i

FACTORS INFLUENCING BACHELOR OF SCIENCE IN HOSPITALITY

MANAGEMENT (BSHM)STUDENTS IN THEIR COLLEGE DEGREE PROGRAM

A Research Presented to the Faculty of

the College of Business Management at

King’s College of the Philippines

In Partial Fulfillment of the Requirements for the

Degree Bachelor of Science in Hospitality Management

SHARMAINE YENISEY T. ALIBA

RICALYN D. FLORES

LUISA MAE S. PILOCA

SHARINA TRICIA MAE O. PITAS

LORIE T. SECTEL

MAY 2024
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APPROVAL SHEET

This THESIS entitled FACTORS INFLUENCING BACHELOR OF SCIENCE

IN HOSPITALITY MANAGEMENT IN THEIR COLLEGE DEGREE PROGRAM
prepared and submitted by SHARMAINE YENISEY T. ALIBA,
RICALYN D. FLORES, LUISA MAE S. PILOCA, SHARINA TRICIA MAE
O. PITAS, and LORIE T. SECTEL in partial fulfillment of the
requirements for the degree Bachelor of Science in
Hospitality Management, has been examined and is recommended
for acceptance and approval for ORAL EXAMINATION.

FLORENCE T. ANAPER,LPT,PhD
Adviser

APPROVED by the THESIS EXAMINATION COMMITTEE

ORLANDO L. ANANEY, CPA, MBA

Chairman

ZALDIVAR E. ACODESIN, MA FLERY JOY M. LUMIUAN, PhD

Member Member

Final Oral Examination Date: May 14, 2024 Rating: _____

Accepted and approved in partial fulfillment of the

requirements for the degree Bachelor of Science in
Hospitality Management.

Noted:

MARIJUNE A. CARO, PhD _________

Dean, College of Business Management Date
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ABSTRACT

This study was conducted to assess the factors

influencing Bachelor of Science in Hospitality Management in

their college degree program in terms of economic, social,

personal, and school-related factors; to determine the

challenges of the students in their degree program; and the

coping mechanisms of the students to address the problems

they are encountering in their degree program. Researchers

utilized the quantitative method with a descriptive research

design using questionnaire as the primary gathering tool.

The respondents of the survey were 164 hospitality

management students: 58 1st year students, 41 2nd year

students, 34 3rd year students, and 31 4th year students.

Findings revealed that most of the students are influenced

by school-related factors in choosing their degree and

majority of the respondents are experiencing academic stress

and their coping mechanism are making healthy relationships

with friends, teachers, and proper time management. It is

therefore suggested that the College of Business Management

continue to promote the course and consider organizing

exploration activities such as career fairs, continue to

implement holistic wellness programs that focus on physical,

mental, and emotional well-being; the school to establish

feedback mechanisms for students to assist the college in

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pinpointing student challenges and developing solutions

effectively; and the school to continue to offer and

introduce student assistance, like scholarships or grants,

to attract more prospective students, and help to alleviate

financial barriers to students.

Key word: Hospitality management students, Influencing

factors, Challenges, Strategies, Bachelor of Science in

Hospitality Management (BSHM).

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ACKNOWLEDGEMENT

The researchers express their sincere gratitude to God

Almighty for His unwavering grace, guidance, and protection

that He has bestowed upon us during this research project.

Immeasurable appreciation and deepest gratitude for the

help and support of the following persons who, in one way or

another, have contributed to making this study possible:

Dr. Florence T. Anaper, our adviser, for her guidance,

sharing her knowledge and expertise, and supervising us

throughout the entire research process.

The members of the committee headed by Sir Orlando

Ananey, Mr. Zaldivar Acodesin, and Dr. Flery Joy Lumiuan for

the oral examination, who manifested their distinguished

skills and talents in their fields as seen in their ways of

correction and ideas shared.

Our families, who have continuously supported us

financially to accomplish this study and for their love,

support, guidance, and encouragement, a very special thank

you for their parental presence and constant guidance for

us; and

Our dear respondents and teachers for their valuable

support and cooperation in providing the authors with all

the needed information. We would also like to express our

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gratitude for the time and knowledge you have provided us to

conduct this study.

S.T.A, R.D.F, S.O.P,

L.S.P, L.T.S
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TABLE OF CONTENTS

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

Approval Sheet . . . . . . . . . . . . . . . . . . . . . ii

Abstract . . . . . . . . . . . . . . . . . . . . . . . iii

Acknowledgement . . . . . . . . . . . . . . . . . . . . . v

Table of Contents . . . . . . . . . . . . . . . . . . . vii

List of Tables . . . . . . . . . . . . . . . . . . . . . ix

List of Figures . . . . . . . . . . . . . . . . . . . . . x

CHAPTER

1 THE PROBLEM

Background of Study . . . . . . . . . . . . . . 1

Theoretical/Conceptual Framework . . . . . . . 8

Paradigm of the Study . . . . . . . . . . . . 22

Statement of the Problem . . . . . . . . . . . 23

2 DESIGN AND METHODOLOGY

Research Design . . . . . . . . . . . . . . . 24

Population & Locale of the Study . . . . . . . 25

Data Gathering Tool/s . . . . . . . . . . . . 25

Data Gathering Procedure . . . . . . . . . . 26

Treatment of Data . . . . . . . . . . . . . . 27

3 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Factors Influencing BSHM Students in

Choosing their College Degree Program . . . . 30

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Challenges BSHM Students Encountered taking

the Program . . . . . . . . . . . . . . . . . 49

Strategies BSHM Students Implement to

Minimize the Challenges . . . . . . . . . . . 59

4 CONCLUSIONS AND RECCOMENDATIONS

Conclusions . . . . . . . . . . . . . . . . . 65

Recommendations . . . . . . . . . . . . . . . 67

REFERENCES . . . . . . . . . . . . . . . . . . . . . . . 68

APPENDICES . . . . . . . . . . . . . . . . . . . . . . . 75

Letter to Conduct a Study . . . . . . . . . 75

Letter to the Respondents . . . . . . . . . 76

Letter to Registrar . . . . . . . . . . . . 77

Survey Questionnaire . . . . . . . . . . . . 78

CURRICULUM VITAE . . . . . . . . . . . . . . . . . . . . 80
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LIST OF TABLES

Tables Pages

Table 1.A Economic Factors Influencing the Students 30

of Bachelor of Science in Hospitality Management in
Choosing their College Degree Program
Table 1.B Social Factors Influencing Bachelor of 35
Science in Hospitality Management Students in
Choosing their College Degree Program
Table 1.C Personal Factors Influencing the Students 39
in Bachelor of Science in Hospitality Management in
Choosing their Degree Program.
Table 1.D School-related Factors Influencing the 43
Students in Bachelor of Science in Hospitality
Management in Choosing their Degree Program.
Table 1.E Summary of the Factors that influence the 47
students of Bachelor of Science in Hospitality
Management in Choosing their Degree Program.
Table 2. Challenges that the Bachelor of Science in 49
Hospitality Management Students experiencing in
their chosen degree course.
Strategies BSHM Students Implement to Minimize the 59
Challenges.
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LIST OF FIGURES

Figure 1. Paradigm of the Study . . . . . . . . . . 22

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CHAPTER 1

THE PROBLEM

BACKGROUND OF THE STUDY

The hospitality industry significantly contributes to a

country’s economy, playing a vital role in job creation,

cultural exchange, and the promotion of local industries.

Its impact extends to fostering economic growth and

enhancing global relations (Harman, 2024). In 2023,

worldwide hospitality market approached a value of

approximately 4.7 trillion US dollars, with projections

indicating a growth to 5.8 trillion US dollars by 2027,

exhibiting a compound annual growth rate (CAGR) of 5.5

percent (Statista Research Department, 2023).

While the hospitality industry is expanding rapidly,

especially following the recovery from the Covid-19 outbreak

(EHL, 2023), the demand for skilled employees in the tourism

and hospitality sector is steadily growing with each passing

day (Unguren and Huseyinli, 2020). The tourism industry

plays a significant role in the Philippine economy and in

labor market. According to Department of Tourism (DOT)

Secretary Cristina Garcia Frasco, the year 2023 is a win for

the Philippine tourism industry as it welcomed more than

five million international visitor arrivals from January 1-

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December 31,2023, recording more than P480 billion in

international receipts. According to the monitoring data of

DOT, a total of 5,450,557 international visitors entered

country from January 1-December 31,2023, of which 5,003,075

are foreigners and the remaining 447,082 are overseas

Filipinos.

The travel and tourism industry are widely acknowledged

for its substantial contribution to job opportunities,

having supported around 330 million jobs globally in 2019,

which amounted to one in ten jobs worldwide. Moreover, over

the previous five years, this sector has generated a quarter

of all newly created jobs, underscoring its role as a vital

source of employment growth (Aksoy, et al., 2022).

This sparked rapid growth of hospitality and tourism

education. Undoubtedly, education plays a crucial role in

equipping well-trained, qualified personnel with a diverse

range of expertise, particularly within the hospitality and

tourism industry (Lane, 2022).

As defined by Seiter (2023), Hospitality Management is

the supervision of operations and guest interactions within

hospitality establishments such as hotels and resorts.

Individuals in hospitality management leverage managerial,

budgeting, planning, and communication skills to deliver

satisfactory experiences. They collaborate with different

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departments, like kitchen and housekeeping, to ensure guests

enjoy a pleasant stay. Moreover, they uphold facility

efficiency and productivity standards.

