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International Journal of Physical

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ISSN: 2329-9096
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Medicine & Rehabilitation

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Research Article

Learning Engagement of Food and Beverage Services (FBS) Students’ of

Matanao National High School during COVID-19 Pandemic
Janrey B. Estribor*, Charon Rose L. Pagaran
Department of Physical Medicine and Rehabilitation, Matanao National High School, Matanao, Philippines

ABSTRACT
This paper presents the learning engagement of Food and Beverage Services (FBS) students of Matanao National
High School in distant learning. Phenomenology was used to collect data from 20 junior and senior high school
students in the Food and Beverage Services curriculum at Matanao National High School, Poblacion, Matanao,
Davao del Sur, who were divided into three groups of Focus Group Discussion (FGD) and Key Informant Interviews
(KII). Results revealed that during the COVID-19 pandemic, students’ learning engagement in distant learning
resulted in negative and positive experiences. Results identified three core themes related to negative experiences:
Learning environment barriers, lack of understanding and knowledge on task, and unstable internet connection.
One positive experience showed that students with distant learning still have a positive attitude for doing hands-on
activities in the FBS subject. Furthermore, results revealed that lack of understanding and knowledge on task about
the topic and unstable internet connection was the most challenging one, especially in doing the hands-on activities
in FBS. Moreover, they overcame the obstacles, problems, and roadblocks they encountered while learning remotely
by using self-motivation, discipline, and proper time management and focus.
Keywords: Learning engagement; Food and beverage; Students; COVID-19; Pandemic; Philippines

INTRODUCTION to traditional lectures [4].

The rapid spread of the Coronavirus pandemic has expanded global The study’s findings of Macaraeg, et al. and Anzaldo show that as
educational gaps. It has caused educational disruptions and global education transitions to a new normal, teachers make the required
health that has proven challenging for global health systems to deal preparations to equip themselves with remote learning [5,6]. Despite
with. Education, research, sports, entertainment, transportation, problems that may impede their job, individuals cope with the new
worship, social gatherings/interactions, economy, businesses, and normal and complete their tasks. During the implementation of
politics are all examples of human activities. The entire planet was distance learning, it possesses challenges to the learners and parents,
in peril as a result of pandemic threats. The reality of the situation such as time management [7-9], limited parental understanding of
was challenging to face, and the school sector continues to be one module subjects, learning independence, and access to alternative
of the worst-affected by the Coronavirus [1-3]. learning resources [10-14].

One of the most affected sectors due to the COVID-19 pandemic Despite the challenges encountered during the crisis, studies show a
is the hospitality and tourism industry higher education that helps positive response from individuals. Further, the problem provided
produce future industry leaders. Also, to prepare the students a timely snapshot of hospitality and tourism students' engagement
working in various teams and leading departments, lessons experience, academic satisfaction, and loyalty intention during the
and activities in hospitality students are designed to be highly COVID-19 pandemic. Also, it offered a hope-centered framework
interactive in face-to-face interaction. However, more emphasis has to guide educational programs' engagement and student success
been placed on student participation in these learning platforms in efforts in the future.
recent years. They are culminating in a transition to predominantly Zhong, et al. further, Orlowski, et al. finding emphasized that
online and modular course delivery, which includes games, online although students did not have as many opportunities to interact
asynchronous discussion, video feedback, and podcasts in addition with one another as they had wanted, the ones they did have were

Correspondence to: Dr. Janrey B. Estribor, Department of Physical Medicine and Rehabilitation, Matanao National High School, Matanao, Philippines,
E-mail: [email protected]
Received: 23-Feb-2021, Manuscript No. JPMR-21-16073; Editor assigned: 25- Feb -2022, PreQC No. JPMR -22-16073(PQ); Reviewed: 11- Mar -2022,
QC No. JPMR B-22-16073; Revised: 16- Mar-2022, Manuscript No. JPMR -22-16073 (R); Published: 23-Mar-2022, DOI:10.35248/2329-9096.22.10.630
Citation: Estribor JB, Pagaran CRL (2022) Learning Engagement of Food and Beverage Services (FBS) Students’ of Matanao National High School
during COVID-19 Pandemic. Int J Phys Med Rehabil. 10:630.
Copyright: © 2022 Estribor JB, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which
permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Int J Phys Med Rehabil, Vol.10 Iss.3 No:1000630 1

