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P E R P U S T A K A A N K U i T T H O lip J •! ii ;
3 OOOO 0 0 0 7 7 0 7 7 0
KOLEJ UNIVERSITI TEKNOLOGI TUN HUSSEIN ONN
BORANG PENGESAHAN STATUS TESIS*
JUDUL : "A SURVEY ON THE EDUCATIONAL TOUR PLANNING AMONG THE STUDENTS OF DIPLOMA IN TOURISM MANAGEMENT IN THE POLYTECHNIC."
Saya
SESI PENGAJIAN : 2002/2003
NOR ASM AH BINTI JAAFAR (HURUF BESAR)
mengaku membenarkan tesis (PSM/Saijana/Doktor Falsafah)* ini disimpan di Peipustakaan Kolej Universiti Teknologi Tun Hussein Onn dengan syarat-syarat kegunaan sepeili berikut:-
1. 2.
4.
Tesis adalah hakmilik Kolej Universiti Teknologi Tun Hussien Onn. Perpustakaan Kolej Universiti Teknologi Tun Hussein Onn dibenarkan membuat salinan untuk tujuan pengajian sahaja. Perpustakaan dibenarkan membuat salinan tesis ini sebagai bahan pertukaran antara institusi pengajian tinggi. Sila tandakan ( • )
SULIT
TERHAD
(Mengandungi maklumat yang berdarjah keselamatan atau kepentingan Malaysia seperti yang termaktub di
dalam AKTA RAHSIA RASMI1972)
(Mengandungi maklumat TERHAD yang telah ditentukan oleh organisasi/badan di mana penyelidikan dijalanjs
Alamat Tetap: LOT 265, JLN BANDONG. LORONG 5, 96400, SIBU, SARAWAK
Tarikh: :
TN HJ JAMALUDDIN BIN HASHIM Penyelia
Tarikh: 1 1 ^ K
C A T A T A N : * Potong yang tidak berkenaan. ** Jika tesis ini SULIT atau TERHAD, sila lampirkan surat daripada pihak
berkuasa/organisasi berkenaan dengan menyatakan sekali sebab dan tcmpoh tesis ini 1 perlu dikelaskan sebagai SULIT atau TERHAD.
• Tesis dimaksudkan sebagai tesis bagi Ijazah Doktor Falsafah dan Saijana secara penyelidikan, atau disertasi bagi pengajian secara keija kursus dan penyelidikan, atau Laporan Projek Saijana Muda (PSM).
A SURVEY ON THE EDUCATIONAL TOUR PLANNING AMONG THE STUDENTS OF DIPLOMA IN TOURISM MANAGEMENT
IN THE POLYTECHNIC
NORASMAH BINTI JAAFAR
Laporan Projek Iini Dikemukakan Sebagai Memenuhi Sebahagian Daripada Syarat
Penganugerahan Ijazah Saijana Pendidikan Teknik dan Vokasional
Jabatan Pendidikan Teknik dan Vokasional
Fakulti Teknologi Kejuruteraan
Kolej Universiti Teknologi Tun Hussein Onn
MAC 2003
r e s e a r c h e r d e c l a r a t i o n
"I hereby declare that the study on 'A Survey on The Educational Tour Planning
Among The Students of Diploma in Tourism Management in The Polytechnic' is a true
copy of my own work and effort except for those quotes and summaiy that had been
clarify their sources".
Signature
N a m e of the Author: . . l 0 ^ ? ^ .. W . T f f t t :
Date : . . B . . / V V f r C - . . . .
iii
d e d i c a t i o n
To my beloved parents who are always there whenever I needed you most.
Both of you are veiy wonderful
To my brothers and sister, aunts, uncle and my cute cousin. All of you have
become my major inspiration in becoming successful.
To all of my friends especially Linda, Najiha, Leen, Wyn, Ija, Wan and Hazreel.
You are my strength, my buddy that never forgot to remind me about the
responsibilities of being a person.
I love you all.
iv
a c k n o w l e d g e m e n t
I would like to express my gratitude to the Almighty Allah S.W.T for
blessing me in making this research project of a great success.
I wish to express my sincere gratitude to Tn Hj. Jamaludin Bin Hashim for
his advises, constructive ideas, cooperation, continuous help and most of all, his
patience in guiding me to complete this project and become a wonderful outcome.
Special thanks are also extended to P M D r . Nawawi, for his patient and
constructive idea to enhance for a better research project. The expressions of a
million gratitude are also goes to Dr. Wahid and En. Asri for their great serenity in
assisting the developing of this study.
Thank you to my beloved family and friends who had given me a moral
support and are always there for me.
May the Almighty Allah S.W.T bless us all.
Y
a b s t r a c t
The study of "A S urvey on The Educational Tour Planning Among The
Students of Diploma in Tourism Management in The Polytechnic" aim to assess the
students' needs for the tour planning's guide. The study is developing on the
contribution and the importance of the ETP as one of the effective methods in teaching
and learning of tourism study. It is to provide the student with experience and
technical training about tourism activities and process. ETP also hopes to strengthens
the student understanding toward the subject learn in the tourism study. In order to
assess the student 's needs on the Educational Tour Planning guide, the study had
produced a similar ETP guide in the form of booklets to be tested during the study.
The project study involved several steps in order to be completed. It is such as the
formulation of the problem, the review of the literature, the formulation of the study
methodology, the production of the ETP Guidebook, field survey and finally the
analyses and discussion made on the data gathered during the study. The survey
involves 100 respondents among the students of Diploma in Tourism Management in
the Polytechnic. Through the findings, the study indicates that the current tested
product is acceptable among the students of Diploma in Tourism Management in the
Polytechnic as a guide to plan for the tour. The findings also shows a slight different
between the respondents who are using the ETP Guidebook and those who are not in
the basis of their ETP results. Due to the important of the study, the researcher hopes
to be having a fair discussion and excellence recommendation for the development of
the product regarding to the current study. This report writing also important to
provide a written reference for the future related study.
vi
ABSTRAK
Penyelidikan ini bertajuk "Satu Tinjauan TerhadapPerancanganProgram
Lawatan Sambil Belajar di Kalangan Pel ajar-Pel ajar Diploma Pengurusan
Pelancongan di Politeknik". Tujuan penyelidikan ini adalah untuk meninjau
keperluan pelajar di dalam melaksanakan program lawatan sambil belajar
terutamanya dari segi perancangan. Kajian ini dibangunkan berdasarkan kepada
aplikasi program lawatan sambil belajar dalam aktiviti pengajaran dan pembelajaran
yang lebih efektif di dalam pembelajaran pelancongan. Program ini diharapkan
dapat memberi pengalaman yang bergima kepada para peserta supaya lebih
memahami dan dapat mengetahui keadaan sebenar aktiviti pelancongan di Adalaysia.
Satu produk berbentukpanduan untuk merancang Perjalanan Program Lawatan
Sambil Belajar telah diuji untuk menghasilkan dapatan kajian mengenai keperluan
pelajar terhadap panduan tersebut selain daripada menentukan keberkesanan produk
itu sendiri. Produk yang dinamakan ETP Guidebook merupakan suatu gar is panduan
dalam melaksanakan perancangan program lawatan sambil belajar. Kajian
melibatkan beberapa langkah di dalam melengkapkan projek ini. Diantaranya adalah
permasalahan kajian. Literature review, pembangunan methodology kajian,
pembangunan produk, tinjauan dan akhirnya analisa dan perbincangan yang dibuat
berkenaan dengan dapatan kajian. Dapatan kajian menunjukkan penerimaan posit if
dikalangan pel ajar-pel ajar terhadap produk kajian. Penyediaan ETP Guidebook
sebagai satu panduan ringkas dalam merencanakan program lawatan sambil belajar
telah mendapat tempat pada pandangan pel ajar-pel ajar Politeknik Johor Bahrit.
