Factors Affecting Graduates’ Employability of Business-Related Programs: A Tracer Study

The goal of the study was to ascertain the job history and status of Jose Rizal Memorial State University graduates, in particular those who completed the bachelor's degree programs in tourism and hotel and restaurant management between 2012 and 2016. The design of this tracer study utilized a descriptive quantitative methodology. To collect pertinent study data, a modified, standardized questionnaire and interviewing methods were employed as the instrument. Only 109 graduates out of a total of 241 responded to the survey via email and social networking sites. In order to determine the respondent's profile and mean for the degree of usefulness and relevance of the work-related values and abilities and curriculum-related elements, a frequency count and percentage computation were used. According to the survey, honesty and love of God are "Very Much Helpful" in the tourism industry, along with work-related qualities. Communication abilities were identified as being "Very Much Connected" to the job requirements for both tourism and the management of hotels and restaurants. With the exception of Natural Science, Culinary Arts and Services, and Accounting for HRM, practically all of the variables had significant relevance from elements relating to the curriculum. It is advised that the curriculum be modified to reflect changes in the new educational system and to accommodate the shifting needs of business. To increase the number of graduates, teachers should also improve or change their teaching methods to better meet the needs and requirements of the different types of students they are teaching. &nbsp

Anxiety in Second Language in Relation to Students’ Speaking Performance

Language anxiety is thought to hinder language learning, and if the learners are truly anxious in class, they are probably not fully engaged, if at all. With the help of the Foreign Language Speaking Anxiety Scale (FLSAS) and a free-speaking exercise, this study intends to ascertain the association between language anxiety and speaking performance among undergraduate and graduate students. Frequency count, percent, mean, and Kruskal Wallis were used as statistical techniques to total, tabulate, and further analyze and interpret scores. An extensive, unstructured phenomenological interview with the students was undertaken to ascertain the causes of their language anxiety, and the thematic analysis was carried out using Giorgi's phenomenological method. Students did less satisfactorily in speaking performances and were found to be moderately worried. Language anxiety and speaking abilities, particularly in vocabulary and comprehension, are significantly correlated. This is ascribed to error-causing factors such as the impact of the native language on the second language, lack of confidence, anxiety about communicating, and fear of being evaluated. This study concluded that speaking performance could be predicted using linguistic anxiety. Particularly in understanding and vocabulary, the worried learner frequently performed worse than the native speaker when speaking in English. According to this study, students who are really worried about language should receive training. Teachers can provide straightforward, captivating, varied, and entertaining oral tasks that will give pupils the chance to speak English freely

Anxiety in Second Language in Relation to Students’ Speaking Performance

Language anxiety is thought to hinder language learning, and if the learners are truly anxious in class, they are probably not fully engaged, if at all. With the help of the Foreign Language Speaking Anxiety Scale (FLSAS) and a free-speaking exercise, this study intends to ascertain the association between language anxiety and speaking performance among undergraduate and graduate students. Frequency count, percent, mean, and Kruskal Wallis were used as statistical techniques to total, tabulate, and further analyze and interpret scores. An extensive, unstructured phenomenological interview with the students was undertaken to ascertain the causes of their language anxiety, and the thematic analysis was carried out using Giorgi's phenomenological method. Students did less satisfactorily in speaking performances and were found to be moderately worried. Language anxiety and speaking abilities, particularly in vocabulary and comprehension, are significantly correlated. This is ascribed to error-causing factors such as the impact of the native language on the second language, lack of confidence, anxiety about communicating, and fear of being evaluated. This study concluded that speaking performance could be predicted using linguistic anxiety. Particularly in understanding and vocabulary, the worried learner frequently performed worse than the native speaker when speaking in English. According to this study, students who are really worried about language should receive training. Teachers can provide straightforward, captivating, varied, and entertaining oral tasks that will give pupils the chance to speak English freely

FACULTY, STUDENTS, AND PARENTS SATISFACTION WITH FLEXIBLE LEARNING IMPLEMENTATION IN A STATE-FUNDED UNIVERSITY

Learner satisfaction and experience have a big impact on how well and how widely distant learning is accepted in higher education institutions. This study used a quantitative research methodology with the use of adapted standardized questionnaires from several sources to find out how satisfied 173 faculty members, 548 students, and 321 parents were with the deployment of flexible learning modes throughout the pandemic years. The frequency count, percent, and mean statistical techniques were used to total the scores, tabulate them, and conduct further analysis and interpretation. The faculty, students, and parents were generally satisfied in terms of the online learning modality. The faculty perceived the online teaching process as efficient, effective, and beneficial for both students and faculty. The students believed that the online learning was "satisfactory" in acquiring knowledge, while the parents believed that the online learning aided their children's learning. On the other hand, the faculty and students were satisfied with modular learning, while the parents were dissatisfied. The faculty found modular learning to be one of the ways to aid teaching during the pandemic. The students believed that the distribution and retrieval of modules were organized, the time allotment was acceptable, and safety and health protocols were ensured. The parents found that distribution and retrieval of modules are not well organized, and the orientation as to the use of modules during distribution is not clearly explained. A training workshop may be conducted for the faculty to repackage and revise the modules to ensure that enough and adequate time is allotted to each activity or assessment, to ensure that the learning activities and assessments adhere to complexity, timeliness, relevance, and alignment to the learning outcomes, and to structure and plan the course online, upload pictures, images, and videos on the chosen platform, attach links, use Google Forms, and engage in other computer-aided games and activities. The guidelines and procedures for the distribution and retrieval of the modules may be disseminated to parents and other stakeholders through brochures and flyers. Moreover, the administration may allot funds to provide internet connectivity to students who choose online learning modes, such as free cell cards, or form partnerships with LGUs and NTC to create a free wifi connection at a specific location in each barangay. &nbsp