Estribor JB, et al. OPEN ACCESS Freely available online

important [4,15]. Added by Pascual, et al. study, it does not matter in education since it helps predict students' academic performance
what specific approach is used as long as they enjoy and have fun [28]. Additionally, Hirsh, et al. Hughes, et al. Cao, et al. and Wang
during the class [16]. et al. emphasized that previous research has demonstrated a positive
effect of students' participation on their academic achievement [29-
Notwithstanding the pandemic's devastation, this global catastrophe
31].
has presented an extraordinary learning opportunity, particularly
for TLE teachers specializing in food and beverage services. This Conversely, according to Çevik and Husin, et al. studies, educators
subject focuses on teaching students how to master each of the encounter low student achievement; one advised cure is improving
life skills included in the subject's framework by imbibing the the teaching process and learning environment to increase student
competency through direct execution of the competencies [17]. involvement [32,33]. Also, Larrier, et al. stressed that learning is
Transitioning from a hands-on activity in students’ engagement, erratic without prolonged and direct engagement, and academic
especially in beverage laboratories, into an online format posed progress is slowed for medium and lower-level classroom learners
severe new challenges, particularly regarding the outcome and [34].
student engagement questions. Nevertheless, students are taught
In addition, the changing character of home economics based on
to have faith in their abilities and spread their knowledge to their
Black’s findings has been well documented by the researchers [35].
classmate’s Fields [18]. Hence, the urge to conduct a qualitative
They concluded that market forces and the more competitive nature
study in the learning engagement of Food and Beverage Services
of education provision had forced such institutions to rethink
(FBS) of students in Matanao National High School during the
their strategic management and student-centered approaches [36].
pandemic is necessary. Also, the result of this study may create a
Furthermore, implicit in this thinking is the apparent increase
better opportunity for innovation amidst difficulty and eventually
in the opportunities for greater participation that high schools
offer helpful suggestions to the TLE Department of Matanao
currently provide their pupils. Researchers have identified student
National High School and Food and Beverage Services students.
engagement as a critical topic in home economics regarding
Theoretical framework student accomplishment and learning. Many schools are focusing
their efforts and resources on this area [37-39].
The study is primarily anchored to the Theory of Reasoned Action
(TRA) (1980) by Fishbein and Icek Ajzen. Attitude, subjective Food and Beverage Services (FBS) students
norm, and perceived behavioral control are the three primary
Food and Beverage Service (FBS) Management is a study program
antecedents of behavioral intention (PBC). The first factor in TPB
that teaches students how to perform professionally in the
is "the individual's attitude toward liked or disliked behavior, or a
restaurant and other food service industries. Students in the FBS
judgment of that behavior" [19].
Management program concentrate on this subject [26]. There have
A good attitude, in general, will result in a change that is been empirical studies on the levels of satisfaction with on-campus
appropriate for that conduct [20]. Subjective norms are the second food service operations, including services supplied by contracted
determinant. This is defined as "drawing the inference that a firms, restricted food service operations, and food services with
significant individual or someone important to them will desire multiple locations and options on campus.
them to engage in the targeted conduct" [21].
The research findings of Smith and Costello have found that the
Further, the study is also taken from the self-determination theory quality of the food and beverages offered has a significant impact
developed by Deci and Ryan of 1985. Self-Determination Theory on student contentment [40]. Further, it was suggested by El-
(SDT) is an empirically based theory of motivation and personality Said and Fathy that food and beverage quality can be measured
in social contexts that classifies motivation as autonomous or by several different characteristics such as scent, taste/flavor, and
controlled. Experiments investigating the effects of extrinsic texture as well as physical aspects such as color, shape, sheen, and
rewards on intrinsic motivation sparked the work that resulted in freshness [41]. They concluded that the most important factor
the concept [22]. affecting customer satisfaction was the overall quality of food, which
resulted in good word-of-mouth referrals for foodservice providers.
LITERATURE REVIEW According to Imram and Ng, et al. reaching or exceeding consumer
satisfaction and intent to return, general food quality elements
Learning engagement such as taste, freshness, and appearance are more significant than
other aspects such as convenience, affordability, cleanliness, and
Learning engagement is considered a crucial aspect of academic
value [42,43].
progress. It is evidenced that students’ engagement results in
attention and class participation, and learning motivation Added, according to Cousins, et al. study, Food and Beverage
[23]. Further, learning engagement is viewed as a catalyst in the Services (FBS) are responsible for the quality of food and beverage
learning process, enhancing a student's capacity for learning and services, food expenses, and restaurant and bar management,
performance [24-26]. among other things. Smith and Costello emphasized in their
study that to communicate with and serve the customer or visitor
According to Millican's (2014) study, educators' heightened concern
effectively, F&B servers must be able to speak effectively in their
with enhancing student engagement to enrich their learning
native language, ensuring that there is no miscommunication
experience demonstrates the need for educators to be inventive and
between the server the customer [40,44].
think outside the box when it comes to classroom instruction [27].
Further, Parveen, et al.'s study say student engagement is critical Similarly, the Philippines created standards for food and beverage