vii
t a b l e o f c o n t e n t s
c h a p t e r c o n t e n t s p a g e
t i t l e p a g e i
r e s e a r c h e r d e c l a r a t i o n ii
d e d i c a t i o n iii
a c k n o w l e d g e m e n t iv
a b s t r a c t v
a ^ s t r a k vi
t a b l e o f c o n t e n t s vii
l i s t o f t a b l e xi
l i s t o f f i g u r e xiii
l i s t o f s y m b o l xiv
c h a p t e r i t h e p r o b l e m 1.1 Preface 1
1.2 Background of The Study 2
1.2.1 The Study of Tourism 3
1.2.2 The trend of Tourism Study 4
1.2.3 Educational Tour Program 5
1.3 Purpose Of The Study 7
1.4 Research Process 7
1.5 Statement Of The Problem 9
1.6 Objectives Of The Study 9
1.7 Research Question 10
1.8 Scope Of The Study 11
1.9 Conceptual Framework 12
1.9.1 Information as a Sources of Learning 12
viii
1.9.2 Travel Dec is ion- rak ing 13
1.9.3 Understanding Travel Behaviour 14
1.10 Terms And Definitions 16
1.11 Summary 18
c h a p t e r n l i t e r a t u r e r e v i e w 2.1 Introduction 19
2.2 The Review Of Related Research 20
2.2.1 Benefits of The educational Tour Program 20
2.2.2 The Student Travelling Behaviour and Decision
Making 21
2.2.3 Review on The Theory of Information Search
Behaviour 24
2.2.4 Review on The Travel Decision-making 25
2.3 Summary 26
c h a p t e r h i r e s e a r c h m e t h o d o l o g y 3.1 Introduction 27
3.2 Research Design 28
3.3 Sampling Design 30
3.3.1 The Sample Selection Process 30
3.3.2 Sampling Frame 31
3.4 Survey 32
3.4.1 Interviewing 33
3.4.2 Questionnaire 33
3.4.3 Observation 33
3.5 Questionnaire Design 34
3.5.1 Pilot Testing 36
3..5.2 Validity of Questionnaire and Test 36
3.5.3 Identification of Variable 37
3.6 Data Collection Method 38
clvii
3.7 Two Major Division Of Primary Data 39
3.8 Analysis And Interpretation Of Data 40
3.8.1 Data Analysis Process 40
3.9 Summary 42
c h a p t e r iv : p r o d u c t d e v e l o p m e n t 4.1 Introduction 43
4.2 Education Tour Guideline 47
4.3 The Making Of The Collateral
Material For Education Tour
Guideline 47
4.4 Developing A Guidebook 48
4.5 Why Chobse Brochures (Booklets)? 49
4.6 Summary 50
c h a p t e r v : d a t a a n a l y s i s 5.1 Introductioh 51
5.1.1 Distribution of Questionnaire 51
5.1.2 Qualitative Result 52
5.1.3 The Measurements Scales 52
5.2 Section A 54
5.3 Section 13 55
5.4 Section C 59
5.5 section D 64
5.6 Summary 72
c h a p t e r v i : d i s c u s s i o n 6.1 Introduction 73
6.2 How Far The Available Information Provided For
Educational Tour Planning Is Able To Solve
The User Anxiety Or Fear Towards The
Educational Tour Program. 78
6.3 ETP Guidebook Influences On The User Decision
Making For The Planning Of The ETP 80
6.4 The Student Travelling Pattern and Preferences
Toward The ETP 82
6.5 Summary 85
c h a p t e r v h : r e c o m m e n d a t i o n s a n d c o n c l u s i o n 7.1 Conclusion 86
7.2 The Study Constraints and Recommendations 87
r e f f e r e n c e s a p p e n d i c e s
l i s f o f t a f e l e
no . o f t a b l e t i t l f e p a g e
Table 5.1 Mean For The Level Of The Effectiveness. 53
Table 5.2 Did You Use ETP Guidebook? 55
Table 5.3 Gender 55
Table 5.4 Marital Status 57
Table 5.5 Semester Of The Study 57
Table 5.6 Age 58
Table 5.7 Why Required Information About ETP 59
Table 5.8 Does The Information Obtained From ETP
Guidebook Is Dependable. 60
Table 5.9: H o w Helpful Was ETP Guidebook 61
Table 5.10: H o w Would You Describe Amount Of
"Things To Gain And Applies" From ETP Guidebook? 62
Table 5.11: How Satisfy Are You With The Information
Obtained From ETP Guidebook? 63
Table 5.12: Tabulation Of The Level Of Familiarity With The ETP As
An Effective Method Of Teaching And
Learning Of Tourism Study. 64
Table 5.13: Tabulation Of When Did The Respondent Became
Interested In Learning More About ETP. 65
Table 5.14: Tabulation Of The Planning Pattern For The ETP? 66
Table 5.15: Tabulation Of The Student 's Experiences On ETP 67
Table 5.16: Tabulation Of A Reason, Attraction Or Item To
Select The Destination 68
Table 5.17: Tabulation For How Long Did The Student Spent
For ETP 69
Table 5.18: Tabulation Of The Student Travelling Companion 70
xn
Table 5.19: Tabulation Of The Student Travelling Companion 71
Table 5.20: Tabulation Of The Accommodation Use For The
Etp 72
Table 5.21: The Respondent Expenditure For The Etp 73
Table 6.1: Mean For The Level Of The Effectiveness. 77
Table 6.2: Why Required Inforrrlation About ETP 78
Table 6.3: Respondents Satisfaction Towards
The ETP Guidebook 79
Table 6.4: How Helpful Was The ETP Guidebook 80
Table 6.5: The Respondent 's Educational Tour Travelling Pattern 82
xiii
l i s t o f f i g u r e
no . o f f i g u r e t i t l e p a g e
Figure 1 .1 : The Research Process Framework 8
Figure 1.2 The Information Search Behavior 13
Figure 2.1 : Model Of The Tourist Information Search 24
Strategy Process
Figure 2.2: The Information search behavior. 25
Figure 3.1 The Research Design 29
Figure 3.2 Questionnaire design process. 35
Figure 3.3: The Type of Data 38
Figure 3.4: The Division of Primary Data 39
Figure 3.5: The Data Analysis Process 41
Figure 4.1: The process of producing collateral material 46
Figure 5.1: The use of ETP Guideline 54
l i s t o f s y m b o l s
Diploma in Tourism Management
Educational Tour Program
CHAPTER I:
THE PROBLEM
1.1 Preface
Tourism is a major force in global trade. It plays a vital role in the social,
cultural and economic development of most nations, and has the potential both to
preserve heritage and to destroy it. Despite the importance of die industry, reliable,
verifiable and objective information can be frustratingly difficult to obtain (Inskeep,
1991).
Tourism is an activity that individual enjoy. To understand much of the
tourism phenomenon, we thus must understand individual behaviour- the psychology
of tourist and potential tourist. Knowledge about how individual make decisions
about alternative product, what sources of information they require at various stages
of their decisions-making, how they evaluate that information, and how they
structure and interpret their experiences can offer important benefits to business as
well as to our general understanding of tourism experience (Inskeep, 1991).
Explaining travel behaviour is not easy. There are just too many factors that
influence an individual's behaviour. Travel behaviour is a special form of
consumption behaviour, and the factors noted here are recognized as major sources
of influences on this type of behaviour. Each of these factors - perception, learning,
personality, motivation, attitudes, and group influences (Mcintosh, et. al. 1995).
2
As mentioned by Davidson (1993), the general assembly of the World
Tourism Organisation (WTO) held in Madrid, Spain, in 1987, identified education
and training as one of the four pillars on which the future development of tourism
should be based (the three other pillars were security and protection of tourist,
facilitation of tourism and information). Therefore, the four pillar of the tourism
development base should include;
(i) Education and Training.
(ii) Security and Protection of tourist.
(iii) Facilitation of tourism.
(iv) Information.
As tourism continues to grow, the need for training and education grows. In
recent years many colleges and universities have added travel and tourism programs,
existing programs has expanded, vocational schools have launched program
association have introduced education and certification programs and private firms
have opened travel schools. There are job opportunities for administrators, teachers,
professors, researchers and support staff (Rubin, 1992).
1.2 Background Of The Study
The background of the study for "A Survey on the Educational Tour Planning
Among the Student of Diploma in Tourism Management in the Polytechnic Johor
Bahru" is based on the importance of the tourism st udy for the growth of the
respective industries in Malaysia. Educational Tour Program is seen as one of the
effective learning methods in the study of tourism. Thus, the discussion of this topic
was circulated around all that matter.
3
1.2.1 The Study of Tourism
Human beings are innately curious concerning the world in which we live.
We yearn to know what other places look like - what people, their culture, the
animals and plant life, and landforms may be elsewhere. Today, higher levels of
education and the influence of television and other communication media have
combined to create in us a much greater awareness of our entire world. We are now
in a global economy and our industries must be globally competitive. We must think
globally. Material prosperity in many developed countries, with accompanying
higher standards of living, has made travel attainable for hundreds million of us.
Although travel can be undertaken for many reasons, the most common are pleasure,
business and study (Mcintosh, et al. 1995).
The subject of travel is exciting and fascinating. Humanlike beings have
been moving from place to place for about a million years. Since the times of the
wanderings of ancient peoples, we have been travelling in ever-widening patterns
about the earth. From the days of such early explores as Marco Polo, Ibn Battuta,
Christopher Columbus, Ferdinand Magellan, and James Cook to the present, there
has been a steady growth in travel. In the twentieth centuiy, the invention of the
automobile and all-weather road has brought about unprecedented growth following
world War 11, the invention of the jet airplane, especially the wide-bodied type, and
the establishment of global air routes have made possible rapid travel for many
millions. Thus national and international travel by air has experienced explosive
growth. Luxurious cruise ship, comfortable motor coaches, streamline passenger
trains, and fine hotels, resort, and motels have provided transportation and
accommodation. (Mcintosh, et al. 1995).
4
1.2.2 The Trend of Tourism Study
Every human always involves in learning either intentionally or
unintentionally. The learning activities come in different style; in form of written,
observation or even by experience. In other words, all of the factors mentioned were
consider as education. Education, is undeniable the most important aspect in our
growing life (Stipek, 1998). This concept is the same as the Tourism Study.
Tourism education is also an important aspect by it own means.
As Malaysia tries hard to develop the tourism industry, tourism education
means to improve the knowledge and information towards the field. The importance
aspect in tourism development and management study will be teacli to the student to
prepare them with the industiy before they jump to the real work field (Nor'Ain
Othman, 2000).
During the past three decades, hospitality and tourism education have growth
in tandem with the rapid expanding of the industiy. Due to the growing needs and
popularity in tourism study today, there are more than 170 programme granting
baccalaureates degrees. From time to time, the needs for the tourism study have
growth to be more importance. The methods in teaching and learning also reform to
more attractive and effective to prepared accurate candidate for the industries. It is
such as the use of new technology, several of teaching materials and field
experiences (Hergenhahn & Olson, 1993).
The Department of Tourism of the University of Zagreb's Graduate School of
Economics, which has collaborated for the last 25 years with WTO and is a TedQual
Certified member of the WTO Education Council, recently marked its 40th
anniversary of tourism studies with a conference, from 18-20 April 2002 on
Rethinking Education and Training for Tourism. WTO HRD Head, Dr. Eduardo
Fayos-Sola gave a keynote presentation on "Globalization, Tourism Policy and
Tourism Education" at this event which gathered world leaders in tourism education
and training, business and government to share ideas and research, to reflect on
innovative approaches, and to strengthen the spirit of cooperation and collaboration
5
on the implementation of new techniques in tourism educational systems. This area
is as reported by Danese Pierson, 2002 Human Resources Department WTO.
