Research Paper For Students Format

CHAPTER I
The Problem and Its Background
INTRODUCTION:
Over the years, tourism has become meaningful to all
economies. The need for discovery has cause movement of people of
differing languages and cultures. Tourism industry is one of the most
powerful provider for economic growth in every country, so as the
different job opportunities connected to tourism becomes in-demand,
it is very helpful for the up-coming graduates specially for the students
of Tour Guiding.
When people get informed that you are a Tour guiding students,
the first thing that goes through people’s mind is that he/she will be a
Tour Guide or Flight Attendant, but in reality- Tour guiding can lead to
many job opportunities in the tourism industry. In Tourism it is a
business of providing Hotels, Restaurants, Entertainment for people
who are travelling.
Most tour guiding students are having some sort of confusion as
to what course they should take on college. This pretty much leads
them to be completely undecided and disorient. Nevertheless, this
research will help them to discover what other Jobs they could get-
that is also in- demand. It opens their minds to be more effectively
JOB OPPORTUNITIES FOR GRADE 12 TOUR GUIDING STUDENTS: A QUANTITATIVE ANALYSIS 1

aware in terms of possible jobs, more often it is such a huge help for
them to be knowledgeable enough in so many ways. Nowadays,
students are having a problem on what the Tour guiding track can
offer, so in response- this study will expand the knowledge of the
students on what the Tour guiding can offer in Job Opportunities.
STATEMENT OF THE PROBLEM
There are many places of interest in this world. With the millions
of people around, the desire to learn and see more of the world,
people engage in Tourism. The Tourism Industry is the bedrock of
most modern economies for it includes countless components that
influence the survival and livelihood of the residents and of course it
has also a big contribution in employment. And those job and/or
employment for graduating tourism students is what we want to
discover and to know. What are the possible job opportunities that are
lined-up with the Tour guiding track? For the graduating tourism
students? This research is conducted for the grade 12 Tour guiding
students’ knowledge and insights with the other job opportunities
except for being a Flight Attendant and a Tour Guide.

RESEARCH OBJECTIVES
1. The study aims to find out the Job opportunities for Grade 12 Tour
guiding students.
2. The study initiates to establish the Job opportunities for Grade 12 Tour
guiding students in Arellano University-Jose Rizal High School,
Malabon.
3. The study seeks to find the possible jobs for Grade 12 Tour guiding
students after college.
4. The study aspires to figure out whether the chosen students will take a
course related to their track in Senior High.
5. The study proposes to discover other job options in case the following
students need some alternatives.
6. The study aims to answer the following questions:
 As a tour guide, what job opportunity do you want to apply after
college?
 Where do you prefer to work? In Domestic or International?
 What group of people do you prefer to handle in conducting a tour?
 What kind of skills do you have?
 Language Skills: Aside from English, what other language are you
fluent?
 Do you want to continue Tourism in college?

SIGNIFICANCE OF THE STUDY
For Students, the significance of this study is to give
knowledge/ information and awareness of what are the different
job opportunities can offer in the track of Tour guiding and/or
Tourism.
For Teachers, the significance of this study is to give
information about the different job or career that are line-up to
the Tour guiding track and also for the teacher’s opportunity to
share, help, guide and give information for him/her students
with their future course.
For School, the significance of this study is to provide the
knowledge or information about the different job or career for
the student’s opportunity- for the students who wants to inquire
and enrollment for Tour Guiding or Tourism course.
For Society, the significance of this study is to create a big
opportunity for the people who are suffering for unemployment
and this study can help the society to have the chance to apply
in different job opportunities that is also lined-up or accurate to
their skills in tourism industry.

SCOPE AND DELIMITATION
This research is committed to the Job Opportunities for Grade 12
Tour Guiding students: A Quantitative Analysis, this research bounds
for the Grade 12 Tour guiding student’s- Jose Rizal High School,
Malabon.
The researchers believed that, this research can help for the
Tour guiding students who are still wondering and having a lot of
doubts in taking a Tour guiding or Tourism course in college, because
of the limited knowledge in job opportunities that this course can offer.
The table above is the IPO (INPUT-PROCESS-OUTPUT)
Model that explains the variable that causes problem of this
research, the method that is used for analyzing data, and the
outcome of the conducted research.

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
(FOREIGN STUDIES)
The tourism and hospitality industry worldwide, and in Australia
in particular, has been confronted with the problem of attracting and
retaining quality employees that has led to a shortage of skilled
personnel to staff the ever-growing number of tourism and hospitality
businesses (Deery & Shaw, 1999; Ferris, Berkson, & Harris, 2002;
Freeland, 2000; Powell, 1999). This problem is complex, with many
different contributing factors. A number of characteristics commonly
found in the tourism and hospitality industry may influence the skills
shortage currently facing the industry in Australia (Baum, 2006; Brien,
2004; Riley, Ladkin, & Szivas, 2002; Service Skills Victoria, 2005).
These characteristics include a young transient workforce, low levels of
pay and formal qualifications, high levels of female, student, part-time
and casual workers, a high proportion of low skilled jobs, a large
proportion of hours worked outside normal business hours, a negative
industry image in the eyes of potential employees, a large number of
migrant staff, poor utilization of student labor and high levels of staff
turnover (Baum, 2006; Brien, 2004; Service Skills Victoria, 2005).
These characteristics all add to the complex problems associated with
recruitment and retention of quality staff in the industry. Richardson