2
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Estribor JB, et al. OPEN ACCESS Freely available online

services to receive national credentials. According to the Republic RESULTS AND DISCUSSION
Act of 1994, RA 7796, section 22, Food and Beverage Services
NC II requirements specify the skills required to provide food Table 1 summarizes the learning engagement experiences of Food
and beverage service to consumers in hotels, motels, restaurants, and Beverage Services students at Matanao National High School
clubs, and canteens resorts, and luxury cruise liners. Further, the when engaged in distant learning activities related to Food and
Act establishes national occupational skill standards for TESDA. Beverage Services.
Moreno, in his paper, emphasized that the Authority must develop Transcripts and codes of the documented interviews were created.
and implement a certification and accreditation scheme through After categorizing categories into negative and positive experiences,
which private industry groups and trade associations will be emergent themes were identified. The findings found three core
accredited to conduct acceptable trade testing activities in their characteristics associated with bad experiences: impediments to
respective fields following the Authority's criteria [45]. learning, a lack of understanding and knowledge on task, and
At the moment, the hospitality industry's focus is on the issue of an inconsistent internet connection. One positive experience
skills and job mismatch. Hospitality students who graduated during demonstrated that students enrolled in distance education still had
the epidemic encounter numerous obstacles in their job search due a favorable attitude toward engaging in hands-on activities in the
to the situation surrounding the spread of COVID-19. There are FBS topic.
concerns about how education is adapting to industry. Academic Typically, participants stated that lack of understanding and
hospitality programs are designed to educate students on the knowledge on task about the topic and unstable internet connection
necessary skills to succeed in the field. These abilities should equip was the most challenging one, especially in doing the hands-on
graduates to meet the rapidly changing needs of today's hospitality activities in FBS. Google meet and Voice Recording were done as
sector, including growing competition, shifting consumer attitudes, Focus Group Discussion (FGD) participants and Key Informant
and changing employer expectations [46]. Interviewees. They said:
METHODOLOGY Kuan Ma’am internet connection lang pod usahay jud Ma’am.
Kanang inig edit sa video Ma’am especially sa CapCut ma mali
The study used a qualitative approach based on the phenomenological mali so makababag jud inig send nimo sa video.
tradition. The study focused on the phenomenon of Matanao Junior
High School students' learning engagement during the COVID-19 “Internet connection Ma’am especially when editing and sending
pandemic. The phenomenological method is appropriate because the videos of the activities.” FGDSE
it investigates the lived experiences of persons intimately involved Ang mga hadlang ko ay ang wifi namin kasi may oras o araw na
in the phenomenon under investigation [47]. The research made mahina ang wifi sa amin.
use of the Systematic Random Technique and Snowball Sampling.
“Unstable internet connection. There are days that internet is
Furthermore, potential volunteers were encouraged to recruit
prolonged in our area." (Tables 1 and 2).
others to collect data. One-one interviews were performed. A
saturation level is attained when the number reaches at least 10, Another challenge that FBS students have, particularly while
according to Boyd and Creswell [48,49]. completing practical activities in FBS subjects, is the task's lack of
knowledge and understanding. Participants detailed it by saying:
A Key Informant Interview was used to collect the material (KII).
My challenges in distance learning in doing hands on activities in
Health safety precautions were followed by wearing facemasks,
FBS is kanang lack of knowledge jud ug kanang confidence. Mao
face shields, and social distance. KII was the appropriate approach
jud na kanunanay akoa ma sagubang inig kanang muabot ang mga
because the participants reflected the types of people who were
activities.
directly touched by the situation. They were educated on the
phenomenon, had firsthand experience with it, and were able to “The challenges that I have encountered in distant learning in
provide knowledge and data that other methodologies would not doing hands-on activities is lack of knowledge and confidence. “
have been able to provide [50]. P1S2
Kung paano po ba gawin itong activity. “How to do the activity.”