According to Orpia et al (2023), the Bachelor of

Science in Hospitality Management is a popular program that

many students wish to pursue. The industry nowadays has a

significant impact in terms of enormous development in

casual dining, an increase in the number of hotel chains,

mass tourism, package travel, and many more chances in the

Hospitality Management course, particularly positions needed

in foreign countries.

However, many college freshmen lack clarity about their

desired career path, leading to uncertainty and frequent

changes in their major. This uncertainty can result in

students completing degrees they are not passionate about

and subsequently struggling to find suitable employment

after graduation (Barahan et al., 2022). This issue is

prevalent among high school graduates, as choosing a

suitable course remains a significant challenge (Amoako,

2020). Despite this, there is limited research on how

college students choose their academic majors or minors, as

highlighted by Stock and Stock (2019). Annually, around 70%

of high school graduates pursue college education, totaling

2.2 million freshmen. Despite the excitement, these freshmen

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encounter the daunting task of selecting their academic

path. Previous studies indicate that 20% to 50% of incoming

freshmen enter college without declaring a major, and

approximately 75% change their major at least once during

their college journey.

According to Duku, et al. (2021), the general opinion

is that choosing a career is a very challenging situation,

and students must carefully consider a variety of factors to

make sure they make the best decision possible and avoid

being influenced by factors that they may later come to

regret. This problem gets worse by the knowledge that people

are occasionally pressured by their parents to make a wrong

decision, and that students now have a wide variety of

courses to choose from due to information and technological

advancements.

Choosing the appropriate career path for students

entering their professional education is crucial, as it will

greatly influence their future success and professional

lives. An overview of career choice options, as well as new

and emerging trends, opportunities, and problems, must be

explained to the students (Ahmed et al., 2017). Young

leaders’ ability to succeed in their careers primarily

depends on how well their chosen careers match with their

interests and preferences. Making the right choice can be

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challenging, just like thinking about their chosen career.

While some students are certain of the course they should

choose, others are unsure of which one they’ll take. In

fact, most students find themselves changing their majors

because of the large number of courses accessible to them.

Since selecting a degree and courses provides a basis for

future success, it is an important and crucial part for all

students. To help them prepare for their career path,

students need to be aware of the path they will be taking.

Choosing the right career path is becoming increasingly

important for today’s young students. Students must consider

several factors when choosing a career and college degree

(Briones, 2019). Several factors can influence students’ and

parents’ decisions, and private higher education

institutions (HEIs) can benefit from this insight to provide

quality services that meet community needs, expectations,

and demands. Students’ perception of the world and the

future can also play a significant role in helping them make

wise career decisions.

In line with this, King’s College of the Philippines

offers Bachelor of Science in Hospitality Management (BSHM)

program under the College of Business Management with

Accreditation Level 2 under the Association of Christian

Schools, Colleges, and Universities (ACSU). It relates to

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the fields of hospitality and tourism education that will

equip students with competencies that are needed to execute

operational tasks and management functions in food

production (culinary), accommodation, food and beverage

service, tourism planning and product development, events

planning, transportation services, travel and tour

operations and other emerging sectors of hospitality and

tourism industry. The program will equip the students with

competencies associated with the core, professional and

elective courses. It focuses on developing management skills

needed at the workplace through dynamic academic and

research projects, activities, creative and collaborative

approaches. The program is supported by facilities that are

accustomed to industry-based standards and highlight hands-

on experiential learnings and real-world insights.

The study aimed to assess the factors influencing

students’ in terms of economic, social, environmental, and

personal factors that have influenced students to study

Bachelor of Science in Hospitality Management (BSHM) program

while also exploring the specific challenges encountered by

these students during their academic year as it is observed

that there has been a notable trend of students in the

program either shifting or dropping, and it appears that

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some are struggling to maintain their motivation as they

progress to higher levels.

The researchers were motivated to study the factors

influencing BSHM in their college degree program by personal

curiosity to understand their own course group better and a

desire to improve the program for future students.

For King’s College of the Philippines, it will help the

institution meet its objectives and provide pertinent

information that can be used to enhance the curriculum’s

effectiveness, align with student satisfaction, and promote

high-quality education.

For the College of Business Management, understanding

why students choose BSHM at KCP can help the college tailor

its programs to meet students' needs, improve retention

rates, and create a more supportive environment. It can also

inform program development, marketing strategies, and

teaching approaches.

For the faculty, understanding the importance of

motivating students to choose goals for a better future is

important, which shows the ability of teachers to provide

appropriate recommendations.

For students, it will help them become ready for what

lies ahead by helping them match their skills and interests

with potential careers. It will also provide them with

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guidance on how to deal with any challenges that may arise

in their chosen field of study.

For parents, family play a crucial role in helping

students develop goals and make future decisions. Parents

can use the findings to guide their children's educational

choices. For future researchers, it could provide helpful

information for reference, to help and support their

research.

Within the context of the research conducted by

Macasaet, et al. (2015), there exists a notable gap

regarding the extent of variables examined. The study's

concentration on specific factors underscores the need for

future researchers to explore additional relevant variables.

This call for further investigation arises from the

acknowledgment that the study's focus was limited, thereby

warranting a more comprehensive inquiry into potentially

significant and engaging factors.

THEORETICAL / CONCEPTUAL FRAMEWORK

The Bachelor of Science in Hospitality Management

(BSHM) program is attracting increasing interest from

students aspiring to diverse careers in the hospitality

industry. The theoretical framework for this study draws

upon several key theories to provide a comprehensive

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understanding of career development and decision-making

processes. These theories include Social Cognitive Career

Theory (SCCT), Holland's Theory of Vocational Personalities

and Environments, Planned Happenstance Theory, and Trait and

Factor Theory.

Social Cognitive Career Theory

Derived from Albert Bandura's Self-Efficacy Theory and

General Social Cognitive Theory, Social Cognitive Career

Theory has evolved into a holistic career theory proposed by

Lent, et al. (1994). It suggests that an individual's career

trajectory is shaped by the interplay of various career

factors. SCCT emphasizes the reciprocal interaction between

individuals and their environments in shaping career choices

and behaviors. It posits that self-efficacy beliefs, outcome

expectations, and personal goals influence career

development (Hackett, et al, 2002). In this study, SCCT

provides insights into how individuals' beliefs about their

capabilities and the perceived outcomes of different career

paths impact their decision-making processes. By applying

SCCT, researchers can investigate how factors such as self-

efficacy in hospitality skills, perceptions of career

opportunities, and career-related goals impact students'

engagement, persistence, and satisfaction in their degree

program.
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Holland's Theory of Vocational Personalities and

Environments

Holland's theory proposes that individuals can be

categorized into six personality types (Realistic,

Investigative, Artistic, Social, Enterprising, and

Conventional) and that career satisfaction and success are

highest when there is a good match between an individual's

personality type and their work environment (Holland, 1997).

This theory informs the study's exploration of how

individuals' personality traits influence their career

preferences and choices (Nauta, 2010).

Planned Happenstance Theory

Planned Happenstance Theory was proposed by John D.

Krumboltz. This theory suggests that career development is

not solely determined by careful planning but also by

unexpected events and chance encounters. Individuals who are

open to new experiences, curious, and persistent are more

likely to recognize and capitalize on unexpected

opportunities. It emphasizes the importance of openness to

new experiences and proactive behavior in career decision-

making (Krumboltz, 1999). By embracing this theory,

researchers can gain a deeper understanding of how students

respond to unexpected opportunities, industry events, or

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networking connections to advance their career prospects and

aspirations in hospitality management.

Trait and Factor Theory

Trait and Factor Theory, also known as the matching

theory, was proposed by Frank Parsons. This theory suggests

that career decisions should be based on the congruence

between individuals' personal characteristics (such as

traits, abilities, and interests) and the demands of

occupations and work environments (Sharf, 2016). Trait and

Factor Theory can aid in identifying how students' personal

characteristics, interests, and abilities align with the

requirements and opportunities within the hospitality

management field.

Economic Factor

It was discussed by Abu, et al. (2023) that students

are likely to be motivated by high salaries and good work to

choose a program of study. This is because if certain jobs

pay high salaries and have good working conditions, they may

serve as a pull and motivating force to attract more

students to pursue a program that may enable them to realize

their career aspirations. This indicates that high pay and

favorable working conditions could impact students' decision

to major in business positively or negatively. If students

find high-paying employment related to business programs

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with favorable working conditions, salary variables may have

a beneficial impact on the decision to study business,

increasing the number of students choosing business studies.

Students may choose not to pursue business studies if they

believe that careers in the field pay poorly and offer

unfavorable working circumstances. This would lead to fewer

students enrolled in college business courses.

According to Bunagan, et al (2022), students also

considered job opportunities in various countries and the

potential benefits linked to their chosen career path. This

suggests that students are inclined to choose a program

offering plentiful job prospects and potential benefits

post-graduation, including the opportunity to work in

countries where their career prospects are promising and

where they can anticipate higher salaries or additional

employee benefits.

According to Genon et al. (2022), first-year students

primarily consider various factors when deciding to enroll

in a particular course program. Among these factors, the

opportunity factor, comprising stable economic income and

job demand, holds the greatest sway in students' vocational

decisions. They also quoted a similar study that also found

opportunity factors as moderate influencer to students'

career decisions.
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According to the study of Amanah, et al. (2021) on

decision of choosing a university, evaluating education

costs goes beyond the students’ monetary value; it also

considers how people view and experience these expenses in

connection with the practicality, ease, and suitability of

attending particular universities. These costs encompass

registration fees, tuition fees covering educational aspects

and associated activities such as curriculum enhancement and

extracurriculars, credit fees, building contributions, exam

fees, and more. The choice of university by prospective

students is shaped by their attitudes toward different

factors that influence their preference for a specific

institution.