1.2.3 Educational Tour Program.
Educational tour program (ETP) is aim to educated all die tour members
about the destination visited. Apart from that, through the program they would also
be having new experience that would expand their knowledge (Antil, Frederick
1988).
According to Danese Pierson, Human Resources Department WTO "World
Tourism Organization (WTO) Human Resource Development programme and its
WTO-Themis Foundation are launching the new WTO-Themis TedQual Practicum
programme. The first session is to be held in Andorra and Madrid from 15 to 24
October 2002 in English. This programme is aimed at giving officials of NT As,
NTOs and National Tourism Promotion Offices of WTO member States specialized
training and knowledge of WTO products and services in education and training."
The programs organized by World Tourism Organization (WTO) obviously
prove the importance of educational tour that would educate the participant from
various countries about WTO products and services. Surely this program would
include (lie field experience where the participant visiting some of destinations and
training centre of WTO's.
Besides of that, the mission of one of the international travel agency
professionally involve in organizing the Educational Tour Program is stated as to
develop summer programs that facilitate cross-cultural understanding and enrichment
by providing their student with unique opportunity for: intensive language study and
immersion, personal growth, cultural and academic enrichment, travel, recreational
and athletic activities, and building lasting ties to host families and peers from
around the world (Peterson, 2002).
6
The report on The Educational Tour: ASIAN Children's Libraries by
Rosenah Abdul Karim (2001) found that after the tour programme, the group have
gains a new knowledge on the latest improvement in their field, which is about
children's Literature and Librarian not only on the destination of their visits but also
on other country of the group members involved. The report also mentioned that the
objective of the educational tour program is to exchange views and to share
information on the development of Children's Literature in Asia.
The report stressed on the importance of the educational tour that provides
the group with wide knowledge and new experience. The participants can also
enhance their own knowledge on their study.
7
1.3 Purpose Of The Study
The purpose of this study can be stated as follows;
(a) To comprehend the effectiveness of the ETP guideline for the planning
of Educational Tour Program (ETP)
(b) To gain sight of the influences of the ETP guideline in order to persuade
the tour group to have more value for money in their educational tour
program.
(c) To provide some information and references for the future study or any
education purpose. Furthermore the result gain from this research will
benefit the ETP guideline user in improving their understanding about
the high quality of Educational Tour Program through a proper
planning.
1.4 Research Process
The overview of the proposed research process for the study is as shown in
Figure 1.1. The first part of the research process is the problem formulation. It starts
by defining the problems arise to be studied by the researcher. From the problem,
then we can set our objective and construct research question to find a solution for
the problem.
The next process of the research is to determine and the collection of the
available data to support the study. Next is to determine the study sample design and
to set up the data collection methods. It is such as the instruments used to measure
the data collection so that the study can proceed to the next step, which is the
analysis and interpretation of the primary data
8
The rest of the research process is to discuss and make a recommendation
about the data that had been analysed and interpret through die charts or tables.
Finally the final report will be written throughout all of research process, until the
recommendation on how to develop the product can be made. The whole view of the
research process can be seeing in the following figure 1.1.
Figure I.J r The Research Proccss Framework S o u r c e s : Bieger/Gcrlncl i , 1996.
9
1.5 Statement Of The Problem
A research problem is a question concerning the relationship existing
between sets of even (or variables). As mention by Einsteen & Infield (1938), "The
formulation of a problem is far more often essential than its solution. To rise new
questions, new possibilities, or to regard old problems from a new angle required
creative imagination and marks real advance in knowledge". Therefore, carrying out
research investigations requires careful planning. Central to a research investigation
is a clear-end statement of the research problem.
Educational Tour Program (ETP) is one of the most interesting learning
methods that can attract and motivate student to learn more about particulate subject.
However, to conduct ETP we can't simply go to the chosen destination and have an
educational tour there (Harssel, 1994). Without proper planning for ETP, the group
may face high risk in touring such as misconduct of the ETP, unreachable objective
of the ETP that should be within the course needs, funding problem and most
important above all is safety problem. Thus, a guideline for a proper planning in
conducting ETP might be helpful in minimizing the above risks (Rosenah Abdul
Karim, 2001).
Therefore, regarding to the study, the statement of the problem is to identify
what are length of the students needs for the Educational Tour planning in
conducting the Educational Tour Program?
1.6 Objcctivcs Of The Study
The objectives of the study for "A Survey on The Educational Tour planning
Among The Diploma in Tourism Management Students in The Polytechnic, Johor
Bahru" are stated as following:
10
(a) To assess the needs of the Educational Tour planning guideline for the
Educational Tour Program (ETP) among the Diploma in Tourism
Management (DTM) students in the Polytechnic, Johor Bahru.
(b) To understand at what extend that the Educational Tour planning guideline is
helpful in the planning for ETP and really benefits the user.
(c) To understand on student anxiety and fear towards the tour program such as
what influences them on their travel decision-making is also important in
order to completed the study.
1.7 Research Questions
The research questions are constructed witliin the area of the exploratory
study of "A Survey on The Educational Tour planning Among The Diploma in
Tourism Management Students in The Polyteclinic, Johor Bahru". There are several
questions need to be answered in order to reach the objectives of tliis study. There
are such as follows;
(a) Research question 1
What is the current tour planning guideline provided for Educational Tour
Program can do to help the user to solve their difficulties and problems?
Justification of the research question J:
This study is to identify how far the available information provided for
Educational Tour Planning is able to solve the user anxiety or fear towards
the Educational Tour Program.
(b) Research question 2
What are the level of influences that the information obtains from the
Educational Tour planning guideline on the user travel decision-making and
their choices of travel?
11
Justification of the research question 2:
This study hopes to identify either the Educational Tour Planning Guideline
influences the group travel decision in the planning of their tour program.
(c) Research question 3:
What are the differences between the user of the ETP guideline and those
who are not using die guideline in the aspect of the Educational Tour
Programme?
Justification of the research question 3:
The study will indicate the contribution of Educational Tour planning
guideline in persuading the educational tour group to have more value for
money on their ETP.
1.8 Scope Of The Study
The scope of the current study is to evaluate the relationship between the
tourism student's Educational Tour planning and the effectiveness of the Educational
Tour Program (ETP). The study identified that the level of the ETP's effectiveness
will be measured by identifying the objective of die tour program that match widi die
current subject being studying, die planning and preparation of ETP for a group of
students, the estimated expenditure pattern and moreover the destination choose by
the group.
The study are conducted witiiin die Polytechnic in Johor Bahru population, to
be precised the member of Diploma in Tourism Management Study in die
Polytechnic, Johor Bahru.
12
1.9 Conceptual Framework
The conceptual framework provides the idea on the importance of
information as a source of learning about the Educational Tour. The concept is
explained in depth until die final idea about how the respective topic on the student
needs for a proper Educational Tour Program planning arises. The current study is
underpinning under die discussed conceptual framework.
1.9.1 Information As a Source of Learning
Learning occurs when an individual is exposed to and processes information.
The kind of information that concerns in this research comes from major sources. As
regard with this study, the information can be gained through Educational Tour
Program (ETP) tiiat would expose the students to the reality of their study. It is for
example, to understand more about the actual process of "How to Be a Good Tour
Leader" is by touring tiiemselves and learn to handle the actual group tour, which
would provide them truth experience and actual process (Harssel, 1994).
It is hope that by conducting the educational tour program, student interest
towards tourism study will be increasing and dirough experiences they would be able
to expand their knowledge. Furthermore, die concept of tourism itself wotdd
proposed a person to visits particular destination in order to gains valuable
experiences. The study on Tourism Management itself stress on die importance for
the student to understand what the tourist actually means at the first place, then they
can provide excellence tourist destination to those recognised tourist. It is no matter
internationally or domestically (Gartner, 1994). The important issue is value for
money gained dirough the visits.
13
1.9.2 Travel Decision-making
To better understand the vacation choices of Educational Tour Program
(ETP) groups, it is first necessary to recognize that any travel decision is not an
isolated mental exercise but a step in a series of activities. This will be explained
more in figure 1.2.
Figure 1.2 The Information Search Behavior Source: Inskeep ( 1 9 8 1 ) p .95 - 9 6
As Figure 1.2 indicates, travel decision-making can be broken down into five
steps. The first step involved the recognition of need. It is during this first step diat
a traveller would realize their need to take a vacation, to visits interesting places in
the state and so on.
During die information search stage, the traveller will seek alternative ways
to satisfy his/her need, the educational tour guideline can be of real assistance by
providing information available for a guide of a good planning that aids the decision
making process. It is recognised here that when the traveller needs guidance in
making a plan or preparation to conduct educational tour program the guideline
14
available will be much appreciated. Once enough information has been gathered, it
is evaluated. At this stage, they frequently faced witii several attractive decision
alternatives.
In die diird step of the decision-making process, a series of final decision is
made. In fourth step, various travel product and services are consumed, and in the
fifth step, judgements are made about whether the product or services consumed
adequately served the traveller's (in this study is considered as a ETP's group) needs.
1.9.3 Understanding Travel Behaviour.
To create and gain tourist awareness of the tourism product, thus, it is best for
us to understand even a basic knowledge of the tourist travel behaviour. To win tiieir
attention even a glance would lead to an awareness of the information provided
(Edward Inskeep, 1991). This then would influence their choices of travel for the
Educational Tour Program (ETP).