(2008) has highlighted 11 factors that influence the skills shortages
facing tourism and hospitality organizations (see Figure 1).
It has been estimated that the current skills shortage within the
Australian tourism and hospitality industry is up to 7,000 positions,
and on current estimates, over the next decade, a further 130,000
new employees will be needed in the tourism and hospitality workforce
(National Tourism Investment Strategy Consultative Group, 2006).
However, if current trends continue, only 45,000 workers are expected
to join the industry, contributing to fears that skills shortages will
dramatically increase in the coming years. It has been suggested that,
due to the fragmented nature of the industry in Australia, it is not well
equipped to respond to the future challenges presented by these skills
shortages (Service Skills Victoria, 2005). These issues highlight the
importance in recruiting and retaining high quality and well-trained
staff, such as recent graduates of tourism and hospitality programs.
According to Riley et al. (2002) employment in the tourism
sector is hampered by a complex and confusing image. This image is
confusing in the minds of potential employees as on one hand there is
a glamorous image of working in the industry whilst on the other there
is evidence of a low pay and low social status. Riley et al. (2002) claim
that the image of a particular industry will have a major effect on

potential recruits' perceptions of the industry, which will impact the
quality and quantity of future staff.
In the tourism and hospitality industry, having a skilled,
enthusiastic and committed workforce is seen as vital to the success of
firms in the industry (Kusluvan & Kusluvan, 2000). As most of the
interactions between customers and clients in the industry are in the
form of face-to-face exchange with the service being purchased and
consumed at the same time, the standard of service provided is of
paramount concern. Employee attitudes, performance and behaviour
are key determinants of service quality, which has a direct linkage to
customer satisfaction and loyalty (Heskett, Jones, Loveman, Sasser
Jr., & Schlesinger, 1994).
In fact, it has been argued that without employees having a
positive attitude towards their work, there is minimal chance for the
organization to achieve customer satisfaction and loyalty (Rosentbluth,
1991; Zeithaml & Bitner, 1996). This is becoming even more evident
as increasing international competition between firms and destinations
has led to organizations using employees as a means of gaining
competitive advantage over rivals (Pfeffer, 2005). The education,
training, skills and motivation of staff play a key role in an organization
gaining a competitive advantage, while their commitment to the

industry or firm will determine if the company can sustain this
competitive edge (Kusluvan & Kusluvan, 2000). An employee's
commitment to any industry will be determined by his/her perceptions
and attitudes towards working in the industry as well the types of jobs
available in the industry. Kusluvan and Kusluvan (2000) argue that
this is particularly pertinent to the tourism and hospitality industry, as
it has been reported that working in the industry has a negative image
in the eyes of potential recruits (Aksu & Koksal, 2005; Brien, 2004;
Getz, 1994; Kusluvan & Kusluvan, 2000). It is therefore argued that to
gain a competitive boost, by using staff as the mechanism to gain an
advantage over competitors, it is essential that tourism and hospitality
management graduates have a positive attitude towards working in
the industry (Kusluvan & Kusluvan, 2000).
It has been argued that attitudes can play an important part in
explaining and predicting behavior, with McGuire (1985) claiming that
most empirical research points to a small to moderate positive
relationship between attitudes and behavior. Research has also found
that there is consistency among components of attitudes and between
attitudes and behavior (Ajzen & Fishbein, 1980). Kusluvan and
Kusluvan (2000) claim that from the research of Ajzen and Fishbein
(1980), it can be argued that learning about attitudes can help

researchers predict future behavior. One consideration that must be
made is that, whilst understanding attitudes can help predict
behaviors, attitudes cannot predict behavior all of the time, across all
situations and places, as there may be many other variables,
conditions and situational constraints that may cause attitude--
behavior discrepancy (Eagly & Chaiken, 1993; McGuire, 1985).
Chan, Chan, and Qu (2002) claim that numerous researchers
have examined theories on student attitudes, expectations and career
choice from many different viewpoints. Casado (1992) and Sciarini
(1997) found that upon graduation most graduates believed they were
qualified enough to work as an assistant manager and were looking for
a position that was of a managerial level rather than an hourly
operational position. This is in contrast to Rimmington's (1999, p. 187)
claim that 'All graduates should be prepared to work in kitchens and
restaurants to acquire practical skills. They should recognize that with
that kind of grounding they will be in an excellent position to reach a
senior level'.
Ayres (2006) claims that traditionally there has been a career for
life philosophy adopted by workers, whereby workers will spend their
entire working life working in one industry and in many cases, one

organization. This philosophy has in recent times, coinciding with
Generation Y entering the workforce, been replaced by a more
uncertain career structure, with employees frequently changing
employers within their industry and many also pursuing work in
different industries (Inkson, Arthur, & Pringle, 1999). Arthur &
Rousseau (1996) state that in previous generations the responsibility
for careers was shared between the employer and employee, although
in the current climate careers appear to be controlled by the
employee. Ayres (2006) claims that it is for these reasons that
emerging professions such as tourism and hospitality face many
challenges in being able to successfully recruit and retain new
employees. These challenges are amplified by the recent trends of
tourism and hospitality companies becoming more globalized. As
Australian tourism and hospitality employers become more ethnically
diverse, there needs to be some analysis of the differences in opinions
between domestic (Australian) recruits and those from overseas.