According to Matolo, et al (2022) as students approach

college, they tend to lean towards courses offering

practical career prospects. Although some courses may

present significant opportunities abroad, many students are

attracted to education programs that are currently in high

demand, particularly in areas like Tawi-Tawi. This

underscores the emphasis placed on selecting courses that

are sought after when making educational decisions.

The findings of Borinaga, et al (2023), indicates that

financial freedom allows for greater flexibility in career

choices and fosters a better start to post-graduate life. It

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is necessary to know the impact of financial support on the

student`s life which may lead to, or affect determination.

Financially satisfied students become more confident,

tolerant, and less prone to stress because of their improved

individual well-being.

Social Factors

The study of Atakora, et al (2021) revealed that peers

wield significant influence over students' career choices,

as students often value their friends' opinions and

perspectives, shaping their interests accordingly. This

influence extends beyond academic and behavioral realms to

encompass career decisions. While teachers in Senior High

Schools typically play minor roles in guiding students'

career aspirations, they may offer sporadic assistance to

those facing decision dilemmas, especially in schools

lacking dedicated career guidance coordinators. Parental

influence emerges as a pivotal factor in students' career

aspirations, with students seeking their parents' approval

for their chosen career paths.

According to Ballesteros, et al (2022), young people

are easily impressed, swayed by their parents, school, and

social environment. Parents might impose their own

preferences and biases onto their children, potentially

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leading them to pursue activities or paths dictated by the

parents rather than supporting the child's own desires.

Friends, peers, and family often play a significant

role in students’ course selections, particularly for those

who are undecided. They are likely to be influenced by the

opinions of these individuals (Matolo, et al., 2022). One of

the main concerns for an adult is how to fit in. Peer groups

play a crucial part in a young person's life, especially

throughout puberty (Japitan, et al., 2019). According to

Gonzales, et al. (2019) students are most likely to choose

areas of study where their friends are, where they can share

their interest and ideas, and in turn giving them a sense of

belongingness in the academic community. A study by Briones

& Bueno (2019) on Factors Affecting the Decision of First

Year Students in Choosing their Degree Program and School

has proven that family and friends exert the most

significant influence on students’ choices regarding which

school to attend and which degree to pursue. Students often

consider the opinions of their parents and friends when

making these decisions.

A similar study by Mov, et al (2024) suggest that

elements like parental guidance, recommendations from high

school teachers and colleagues, the quality of the

institution, its location, fees, learning atmosphere, and

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reputation all greatly influence students when selecting a

university. These factors heavily shape students'

preferences and decisions. The findings highlight the

considerable impact of these aspects on university

selection, adding valuable empirical evidence to the

existing body of literature on decision-making processes in

this context.

The findings of Javed and Nawabi, 2019 also revealed

that parental perceptions play a significant role in shaping

children's education, impacting their academic performance,

vocational choices, and ultimately influencing their career

decisions.

Aside from socials, Fishbein (2022) mentioned that

social media plays a significant role in shaping the

decision-making process of prospective students. They

utilize social media platforms to conduct research on the

colleges they are considering attending, extending their

exploration beyond the official accounts and preferred

platforms of the institutions.

Eschenfelder et al. (n.d) concluded that a university's

website plays a vital role in the information gathering

stage of the consumer decision-making process. The first

impressions of potential students are greatly influenced by

their interactions with the university's website. The

 17

authors underscore the significance of a university's online

presence, as visiting the website often precedes an in-

person visit to the campus.

Personal Factors

According to the study conducted by Dooley, et al.

(2017) in the Hospitality Department of a college in

Guangzhou City, China, many students choose their careers

without being influenced by traditional values or their

family members. Students’ abilities and career aspirations

are the most important factors influencing their career

decisions, followed by traditional and cultural values,

career guidance, parental support, and external

consultation.

In addition, Duku et al. (2021) indicated that internal

determinants are the individual’s characteristics that

influence his/her choice of a career path. These variables

include the learner’s capacity, self-perception, and

interest in a subject.

It was pointed by Abu, et. al. (2023) that personal

characteristics are another factor captured under socio-

cultural factors that can influence a student’s choice of a

program. Another factor that is significantly affecting

students’ college degree preference is personal interest

(Tahil, 2021). According to De Lara, et al. (2022), interest

 18

is one of the significant personality factors that play role

in decision making. Interests play a vital role in fostering

career aspirations, including forming intentions, crafting

plans, and selecting a career path to pursue.

Additionally, students primarily choose their majors

based on their interests, with personal goals and aptitude

also playing a role. The academic aspect, including course

quality and difficulty level, is also crucial in career

decision-making, as highlighted by Ganon et al. (2022).

Despite various external influences, students typically make

their decisions independently, prioritizing factors such as

high-quality standards, experienced professors, and a

school's track record of producing successful graduates.

Albia, et al. (n.d.), stated that incoming students

should take the time to evaluate their course options, as

their chosen path can significantly impact their future

employment prospects. As graduating high school students,

it's crucial to consider various factors that will influence

their college course choices. The academic experience of

respondents refers to the work experience gained in an

academic setting and encompasses their academic knowledge

and grade averages.

The study conducted by Orpia and Cacabelos (2023)

revealed that students pursuing a Bachelor of Science in

 19

Hotel and Restaurant Management (BSHM) degree at ISPSC

(Ilocos Sur Polytechnic State College) were strongly

motivated to pursue their studies due to their perception of

the field as promising for employment. This motivation

persisted despite facing uncertainties in both personal and

work-related opportunities during the pandemic.

Building on this, Alaghmand et al. (2018) define self-

actualization as a fundamental human need, characterized by

the tendency to grow and realize one’s potential. According

to their research, satisfying this need requires providing

individuals, including students, with environments conducive

to personal growth and fulfillment. In the context of higher

education, universities play a vital role in fulfilling this

need by providing students with spaces and conditions that

support their journey towards self-actualization.

School-related Factors

Environmental factors could also be seen as a

significant aspect in students’ decision-making process

(Pesigan, et al., 2019). It is composed of infrastructure

and services, pollution and healthy environment, and the

presence of environmental hazards, all of which the quality

of life is acting as mediator (Ramli et al., 2021). The

study of Ouano, et al. (2019) concluded that the institution

holds significant importance in students’ college choices,

 20

with factors like location, educational facilities,

affordability, and job prospects playing key roles.

According to Bohara, et al. (2022) reputation,

placement opportunities, location, infrastructure, and

academic quality influences students' decisions regarding

college choice. These elements collectively shape a

student's decision-making process when selecting a college.

It was discussed by Amaewhule and Marylyn (2020) the

three variables were discovered that might affect students’

decision to enroll in a certain study program which are

sociocultural, economic factors and school-level factors

that may tend to influence students’ choice of business

studies along two trajectories—positive or negative. Socio-

cultural factors include parental and sibling influence,

social prestige, peer group, gender, and age; Economic

factors include the availability of job opportunities

history of salaries, working conditions and the desire to

work in financial institutions; School-level factors include

personal interest, students being good at calculations,

teachers’ influence, role model, guidance, and counselling

influence. These factors are presumed to interact and

cumulatively influence the decision of students in their

choice of business studies as an academic program.

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Students face various factors that affect their choice

of course, such as decision-making processes, personal

interests, peer influence, and considerations about the

institution and future career prospects. These factors

significantly influence graduating students' course

selections in college, with particular emphasis on

institutional considerations. Institutional factors,

including location, educational resources, affordability,

and employment opportunities, play a pivotal role in

students' college decisions Japitan, et al (2019).

Figure 1 below illustrates the overall process of the

study which guides the researchers on the conduct of the

study to find out the factors greatly influences students’

decisions in pursuing hospitality management career. The

input column contains the factors that drive the students to

enroll in the Bachelor of Science in Hospitality Management

program at King’s College of the Philippines, the major

problems encountered by Bachelor of Science in Hospitality

Management students in their degree program, and the coping

mechanisms of hospitality management students in choosing a

degree program. The next column shows the process of finding

out the possible answers through the survey-questionnaire

administered, tallied data gathered, analysis and

interpretation. Lastly, the output of the study comprises

 22

the coping mechanism in selecting Bachelor of Science in

Hospitality Management program and proposed career guidance

and counselling programs.

Input Process Output

Factors
influencing
the students
to enroll in Coping
the Bachelor mechanisms
of Science in in choosing
Hospitality Bachelor of
Management Science in
program at Hospitality
King’s College Survey Management
of the Questionnaire Program.
Philippines.
Factors
Problems Data were influencing
encountered in tallied, students’
choosing a analyzed, and choice to
degree interpreted study
program. Bachelor of
The coping Science in
mechanisms of Hospitality
hospitality Management
management at King’s
students in College of
choosing a the
degree Philippines
program.

Figure 1. Paradigm of the Study

 23

STATEMENT OF THE PROBLEM

This study aims to assess the factors influencing

students’ choice to study Bachelor of Science in Hospitality

Management at King’s College of the Philippines. The

following objectives were taken in consideration of this

issue:

1. What are the factors that influenced the students in

the Bachelor of Science in Hospitality Management

program in choosing their degree along:

1.A Economic Factors

1.B Social Factors

1.C Personal Factors; and

1.D School- related Factors

2. What are the challenges encountered by the Bachelor

of Science in Hospitality Management students in

their degree program?