(a) Need Arousal
Kotier (1982) identifies tiiree stages in what he calls "need arousal'. In
the first stage, external or internal stimulation triggers a predisposition
to some product class. The second stage is considering needs diat can
be met dirough purchase of an item in the product class. In the third
stage, these recognized needs activate wants. More explanation on how
the needs activate wants based on Kortler (1982) can be found in
APPENDIX B
(b) Triggering Factors
External and Internal stimuli can trigger die desire to travel. Internal
stimuli are brought on by recognition of somediing lacking in everyday
life. People raised in a seaside community who find diemselves living
inland may long to hear die soodiing movement of the surf against the
15
beach. Alternatively, a person's interest in downhill skiing may cause
them to consider a trip to mountainous terrain. It may be somediing
simple as boredom with die daily routine diat predisposed a person to
read weakly travel section of the newspaper, thereby invoking an
internal stimulus reaction. Whatever the triggering mechanism, it is
unique to the individual and is likely a product of past experiences
(Kotler, 1982).
16
1.10 Terms And Definitions
(a) Educational Tour Program
The tour program conducted to educated the participants about the
destination visited or the activities involve in the program.
(b) Travel Behaviour
The tourist travel preference towards the performing of their tour
program such as expenditure pattern, mode of travel, attraction visits
and more.
(c) Decision-making
The students' decision-making on die planning of the tour program diat
will restdt on a consumption of the tour product or services.
(d) Traveller
Any person on a trip between two or more countries or between two or
more localities within his/her countiy of usual residence.
(e) Same-day visitors
Visitors who do not spend the night in a collective or private
accommodation in the countiy visited: For example a cruise ship
passenger spending four hours in port.
(1) Tourist
Visitors who stay in the countiy for at least one night: for example, a
visitor on two-week vacation.
(g) Diploma in Tourism Management
A tourism education program in Diploma level offer by Polytechnic in
order to prepared die student for the tourism industries work field.
17
The Work Area in Tourism Industries
The actual work area awaiting for die student of Tourism Management
study are such as tourism agency, Ministry of culture, and Tourism in
Malaysia and Malaysia Tourism Board.
Hospitality
Consist of the Food and beverage services, Lodging or accommodation
services, Recreation services and any odier services diat involve hi
Tourism Industries.
Polytechnic
One of high institution in Malaysia that offers technical education
program for the student both in certificates and diploma level. Aim to
provide the industiy with talented human resources.
Tour Planning
An activities involving the preparation for the tour program such as
seeking information, budgeting, and familiarization trip that Would lead
to the final decision making.
18
1.11 Summary
In order to complete die study, die problem lias been identified and
research question were constructed to achieve the objective of this study. Based on
the conceptual framework, information is one of an important pillar to create the
student awareness towards the effective Educational Tour Program planning.
Thus, the completed of tiiis first chapter would lead to the search of die
data needed in this study that consists of primaiy data (as explained in chapter 3) and
secondary data as explained in chapter 2.
1.11 Summary
In order to complete the study, the problem has been identified and
research question were constructed to achieve the objective of this Shldy. Based on
the conceptual framework, information is one of an important pillar to create the
student awareness towards the effective Educational Tour Program planning.
18
Thus, the completed of this first chapter would lead to the search ofthe
data needed in this Shldy that consists of primary data (as explained in chapter 3) and
secondary data as explained in chapter 2.
2.2 The Review Of Related Research.
20
As mentioned by Bieger and Gerlach (1996) before the researcher begins to
collect data, or even design a study, it is typical first to examine die existing literature
to see what related research has already been done on the topic. It should be written
in chronologically with relevant to the study. The secondaiy data from the review of
previous research might give die strong point to support die study.
2.2.1 The Benefits of Educational Tour Program
The report made by Rosenah Abdul Karim (2001) found that after the tour
program, the group have gains a new knowledge on the latest improvement in dieir
field, which is about children's Literature and Librarian not only on the destination
of their visited but also on other countiy of the group members involved. The report
also mentioned diat the objective of the educational tour program is to exchange
views and to share information on the development of Children's Literature in Asia.
The program stress on the importance of the educational tour that had provide the
group with wide knowledge and die new experience on their course.
The study conducted by Masberg and Silverman (1996) shows that, die
findings on the description of visits outcomes reflected two broad themes, which is
knowledge gained (primarily factual and external), and experiences that were more
personal and emotional in nature. The study also revealed that student visitors
thought of heritage sites as places that involve either history, or history and culture.
They recalled tiieir visits with reference to seven salient aspects; (1) the activities in
which they engaged during the visit, (2) tiieir companions, (3) die site personnel they
encountered, (4) die information they learned, and the components of (5) nature, (6)
culture, and (7) the built environment they noticed. Student visitors described the
outcomes of their visits in term of two broad themes: (1) Knowledge gained was
primarily factual and external, or (2) several categories of personal experience,
including personal learning, social benefits and aesthetic experiences.
2.2.2 The Student Travelling Behaviour and Decision Making
Based on the study by Chadee and Cutler (1996) on the insight into
international travel by student indicates that in order to gain result on travel pattern
and behaviour, respondents were asked how would they plan their trips, their sources
of finance and arrangement for accommodation.
Chadee and Cutler (1996) also indicates a number of interesting findings arise
from observation of the descriptive statistic (from a survey of 370 university in New
Zealand), which found, the fact that 90% of students planned to travel overseas has
powerful implications for the tourism industry. Most significant is the finding that
595 of respondents preferred Europe as a travel destination. These students were
primarily European and Asian, single and evenly divided between die sexes. In
addition, approximately 54% choose their destination either for the cultural
experience or for adventure. More surprisingly is 49% used the designated holiday
package and the other 51% do not use the services of travel agents in planning their
trip, which also recalled as independent traveller.
Clarke (1992) found that die younger traveller is typically looking for a novel
experience; while Ravon (1991) points out that the young traveller is usually looking
for low cost, easy access to culture, entertainment, and places of historic interest.
Bywater (1993) notes that the trend in the student and youth market is toward
greater demand for fewer hostel beds per room and more private facilities.
In their study of spring break travel of college students, Joshian, et al (1994)
found that die main motive was to get away and relax and that students themselves
generally funded trips.
22
Most important above all is, even though certain traveller likes challenging
activities, they still alert for danger diat may cause difficulty such as war, accident
and crisis. As for ETP, challenge is not so important since the tour main objective is
to gain knowledge on their field study and not to endanger the group member that
usually consists of students. However, accident or unpredictable event that occur
during the ETP is hardly to be avoiding if it is a fete but we can only prevent what
we are able to prevent.
Roehl and Fesenmaier (1992) reported that most travel experience relies on
services that are intangible, consumed simultaneously with production and that are
typically hard to standardize, travellers' perceived risk is likely to be high.
In consumer behaviour, seven components or types of risk have been
identified (Brooker 1983: Cheron and Ritchie 1982: Jacoby and Kaplan 1972;
Kaplan, Syzbillo, and Jacoby 1974) These include equipment risk, the possibility of
mechanical or equipment problems with purchase; Financial risk, the possibility that
the purchase will not provide value for the money spent; physical risk, the possibility
of a purchase causing physical danger, injury or sickness; Psychological risk, die
possibility that a purchase will not reflect one's personality or self image;
Satisfaction risk, the possibility that a purchase will not provide personal satisfaction;
social risk, die possibility that a purchase will effect odier's opinion of die consumer;
and Time risk, the possibility that a purchase will take too much time or be waste of
time.
Thompson and Cooper (1979) and Woodside and Sherrell (1977)
demonstrated empirically strong link between destination most memorable (and
accessible) in consumers' minds (measured by unaided awareness questioning) as
places to visit and attitudes and intention toward actually visiting these destination.
The exploratory study by Woodside and Lysonski (1989) resulted that, given
the unstable political and social environment, the Fiji Island would not be expected
to be included as a destination of visits in most subject's (38%) consideration sets.
Besides of that, the study also indicates the current Iran-Iraq War may be part of the
23
reason Iran was mentioned often by the subjects (17%) as an inept countiy
destination.
It is important for the purpose oh the ETP planning to gather as much
information as they can on die destination diat they would visit. This might as well
prevent some unexpected incident to occur. Hunt (1975) conducted that the
"perception held by potential visitors about an area may significant influence upon
die viability of that are as a tourist recreation region" (p.l) and Stinger (1985)
concluded that images are a crucial basis of choice and decision making in tourism"
(pi 50).
Thus, the study by (Engel, Blakwell, and Miniard 1995) indicates that
primary motivation behind information search is die desire to make better
consumption choices.
24
2.2.3 Review On The Theory Of Information Search Behaviour
The study proposed framework Figure 2.1, address this research gap by
incorporating three forces driving individual tourist to develop unique info strategies;
contingencies, tourist characteristic, and outcomes of search. The model also
incorporates prior research on die dimensionality of information search strategies.
(Fondness & Murray 1998).
The model in Figure 2.1 implies interrelationship that cannot be tested with unvariate
statistic. Information search strategy will vary as a function of die purpose of trip
(H3). The purpose of trip also will influence search outcomes (H7-H10) and tourist
characteristic (H5, H6).
CONTIGENCIES
Situational influences H1. N a t u r e of Dec i s ion Making
H2. C o m p o s i t i o n of Travel l ing P a r t y
Product characteristic H3. P u r p o s e of Tr ip H4 . M o d e of Trave l TOURIST
CHARACTERISTIC
Individual differences
INFORMATION SEARCH STRATEGY H5. Family life cycle H6. Socio-economy status
Spatial Temporal Operational Internal Ongoing Contributory Externa! Fre-purchase Decisive
r SEARCH OUTCOMES
Behavioral
H7. Length of stay H8. No. of destination visited H9. No. of attraction visited
H10. Travel-related expenses
Figure 2.1 : Model Of The Tourist Information Search Strategy Process Source: Engel, et al. 1995
25
2.2.4 The Review on the Travel Decision-making
To better understand the vacation choices of travellers, it is first necessary to
recognize diat any travel decision is not an isolated mental exercise but a step in a
series of activities.