(LOCAL STUDIES)
According to most literature and previous studies, hospitality
professions emanate a generally negative image (Guerrier, 1999;
Zopiatis & Kyprianou, 2006; Richardson, 2010). In their scholarly
work, Koko & Guerrier (1994) affirm that hospitality professions are
"physically repetitive, poorly paid, controlled by task oriented
managers and providing limited opportunities for participation and
development". The negative general perception of hospitality
professions can reduce competitiveness among (aspirant) employees;
low competitiveness may further increase the number of unskilled
employees attracted to and hired by the industry (Commission of the
European Communities, 2001).
For most young people in developed countries, many areas of
tourism work have much less obvious and attractive long-term career
options than that might have been 20 years ago. Riley et al. (2002)
suggest that tourism employment is debated by the confusing
complexity of its own image; they further claim that the image of a
particular industry has a major effect on potential recruits’ perception,
with an impact on the quality and quantity of future staff. The image
of tourism and hospitality is two sided. On one side the industry is
seen as a glamorous one, while on the other it is deemed as being one

of low skill, low pay (Riley et.,2002). There are research studies that
report the sector has a particular poor image in the eyes of hospitality
students (Jenkins, 2001).
According to Brien (2004) discussions relating to the poor image
was main barrier to recruitment in the United Kingdom. Moreover, in
the late 1990s a BBC television series 'Hotel' showed various hotels
and hotel antics and highlighted the working conditions in the industry.
This helped form an image that may thought was alarming,
unconstructive and negative (Smith & Schott, 2004).
Despite their 'glamour' and the favorable high intensity of social
interactions and personal contact usually involve, tourism and
hospitality professions are traditionally also associated with servility,
perceives as a 'master-servant culture' with customers, low pay,
irregular and long working hours and exploitative relations with
managers (Schiafella et al., 2012). Research among Australian tourism
undergraduates for instances yields that students believe the work is
beneficial and important, but not valued as such by society
(Richardson 2010). One aspect that the majority of studies'
respondents agreed upon is that it provides a perennially interesting
milieu, containing dynamic and innovative opportunities.

Qualified graduates of tourism schools have a positive attitude
toward working in the tourism and hospitality industry. However, there
are studies indicating that the proportion of managers or employees
with a university degree in tourism and hospitality management or any
other higher educational institution is low compared with all the other
industries (Purcell & Quinn, 1996). As well, there are reports of many
tourism and hospitality management graduates leaving the industry or
even failing to enter the industry upon graduation due to low job
satisfaction, poor employment conditions and absence of motivating
factors resulting in high staff turnover and wastage of trained and
experienced personnel (Doherty et al., 2001). In contradiction, there
are students whose perceptions of hospitality and tourism professions
refer to work as being interesting and offering excellent employment
opportunities, socially acceptable and offering a positive working
environment (Pace, 2012).
Many students are entering tourism and hospitality educational
programs without completely understanding the types of work
available in the industry and with little idea of the employment
conditions in the industry (Barron & Maxwell, 1993). Students have to
be informed about employment opportunities and conditions prior to
the commencement of their study program in order to minimize the
gap between expectations and perceptions (Hing & Lomo, 1997). In

accordance, Kusluvan & Kusluvan (2000) agree that by giving
potential students realistic information about a career in the industry
they would form more realistic and lower expectations of subsequent
employment. By understanding these factors, the tourism and
hospitality industry will be able to work on offering these factors to
potential employees.
As for instance, Choy (1995) examined the attitudes of those
who are actually working in the tourism industry and found a high
level of job satisfaction, concluding that the quality of employment is
much better that that usually perceived by those outside the industry.
In particular, students embarking on their hospitality management
course and the students who have completed the work experience
element of their course hold opposed views on the nature of working
life in the industry. Murphy (1990) has made the point that familiarity
with this industry leads in many instances to more favorable overall
evaluations. Some people with previous employment experience in
either industry were also more likely to associated with a desire to
work in the management field in future tourism or hospitality industry
employment (Ross, 1992). More specially, the new students generally
held positive views industry whereas the more experienced students
generally held negative views.

Another important fact is that generally, different aspects of
working in the tourism industry are evaluated unfavorably. According
to the findings, employees remained in entry-level positions
throughout their placements and had no chance of developing their
management and administrative skills (Chrostou, 1998). Their
motivation was reduced by a combination of unsatisfactory working
conditions and the lack of management training and experience.
Zacarelli (1985) emphasizes that employees are ranking higher factors
such as appreciation for work well done and some shared decision
making, whereas the employers have seen as valuing most highly
factors such as higher wages and promotional opportunities, and not
the more intangible factors. Understanding of employee motivation
among tourism and hospitality industry workers is of major importance
for its stability (Zacarelli, 1985). Some of the factors which seemed to
account for negative attitudes towards careers in tourism are stressful
jobs, lack of family life due to the nature of work, long working hours,
exhausting and seasonal (unstable) jobs, low social status of tourism
jobs, unsatisfactory and unfair promotions, low pay and insufficient
benefits, unqualified managers, poor attitudes and behavior of co-
workers, and poor physical working condition for employees. On the
part of the students it may mean unmet expectations, disappointment
with the industry and career choice. It may also give the students a