3. What are the coping mechanisms of the Bachelor of

Science in Hospitality Management students to

address the problems they encountered in their

degree program?
 24

Chapter 2

DESIGN AND METHODOLOGY

This chapter discusses the research design, population,

and locale of the study. It further discusses the data

gathering tools, procedures, and treatment of data.

RESEARCH DESIGN

Bhatt (2020) defined research design as the framework,

structure, and approach of a study designed to find the

answers to research questions to control variance.

The method used in this study was quantitative and it

utilized the descriptive research design. Quantitative

research is defined by Taherdoost(2022) as the process of

using numerical values obtained from observations to explain

and characterize the processes that the observations can

reflect on. According to Ansari et al (2022) that

descriptive research design obtains data to methodically

define a situation, an object, or a population. For this

study, the data collection method employed by the

researchers was the survey.

 25

The design utilized enables the researchers to describe

the factors, challenges, and strategies of Bachelor of

Science in Hospitality Management students for their chosen

college course. It also allowed them to gather quantifiable

information on the factors, challenges, and strategies of

the students, which can be used for mathematical and

statistical interpretation of the gathered data.

POPULATION & LOCALE OF THE STUDY

The respondents of the study are the 1st to 4th year

students of the program Bachelor of Science in Hospitality

Management currently enrolled this school year 2023-2024

under the College of Business Management at King’s College

of the Philippines in La Trinidad, Benguet. There are 164

respondents: 58 from 1st years, 41 from 2nd years, 34 from

3rd years, and 31 from 4th years. The BSHM students were

selected by the researchers as their respondents because

their study focuses on their program which can help them

assessing themselves as one of the enrolled students in the

program.

The study was conducted at King’s College of the

Philippines, one of the private schools located at Pico, La

Trinidad, Benguet.
 26

DATA GATHERING TOOL/S

The survey questionnaire was adapted and designed to

gather information about factors influencing the BSHM

students in choosing their college degree program.

The survey questionnaire consisted of three main

sections. The first part is to determine the factors

influencing BSHM students in selecting their college degree

program comprising economic, social, environment and

personal influences. The second part is asking the

respondents their challenges encountered by respondents. The

third part is identifying the respondents’ strategies in

overcoming the challenges while studying their degree

program.

DATA GATHERING PROCEDURES

After the approval of the research title, the

researchers drafted the questionnaire with the help of their

adviser.

Then the researchers sought permission from the Dean of

College to conduct the study and after the approval the

researchers ask permission to gather data from the students

of Bachelor of Science in Hospitality Management program. To

determine the number of students, the researchers asked the

Registrar Office through a request letter to obtain the

 27

number of BSHM students currently enrolled from 1st to 4th

year level second semester of academic year 2023-2024. Upon

the approval of the request, the researchers introduced

themselves to conduct a study. The respondents were informed

of the contents of the survey questionnaire and were assured

of the confidentiality of their responses. The researchers

provided printed survey questionnaires to 1st to 4th year

BSHM students, and a digital survey to some students who

were not able to answer the printed survey questionnaire.

Distinctly, the survey questionnaire was sent through social

media because of conflicting schedules and absences to the

respondents on the second week of April and retrieved by the

researchers within the week. A total of five minutes were

allocated to the respondents to fill out the questionnaire.

TREATMENT OF DATA

The data gathered from the survey questionnaires were

organized, tabulated, analyzed, and treated utilizing

descriptive statistical methods such as frequency count,

mean, percentage, and ranking. The Likert scaling technique

was used to analyze the frequency responses of the

respondents for the first problem was interpreted based on

the following scale:

RANGE DESCRIPTIVE INTERPRETATION

 28

EQUIVALENT

3.25-4.00 STRONGLY Participants strongly disapproved

DISAGREE the factors has great influence on
them in selecting their degree
program.
2.50-3.24 DISAGREE Participants disapproved the
factors has great influence on
them in selecting their degree
program.
1.75-2.49 AGREE Participants approved the factors
has great influence on them in
selecting their degree program.
1.00-1.74 STRONGLY Participants strongly approved the
AGREE factors has great influence on
them in selecting their degree
program.

Further, the number of times each answer was given for

problem 2, about challenges faced by Hospitality Management

students, and problem 3, regarding strategies used by these

students, was ranked based on the number of responses using

percentile as follows:

1. Frequency. The frequency distribution table shows how

many respondents chose each answer option, giving a

picture of the respondents' view on each factor.

2. Percentile. The relative percentage of each type of

response per category is derived by this.

Formula: %= fi/N

Where:
 29

Fi= frequency of responses per category/ demographic/

statement.

N= total number of scores/ responses

Percentage is a measure showing the proportion of

scores equal to or lower than a particular score.

3. Rank. This refers to organizing data based on a

specific norm, like from highest to lowest or best to

worst. The top item is assigned rank 1, the next one

rank 2, and so forth.

 30

CHAPTER 3

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the gathered data in relation to

the study. It also reveals the analysis and interpretation

of the findings of the specific problems.

Factors influencing the students of BSHM in Choosing their

College Degree Program.

Table 1.A Economic Factors Influencing the Students of

Bachelor of Science in Hospitality Management in

Choosing their College Degree Program

ECONOMIC FACTORS WM DE RANK

1. A lot of job career opportunities. 2.60 DA 4
2. Pave the way for financial stability. 2.18 A 2
3. The program is in-demand. 2.04 A 1
4. Salary associated with this course is 2.29 A 3
high.
AVERAGE WEIGHTED MEAN 2.28 A

The table shows that the economic factors influencing

the students enrolled in Bachelor of Science in Hospitality

Management were agreed by the respondents with an average

 31

weighted mean of 2.28 which is interpreted as “Agree”. This

implies that the factors on the table had an impact on the

students in selecting their degree program.

Among the economic factors that influenced students’

decisions in choosing their College Degree Program “The

program is in-demand” is ranked as number one with a

weighted mean of 2.04 interpreted as “Agree.” This implies

that there is a strong interest and perceived value among

students. This demand could stem from a range of factors

such as job prospects, societal trends, or personal

interests.

The result is supported by Matolo et al (2022) observed

a similar phenomenon in the context of educational courses

and highlighted that students often persuade towards

programs that are perceived to be in high demand, even when

alternative opportunities may offer significant advantages,

such as opportunities abroad. The perception that "The

program is in-demand" reinforces SCCT's emphasis on

environmental influences on career decisions. Students may

interpret the high demand for the BSHM program as indicative

of promising job prospects and societal recognition of the

program's value. This environmental cue influences their

beliefs and expectations regarding the potential outcomes of

 32

pursuing a BSHM degree, thus motivating them to choose this

academic path.

Next in rank is “Pave the way for financial stability”

with a weighted mean of 2.18 interpreted as “Agree.” This

implies that students are aware of the importance of their

degree to the potential financial benefits after graduation.

This implies that the expectation of achieving financial

stability through education plays a crucial role in shaping

students' decisions regarding their academic pursuits. This

will imply the practical considerations of the students

securing their future economic well-being through education

taking their college degree program.

This result is agreed by the findings of Borinaga et al

(2023) which emphasized the positive impact of financial

freedom on students' career choices and post-graduate life.

By prioritizing financial stability, students aim to lay a

solid foundation for their future, enabling them to pursue

career opportunities with greater confidence.

The expectation of achieving financial stability

through education aligns with SCCT's emphasis on outcome

expectations. Students who prioritize financial stability

may believe that obtaining a college degree, such as a

Bachelor of Science in Hospitality Management (BSHM), will

lead to better job prospects and higher earning potential in

 33

the future. This expectation of a favorable outcome

motivates them to pursue their academic goals.

Ranked as number three is the “Salary associated with

this course is high” with a weighted mean of 2.29

interpreted as “Agree.” This means that graduates considered

the potential earnings as a significant factor in their

decision-making process when selecting their college degree

program. This indicates that the perceived financial rewards

associated with a particular course play a considerable role

in shaping students' educational choices. The placement of

"Salary associated with this course is high" as the third-

ranked economic factor reflects the practical outlook of

students, who prioritize the potential financial returns of

their educational investment.

The finding is in line with Abu et al (2023) find out

that students are driven by the prospect of high salaries

and favorable work conditions when choosing their program of

study. This collaboration emphasizes the pivotal role of

salary considerations in students' educational decision-

making processes and offers additional support for the idea

that salary considerations significantly influence students'

choices of study programs.

The belief that "Salary associated with this course is

high" aligns with SCCT's emphasis on outcome expectations.

 34

Students who prioritize a high salary may perceive the BSHM

degree as offering favorable financial rewards in their

future careers. This expectation of a lucrative salary

serves as a motivating factor in their pursuit of academic

success in the hospitality management field.

Ranked four is “A lot of job career opportunities” with

a weighted mean of 2.60 with a descriptive equivalent of

“Disagree.” This means that students do not perceive

abundant job opportunities as a significant factor in their

decision-making process when selecting their college degree

program. This implies that, contrary to expectations,

students may not prioritize the availability of job

prospects when making their educational choices. It

contradicts ranked number 1 which is “the degree is in

demand”. This may imply that in the beginning they perceived

that the degree is in demand however after years of studying

some students view that the program has less job

opportunities. This may indicate that students may have

different priorities when it comes to selecting their

college degree program.

The result is negated by the study of Bunagan et al

(2022) which delved into students' decision-making processes

regarding their college degree programs and found that

students also consider job opportunities in different

 35

countries and the potential advantages associated with their

chosen career paths.

Moreover, the significance of economic income and job

demand on students' vocational choices is underscored in the

research by Genon et al (2022). This study highlights the

multifaceted nature of students' considerations, suggesting

that economic factors play a role but may not always be the

sole determining factor in their decision-making process.