Figure 2.2: The Information search behaviour. Source: Inskeep (1981) p.95 - 96
Referring to figure 2.2, travel decision-making can be broken down into five
steps. The first of these steps involves the recognition of need. It is during tiiis fist
step that a traveller would realized their need to take a vacation, to visits interesting
places in the state and so on.
During the information search stage, the traveller or seek alternative ways to
satisfy their need. Once enough information has been gathered, it is evaluated. At
this stage, the consumer is frequently faced with several attractive decision
alternatives.
26
In the third step of the decision-making process, a series of final decision is
made. In fourth step, various travel product and services are consumed, and in the
fifth step, judgements are made about whether diey adequately served the traveller's
needs.
2.3 Summary
The reviewed of literature studied the previous and current related
information as a guideline for the overall study. It can be summarized that
Educational Tour Program (ETP) is veiy helpful in providing true experience and
expand new knowledge on the Tourism management study. However, in conducting
the ETP, the group might face certain problem. Therefore, the needs for a proper
planning of ETP is great since touring or travelling is like buying an intangible
product that we can only presumed what the product would be. It cannot be seeing
and unpredictable event might occur during the ETP. Awareness is very importance
in order to gain effective ETP for die study of Tourism Management in Polytechnic
Johor.
CHAPTERIH
RESEARCH METHODOLOGY
3.1 Introduction
This chapter discussed on the methodology of the research process.
There are two importance data regarding to die study, which is die primaiy data and
the secondary data. The instrumental will be used to collect and measure the primaiy
data, which is an important part of tiiis research. Questionnaire sets as a part of
instrument to collect the data dian would be analyse using the Statistic Package for
Social Science (SPSS) and then presenting in tabular form and suitable chart. Thus,
the pilot study would perform to check the reliability and the validity of the
measurement instruments such as questionnaire. In everyday usage, measurement
occurs, when an establish yardstick verifies die height, weight or another feature of
physical object. How well one particular person likes to travel, like die beach or the
personality of a person is also a measurement. Measurement in research consists of
assigning numbers to empirical events in compliances with a set of rules. This will
be explained further in the chapter. Finally is die discussion and recommendation of
the research is based on the information collected and readily analyses with regarded
to the study objective and problems.
28
3.2 Research Design
Cooper and Schindler, 2000, cited several examples on the definition of
research design from leading authors such as:
"The research design constitutes the blueprint for the collection,
measurement, and analysis of data. It aids the scientist in the allocation of
his limited resources by posing crucial choices: Is the blueprint to include
experiments, interviews, observation, the analysis of records, simulation,
or some combination of these? Are the methods of data collection and the
research situation to be highly structured? Is an intensive study of a small
sample more effective than a less intensive study of a large sample? Should
the analysis be primarily quantitative or qualitative?" (Phillips, 1971. p.
93)
"Research design is the plan and structure of investigation so
conceived as to obtain answer to research questions. The plan is the
overall scheme or program of the research. It includes an outline of what
the investigator will do from writing hypotheses and their operational
implications to the final analysis of data. A structure is the framework,
organization, or configuration... the relation among variables of a study. A
research design expresses both the structure of the research problem and
the plan of investigation used to obtain empirical evidence on relations of
the problem." (Kerlinger, 1986. p.279)
This definition differ in detail, but together they give the essentials of
research design (See figure 3.1 below):
(i) The design is an activity - and time-based plan.
(ii) The design is always based on research question.
(iii) The design guides the selection of sources and types of information.
(iv) The design is a framework for specifying the relationships among the
study's variables.
29
(v) The design outline procedures for every research activity.
Thus die design provides answer for questions such as: What techniques will
be used to gather data? What kind of sampling will be used? How will time cost
constraints be dealt with?.
Figure 3.1 The Research Design Adopted from the Research Design by Schindler et al. (2001)
3.3 Sampling Design
30
The basic idea of sampling is diat by selecting some of the elements in a
population, we may draw conclusions about entire population. A population element
is the subject on which the measurement is being taken. It is the unit of study.
While an element may be a person, it can just as easily is something else. A
population is die total collection of elements about which we wish to make some
inferences Cooper & Schindler (2001). For example, the population of the current
study is die students of Diploma in Tourism Management in the Polytechnic Johor
Bahru.
A variety of sampling techniques is available. The one researcher should
select depends on the requirements of the project, it objectives, and the funds
avadable McBurney (1995).
3.3.1 The Sample Selection Process
The sample selection process needs a careful consideration. It should be
far from bias and error. The selection of the sample must be able to represent the
population diat are being studied McBurney (1995).
(a) Stratified Sampling
Most population can be segregated into several mutually exclusive
subpopulations or strata. The process by which the sample is constrained
to include elements from each of the segments is called stratified random
sampling. Their class level, school or major and gender can divide
polytechnic students. After a population is divided into the appropriate
strata, a simple random sample can be taken within each stratum Cooper
& Schindler (2001)
31
There are three reasons why the current study choose random sample
McBurney (1994):
(i) To increase a sample's statistical efficiency.
(ii) To provide adequate data for analysing the various
subpopulations.
(iii) To enable different research methods and procedures to be used
in different strata.
3.3.2 Sampling Frame
The population that die current study will work with is called the sampling frame.
For the study of "A Survey on The Educational Tour planning Among The Diploma
in Tourism Management Students in The Polytechnic Johor Bahru"", the sampling
frames recognized are;
(i) The student of Diploma in Tourism management Study from part
1 until part 6 (practical students are excluded) in Polytechnic as
the major subject of the current study.
There are 160 st udents of Diploma in Tourism management from part 1 until
part 6, in Polytechnic Johor Bahru. The desired size of die sample for die current
study is 100. The samples are determined into the subgroups based on the used of the
ETP guideline.
32
3.4 Surveys
Surveys are studies of large and small populations by selecting and studying
samples from the population to discover the relative incident, distribution, and
interrelations of variables. As part of the survey, a question will be used to measure
the extent to which die Diploma in Tourism Management (DTM) study in
Polytechnic were "influenced" by die information obtained from the Educational
Tour planning guideline.
These question asked respondents whedier (0=no, l=yes) the information
obtain from the Educational Tour Planning (ETP) guideline influenced (1) the length
of time spent during the program (2) The places visited (3) the estimated expenses;
and in addition whether the information would (4) be used to plan for future
educational tour program. The group of student here refers to the student of Diploma
in tourism Management in Polytechnic.
In further, die study also sought to explore and describe relationship between
the extent to which the were influenced by the ETP guideline and trip characteristic
such as trip purpose, travel routes as it related to the course line, information search
strategies before, during and after the trip and the perceived importance of the
guideline provided. Two stages of data collection process are proposed;
The first stage proposed a short (four-question) on-site survey, which asked
die respondent about their agreement (agree or disagree) on the Educational Tour
Program conducting for the Diploma in Tourism Management Study.
The next stage, respondents will be asked to complete die questionnaire or
interviews. At this stage need patience and flexibility.
33
As for the survey, the important thing is to do a field study that will involves
several mediods. There are such as:
3.4.1 Interviewing
Face to face interpersonal role situation in which one person, the interviewer,
ask the person being interviewed, the respondent which question are design pertinent
to the study.
3.4.2 Questionnaire
A pencil and paper measurement instrument used when data are collected by
mean of self-reporting techniques.
3.4.3 Observation
For the purpose of this study die observation will be done during Educational
Tour Program within the group member participated in the study.
3.5 Questionnaire Design
34
The important principle in designing questionnaires is to take it slowly
and carefully and to remember why the research is being done. The decision to
conduct a questionnaire survey should itself be the culmination of careful process of
thought and discussion, involving consideration of all possible techniques. The
concept and variables involved, and the relationship to be investigate - possibly in
the form of hypotheses, theories, model or evaluative frameworks- shoidd be clear
and should guide the questionnaire design process, as illustrated in Figure 3.1
35
Research strategy
Figure 3.2 Questionnaire design process.
Sources: A.J. Veal (1992), pg. 149
For die current study, die measurement instrument for die effectiveness of
the guideline provided for die Diploma in Tourism management study in conducting
tiieir Educational Tour Program will be represented by a questionnaire APPENDIX
A. The questionnaire will be dividing into five sections. However, first of all die
respondents have to fill in either the have used ETP guideline or not. This question
will classify them as a user or non-user. Then the questionnaire is construct into 3
respective sections based on each primer objectives.
(i) In first section, some question asked about die respondents own
preferable that best describes how do they like die current ETP
guideline APPENDIX A.
(ii) The second section asked about a possible recent Educational
Tour Program APPENDIX A.
36
(iii) Finally the third section asks for descriptive information on the
respondents personally. The data collected witiiin this section is
strictiy confidential and for statistical purpose only.
3.5.1 Pilot Testing.
The data-gathering phase of die research process typically begins with
pdot testing. A pilot test is conducted to detect weaknesses in design and
instrumentation and to provide proxy data for selection of a probability sample. It
should; therefore, a draw subjects from the target population and simulate the
procedures and protocols diat have been designated for data collection. If die study
is a survey to be executed by mail, the pilot questionnaire should be mailed. If the
design calls for observation by an unobtrusive researcher, this behaviour should be
practice. As stated by Cooper & Schindler (2001) die size of pilot group may range
from 25 too 100 subjects
As for the study, the number for pilot test is 20 subjects. There are the
students of Diploma in Tourism Management in the Polytechnic Johor Bahru.