feeling a wastage of investment in terms of money, effort and time
they have made on their personal development during their study and
practical training (Kuskuvan & Kusluvan, 1992), and Murphy (1985),
who argued that direct experience with the tourism industry lead to
more favorable evaluations of careers in tourism. The results are
rather in agreement with findings of Getz (1994), Barron and Maxwell
(1993) who pointed out that direct experience with the industry
actually may cause students to hold negative attitudes towards
tourism jobs. Tourism occupations are characterized through eight
attributes such as: low paid, negative image, exposure to poor
management, part-time contract, seasonal, a 'refugee sectors', devoid
of a clear career structure (Walmsley, 2004). Hence, it might influence
peoples' attitudes towards developing a career in the field, the
attractiveness of the industry and the labor turnover.
The hospitality career family include every job and profession
associated with lodging, dinning, and recreational events. A broad
group of professions are represented, including everything from hotel
management to tour guides. Hospitality careers have been in focus as
of late, as our modern society moves toward service sector jobs and
creates leisure experiences as a major economic product. Jobs in
hospitality include waiters, restaurant managers, hotel management

and hotel staff, tour guides, travel guides, resort workers, and
operational staff in any type of leisure or travel related industry.
It includes the massive casual dining category, which employs a
good percentage of hourly workers. And also to be more specific there
are jobs that are also connected with the course of Tour Guiding or
Tourism; Tour Guide, Flight Attendant, Travel Consultant, Hotel and
Resort Personnel, Heritage Interpreter, Food and Beverage Manager,
Spa Director, Travel Writer/ Photographer, Tourism Researcher,
Special Events Coordinator, Tour Operator, Retail Supervisor,
Accommodation Service Manager, Tour Manager, Step-on, Tour Guide,
Tour Escort, Travel Agents and etc.

CHAPTER III
METHODS AND INSTRUMENTS NEED
The researchers used non-experimental correlational study. This
research is conducted with the survey. The researchers prepared a
survey-questionnaire to know the skills of the Grade 12 Tour Guiding
students, if they have those skills in every category that is stated in
the choices of the survey-questionnaire. Also, the researchers use the
Likert Scale and apply the Weighted Mean formula to indicate the
results given by the 26 respondents.
For the improvement of this research, the researchers use other
resources to find, defend and have a references- like for examples;
Books related in the job opportunities, Libraries, Journals, Internet and
etc.

CHAPTER IV
INTERPRETATION OF DATA
The total respondents in this research is (26) twenty-six of Tour
guiding students in Arellano University- Jose Rizal High School,
Malabon. (25) twenty-five are Female and (1) one is Male.
A.) The graphs that shows below are the results of the
following QUESTIONS on this research.
The result for survey-question 1 shows that in 26 respondents of
grade 12 tour guiding students the jobs that students want to apply
after college is predominantly a Flight Attendant which has 20 votes,
coming after is a Tour Guide which gathered 3 votes; next is a Travel
Consultant, Food and Beverage Manager, and Travel Writer and

Photographer which has 1 vote each. Therefore Flight Attendant is one
of the job opportunities the students chosen because it is one of the
jobs that everyone knows and has indeed a good opportunity to work
in International.
The result for survey-question 2 shows that the tour guiding
students mostly prefer to work in international which has gathered 22
votes higher than domestic with only 3 votes. So therefore students
chose to work in International than in Domestic, because it is one of
the opportunities that they want to grab after college.

It shows that 17 out of 26 tour guiding students has chosen "all
of the above" which means that they are not selective but the survey
also shows some Tour Guiding students also prefer –a group of
students - 2 votes, Senior Citizens- 3 votes, and Family - with 4 votes.
So the result for survey-question 3 shows that most of the tour
guiding students are not picky when it comes to handling a group of
people in conducting a tour if they possibly have that opportunity to be
a tour guide someday.

The result for survey-question 4 shows that majority of tour
guiding students have a good communication skills and are good in
public speaking given that out of 26 respondents, 16 said that they
acquire Good communication skills/Public speaking, 1 acquired
Advertising Skills, 3 acquired Developed Guiding Skills, 1 acquired
promoting and 5 acquired Good at Organizing. So therefore the job
opportunities that can have by the students are any jobs which they
can apply their skills in communication, because they are mostly good
at communicating than the other five categories of skills.

QUESTION 5
16
14
12
10
6
14
4
7
2
1 2 1
0
KOREA JAPANESE SPANISH Other Filipino MANDARIN
Dialects
The result for survey-question 5, states the mass of Tour guiding
students who can speak other languages aside from English. It shows
that, out of 26 respondents, 7 said that they can speak Korean aside
from English, 1 said that she can speak Japanese, 2 said that they can
speak in Spanish, 14 said that they can speak other Filipino Dialects
and 1 said that she can speak in Mandarin. Which display the
dominant of other Filipino Dialects. So therefore the students are
specifically has knowledge in local languages and in foreign languages
that can be apply in one of the job opportunities they might have.

The result for survey-question 6 sums up that out of 26
respondents, 24 students will continue tourism in college.
Therefore the students can have a lot of opportunities, that
according to the studies it will be a good opportunity to have a
college graduate student in their company. Because they have
qualifications that is trained and also knowledgeable enough in
the field in the tourism industry.

B. The Likert Scale shows below are the results of the
following CATEGORIES on this research and with the
use of (WM) Weighted Mean formula, to indicate the
results in every questions.

B1. RESULTS (Solution & Interpretation)
FORMULA:
COMMUNICATION SKILLS
Q1. Q2. Q3.