In summary, SCCT provides a comprehensive framework for

understanding how factors such as job career opportunities,

financial stability, program demand, and salary prospects

influence students' decision-making process when selecting a

college degree program like BSHM. The theory emphasizes the

interplay between individuals' beliefs, expectations, and

environmental factors in shaping their career decisions,

offering valuable insights into the motivations behind

students' educational choices.

Table 1.B Social Factors Influencing Bachelor of Science in

Hospitality Management in Choosing their College
Degree Program
SOCIAL FACTORS WM DE RANK
1. My parents played a role in my choice 2.39 A 2
of this program.
2. My friends and peers influenced me to 2.51 D 3
choose this program.
 36

3. Influence of informative institutional 2.09 A 1

website detailing the BSHM program.
AVERAGE WEIGHTED MEAN 2.33 A

The table shows that the social factors influencing the

students enrolled in Bachelor of Science in Hospitality

Management were approved by the respondents with an average

weighted mean of 2.33, interpreted as “Agree”. This implies

that the factors on the table had an impact on the students

in selecting their degree program.

Among the factors “nfluence of informative

institutional website detailing the BSHM program" is ranked

number one with a weighted mean of 2.09 interpreted as

"Agree," underscores the significance of college websites in

influencing students' decisions. This means that students

value the information provided on college websites,

including details about the Bachelor of Science in

Hospitality Management (BSHM) program, and consider it as a

contributing factor in their decision-making process.

The result is supported by the findings from Fishbein

(2022) and Eschenfelder, et al. (n.d) that prospective

students heavily rely on various online platforms, including

social media and university websites, during their decision-

making process regarding college selection. Fishbein

highlights the significant role of social media in shaping

 37

students' decisions, as they utilize these platforms to

research colleges beyond official accounts. Similarly,

Eschenfelder et al. emphasize the importance of university

websites, noting that they significantly influence potential

students' first impressions and serve as a precursor to

campus visits.

This result also is collaborated with Planned

Happenstance Theory offers a compelling framework for

understanding how the influence of informative institutional

websites detailing the BSHM program underscores the

significance of university websites in students' decision-

making process. These websites facilitate unexpected

encounters, create opportunities for exploration and

discovery, and contribute to shaping students' attitudes and

beliefs about hospitality management as a potential academic

and career path.

“My parents played a role in my choice of this program”

is second in rank with a weighted mean of 2.39 interpreted

as “Agree.” This implies that while students may prioritize

their own preferences and considerations, the acknowledgment

of parental influence underscores the importance of familial

guidance and support in shaping academic decisions.

The result aligns to the study of Briones & Bueno

(2019) that highlights the profound impact of familial and

 38

peer influences on students' choices regarding their school

and degree programs. Students often weigh the perceptions

and advice of their parents and friends when making these

important decisions. This aligns with the principles of

Social Cognitive Career Theory, which emphasizes the role of

social factors, including familial influences, in

individuals' career development journey.

This is further supported by the findings of Javed and

Nawabi (2019), which highlighted the significant role of

parental perceptions in shaping children's education and

career decisions, aligned with the assertion made by

Ballesteros et al (2022) regarding the influence of parents

on young people and the parental influence is indeed a

factor in students' program choices, consistent with the

findings of Javed and Nawabi (2019).

Ranked three is “my friends and peers influenced me to

choose this program” with a weighted mean of 2.51

interpreted as “Disagree.” This suggests that while peer

influence may play a role in some students' decision-making

processes, it is not a dominant factor for the majority of

the respondents in this study. Consequently, students may

rely more on personal motivations or external factors when

selecting their college degree program, rather than being

significantly swayed by the preferences of their friends and

 39

peers. This implies that while social connections may have

some impact on students' program choices, they are not the

primary drivers in this study.

The study is disagreed by the findings of Atakora et

al. (2021) indicate that peers wield significant influence

over students' career choices and Gonzales et al. (2019)

found out that students often choose areas of study where

their friends are fostering a sense of belongingness in the

academic community, the result suggest that students

prioritize their own preferences and considerations over the

opinions of friends and peers. This suggests a potential

misalignment with the influence of peers highlighted in the

previous studies, emphasizing the importance of personal

values, interests, and aspirations in students' decision-

making processes.

The result that peer influence is not a dominant factor

in students' choice of the BSHM program aligns with the

principles of Trait and Factor Theory which emphasizes the

importance of individual traits, abilities, and values in

career decision-making, highlighting the significance of

self-awareness and self-evaluation in guiding individuals'

choices about their educational and career paths.

Table 1.C Personal Factors Influencing the Students in

 40

Bachelor of Science in Hospitality Management in

Choosing their Degree Program.

PERSONAL FACTORS WM DE RANK

1. This course aligns with my dream 2.00 A 2
profession.
2. I feel a higher sense of self- 2.04 A 3
actualization
3. I’m interested in cooking, baking, and 1.93 A 1
bartending.
AVERAGE WEIGHTED MEAN 1.99 A

The table shows that the personal factors influencing

the students enrolled in Bachelor of Science in Hospitality

Management in King’s College of the Philippines were

approved by the respondents with an average weighted mean of

1.99 interpreted as “Agree.”

Among the factors on the table, it shows that “I'm

interested in cooking, baking, and bartending” ranked first

with a weighted mean of 1.93 interpreted as “Agree.” This

means that students are more likely to choose the Bachelor

of Science in Hospitality Management program if it aligns

with their interests in cooking, baking, and bartending. By

aligning program offerings with students' interests,

colleges can attract and retain students who are motivated

and engaged, enhancing the overall student experience and

program success.
 41

The result is supported by Duku et al (2021)

highlighting that internal determinant such as individual

characteristics, capacity, self-perception, and interest in

influencing career choices. Tahil (2021) also underscores

personal interest as a significant factor affecting

students' college degree preferences and the importance of

interests in decision-making, highlighting that interests

play a crucial role in fostering career aspirations De Lara

et al (2022).

The result is supported by Holland's Theory of

Vocational Personalities and Environments that in the

context of selecting an academic program such as a Bachelor

of Science in Hospitality Management (BSHM) students who

express an interest in cooking, baking, and bartending are

likely to be drawn to this field due to its alignment with

their vocational interests.

“This course aligns with my dream profession” is ranked

second with a weighted mean of 2.00 interpreted as “Agree.”

This implies that students are inclined to choose courses

that align with their dream professions with their interests

and career aspirations are prioritized. It means that

students value personal fulfillment and alignment with their

career goals over external influences such as traditional

values or family expectations.

 42

This collaborates with Dooley et al (2017) study

suggesting that students prioritize their abilities and

career aspirations when making career decisions. This aligns

with the idea that students' dream professions are aligned

with their personal interests and aspirations.

The result of choosing courses that align with their

dream professions when their interests and career

aspirations are prioritized aligns with the principles of

Holland's Theory of Vocational Personalities and

Environments. This theory emphasizes the importance of

person-environment fit and individual agency in career

decision-making, highlighting the value of personal

fulfillment and alignment with career goals in guiding

individuals' course and career choices.

“I feel a higher sense of self-actualization” is ranked

third with a weighted mean of 2.04 interpreted as “Agree.”

This means that students perceive a connection between their

college experience and their personal growth and

fulfillment. This implies that universities play a crucial

role in providing an environment conducive to self-

actualization, which can have significant implications for

students' educational experiences and outcomes. The

acknowledgment their self-actualization as an important

factor in students' perceptions of their college experience

 43

highlights the broader significance of higher education

beyond academic achievement alone. It means that students

value opportunities for personal growth, exploration, and

fulfillment in addition to academic success.

This finding aligns with the research conducted by

Alaghmand et al (2018) emphasizes the importance of

satisfying the need for self-actualization in university

settings. By providing spaces and conditions conducive to

personal growth and realization of potential, universities

can enhance educational efficiency, academic success, and

overall societal well-being. This underscores the broader

societal impact of higher education institutions in

nurturing not only intellectual development but also

personal and social growth.

This aligns with the concepts of Self-Concept Theory

within Holland's Theory of Vocational Personalities and

Environments. Students who prioritize self-actualization

likely make educational choices based on their self-

concepts, guided by their interests, values, and goals.

Additionally, the acknowledgment of chance events, as

proposed by Planned Happenstance Theory, may play a role in

enhancing students' sense of self-actualization during their

college journey. This suggests that students' perceptions of

fulfillment are influenced by a combination of self-

 44

awareness, vocational interests, and serendipitous

experiences.

Table 1.D School- related Factors Influencing the Students

in
Bachelor of Science in Hospitality Management in
Choosing their Degree Program.
SCHOOL- RELATED FACTORS WM DE RANK
1. The school has good reputation 2.06 A 3.5
2. The school offers quality education. 2.06 A 3.5
3. The availability of school facilities 2.00 A 2
such as laboratory, library, and
technology.
4. Lower tuition compared to other 1.76 A 1
institution.
AVERAGE WEIGHTED MEAN 1.97 A

The table shows that school-related factors influenced

the students to choose enrolling Bachelor of Science in

Hospitality Management in King’s College of the Philippines

are rated “Agree” with an average weighted of 1.97. This

implies that all the factors under this had influenced them

in choosing their degree program.

It shows that among the factors “Lower tuition compared

to other institution” ranked first with a weighted mean of

1.76 interpreted as “Agree.” This means that cost plays a

significant role in students' decision-making processes when

they selected the Bachelor of Science in Hospitality

 45

Management program. This implies that affordability is their

top consideration in choosing an educational institution and

degree program.

