Evaluation of self-directed learning module and level of students’ knowledge in food service management

This dissertation examines the efficacy of a self-directed learning module implemented to augment students' proficiency in Food Service Management. Employing a mixed-methods approach involving descriptive quantitative analysis and experimental study, the research aims to evaluate the effectiveness of the self-directed learning module in augmenting the understanding and proficiency of students in this specialized domain. A purposive sample of undergraduate students enrolled in Food Service Management courses participated in this research. To evaluate the module's effectiveness, both pre- and post-assessment tools were administered to establish the baseline knowledge level and measure subsequent knowledge acquisition post-module completion. Additionally, qualitative data were collected through interviews and surveys, enabling an exploration of students' perspectives, experiences, and challenges encountered during the self-directed learning process. The findings of this study aim to provide a nuanced understanding of the effectiveness of self-directed learning methodologies within the context of Food Service Management education. They illuminate the potential of self-directed learning as a pedagogical tool to foster independent learning strategies and enhance students' grasp of complex concepts within the Food Service Management discipline. Moreover, this research contributes valuable insights to the ongoing discourse on innovative teaching strategies in higher education. The implications of the study's findings extend to curriculum development, instructional design, and pedagogical approaches in the field of Food Service Management, offering educators and curriculum developers guidance on optimizing learning environments for students pursuing careers in this domain.