WM = ∑fx WM = ∑fx
WM = ∑fx
∑f ∑f
∑f
WM = 1(3) +18(2)+7(1) WM = 6(3)+19(2)+1(1)
WM = 3(3) +19(2)+4(1) 4+19+3
4+19+3
4+19+3 WM = 46
WM = 57
WM = 51 26
26
26 WM= 1.76 or 2
WM= 1.96 or 2
WM= 1.96 or 2

In this category- Communication Skills has a result in percent
rate of (2) which means MUCH, this category shows that students are
mutual/ good at presenting, speaking, and listening in front of many
people.
DEVELOPED GUIDING SKILLS
Q1. Q2. Q3.

WM = ∑fx
∑f ∑f
∑f
WM = 7(3)+14(2)+5(1) WM = 4(3)+15(2)+7(1)
WM = 4(3)+17(2)+5(1)
4+19+3 4+19+3
4+19+3
WM = 43 WM = 49
WM = 51
26 26
26
WM= 1.65 or 2
WM= 1.88 or 2
WM= 1.96 or 2
In this category, the result shows that the Tour Guiding students have
a rating of (2) which means MUCH in Developed Guiding Skills that consists
of making good decisions, has professional handling skills and long patience
in dealing with complains.

ORGANIZING SKILLS
Q1. Q2. Q3.

WM = ∑fx
∑f
∑f ∑f
WM = 7(3)+18(2)+1(1)
WM = 3(3)+15(2)+8(1) WM =3(3)+11(2)+12(1)
4+19+3
4+19+3 4+19+3
WM = 58
WM = 47 WM = 43
26
26 26
WM= 2.23 or 2
WM= 1.80 or 2
WM= 1.65 or 2
In this category, the result shows that Tour Guiding students have a
rate of (2) which means MUCH in Organizing Skills Category, it shows that
they are good in making Tour Itinerary, at Operating a Computer for the
purpose of Online Ticketing and responsible for every Tour and Clients.

ADVERTISING SKILL/ PROMOTING
Q3.
Q1. Q2. WM = ∑fx
WM = ∑fx ∑f
WM = ∑fx
∑f WM = 5(3)+18(2)+3(1)
∑f
WM = 4(3)+20(2)+2(1) 4+19+3
WM =10(3)+14(2)+2(1)
4+19+3 WM = 54
4+19+3
WM = 54 26
WM = 60
26
26 WM= 2.07 or 2
WM= 2.30 or 2 WM= 2.07 or 2
The result in Advertising Skill / Promoting Category from Grade
12 Tour Guiding students, shows that MUCH of the students have
confident in themselves, they can also fulfill the tourist's expectation
and they are motivated enough to encourage their customers.

SOCIAL SKILLS
Q1. Q2. Q3.

WM = ∑fx
∑f ∑f
∑f
WM = 4(3)+19(2)+3(1) WM = 6(3)+16(2)+4(1)
WM = 5(3)+18(2)+3(1)
4+19+3 4+19+3
4+19+3
WM = 53 WM = 54
WM = 54
26 26
26
WM= 2.03 or 2
WM= 2.07 or 2
WM= 2.07 or 2
The result in Social Skills Category from Grade 12 Tour Guiding
students, shows that MUCH students are confident when they are facing
other people. MUCH students are good at leading a group of people and they
can also imply humor while socialize with their client.
COMPETENCE
Q1. The result in Competence Category from
WM = ∑fx Grade 12 Tour Guiding students shows that MUCH

∑f students have enough knowledge in history.
WM = 2(3) +17(2) +7(1)
4+19+3
WM = 47 WM= 1.80 or 2
26

FINDING RESULTS/ CONCLUSION:
The skills in the Likert Scale are stated to see the results of respondents by
rating themselves in (1) NOT MUCH; (2) MUCH; and (3) VERY MUCH for
every category- that according to the results, the finding said that the
student’s skills are all indicated in a rating of two (2) MUCH. Therefore
students have enough skills that they can apply it all in the job opportunities
after they graduated in college.
CHAPTER V
CONCLUSION AND RECOMMENDATIONS
This research intends to help the Tour Guiding students to know
the possible job that can relate to their course. Researching and
finding information about their track can lead to more possible careers
that you don’t even know. It can lead to developing a new skill and
somehow developing good attitude and/or having the motivation to
have progress in your course, however it may cause some confusion
with the student because there are many possible career opportunities
for them and that idea may cause some confusion whether they think
this job is better than and they think that the other job is also a good
choice. Nevertheless, this research can empower the students with the
knowledge of possible careers that their course can lead to.