This is aligned with the study conducted by Amanah et

al (2021) suggested that the expense of education influences

students' university selection. This is further supported by

Bohara et al (2022) suggested that tuition fees have an

impact on the factors influencing students' decisions when

choosing a college program.

Furthermore, this is supported by Social Cognitive

Career Theory (SCCT) highlighting the role of outcomes

expectations and environmental factors in career decision-

making that students who perceive lower tuition as

advantageous may have positive outcome expectations,

believing that reduced financial burden will lead to better

future outcomes, such as financial stability or career

advancement.

Also, the result is aligned to Holland's Theory of

Vocational Personalities and Environments underscores the

importance of person-environment fit in career decision-

making. Students who prioritize lower tuition costs may

perceive this factor as indicative of an environment that

aligns with their practical and financial considerations. By

choosing a program that offers lower tuition, students may

 46

enhance their sense of fit and satisfaction with their

educational choice.

The factor “The availability of school facilities such

as laboratory, library, and technology” is ranked second

with a weighted mean of 2.00 interpreted as “Agree.” This

implies the importance of access to resources and

infrastructure in students' decision-making processes when

selecting a Bachelor of Science in Hospitality Management

program has a great influence. This means that students

value the presence of well-equipped facilities of the school

in choosing their program that they believe can support

their academic and practical learning needs.

This finding is collaborated with the corroboration of

Japitan et al (2019) and Ouano et al (2019) stating the

significance of institutional factors, such as location,

educational resources, affordability, and employment

opportunities, in students' college decisions. These studies

highlight that students consider various aspects of an

institution when making their choices, indicating that the

institution's overall offerings play a crucial role in

shaping students' decisions.

“The school has good reputation” and “School offers

quality education” both are ranked third with a weighted

mean of 2.06 interpreted as “Agree” means that students

 47

considered the institutional reputation and educational

quality as an important factor in their decision-making

process in choosing their degree Bachelor of Science in

Hospitality Management program. This means also that the

school is maintaining a positive reputation and providing

high-quality education to meet students' expectations and

needs.

The result is collaborated by the findings Bohara, et

al (2022) said that it is clear that a college's reputation

and perceived quality of education are paramount factors

influencing students' decisions.

The result is also supported by the findings of Bohara,

et al. (2022) wherein it was stated that there are five key

factors influenced students' decisions regarding college

choice: reputation, placement opportunities, location,

infrastructure, and academic quality. These elements

collectively shape a student's decision-making process when

selecting a college.

This aligns with Trait and Factor Theory suggesting

that students prioritize institutional reputation and

educational quality when choosing a Bachelor of Science in

Hospitality Management program. Additionally, Social

Cognitive Career Theory supports this result indicating that

students with positive outcome expectations may perceive

 48

attending such institutions as leading to better career

opportunities. Therefore, these findings underscore the

importance of considering both institutional reputation and

educational quality in students' decision-making processes.

Table 1.E Summary of the Factors that influence the students

of Bachelor of Science in Hospitality Management

in

Choosing their Degree Program.

FACTORS INFLUENCING BSHM IN WEIGHTED DESCRIPTIVE RANK

CHOOSING THEIR COLLEGE DEGREE MEAN EQUIVALENT
Economic Factors 2.28 Agree 3
Social Factors 2.33 Agree 4
Personal Factors 1.99 Agree 2
School-related Factors 1.97 Agree 1
Average Weighted Mean 2.17 Agree

Table 1.E shows and illustrates the factors influencing

BSHM students’ decision to enroll in a college degree

program with an average weighted mean of 2.17 interpreted as

“Agree.” The result shows that among the four (4) factors

influenced the students who enrolled in the Bachelor of

Science in Hospitality Management in their degree program,

School-related factors is ranked first, followed by Personal

Factors then Economic Factors, and lastly by Social Factors.

 49

This implies that students prioritize aspects related to the

institution itself when making decisions in choosing their

degree program. This implies that the school reputation of

the school, the quality of education offered, and the

availability of resources and facilities in shaping

students' choices has a great impact to the students in

selecting their degree in King’s College of the Philippines.

Additionally, the prioritization of Personal Factors

highlights the individual preferences and characteristics

that students consider, while the ranking of Economic and

Social Factors indicates their significance but to a lesser

extent. Overall, these findings emphasize the multifaceted

nature of students' decision-making processes and highlight

the crucial role of school-related factors in attracting and

retaining students in the Bachelor of Science in Hospitality

Management program.

The observation from Table 1.E, where School-related

factors ranked highest in influencing BSHM students'

decision to enroll in a college degree program, aligns well

with Trait and Factor Theory stated that individuals

consider various personal traits and external factors when

making career decisions.

Moreover, Trait and Factor Theory underscores the

importance of gathering information and making informed

 50

choices based on individual traits and environmental

factors. Students who prioritize School-related factors

likely demonstrate a thoughtful and deliberate approach to

their decision-making process, seeking environments that

align with their personal traits and goals, as proposed by

the theory.

Challenges that the BSHM Students encounter

Table 2. Challenges that the Bachelor of Science in

Hospitality Management Students experiencing in

their chosen degree.

CHALLENGES ENCOUNTERED PERCENTAGE RANK

Becoming An Active Learner. 56.10% 4
Coping with Reading Materials. 40.24% 10
Balancing academic workload with personal 69.51% 2
matters.
Too much procrastination. 49.39% 7
Low motivation to participate in class. 39.02% 11
Financial challenges, including tuition 64.02% 3
fee and school-related expenses.
Academic stress. 78.66% 1
Building relationships with fellow 48.17% 8
students and faculty members.
Difficulty concentrating. 54.88% 6
Technology distractions. 55.49% 5
Peer influence on academic focus. 45.12% 9
 51

The table shows the problems that most of the students

enrolled in the Bachelor of Science in Hospitality

Management in their chosen degree program in King’s College

of the Philippines are experiencing academic stress as their

number one challenge in their educational path. Among the

problems 78.66% of the respondents declared that the number

one challenge they are facing while studying is the

"academic stress" followed by balancing academic workload

then financial challenges. This implies that the students

enrolled in the program are academically stress which

includes the way on how they balance academic workload with

their personal matters, this would now agree on table 3 that

they need to really learn the time management skill in

balancing their education and personal life for them not to

be stress on their academic matters.

The result is supported by what Anjanathattil et al.

(2018) said that academic stress is a widespread issue

globally, affecting students' mental health and highlighted

its impact suggesting that managing personal, social, and

institutional levels. In addition, Aina and Wijayati, (2019)

said that academic stress is a prevalent strain found within

educational environments such as schools and universities.

This means that if only students will learn the skill of

 52

time management deeply, maybe they can cope with this

challenge.

Furthermore, this result is closely related with the

Social Cognitive Career Theory (SCCT). In this context,

academic stress can be seen as a manifestation of

individuals' perceptions of their own capabilities to manage

academic demands and their expectations regarding the

outcomes of their educational endeavors.

Moreover, SCCT highlights the importance of

environmental influences, such as social support and

contextual factors in individuals' career development. The

high prevalence of academic stress among students may

reflect not only individual cognitive processes but also the

impact of institutional and societal factors on their

educational experiences.

It is also noted that Balancing academic workload with

personal matters ranked second. The significant percentage

of students struggling with balancing academic and personal

responsibilities highlights the importance of promoting time

management skills and providing resources for students to

effectively manage their workload. This means that the

students are hard up in balancing their academic workload

with their personal responsibilities. This may imply that

flexibility in scheduling and access to support services can

 53

aid students in achieving a better balance between academic

and personal commitments.

This is supported by the Planned Happenstance Theory

that students may encounter unexpected challenges or

opportunities that require adaptability and resilience to

overcome that individual characteristics and environmental

factors in supporting students' academic success and well-

being. By aligning institutional support systems with

students' needs and providing resources for effective

workload management, educators and institutions can better

empower students to thrive in their academic pursuits.

The financial challenges ranked number three colluded

the result on table 1.d wherein most of the students claimed

that the selected to enroll BSHM in King’s College of the

Philippines because of the lower tuition fee compared to

other private higher educational institution located in La

Trinidad and Baguio City. This means that the students maybe

facing financial problems on some of the activities

conducted within their curriculum like on their bar

management, different cuisines, and others, however, this is

a part of their course wherein they need to find a way to

participate equipping themselves on their competencies which

are applicable in their future work.

 54

This is supported by the Trait and Factor Theory

strongly support that students seek places that align with

their personal traits and objectives, and the preference for

affordable education is echoed with this notion.

Also, the decision-making process regarding educational

choices is influenced by environmental factors, as

highlighted by Holland's Theory of Vocational Personalities

and Environments. In the case of financial challenges and

the selection of an educational institution, students may

opt for institutions that offer lower tuition fees to align

with their financial resources and goals.

Maybe the educational institution can strategize hot to

address students' mental health and well-being by

implementing holistic approaches to student support,

including personal, social, and institutional interventions,

is crucial to mitigating academic stress and promoting

overall well-being throughout their academic journey.

“Becoming an active learner” ranked four implies that

students perceive the need to take a more proactive role in

their learning process. This ranking means that students

recognize the importance of engagement and participation in

their academic endeavors to enhance their understanding and

retention of course material.

 55

This aligns with Social Cognitive Career Theory (SCCT)

and the concept of self-efficacy that students' beliefs in

their ability to effectively engage with course materials

and participate in the learning process influence their

level of motivation and engagement. While Trait and Factor

Theory also emphasizes the importance of individual traits

and environmental factors in career decisions. In this case,

students' inclination towards becoming active learners may

be influenced by their personal characteristics, such as

curiosity, initiative, and persistence, as well as external

factors like the learning environment and instructional

methods employed by educators. Additionally, Holland's

Theory of Vocational Personalities and Environments

underscores the significance of environmental influences in

shaping individuals' behaviors and choices.