3.5.2 Reliability of Questionnaire and Test
McBumey (1994), defined validity simply as the researcher's conclusion
is true or correct - that is corresponds to the actual state of the world. It is an
indication of accuracy in terms of the extent to which a research conclusion
corresponds with reality. After the pdot tests are conducted within 20 subjects, the
result indicates the degree of the validity of die measurement instruments is slightly
high, which is equal to Alpha 0.9734. [Derives from Alpha cronbach as a reliability
test should be within the rank of Alpha 0.6-1 (Mohd. Majid, 1990).]
37
Thus, after pass the validity test for the instruments is proceeding for the actual
survey. The completed analyses will be discussed in chapter 4.
3.5.3 Identification of Variables.
A variable is a qualitative or quantitative entity diat can vary or take on
different values. In this study, variables are things that are measured and represent
the concept mentioned earlier. Therefore, for the study, the entire variable identified
is recognized as independent variables and dependent variables based on the
purposed of die data collected. The use of the variables is to identify the relationship
between one data collected to anodier such as:
The relationship between the subjects used of Educational Tour planning
guideline in conducting die Education Tour Program (ETP) and user anxiety or fear
towards the programme.
Statement of variables:
The used of ETP guideline = Independent Variables
Tour group anxiety or fear towards the program = Dependent Variables.
38
3.6 Data Collection Method.
Figure 3.3: The Type of Data Sources: Nor'Ain Othman (2001),Pg. 11
As shown by Figure 3.3, the data for die study are categorized as primary
data and secondary data. Most of the secondary data are reviewed in order to obtain
a better sight to complete diis study. As for the primaiy data, the depth explanations
were discussed in diis chapter.
3.7 Two Major Division Of Primaiy Data
39
It can be seen in Figure 3.4 that the primary data were divided into the
qualitative and quantitative data. The qualitative data can be presenting in number or
quantity however most of the qualitative data is vary in kind that will be analyse with
die level of measurement as stated in Table 3.1
40
3.8 Analysis And Interpretation Of Data
The raw data is of limited value. It has to be analysed and interpreted
carefully to be of any use. For the study four separate tasks are involves;
(i) Editing (Checking the data for errors, omissions, and ambiguities)
(ii) Coding (Specifying how responses are to be entered into a computer:
e.g. for a yes-no question, a yes could be entered as a 1 and no as a 0)
(iii) Tabulating (Calculating and anranging die answer to question in
tabular form - will involve computerized statistic analysis program, but
some of it would also involve manually).
(iv) Applying statistical test and procedures (Canying out various type of
statistical procedure and test such as correlation or regression analysis
to know the strengtii-ness of the relationship between variables and t-
test or a clii-square test.).
3.8.1 Data Analysis Process
The explanation on die data analysis process can be imderstood further as
shown in figure 3.5. In most cases, the process is not sequential and linear, but more
interactive where it need reverse to some steps for further exploration.
41
Figure 3.5: The Data Analysis Process Adopted and redesign from original sources by Muhamad Jantan (2002)
The Data Analysis type is depending on the purpose of the study for such as
die descriptive research. The purpose descriptive analysis is to describe the
distribution of die variables of interest. The study typically answers the question of
"what is...?"(M. Jantan, 2002).. Furthermore die data analysing techniques used in
this descriptive Analysis are such as, the frequency distribution, cross-tabulation,
means or a mean of subgroups. The level of the measurements are such as shown in
the table bellows:
Table 3.1: Levels of measurement
Empirical Scalc Basic Operations Measurement of Typical use Average
Nominal Determination of equality Classification Male-Female
Occupations
Mode
Ordinal Determination of greater
or less
Ranking
Preference
Attitude
Median
Interval Determination of equality
of intervals
Index numbers
Temperature
Mean
Ratio Determination of equality
of ratios
Unit Produced
No. Users
Mean Geometric
Sources: Muhamad Jantan (2002)
3.9 Summary
This chapter three is important as it explained about the research design i
a study of "A Survey on The Educational Tour Planning Among The Diploma in
Tourism Management Students in The Polytechnic Johor Bahru". Through the
appropriate medtod to collect and interpret the data the study hope to find out the
tourism students needs for die educational tour planning guideline that is being
design to help them to organize the ETP. The analysis of the data for the current
study would transfer the raw data to more reliable and understandable value for a
discussion and recommendation to develop or refining toward more valuable
product. Exploratory study is used in order to gain familiarity with phenomenon
regarding the issue. The data needed for this study consists of the primary and
secondary data. The very selective components in creating data are usefid in
enhancing the data analysis.
CHAPTER 04
PRODUCT DEVELOPMENT
4.0 Introduction
The chapter discussed about the product development for the study tided "A
Survey On The Educational Tour Planning Among The Students Of Diploma In
Tourism Management In The Polytechnic". The survey is conducted to study on the
effectiveness of the product produce for die current study. The product, namely ETP
Guidebook is hope to provide die user an assistance to plan for die Educational Tour
Planning.
44
4.2 Educational Tour Guide
Educational tour guideline consists the list of a guideline for the sUident to
plan for their class Educational Tour Program. Based on Rosenah Abdul Karim,
2001, to have a good quality of the educational tour program is to plan it properly.
However, how would the student making a proper plan? To collect as much
information for die tour program is one of die needed alternatives. Therefore, the
educational tour guideline diat the study tends to produced hopes to provide the
information needed by diem. What should be include in the guideline will be based
on what the student need to know on the educational tour planning guideline such as
setting the objective for the tour, How they obtained information on the destination,
The safety of the tour program, budget planning and finally how to start a tour.
4.3 The Making Of The Collateral Material For Educational Tour
Guideline.
According to Baker and Baker (1992), there are nine (9) steps involves in
making the collateral materials, such as booklets. First step is establishing objectives
for the piece. The process of creating cost-effective and persuasive collateral
material begins in die planning stages. In this stage, selecting the right format for a
collateral piece and setting and sticking to a budget for the project are central to the
success of collateral projects. For example, although a full-colour brochure with 24
pages of expensive photos and expressive text is useful for almost every kind of
product, it may be cost prohibitive. Instead, a simple two-colour, four-page piece
may cost substantially less, work just as well, and take far less time to execute. Be
very clear on what uses and functions die collateral material will serve. You should
be able to explain in two sentences why each piece in a collateral strategy is needed
and how the piece will work together in the promotion activities.
45
Answering questions such as the following can make the objective for the collateral material:
l) Who is the audience for die piece? As always, this is the first question
you need to ask.
ii) How will the piece be distributed?
iii) What is the expected life span of the piece?
iv) Who in your organization will be distributing or using die piece?
Salesperson? Public relation department? Executives? Personnel
department?
v) What functions will the collateral piece serve diat are not served by other
marketing communications?
vi) At what point in the sales cycle wdl die piece be distributed to the
potential customer or otiier audience?
vii) What messages will die piece communicate? Be carefid to keep the
messages focused. One common mistake in collateral materials is the
attempt to say everything about a product or company in one piece.
A second step is to define a format for the piece. After careful review of
your objectives, you must determine roughly what kind of piece you need in terms of
format. Format includes specifications for size, number of colours, and paper quality.
What makes this a bit tricky is that the format dictates your budget, but at die same
time your budget dictates the format.
A tiiird step is to determine a budget for the piece. Witii the pletiiora of
format decisions made but not cast in concrete, solicit estimates for writing, design,
production, and printing. Based on your format decisions, complete a Collateral
Specifications Worksheet (see appendix 1) and send a copy to prospective vendors
for each of the primaiy services that will be used to produce the collateral project.
Step four is, hire the right vendor to produce the piece. After getting the
bids from the vendors, now is the time to decide whom to use to bring the project to
fruition. We can hire a full-service agency or design firm tiiat specializes in collateral
materials or use freelancers to write, design, produce, and print the collateral
46
projects. In addition, it is a must to choose a printer with the appropriate level of skill
and equipment to print the piece.
Step five is to develop the concept and write the copy. All but the simplest
pieces require a write to produce ideas and copy for the project. The process of
writing a collateral piece starts with a concept (idea) along with headlines for each
page or spread. The concept for a collateral piece includes a theme, style, and
suggested visual imagery. The person who writes die collateral piece or a creative
director at an agency is responsible for coming up with the overall concept. After
specifying an overall concept and organization for the piece, the concept should be
reviewed and approved. Then, after die final draft of the copy is approved, the
writer's final contribution to a project wdl be to proofread the ready-to-print
mechanical assembled by the designer.
The sixth step is, to design the piece for visual impact. Well-designed
collateral is a pleasure to look at and read. Captivating photos catch and keep the eye
and dieir captions provide just enough detail to get the reader to read the copy.
Charts explain concepts difficult to illuminate in words alone. Colour makes the
piece vibrant. The choice of type, visual, and space on die page resulted in overall
cohesiveness.
The seventh step is, to complete the preprint production. Production is the
term used for getting a project ready for printing. This starts with assembling the
type, photos, and illustrations into a mechanical. The next step is printing the piece.
This is the final step in producing collateral materials is for a print shop to lock the
finished press plates onto a press and print die job. The last step is to distribute the
finished collateral piece. After the material been published, that the collateral
material should be distributed to the target audience, as to give awareness to them.
The process of producing collateral material shows in die figure 4.1.
47
Figure 4.1: The process of producing collateral material Source: Kim & Sunny (1992).
4 8
4.4 Developing A Guidebook
In die print communications world, brochures are defined as collateral pieces,
pieces that can stand-alone. Sometimes you may call them fliers (usually one flat
sheet), pamphlets (usually several pages) or booldets (more pages), but the idea
remains the same: an abbreviated message intended to arouse interest (Nancy Riggs,
2002). Based on die statements made by Nancy, the study believes that the used of
this brochure can attract the student to read what is inside the brochure. However this
would not ended here, as tiiere is more support that would agree with the benefits of
die use of brochure to create awareness.