According to Chan, Chan, and Qu (2002) claim that numerous
researchers have examined theories on student attitudes, expectations
and career choice from many different viewpoints. Casado (1992) and
Sciarini (1997) found that upon graduation most graduates believed
they were qualified enough to work as an assistant manager and were
looking for a position that was of a managerial level rather than an
hourly operational position.
This is in contrast to Rimmington's (1999, p. 187) claim that 'All
graduates should be prepared to work in kitchens and restaurants to
acquire practical skills. They should recognize that with that kind of
grounding they will be in an excellent position to reach a senior level'.
The hospitality career family include every job and profession
associated with lodging, dinning, and recreational events. A broad
group of professions are represented, including everything from hotel
management to tour guides. Hospitality careers have been in focus as
of late, as our modern society moves toward service sector jobs and
creates leisure experiences as a major economic product. Jobs in
hospitality include waiters, restaurant managers, hotel
management and hotel staff, tour guides, travel guides, resort
workers, and operational staff in any type of leisure or travel
related industry. It includes the massive casual dining category,
which employs a good percentage of hourly workers. And also to be

more specific, there are jobs that are also connected with the course
of Tour Guiding or Tourism; Tour Guide, Flight Attendant, Travel
Consultant, Hotel and Resort Personnel, Heritage Interpreter,
Food and Beverage Manager, Spa Director, Travel Writer/
Photographer, Tourism Researcher, Special Events Coordinator,
Tour Operator, Retail Supervisor, Accommodation Service
Manager, Tour Manager, Step-on, Tour Guide, Tour Escort,
Travel Agents and etc.
So the researchers conclude that this research for Job
Opportunities for Grade 12 Tour Guiding students, that with the use of
the survey-questionnaires conducted by the researchers, the possible
jobs that can offer by the Tourism Industry to the students are
depends upon on their skills and it also concern about the attitude.

RECOMMENDATION
The researchers recommend to the Tour guiding students
that they should not stick to just one specific career perspective
because there are lots of an alternative and reliable jobs that are
waiting for them to discover which they could also apply their
skills and potentials with their good attitude. We are implying
that those opportunities can take them out from their comfort
zone and give them new life experiences that are very useful in
the long run. Thus, being aware about the possible jobs can lead
for them to reach success in different ways. The researchers also
recommend that they should set some spectacular visions that
inspire them to carry out the mundane, because the best thing in
life is coming in the most unexpected way. And the researchers
also recommend that it is important to have a good attitude in
every field of work, for you to have a better and longer
experience on the job you choose to commit.

ACKNOWLEDGEMENTS
Our sincere gratitude is extended to the following individuals for
the valuable assistance, support and contribution towards the success
of our research paper.
 To Ms. Kimberly Joy P. Galang, our attentive teacher in Research
Project for helping and guiding us in doing a research paper and
by teaching the right initiative in a writing a research paper.
 To the Authors, Editors, and Researchers of the works we have
taken an important information that we used in writing a
research.
 In our Respondents, which are our schoolmates and classmates,
thank you for the cooperation in answering our survey
questioners honestly.
 To our respective families, for understanding and giving us
support for us to finish this research paper.
 To God, for hearing our prayers- especially when we’re so
depressed and hopeful to finish this research paper properly and
submit it on time.
Again, Thank You so much!
- Researchers of Group 1

REFERENCES
http://www.cotr.bc.ca/tourismrec/cotr_web.asp?IDNumber=163
http://www.indeed.com.ph/Tour-Guide-jobs
http://www.tandfonline.com/doi/full/10.1080/153132209030419
72
http://www.scribd.com/document/259554165/Review-of-
Related-Literature-and-Studies
Authors:
jlesperance (Website: www.col.org/vussc)
Airey, D., & Frontistis, A. (1997). Attitudes to careers in tourism:
An Anglo-Greek comparison. Tourism Management, 18(3), 149-
158.
(Aksu & Koksal, 2005; Brien, 2004; Getz, 1994; Kusluvan &
Kusluvan, 2000)
(Eagly & Chaiken, 1993; McGuire, 1985).
Chan, Chan, and Qu (2002)
Casado (1992) and Sciarini (1997)
Rimmington's (1999, p. 187)
Ayres (2006)

(Inkson, Arthur, & Pringle, 1999). Arthur & Rousseau (1996)
(Deery & Shaw, 1999; Ferris, Berkson, & Harris, 2002; Freeland,
2000; Powell, 1999).
(Baum, 2006; Brien, 2004; Riley, Ladkin, & Szivas, 2002;
Service Skills Victoria, 2005)
Richardson (2008)
(National Tourism Investment Strategy Consultative Group,
2006)
According to Riley et al. (2002)
(Heskett, Jones, Loveman, Sasser Jr., & Schlesinger, 1994).
Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and
predicting social behavior. Englewood Cliffs: Prentice-Hall.
Aksu, A.A., & Koksal, C.D. (2005). Perceptions and attitudes of
tourism students in Turkey. International Journal of
Contemporary Hospitality Management, 17(5), 436-447.

APPEDIX A
FORMULATION FOR THE REAFFIRMATION OF THE RESEARCH
TOPIC
February 2018
Committee of Research
University of Arellano-Malabon
Respected members of Committee,
With all due respect we will submit our topic and our tentative
title on research paper in Research Project for your approval.
Field Education
Suggested Title:
“JOB OPPORTUNITIES FOR GRADE 12 TOUR GUIDING
STUDENTS: A QUANTITATIVE ANALYSIS”
Sincerely yours,
Hazel Mae B. Ducena Ms. Kimberly Joy P. Galang

Leader of the Group Teacher/ Adviser

APPENDIX B
LETTER OF PERMISSION FOR THE SURVEY
February 2018
Ms. Kimberly Joy P. Galang
Subj. Teacher/ Adviser
Ms. Ma. Aileen D. Cruz

AU/ AVP
Dear Teachers,
We are the students of Tour Guiding 12-1A currently taking