Table 1: Learning engagement experiences of food and beverage students with distant learning modality.
Learning engagement Frequency of
Emblematic quotes
experiences occurrence
Kuan Ma’am internet connection lang pod usahay jud Ma’am. Kanang inig edit sa video Ma’am
Unstable internet especially sa CapCut ma mali mali so makbabag jud inig send nimo sa video.
Typical
connection “Internet connection Ma’am especially when editing and sending the videos of the activities.”FGDSE
Ang mga hadlang ko ay ang wifi namin kasi may oras o araw na mahina ang wifi sa amin.
"Unstable internet connection. There are days that internet is prolonged in our area." P3S3
Internet connection pod Ma’am kay hinay siya diri sa amoa barangay.
"Internet connection also, Ma'am, especially here in our Barangay, the connection is not good." FGDSD
Note: General–50% up; Typical – 25%-40%; Variant–20% down; FGDSE - Focus Group Discussion Section- E; P3S3–Person 3 Section 3; FGDSD -
Focus Group Discussion Section- D

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Estribor JB, et al. OPEN ACCESS Freely available online

Table 2: Food and beverage students' continuous learning engagement experiences with distant learning modalities at the same table.
Learning engagement Frequency of
Emblematic quotes
experiences occurrence
My challenges in distant learning in doing hands on activities in FBS is kanang lack of knowledge
Lack of knowledge and Typical jud ug kanang confidence. Mao jud na kanunanay akoa ma sagubang inig kanang muabot ang mga
understanding on task activities.
“The challenges that I have encountered in distant learning in doing hands-on activities is lack of
knowledge and confidence. “ P1S2
Kung paano po ba gawin itong activity.“How to do the activity.” P6S7
Note: P3S3–Person 1 Section 2; P6S7- Person 6 Section 7

P6S7 "For me, Ma'am, I don't encounter any difficulties in doing the
FBS activities since you have instructed us already on how to do
“Doing activities without actual demonstration by the teacher is
it”P1S1.
hard to perform. There are many instances that instruction may
not be easy to understand”. P4S4 The COVID-19 epidemic has created numerous problems to
education, most notably the transition from traditional face-to-
The study's findings revealed that most FBS students had trouble
face to distant learning, which has impacted teaching and learning
connecting to the internet, particularly while uploading videos to
globally. While remote education appeared to benefit children
the teacher while doing hands-on activities. Furthermore, students’
from affluent households, students from low socioeconomic
lack of knowledge and understanding about the task is one of their
backgrounds encountered additional obstacles, such as a lack
struggles as no teacher is there to guide them technically.
of money to attend online programs and finish their education
Another learning engagement experience that FBS students had in [51]. Alvarez's study found that remote learning is complex in
distant learning was learning environment barriers such as noisy these challenging times because rising concerns about financial
environment and conducting home chores, making it difficult to security and affective support contributed to interrupted learning
focus on the tasks at hand. Participants detailed it by stating below: engagement in addition to existing issues with access and pricing
Hmmm, kuan maam compare nimo ang face to face ug [52].