Technically, a brochure is a piece of printed material, folded to a convenient
size. Folds create panels - a two fold has six panels, a three-fold, eight panels.
Although brochures may be any size, usual practice is to have all panels equal, with 8
V2 x 11 or 8 I/2 x 14 paper most common. Each panel may stand-alone or be part of a
continuing text.
In the brochure developing, it should define the audience, the group to whom
it expect to attract or inform, to draw or to point (Malcom, 1999). The message
should be clear and the distribution of die brochure should reach the target audiences.
The cover is as far as many readers go unless there're strongly enticed to read
more. The brochure cover should immediately attract attention and set it apart from
other brochure in the rack. Focus die guideline image by using a simple, uncluttered
design that depicts die mood or experience a user might anticipate. A photo,
illustration, or graphic can set the brochure apart. The inside of the brochure will
include about die benefits of die guideline to die reader, how it does, how it's
operated, what it made and how it's used. (Refer to Appendix A)
49
4.4.1 Why Choose Brochures (Booklets)?
As mentioned by D. Breneman, et.al (1987), travellers often "buy" dieir tour
experience sight unseen. Brochures are die primaiy sales tool for many tourism
businesses and communities. They are clues to what the customer can expect.
Tom Quinn (2002) once quotes that a well planned and design brochures can
indeed increase awareness, but too many brochures are a waste of money. They are
eidier so poorly design that they actually drive potential user away, or so poorly
distributed that they never reach the right people.
It is recognized by D. Breneman, et.al (1987) diat the five steps are necessary
to develop better brochure to communicating the information are stated as below;
(i) Outline the brochure concept.
(ii) Write the text (copy).
(iii) Define production responsibilities.
(iv) Develop a distribution plan.
To create a brochure that convinces readers to act, one need to clearly state
brochure objectives, product image, and the target audience the information aim to
reach. The ultimate goal of die brochure diat this study aim to produced is to educate
the higher learning student as a target audience about the guideline of the educational
tour program planning. However, it would not be specific to diem only as any otiier
group can also refer to the guideline if applicable.
The major reasons to used brochure are:
(i) Hie production of brochure is easy and less expensive compare to
other communication printed media.
50
(ii) It is time saving.
(iii) It is very light and easy to distributed.
( i v ) I t is interesting and can compiled of many features and words.
4.5 S U M M A R Y
Brochure is typically defined as a piece of paper that can be folded into
several panels that consists the message that intended to arouse interest. As for the
study, the brochure will be perform as a mode of the communication for the
educational tour planning guideline. It is important to set the right objectives, to plan
the budgeting and to stress on he safety for the tour program that involves a group of
youngsters. The study chooses the brochure because it is less expensive, time saving,
easy to produced and easy to distribute and most of all can be attractive.
CHAPTER V
DATA ANALYSIS
5.1 Introduction
The chapter discussed the result on the Educational Tour Planning among the
students of Diploma in Tourism Management in Polytechnic, Johor. The significant
finding derived based on the measures and instrument developed and taken through a
surveyed. The data collected are tabulated using SPSS.
The diagram to provide for better understanding follows the interpretation of the
data in this chapter. The survey instruments can be referring in APPENDJX A to have a
clear sight regarding to the data interpreted.
5.1.1 Distribution of The Questionnaires.
One hundred copies of questionnaire were distributed to the selected
respondents among the students of Diploma in Tourism Management through the
surveyed. The survey was performed in three stages, involving stage 1: Respondents
are grouped into user and non-user, stage 2: The group of non-user was asked to
51
completed the questionnaire, stage 3: The group of user was asked to completed the
questionnaire after die Educational Tour Planning conducted witiiin the group. Even'
respondent were guiding by the surveyor in completing the questionnaire. 100% of
die questionnaire were returned consists of 50% of ETP guidebook's users and 50%
of non-users. Total number of respondents is 100 students of Diploma in Tourism
Management in Polytechnic, Johor Bahru.
5.1.2 Quantitative Result
The presentations on quantitative result were performed in tabular form of
SPSS. There are 22 main items in four sections. The first section shows the result on
the number of user and non-user, section two indicates demographic of the
respondents as statistical data only, section three presenting the significant used of
die ETP guidebook and finally, the fourth section indicates the different between die
user and non-user of the ETP guidebook. Refer to .APPENDIX C- to view the graph
of the finding analysis.
5.1.3 The Measurement Scales
t
The study about the Educational Tour Planning (ETP) among the students of
Diploma in Tourism Management in Polytechnic, Johor also presenting the Likert's
Scale as included in the survey instruments. The scale is use to indicates the ETP
Guidebook's level of influence on the user. Besides of that the better sight on the
effectiveness of the ETP Guidebook can be representing using the Likert's Scale
(Tourism Malaysia, 2001). In this study it can be seen in the aspect of the students
preferences toward the guidebook, the travel planning behaviour and their
preferences towards the ETP itself.
Refer to Landel] (1977), to measure the level of a result is based on the
value of mean score. Regarding to the study, the mean score is determined and
calculated statistically. The table of the mean score analysis can be seen in table 5.1.
The table 5.1 is referred to measure the level of the effectiveness of the ETP
guidebook.
Table 5.1: Mean for the level of the Effectiveness.
r 3 . 0 1 - 4 . 0 0 Hi2h
1 .76 -3 .00 Moderate
0 . 0 1 - 1 . 7 5 Low
5.2 Section A
The survey conducted to group the respondents into die ETP Guideline user and
non-user.
Table 5.2: Did you use ETP guideline?
F r e q u e n c y Percent Cumula t ive j
Percent j
Val id Y e s 50 50 .0 50 .0 |
N o 50 50.0 100.0 |
Total 100 100.0 j |
The table above indicates that from the total of 100 respondents, they are equally
distributed into the group of the ETP Guidebook user and non-user.
54
5.5 Section D
In section B a survey conducted to have a demographic data of the
respondents such as the gender, marital status, semester of study and age.
5.3.1 Gender
Table 5.3: Gender
Frequency Percent Cumulative Percent
Valid Male 39 39.0 39.0 Female 61 61.0 100.0 Total 100 100.0 |
The Table 5.3 and show the frequency and percentage tabulation of the
gender of the respondents. The study indicates that the female respondents are 22%
higher titan the male respondents.
5.3.2 Marital Status
Table 5.4: Marital status
Frequency Percent Cumulative Percent
Valid Yes 98 98.0 98.0
No 2 2.0 2.0 Total 100 100.0
TableS .4 indicates that only 2% of the respondents were married and the rest are not
married.
55
5.3.3 Semester of the study in Diploma of Tourism Management.
Table 5.5: Semester of The Study
Semester Frequency Percent Cumulative Percent
Valid 1 17 17.0 17.0 2 19 19.0 36.0 3 23 23.0 59.0 4 23 23.0 82.0 6 18 18.0 100.0
Total 100 100.0
The Table 5.5 indicates the different value for the number of respondents of
the ETP Guideline's user and non-user based on their semester of the study in
Diploma of Tourism Management in Polytechnic, Johor Bahru. The finding shows
diat among die ETP Guideline users, die students in semester 1 place at the first rank,
which is about 15 students, compared to die non-user diat is 14 students from
semester 4. Followed by 10 users in semester 3 and 12 students of semester 3 and 6
of the non-user. Next are the users in semester 4 and 6, which are about 9 students
and die 11 students from semester 2 that were not using the ETP Guideline. Finally,
is die students from part 2 that is about 8 users and die only 2 students from semester
1 were not using the ETP Guideline. Overall of the finding indicates that most of
die respondents were from semester 4, which are about 14 users of ETP guideline
and 9 students of non-user. Then followed by the respondents from semester 3,
semester 6, semester 2 and finally semester 1.
56
5.3.4 Age
Table 5.6: Age
Frequency Percent Cumulative Percent
Valid i Below 18 Years 16 16.0 16.0 1 18-19 Years 26 26.0 42.0 ! 20-21 Years 44 44.0 86.0 ! 22-23 Years 8 8.0 94.0 ! Above 23 Years 6 6.0 100.0 ! Total 100 100.0
Based on Table 5.6, the study indicates that. 44 % of age 20 to 21 years old
give the highest respond to die survey. Followed by 26 % at the age of 18 to 19
years old. higher of 2% dian die age below dian 18 years old and 10% from die
respondents age rank at 22 to 23 years old. The respondents' age above 23 years old
indicates die lowest about 6 respondents compared to die age rank of 20 to 21, which
are 38% higher.
57
5.5 Section D
This section indicates the significant uses of the ETP Guidebook. AH the total of
50 respondents that respond in this section have used the ETP guidebook.
5.4.1 The Reason Of Searching For Information About Educational Tour
Program
Table 5.7: Why required information about ETP.
ITEM Frequency Valid Percent Cumulative Percent
I wanted up-to-date information about ETP 10 20 TQ
I saw the Guidebook and become interested 14 28 48
It was easy and convenience to have the info. 10 20 68
1 like to organize an ETP for class 7 14 82
I will be planning an ETP sometimes soon
9 18 100
Total 50 100
Based on Table 5.7 the survey indicates that among 50 students of ETP
Guidebook's user respondents, most of them saw the ETP Guidebook and become
interested with the contents of the guidebook, which is about 14 respondents (28%).
However, less of 8% from the above give the respond as they wanted up-to-date
information about ETP and the other same value of respondents think that it was easy
and convenience to have the information about ETP. Followed by the 9 students (18%)
responded that, they will be planning an ETP sometimes soon and the other 7
respondents (14%) think that they would like to organize the tour for the classes.