Research Project and we need to write a research paper for this
subject. Our research title is “JOB OPPORTUNITIES FOR GRADE 12
TOUR GUIDING STUDENTS: A QUANTITATIVE ANALYSIS”.
We want to ask your permission for the distribution of our

survey-questionnaires in Twenty-six (26) Tour Guiding students. All
the data that we’ll be gather in surveying are big help for us to finish
our research paper.
We will be expecting for your positive response on our request.
Sincerely yours,
Hazel Mae B. Ducena

Leader of the Group

APPENDIX C
SURVEY-QUESTIONNAIRE
We are the students of Tour Guiding 12-1A currently taking

Research Project and we currently writing a research paper for this
subject. Our research title is “JOB OPPORTUNITIES FOR GRADE 12
TOUR GUIDING STUDENTS: A QUANTITATIVE ANALYSIS”.
Please answer the following question with all your honesty!
Thank you very much!
- Researchers
DIRECTION: Answer the following question and check the box of

your answer.
NAME (OPTIONAL):
AGE:
GENDER:
1.) As a tour guide, what job opportunity do you want to apply after
college: (Choose one)
 Tour Guide  Tourism Researcher
 Flight Attendant  Special Events
 Travel Consultant Coordinator
 Hotel and Resort  Tour Operator
Personnel  Retail Supervisor
 Heritage Interpreter  Accommodation
 Food and Beverage Service Manager
Manager  Tour Manager
 Spa Director  Step-on Tour Guide
 Travel Writer/  Tour Escort
Photographer  Travel Agents

2.) Where do you prefer to work?
 In Domestic
 International
3. What group of people do you prefer to handle in conducting a

tour?
 Students
 Senior Citizen
 Family
 All of the Above
4. What kind of skills do you have?

 Good Communication Skills / Public Speaking
 Advertising Skills
 Developed Guiding Skills
 Promoting
 Good at Organizing
 OTHERS: ___________________
5. Language Skills: Aside from English, what other language are

you fluent?
 Korean
 Japanese
 Spanish
 Other Filipino Dialects
 OTHERS: _____________________
6. Do you want to continue Tourism in college?

 Yes
 No

CURRICULUM
VITAE

Hazel Mae B. Ducena
Blk. 38 Lot 18 C Sabalo St. Caloocan City
09776200496
hazelmaeducena@gmail.com
PERSONAL INFORMATION
Gender: Female
Date of Birth: August 14, 2000
Age: 17 years old
Civil Status: Single
CAREER OBJECTIVE
To enhance my ability by giving me a chance to work with the other

professionals to contribute a consistent and effective performance in your company.
EDUCATIONAL BACKGROUND
2016 – 2018 Arellano University (Senior High)
2012 – 2016 Macario B. Asistiom Sr. High School
2006 – 2012 Kaunlaran Elementary School
QUALIFICATIONS
 Computer Literate
 Bilingual
 Good in Customer Service
CHARACTER REFERENCES
Kimberly Joy P. Galang Marc Ardie Ardiente
Licensed Teacher – AU Teacher STI Instructor
09351040125 09063408461
I hereby certify that the above information was true and correct with the best of my
knowledge and belief.
______________________
SIGNATURE

Mia Rica D.C. Aquino
B6 Tanigue St. Dagat-dagatan Caloocan City
275-6905/ 09368560584
miarica0318@gmail.com
Gender: Female
Date of Birth: March 18, 1999
Age: 18 years old
CAREER OBJECTIVE
To be able to apply enhance my skills as a tour guide and to apply my

knowledge on my desired work.
2012 – 2016 Macario B. Asistiom Sr. High School
2006 – 2012 Imelda Elementary School
QUALIFICATIONS
 Good at Communication skills

 Multi-lingual
Kimberly Joy P. Galang Neneth C. Guia
Licensed Teacher – AU Teacher Specialization Teacher – AU Teacher
09351040125 09351040125
______________________
SIGNATURE

Kristine Marie S. Bolislis
115 Sanchez St. Tinajeros Malabon City
09955132029
kinebolislis@gmail.com
Gender: Female
Date of Birth: December 04, 1999
Age: 17
CAREER OBJECTIVE
To further enhance my current skills that is relevant for a tour guide.
2015 – 2016 Arellano University (Junior High)
2009 – 2012 Seibo College
QUALIFICATIONS
 Execellent in written and verbal skills

 Communicates well with people
09351040125 09351040125
______________________
SIGNATURE
~
Jasmin T. Senarosa
45 Celia II Bayan-bayanan Malabon City
09353574370/ 09972270153
jasminsenarosa07@gmail.com
Gender: Female
Date of Birth: February 7, 2000
Age: 17 years old
CAREER OBJECTIVE
To show my promotion skills and be trained in real life world, to

practice my future career and to be more professional when it comes to tourism
industry and to turn the challenges into success
2012 – 2016 Malabon National High School
2006 – 2012 Malabon Elementary School
QUALIFICATIONS
 Hard Working
 Good at Customer Service
09351040125 09351040125
______________________
SIGNATURE

Joeanne P. Salvador
Escanilla St. Conception Malabon City
09326197162
joeanne18salvador@yahoo.com
Gender: Female
Date of Birth: July 18, 2000
Age: 17 years old
CAREER OBJECTIVE
To enhance my skills and ability and show my different skills to other

professionals that can contribute in your company.
QUALIFICATIONS
 Good in Public Speaking