Furthermore, Planned Happenstance Theory highlights the

importance of seizing opportunities for learning and

personal growth through unplanned events and experiences.

Encouraging opportunities for active participation,

collaboration, and experiential learning can foster

unanticipated encounters that contribute to students'

development as active learners.

“Technology distractions” ranked fifth implies that

students recognize the pervasive influence of digital

 56

devices and online activities on their academic focus and

productivity. This ranking suggests that technological

distractions present a significant obstacle for students in

maintaining attention and engagement during their studies.

This highlights the importance of promoting digital literacy

skills and implementing strategies to minimize distractions

in the learning environment. Educating students on effective

use of technology and providing guidelines for managing

digital distractions can help improve focus and

concentration during academic activities.

The ranking of "Technology distractions" as the fifth

challenge underscores the relevance of Social Cognitive

Career Theory (SCCT) and the concept of self-regulation in

managing technological influences on learning. Also, Trait

and Factor Theory informs this observation that individuals

with strong self-regulatory skills may be better equipped to

navigate technological distractions and maintain focus on

academic tasks, thereby enhancing their learning outcomes.

Ranked six is the “Difficulty concentrating” addressing

difficulties in concentration requires implementing

techniques to improve attention and focus, such as

mindfulness exercises, structured study routines, and

minimizing environmental distractions. This means that a

conducive learning environment and providing resources for

 57

enhancing concentration skills can support students in

overcoming this challenge. Incorporating strategies from

SCCT, such as goal setting, self-monitoring, and self-

reflection, educators can empower students to overcome

concentration challenges and achieve their academic goals.

The issue of excessive procrastination, as indicated by

its rank, suggests that many students struggle with managing

their time effectively and avoiding delays in their academic

responsibilities. This line up closely with Trait and Factor

Theory informs this result by highlighting the importance of

individual traits, such as conscientiousness and self-

discipline, in career decision-making and academic success.

Individuals with strong self-regulatory skills are more

likely to overcome procrastination tendencies and maintain

focus on their academic goals.

"Building relationships with fellow students and

faculty members" being ranked eighth as a challenge

encountered by the students while they are studying implies

that students perceive establishing connections within the

academic community as somewhat important, but it may not be

a primary concern compared to other challenges they face.

Addressing the challenge of building relationships requires

a multifaceted approach that integrates strategies from SCCT

and Planned Happenstance Theory by creating inclusive and

 58

supportive learning environments that foster positive

relationships among students and faculty members, educators

can enhance student engagement and success.

"Peer influence on academic focus" being ranked ninth

as a challenge encountered in the program implies that this

factor engaging with friends is not a big problem to them.

According to SCCT, individuals' beliefs in their

capabilities (self-efficacy) are influenced not only by

personal factors but also by social interactions and

feedback from peers. Therefore, while peer interactions may

have some impact on students' academic concentration, SCCT

suggests that individuals ultimately maintain a significant

degree of control over their own academic focus through

self-regulatory mechanisms. This theory implies that while

peer influence is recognized as a factor, it is not

perceived as a significant obstacle by most students.

“Coping with reading materials” being ranked tenth as

challenge encountered by the respondents in the program

suggests that while it is recognized as a challenge by some

students, it is not perceived as a significant obstacle

compared to other challenges. This ranking implies that

while coping with reading materials may pose some difficulty

for students, it is not the most pressing concern among the

challenges they face in their academic pursuits.

 59

"Low motivation to participate in class" is ranked

eleventh among the challenges encountered by the students

while studying their degree program means that this issue is

perceived as the least significant or least prevalent

challenge among students. This ranking implies that while

some students may experience low motivation to participate

in class, it is not considered a major obstacle for most

students in the program. According to SCCT, individuals with

higher levels of self-efficacy are more likely to actively

engage in tasks and persist in the face of challenges.

Conversely, those with lower self-efficacy may exhibit lower

motivation to participate in class due to doubts about their

ability to contribute meaningfully or succeed academically.

Strategies of the student in BSHM

Table 3. Strategies of the student in Bachelor of Science in

Hospitality Management to Minimize the Challenges/

Problems they are Encountering.

STRATEGIES PERCENTAGE RANK

Make healthy relationships with friends, 73.78% 1.5

and teachers.
Stay engaged in class discussions. 69.51% 3.5
Proper time management. 73.78% 1.5
Set clear goals and priorities. 68.29% 5
Seeking help from professionals (e.g. 35.37% 11
guidance counselor).
Communicate with family. 60.37% 7
 60

Limit use of electronics and social 54.27% 9

media.
Resiliency to problems. 40.85% 10
Active Lifestyle. 57.93% 8
Sleeping and taking enough rest. 69.51% 3.5
Practice assertive communication in 63.41% 6
communicating your priorities and
boundaries to your peers.

The table shows the strategies which the students of

Hospitality Management in King’s College of the Philippines

are utilizing to overcome they challenges encountered during

their educational career. It shows that 73.78% of the

respondents said that among the strategies "Proper time

management" and "Establishing healthy relationships with

friends and teachers" both are ranked number one. It means

that as a student you need to learn time management and

intrapersonal skills to cope with the challenges coming on

their way while studying. Next mechanism that the students

are applying is “stay engaged in class discussion” and

“sleeping and taking enough sleep” are ranked second. This

implies that the students who can learn management skill can

help them apply this next mechanism sleeping well and

participating in their class discussion.

The result is supported by Bjereld, et al. (2020) said

that valuable insights for schools, teachers, and teacher

educators highlights the significance of fostering strong

teacher-student relationships to enhance student engagement,

 61

emphasizing the need for schools and educators to prioritize

strategies that promote these relationships. Also, it

emphasizes that both behavioral and emotional engagement are

vital for supporting student engagement effectively, and

these aspects are linked to various classroom factors such

as classroom management, creating a safe environment,

teaching methods, and teacher characteristics. Overall, the

study underscores the importance of nurturing teacher-

student relationships and promoting engagement in both

behavioral and emotional aspects for optimal student

outcomes. With this, educational institutions and educators

should actively incorporate efforts to enhance these areas

as part of their support for student success. This proactive

approach acknowledges the importance of addressing both

interpersonal and practical skills to create a conducive

learning environment that maximizes student outcomes.

The strategy that ranked third is “Set clear goals and

priorities”. This means that students enrolled in the

Bachelor of Science in Hospitality Management wants to set

clear goals and to set their priorities that would serve as

their motivation to finish their chosen degree program. The

result is supported by Alaghmand et al. (2018) which

defined self-actualization as a fundamental human need,

characterized by the tendency to grow and realize one’s

 62

potential that satisfying this need requires providing

individuals, including students, with environments conducive

to personal growth and fulfillment. This implies that self-

actualization triggers the student to realize their

potential that would help them set their priorities and

clear goals.

“Practice assertive communication in communicating your

priorities and boundaries to your peers” ranked fourth in

the strategies to minimize the problems they encountered.

This implies that students should still set boundaries to

their peers especially when they need to prioritize their

studies, friends are just around to support but not to

distract.

In connection with this the strategy that ranked fifth

is “Communicate with family” which implies that

communication with family members is also a strategy in

coping with the problems that a student is encountering with

their chosen degree because a family gives a student support

not just financially but also mentally, they give advice and

motivations too. The result is supported by the study of

Javed and Nawabi (2019) which revealed that parental

perceptions play a significant role in shaping children's

education, impacting their academic performance, vocational

choices, and ultimately influencing their career decisions.

 63

The strategy that ranked sixth is “Active Lifestyle”.

This means that having an active lifestyle would help

students in minimizing the problems that they are

encountering with their chosen degree program. In line with

Herbert (2022) that physical activity and regular exercise

are essential for a positive, active and health-promoting

lifestyle. According to the WHO, interventions aimed at

increasing physical activity are sustainable health

promoting interventions. Positive effects of physical

activity and of regular exercise on health have been

reported across all age groups in epidemiological studies

and prospective, longitudinal follow-up studies.

The strategy “Limit use of electronics and social media”

ranked seventh being utilize by the students to minimize the

problems they encountered. The means that students see this

as a strategy because everyone is very active when it comes

to social media. The result is supported by Abi-Jaoude and

Pigratiello (2020) that social media can affect adolescents

self-view and interpersonal relationships through social

comparison and negative interactions, including

cyberbullying; moreover, social media content often involves

normalization and even promotion of self-harm and

suicidality among youth.

 64

“Resiliency to problems” ranked eighth in the

strategies to minimize the problems they encountered. This

implies that students must involve being proactive in

finding solutions to their problems. This is in accordance

with Wang Y. and Lu G. (2020) that psychological resilience

has been defined by the American Psychological Association

as ‘a process of good adaptation in the face of adversity,

trauma, tragedy, threats, or other significant sources of

stressors such as family and relationship problems, serious

health problems or financial problems. It can be viewed as a

measure of stress coping ability in response to adversity

and is used as a target in the treatment of depression,

anxiety, and stress problems. Previous research has shown

that low psychological resilience is related to a number of

mental health problems among patients, such as anxiety,

depression and stress. Among university and college

students, studies have documented that improving

psychological resilience can buffer the negative emotions of

stress and contribute to students’ success in academic

performance, improve students’ sense of well-being, and

enable them to better cope with stressful events.