kaning through online lang dili kaayo ka focus gani sa mga Similarly, Galusha's study concluded that remote education is
himuunon tungod sa kasaba pod sa environment nga nag surround appropriate for teaching adult learners, who require the flexibility
sa imoha. to balance competing demands [53]. However, learners' enthusiasm
has waned due to a loss of face-to-face interaction with teachers
“I can’t focus on the activities because of the noisy environment” and classmates, possibly exorbitant startup expenses, and a lack of
FGDSA. faculty support. Along with these barriers to distance education,
Yes Ma’am naa Ma’am. Kananng usahay gani Ma’am kanang mga it was discovered that distance learners are most likely to have
buhatunon sa balay Ma’am ingon ana. Dili ka focus. insecurities regarding learning, self-evaluation difficulties, a lack of
support services such as tutors and technical assistance, feelings of
“Yes, Ma'am, there is. I can't focus, especially when I am doing isolation, and inexperience with this mode of learning, all of which
household chores" FGDSC. contribute to academic difficulties. However, Elkhayma's findings
Participants also experience inadequacy of resources. They detailed contradict the report, which highlighted that most students have
it by stating below: negative opinions regarding distance education, which contributes
to their demotivation for their classes (Table 3) [54].
Ang challenge and trials nga akoa na experience maam kay kanang
kulang ko ug mga gamit especially sa performance unlike sa face- In can be gleaned in Table 2 the summary of the responses of FBS
to-face po nga makatabang ang akoa classmates or grupo para ma students regarding the difficulties, obstacles, and impediments they
perfect akong performance. encountered while learning remotely. The survey discovered that
FBS students overcame self-motivation, discipline, effective time
“The challenges that I have encountered, Ma’am especially doing
management, and attention.
performances, are the lacking of materials” FGDSE.
Another recurring motif was the family's aid. Participants stated
Despite the difficulties encountered during the pandemic, there
that one factor that helps them cope with distance learning is their
are still students who have a favorable attitude toward participating
family, as they do not have direct contact with the lecturers. They
in the activities, particularly those requiring technology. This is
elaborated by mentioning the following:
evident in participants statements below:
Kuan Ma’am kanang same pod sa ilaha Ma’am gina motivate ko sa
Wala Ma’am kay sayon raman sabton then naa dayon koy idea nga
akoang Mama ug Papa. Buhaton jud nako para dili nako mag kara
makuha.
kara inig abot sa deadline.
"No, Ma'am. I don't encounter any problem doing hands-on
"Same with them, Ma'am. I am motivated and guided by my
activities since it is easy to understand” FGDSJ.
parents." FGDD
For me, Ma’am wala may difficulties. Kay unang una gitudluan
My Mama and Papa help me. “My parents helped me.”P8S8
man mi nimo unsaon pagbuhat sa mga activities.

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Estribor JB, et al. OPEN ACCESS Freely available online

Table 3: Functional capacity of paretic upper limb and nature of stroke.

Frequency of
Interventions Emblematic quotes
occurrence
Ako Ma’am kay usahay naga cram man jud ko Ma’am, pero nag focus lang ko Ma’am ug gina enjoy lang nako
ang akong ginabuhat.
Focus Variant "I just focus and enjoy while doing the activities, Ma'am." FGDSA
“Focusing and reminding myself about my ambition and my future” P4S4
By answering the modules deretso Ma’am. Dili na nako ginapa dugay dugay pa. Para inig mapasa na okay na
tanan problema.
I overcome my worries by responding to the modules without delay when completing practical activities.
FGDSB
I manage nako akong time Maam kay para kani nga time kay mabuhat ko ani tapos household chores sunod.
Time management lang jud maam ug salig sa sarili.
“I manage my time Ma’am. I set time for this certain activity than doing household chores. Time management
Time management Typical
and belief in yourself.” FGDSE
Time management lang jud. Kay naa sad mi other subjects to answer.
"Since we have other subjects to answer also, so we need to

Note: FGDSA - Focus Group Discussion Section- A; P4S4 – Person 4 Section 4; FGDSB - Focus Group Discussion Section- B; FGDSE - Focus Group
Discussion Section- E

Additionally, participants stated that attention is critical if we want continue learning.

to achieve FBS activities during this age of digitization learning.
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