362/ijcert/2021/v8/i5/v8i502
Rampai, N. (2015). Model of knowledge management via social media to enhance graduated student’s self-directed learning skill. International Journal of Information and Education Technology, 5(10), 799-802. https://doi.org/10.7763/IJIET.2015.V5.614
Robertson, J. (2011). The educational affordances of blogs for self-directed learning. Computers & Education, 57(2), 1628–1644. https://doi.org/10.1016/j.compedu.2011.03.003
Robinson, J.D. & Persky, A.M. (2020). Developing self-directed learners. Am J Pharm Educ. 84(3), 847512. https://doi.org/10.5688/ajpe847512
Roebers, C. M. (2017). Executive function and metacognition: Towards a unifying framework of cognitive self-regulation. Developmental Review, 45, 31–51. https://doi.org/10.1016/j.dr.2017.04.001
Rotas, E.E. & Cahapay, M.B. (2020). Difficulties in remote learning: Voices of Philippine university students in the wake of COVID-19 crisis. Asian Journal of Distance Education, 5(2), 147-158.
Ryle, G. (1971). Knowing how and knowing that. In: Collected papers: Volume II of collected essays, 1929–1968, Hutchinson & Co, London, U.K.
Song, D., & Bonk, C. J. (2016). Motivational factors in self-directed informal learning from online learning resources. Cogent Education, 3(1). https://doi.org/10.1080/2331186X.2016.1205838
Stanton, J.D., Sebesta, A.J., & Dunlosky, J. (2021). Fostering metacognition to support student learning and performance. CBE Life Sci Educ. 20(2), fe3. https://doi.org/10.1187/cbe.20-12-0289
Sze-Yeng, F., & Hussian, R. (2010). Self-directed learning in a socioconstructivist learning environment. Procedia Social and Behavioral Sciences, 9, 1913-1917. https://doi.org/10.1016/j.sbspro.2010.12.423
Tapia, J. (2018). 4 Types of Knowledge. Learning Strategists.
Tay, L. Y., Chong, S. K., Ho, C. F., & Aiyoob, T. B. (2020). A review of metacognition: Implications for teaching and learning. NIE Working Paper Series No. 17. Singapore: National Institute of Education.
Torrefranca, E. (2017). Development and validation of instructional modules on rational expressions and variations. The Normal Lights, 11(1), 43 – 73.
Trigueros, R., Aguilar-Parra, J. M., Manzano-León, A., Navarro, N., & Mercader-Rubio, I. (2024). Emotions, motivation, and metacognition of university students in a SPOC context. SAGE Open, 14(3). https://doi.org/10.1177/21582440241267365
Varga, N. L., & Bauer, P. J. (2017). Young adults self-derive and retain new factual knowledge through memory integration. Memory & cognition, 45(6), 1014–1027. https://doi.org/10.3758/s13421-017-0711-6
Voskamp, A., Kuiper, E., & Volman, M. (2020). Teaching practices for self-directed and self-regulated learning: case studies in Dutch innovative secondary schools. Educational Studies, 48(6), 772–789. https://doi.org/10.1080/03055698.2020.1814699
Vukić, D., Martinčić-Ipšić, S. & Meštrović, A. (2020). Structural analysis of factual, conceptual, procedural, and metacognitive knowledge in a multidimensional knowledge network. Complexity, 9407162, 1-16. https://doi.org/10.1155/2020/9407162
Walck-Shannon, E.M., Rowell. S.F. & Frey, R.F. (2021). To what extent do study habits relate to performance? CBE Life Sci Educ. 20(1), ar6. https://doi.org/10.1187/cbe.20-05-0091
Zhu, Y., Xu, Y., Wang, X., Yan, S., & Zhao, L. (2022). The selectivity and suitability of online learning resources as predictor of the effects of self-efficacy on teacher satisfaction during the COVID-19 lockdown. Front Psychol. 13, 765832. https://doi.org/10.3389/fpsyg.2022.765832
Cite this article:
Maglonso, G.J. (2025). Evaluation of self-directed learning module in food and service management as instructional material in remote modality. Journal of Hospitality, Tourism & Cultural Research, 1(1), 62-84. https://doi.org/10.53378/jhtcr.353175
License:
This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
Find this article in:
Most read articles in this journal
- Tiktok made me book it: The impact of Tiktok on tourism destination selection of generation Z and millennials in Manila
- The influence of travel vlogs on tourists’ decisions to visit destinations in the Philippines
- A content analysis on the outlook of consumers towards coffee shops
- Unveiling economic impacts: The role of the Niyogyugan Festival in enhancing local economies
- Guests’ behavioral intention on green practices to selected hotels in Tayabas, Quezon
- Assessment of AI-based systems in managerial practices of selected hotels and restaurants in Nueva Ecija, Philippines
- Intrinsic motivation and satisfaction of tourists in cave tourism in Quezon Province, Philippines
- Resident satisfaction with the impact of tourism development in Tangub City, Misamis Occidental
- Service quality of DoT-accredited travel agencies in Lucena City, Philippines
- System quality of digitalized bookings in four-star hotels and its impact on guests’ acceptance