Among the strategies “seeking help from professionals,

resiliency to problems and the limit use of electronics and

social media” are rank ninth. This means that students

 65

enrolled in the Bachelor of Science in Hospitality

Management wants to have a self-study than relying to other

professionals or on social media. The result is supported by

the study of Zainab Canu and Charli Sitinjak (2023) wherein

it states that counselling and guidance are essential

factors in shaping a child orientation and discarding

negative ideas from the surrounding environment. Therefore,

the role of school counselors is significant in helping

shape the child's future through counselling therapy. School

counselors are recognized as role models for children and

are highly respected by students.

CHAPTER 4

CONCLUSION AND RECCOMENDATION

This chapter presents the conclusions and

recommendations based on the findings of the study.

 66

CONCLUSIONS

Based on the findings of the study, the following

conclusions were drawn.

1. Most of the student of hospitality management enrolled

in King’s College of the Philippines are highly

influenced by school-related factors which

significantly shaped their degree choice, emphasizing

the impact of lower tuition fee in selecting course

and institution.

2. Most of the students of hospitality management program

are experiencing an academic stress while studying.

3. Implementing strategies like fostering healthy

relationships and adopting effective time management

techniques offers practical approaches to address

challenges and enhance the academic journey for

Bachelor of Science in Hospitality Management

students.

4. The department must continue promoting the program and

may consider organizing career exploration activities

such as career fairs, guest speaker sessions, or

industry field trips to expose students to diverse

career paths within the hospitality industry and

empower them to pursue their chosen degree.

 67

RECOMMENDATIONS

Based on the conclusions drawn from the finding the

following are suggested.

 68

1. The school should continue to offer and introduce

student assistance, like scholarships or grants, to

attract more prospective students, and help alleviate

financial barriers to students.

2. The department should plan for holistic wellness

programs that focus on physical, mental, and emotional

well-being, offering resources such as mindfulness

sessions, fitness class, and counseling services to

support students in managing stress and maintaining

balance between their academic and personal matters.

3. The department may establish feedback mechanisms for

students to assist the college in pinpointing student

challenges and developing solutions effectively.

4. The school should continue to offer and introduce

student assistance, like scholarships or grants, to

attract more prospective students, and help alleviate

financial barriers to students.

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APPENDIX A

LETTER TO CONDUCT A STUDY

April 5,2024

King’s College of Business Management

Pico Rd, La Trinidad, Benguet

MARIJUNE A. CARO, PhD

Dean
College of Business Management

Dear Ma’am,

We, the students of King’s College of the Philippines from

the College of Business Management would like to request
permission to conduct a research study to obtain information
regarding “Factors Influencing Bachelor of Science in
Hospitality Management (BSHM) in their College Degree
Program”. This study will be conducted under the supervision
of our adviser, Mrs. Florence T. Anaper. In line with this,
we would be grateful if you would allow us to conduct a
short interview with Hospitality Management students.
We look forward to your good response.

Respectfully,
 77

SHARMAINE YENISEY T. ALIBA RICALYN D. FLORES

SHARINA TRICIA MAE O. PITAS LUISA MAE S. PILOCA

LORIE T. SECTEL

Noted by:

FLORENCE T. ANAPER, PhD

Adviser

APPENDIX B

LETTER TO RESPONDENTS

April 8,2024

Dear Hospitality Management students,

Greeting! We are from the College of Hospitality Management

and We're currently conducting research entitled “Factors
Influencing Bachelor of Science in Hospitality Management
(BSHM) in their College Degree Program” as a part of the
requirements for the subject Research in Hospitality. In
line with this, may we ask for your cooperation and
consideration to answer this survey questionnaire with
honesty. Rest assure that your responses are completely
anonymous.

Respectfully,

SHARMAINE YENISEY T. ALIBA RICALYN FLORES

SHARINA TRICIA MAE O. PITAS LUISA MAE S. PILOCA

LORIE T. SECTEL
 78

Noted by:

FLORENCE T. ANAPER, PhD

Adviser

APPENDIX C

LETTER TO REGISTRAR

April 5,2024

EDNA P. CONCHAO, PhD

School Registrar
Pico Road, La Trinidad, Benguet

Ma’am,

Greetings of good health!

We, the students of King’s College of the Philippines taking
up Bachelor of Science in Hospitality Management with a
research study entitled: Factors Influencing Bachelor of
Science in Hospitality Management (BSHM) in their College
Degree Program. In this regard, may we request the
information to establish our study:

 Total Number of Enrolled First Year BSHM Students for

Academic Year 2023-2024
 Total Number of Enrolled Second Year BSHM Students for
Academic Year 2023-2024
 Total Number of Enrolled Third Year BSHM Students for
Academic Year 2023-2024
 Total Number of Enrolled Fourth Year BSHM Students for
Academic Year 2023-2024
 79

This study is only possible with the help and support of

your good office. Rest assured that all your information
will be kept confidential under the Republic Act No.10173,
otherwise known as the Data Privacy Act. Your favorable
response to this matter will be very much appreciated. God
bless and more power!

Respectfully yours,
SHARMAINE YENISEY T. ALIBA RICALYN D. FLORES
SHARINA TRICIA MAE O. PITAS LUISA MAE S. PILOCA
LORIE T. SECTEL

Noted by:
FLORENCE T. ANAPER, PhD
Adviser
APPENDIX D

SURVEY QUESTIONNAIRE

Name (Optional):

Year Level:

1. Please check your level of agreement with the following

statements regarding factors that influenced you to choose

BSHM degree.

1-Strongly Agree, 2-Agree, 3-Disagree, 4-Strongly Disagree

SCALE POINTS 1 2 3 4
1 a. Economic Factors
A lot of job career opportunities.
Pave the way for financial stability.
The program is in-demand.
The salary associated with this course is high.
The availability of school facilities such as
laboratory, library, and technology.
Others (Specify):
 80

2 b. Social Factors
My parents played a role in my choice of this
program.
My friends and peers influenced me to choose this
program.
Influence of informative institutional website
detailing the BSHM program.
Others (Specify):
3 c. Personal Factors
This course aligns with my dream profession.
I feel a higher sense of self-actualization.
I’m interested in cooking, baking, and bartending.
4 d. School-related Factors
The school has good reputation.
The school offers quality education.
Lower tuition fee compared to other institution.
Others (Specify):

2. What are the challenges you encountered as a student

taking Bachelor of Science in Hospitality Management? (Check
all that apply to you)
Becoming An Active Learner.
Coping with Reading Materials.
Balancing academic workload with personal matters.
Too much procrastination.
Low motivation to participate in class.
Financial challenges, including tuition fee and school-
related expenses.
Academic stress.
Building relationships with fellow students and faculty
members.
Difficulty concentrating.
Technology distractions.
Peer influence on academic focus.
Others (Specify):

5. What are the strategies you implement to minimize the

challenges you face as a student taking a Bachelor of
Science in Hospitality Management? (Check all that
apply to you)
Make healthy relationships with friends, and teachers.
Stay engaged in class discussions.
Proper time management.
 81

Set clear goals and priorities.

Seeking help from professionals (e.g. guidance counselor).
Communicate with family.
Limit use of electronics and social media.
Resiliency to problems.
Active Lifestyle.
Sleeping and taking enough rest.
Practice assertive communication in communicating your
priorities and boundaries to your peers.
Others (Specify):

Thank you!

APPENDIX E

CURRICULUM VITAE

SHARMAINE YENISEY T. ALIBA

Longlong, La Trinidad, Benguet

PERSONAL INFORMATION

Date of Birth May 28,2002

Place of Birth La Trinidad, Benguet

Citizenship Filipino

Civil Status Single

Provincial Address La Trinidad, Benguet

EDUCATION

Tertiary Level King’s College of the Philippines

Secondary Level San Jose High School

Elementary Puguis Elementary School

 82

RICALYN DONGGA-AS FLORES

Balili, La Trinidad, Benguet

PERSONAL INFORMATION

Date of Birth August 17,2002

Place of Birth Baguio City

Citizenship Filipino

Civil Status Single

Provincial Address La Trinidad, Benguet

EDUCATION

Tertiary Level King’s College of the Philippines

Secondary Level San Jose High School

Elementary Balili Elementary School

 83

LUISA MAE S. PILOCA

Conet, Shilan, La Trinidad, Benguet

PERSONAL INFORMATION

Date of Birth March 25,2003

Place of Birth Baguio City, Benguet

Citizenship Filipino

Civil single

Provincial Address La Trinidad, Benguet

EDUCATION

Tertiary Level King’s College of the Philippines

 84

Secondary Level Tublay School of Home Industries-

Main

Elementary Balukas Elementary School

SHARINA TRICIA MAE ORGANO PITAS

Wangal, La Trinidad, Benguet

PERSONAL INFORMATION

Date of Birth November 15,2002

Place of Birth La Trinidad

Citizenship Filipino

Civil Status Single

Provincial Address La Trinidad, Benguet

EDUCATION

Tertiary Level King’s College of the Philippines

 85

Secondary Level Benguet National High School- Main

Elementary Wangal Elementary School

LORIE T. SECTEL

Daclan, Tublay, Benguet

PERSONAL INFORMATION

Date of Birth December 31,2002

Place of Birth La Trinidad, Benguet

Citizenship Filipino

Civil Status Single

Provincial Address Tublay, Benguet

EDUCATION

Tertiary Level King’s College of the Philippines

Secondary Level Tublay School of Home Industries-

Main
 86

Elementary Ciriaco Magno Elementary School

SEMINARS ATTENDED

 Basic First Aid Training

 Food Handlers Orientation Seminar