 Good in Microsoft Office
 Versatile
Kimberly Joy P. Galang Gypsie Soriano
Licensed Teacher – AU Teacher Government Employee
09351040125 09951926390
______________________
SIGNATURE

Rovin James S. Cual
217 Tahimik St. Tanza Navotas City
09979386097
rovinsantossy@yahoo.com
Gender: Male
Date of Birth: December 28, 1999
Age: 18 years old
CAREER OBJECTIVE
To work at your company to have experience and enhance my skills. to

contribute an consistent effective performance in your company.
QUALIFICATIONS
 Good in Customer Service

 Good in Microsoft Office
 Versatile
 Proficient in computer
Kimberly Joy P. Galang Gypsie Soriano
Licensed Teacher – AU Teacher Government Employee
09351040125 09951926390
______________________
SIGNATURE

Ladielyn C. Sing
36 Prosperidad St. Tugatog Malabon City
09052064931
lgingersing@gmail.com
Gender: Female
Date of Birth: February 05, 2000
Age: 17 years old
CAREER OBJECTIVE
I am looking for a Job that can challenge my personal skills that I have. I also
want to enhance my skills and knowledge so I can do any job that suitable for me.
2006 – 2012 Arellano University (Elementary)
QUALIFICATIONS
 Good in communication skills

 Fluent Speech
 Self-Motivations
 Good in terms of research
09351040125 09351040125
______________________
SIGNATURE

Merry Lyzel Castro
#14 Camia St. Longos Malabon City
09451009100
Castro.Lyzel@gmail.com
Gender: Female
Date of Birth: April 02, 2000
Age: 17 years old
CAREER OBJECTIVE
To obtain a challenging position that allows me to utilize my current skills to

assist in advancing a business that offers a stable employment opportunity. I am
also eager to learn new skills.
2006 – 2012 Ninoy Aquino Elementary School
QUALIFICATIONS
 Hard Working
 Have a pleasing personality
 Good at Communication Skills
Kimberly Joy P. Galang Reymond Allen
Licensed Teacher – AU Teacher Manager – Empire East Land holdings Inc.
09351040125 09060574593
______________________
SIGNATURE

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CHAPTER I

The Problem and Its Background

Over the years, tourism has become meaningful to all

economies. The need for discovery has cause movement of people of

differing languages and cultures. Tourism industry is one of the most

powerful provider for economic growth in every country, so as the

different job opportunities connected to tourism becomes in-demand,

many job opportunities in the tourism industry. In Tourism it is a

business of providing Hotels, Restaurants, Entertainment for people

who are travelling.

Most tour guiding students are having some sort of confusion as

them to be completely undecided and disorient. Nevertheless, this

that is also in- demand. It opens their minds to be more effectively

JOB OPPORTUNITIES FOR GRADE 12 TOUR GUIDING STUDENTS: A QUANTITATIVE ANALYSIS 1

them to be knowledgeable enough in so many ways. Nowadays,

offer, so in response- this study will expand the knowledge of the

students on what the Tour guiding can offer in Job Opportunities.

STATEMENT OF THE PROBLEM

people engage in Tourism. The Tourism Industry is the bedrock of

most modern economies for it includes countless components that

influence the survival and livelihood of the residents and of course it

has also a big contribution in employment. And those job and/or

employment for graduating tourism students is what we want to

students? This research is conducted for the grade 12 Tour guiding

students’ knowledge and insights with the other job opportunities

except for being a Flight Attendant and a Tour Guide.

JOB OPPORTUNITIES FOR GRADE 12 TOUR GUIDING STUDENTS: A QUANTITATIVE ANALYSIS 2

guiding students in Arellano University-Jose Rizal High School,

students after college.

course related to their track in Senior High.

students need some alternatives.

6. The study aims to answer the following questions:

 As a tour guide, what job opportunity do you want to apply after

 Where do you prefer to work? In Domestic or International?

 What group of people do you prefer to handle in conducting a tour?

 What kind of skills do you have?

 Do you want to continue Tourism in college?

JOB OPPORTUNITIES FOR GRADE 12 TOUR GUIDING STUDENTS: A QUANTITATIVE ANALYSIS 3

For Students, the significance of this study is to give

knowledge/ information and awareness of what are the different

job opportunities can offer in the track of Tour guiding and/or

For Teachers, the significance of this study is to give

information about the different job or career that are line-up to

share, help, guide and give information for him/her students

with their future course.

For School, the significance of this study is to provide the

knowledge or information about the different job or career for

the student’s opportunity- for the students who wants to inquire

and enrollment for Tour Guiding or Tourism course.

For Society, the significance of this study is to create a big

opportunity for the people who are suffering for unemployment

in different job opportunities that is also lined-up or accurate to

their skills in tourism industry.

JOB OPPORTUNITIES FOR GRADE 12 TOUR GUIDING STUDENTS: A QUANTITATIVE ANALYSIS 4

This research is committed to the Job Opportunities for Grade 12

Tour Guiding students: A Quantitative Analysis, this research bounds

doubts in taking a Tour guiding or Tourism course in college, because

The table above is the IPO (INPUT-PROCESS-OUTPUT)

Model that explains the variable that causes problem of this

outcome of the conducted research.

JOB OPPORTUNITIES FOR GRADE 12 TOUR GUIDING STUDENTS: A QUANTITATIVE ANALYSIS 5

The tourism and hospitality industry worldwide, and in Australia

in particular, has been confronted with the problem of attracting and