58
5.4.2 Does The Information Obtained From ETP Guidebook is Dependable?
Table 5.8: Does the information obtained from ETP Guidebook is dependable.
i i j | Item i |
Frequency Valid Percent
Cumulative Percent
j Valid 1
i
Hot at all dependable 1 2.0 2.0
j Not dependable 6 12.0 14.0 ! 1 Somewhat dependable 7 14.0 28.0
! i Dependable 28 56.0 84.0
i i Very dependable 8 16.0 100.0
i i •Total 50 100.0
Mean 3.72 N= 50
The survey on the level of dependable toward ETP Guidebook on the total of 50
respondents indicates that the highest responded is on the Dependable level, which are
28 (56%) respond as shown in Table 5.8 and Chart 5.7. Followed by the 8 (16%)
respond on a very dependable level and 7 (14%) respond on somewhat dependable level.
However, the level of not dependable and not at all dependable indicates only a small
value from 50 users, which are 6 (12%) responds and the rest is 1 (2%) respondent. The
study also indicates mean for item as equal to 3.72 that fall in the significant high level
of the effectiveness.
59
5.4.3 How helpful has the ETP information from the ETP Guidebook been for
the planning and possibly having a successful Tour?
Table 5.9: How helpful was ETP Guidebook
Categories/Item Not at all helpful (1)
Somewhat helpful (2)
Very helpful (3)
Don't know (4)
Class Mode Mean
Set the objectives? 2 25 17 6 2 2.54
Designing An Itinerary? 19 25 4 2.62
What to see and do? 1 19 29 1 3 2.60
Where to stay? 4 28 15 3 2 2.34
Creating a budget? 1 20 27 2 j 2.60
Special event or performances? 1 35 12 7 2 2.30
N=50
Table 5.9 indicates the findings on the level of how helpful were ETP
Guidebook in the planning for the Educational Tour Program. The findings shows that
the level of somewhat helpful and very helpful indicates the highest respond in all of six
categories. Table 5.9 also shows that the ETP Guideline is veiy helpful in guiding the
user on what to see and do, 29 responds on the level of very helpful. The mean value is
2.60, fall into the moderately high level of the guidebook effectiveness. In creating a
budget the ETP guideline is equally helpful as the finding indicates 27 respondents on
very helpful and 20 respondents on somewhat helpful. The mean for this category is
2.60, which shows the moderately high level of the guidebook effectiveness. However,
as shown in Table 5.9, ETP Guidebook indicates significantly lower contribution on
special event or performances planning among all other categories as shows in the mean
column, which is as lower as 2.30 but still indicates of moderately high level of the
guidebook effectiveness..
60
5.4.4 "Things to gain and apply" from ETP Guidebook.
Table 5.10: How would you describe amount of "things to gain and applies" from ETP guidebook?
Frequency Valid Percent Cumulative Percent
Quite a little 2 4.0 4.0
Fair amount 10 20.0 24.0
Quite a lot 33 66.0 90.0
A lot 5 10.0 100.0
Total 50 100.0
Mean 3.82
N= 50
Table 5.10 indicates that most of the respondents that have used ETP Guidebook
feel that there were quite a lot of "things to gain and applies" from ETP Guidebook in
planning for the ETP, which are 33 (66%) respondent. Besides of that 10 (20%)
respondents responded toward the fair amount, followed by 5 (10%) respond for a lot of
things to gain and apply from ETP Guidebook. However the rest of 2 (4%) of the
respondents think that the things to gain and apply from ETP guidebook are quite a little
amount. Overall, table 5.10 indicates that the level of things to gain and apply from
ETP Guidebook for the planning of ETP is significantly high as stated in the mean
column, which are 3.82 and refer to table 5.1 the mean value indicates of the significant
high level of the guidebook effectiveness.
61
5.4.5 Overall Satisfaction Towards The Travel Information Obtained From The
ETP Guidebook
Table 5.11: How satisfy are you with the information obtained from ETP guidebook?
F r e q u e n c y V a l i d P e r c e n t C u m u l a t i v e
P e r c e n t
V e r y d i s s a t i s f i e d 1 ' 2 . 0 2 . 0
D i s s a t i s f i e d 3 6 . 0 8 . 0
M o d e r a t e l y 1 7 | 3 4 . 0 4 2 . 0
S a t i s f i e d 2 5 j 5 0 . 0 9 2 . 0
V e r y s a t i s f i e d 4 | 8 . 0 1 0 0 . 0
T o t a l 5 0 1 0 0 . 0
M e a n 3 . 5 6
N= 50
Table 5.11 indicates that most of the respondents were satisfied with the ETP
Guidebook, which are 25 (50%) responds. Besides of that 17 (34%) respondents feel
that they were moderately satisfied rath the ETP guidebook. Followed by 4 (8%) of
respondents were very satisfied. However, 3 (6%) of the respondents also feel
dissatisfied and as little as a respondent feel very dissatisfied with the overall of the ETP
Guideline for the planning of the ETP. Table 5.11 stated the overall findings on the f
respondents' level of satisfaction toward the ETP Guidebook as slightly high, as shows
in the mean column, which is equal to 3.56.
62
5.5 Section D
Section D indicates the differences in the travel behaviour and Educational Tour
planning pattern between the user and non-user of the ETP Guidebook. The total of
respondents for the survey were 100 respondents and the group of ETP guidebook user
and non-user are both equally distributed as fifty-fifty. Therefore, there are 50
respondents for the user of ETP Guidebook and another 50 respondents were not using
the ETP Guidebook. To perform the result in this section the analysis using the SPSS is
represent in cross tabulation form between the used of the ETP Guidebook and travel
behaviour and planning pattern.
5.5.1 Did you use ETP guidebook? * How would you rate your level of
familiarity with the ETP as an effective method of teaching and learning of
Tourism Study?
Table 5.12: Tabulation of the level of familiarity with the ETP as an
effective method of teaching and learning of tourism study.
1 1 H o w w o u l d y o u r a t e y o u r l e v e l o f f a m i l i a r i t y w i t h j j
E T P as a n e f f e c t i v e m e t h o d o f t e a c h i n g o r l e a r n i n g o f j T o t a l j
T o u r i s m S t u d y ? j j
S l i g h t l y
f a m i l i a r
S o m e w h a t L , - ... _ ... V e r v fam i l i a r f a m i l i a r !
E x t r e m e l y j '
f a m i l i a r ! 1
D i d y o u use E T P
g u i d e b o o k ?
Y e s 3 j 11 | 25 11 j 50 D i d y o u use E T P
g u i d e b o o k ? N o 2 i 10 i 23 ; 15 | 50
T o t a l 5 | 2 1 j 4 8 i 26 100 ,
63
Table 5.12 indicates a slightly different on the respondents' level of familiarity
towards the ETP as an effective method of teaching and learning of tourism study
between the user and non-user of ETP Guidebook. The finding shows that most of the
respondents, user or non-user are very familiar with the ETP as a method of teaching
and learning, which are 25 user respondents and 23 of non-user respondents. Besides of
that, a slight different is shown in the level of extremely familiar, which indicates 11 of
user respondents and 15 of non-user respondents. Followed by the 11 users and 10 non-
users are somewhat familiar with the course and only as little as 3 and 2 respondents of
user and non-user were quite familiar with the ETP as an effective method of teaching
and learning.
5.5.2 Did You Use ETP Guidebook? * When You Became Interested In Learning
More About ETP?
Table 5.13: Tabulation of when did the respondent became interested in
learning more about ETP.
W h e n y o u b e c a m e i n t e r e s t e d i n l e a r n i n g m o r e a b o u t E T P ? T o t a l
H a v e A l w a y s
I n t e r e s t e d
R e c e n t l y
B E F O R E I S a w
t h e E T P
G u i d e l i n e
R e c e n t l y A F T E R
I S a w the E T P
G u i d e l i n e
St i l l N o t
Rea l t y
I n t e res ted
D i d you use ETP guidebook?
Yes 21 13 16 5 0 D i d you use ETP guidebook? No 1 5 9 24 2 5 0
Total 36 22 40 2 1 0 0
From Table 5.13 the study indicates that among the user of ETP Guidebook 21
respondents have always been interested in learning more about ETP, compared to 24
64
respondents of the non-user that were interested to learn more about ETP after they saw
the ETP Guidebook. Among the user, 13 respondents are interested recently and it was
before they saw the ETP Guidebook compared to 9 respondents of the non-user. Both
the user and non-user of ETP Guidebook respectively indicate 2 respondents for not
interested at all in ETP Guidebook. Overall, the maximum responds was getting on the '
immediate interest after they saw the ETP Guidebook, which totalised to 40
respondents.
5.5.3 Did You Use ETP Guidebook? * How Would You Like To Plan For The
ETP?
Table 5.14: Tabulation of the planning pattern for the ETP?
H o w w o u l d y o u l i k e t o p l an f o r t h e E T P ? T o t a l
W e l l i n
A d v a n c e
Plan M o s t o f t h e
T o u r at H o m e
and F i l l i n
Deta i l s D u r i n g
E T P
Plan M o s t o f t he
P r o g r a m m e E n
r o u t e t o
Des t i na t i on
Plan M o s t o f
the P r o g r a m m e
O n c e R e a c h
T h e D e s t i n a t i o n
D i d y o u use
E T P
g u i d e b o o k ?
Y e s 4 4 4 1 1 50 D i d y o u use
E T P
g u i d e b o o k ? N o 31 12 4 3 * 50
T o t a l 75 16 5 4 100
The finding stated in Table 5.14 indicates that, most of the respondents planned
their ETP well in advance, which are 75 respondents, respectively 44 respondents
among the user and another 31 respondents among the non-user. However, the non-user
indicates high responds on planning most of the tour at home and fill in details during
ETP, which are 12 respondents compared to 4 user respondents. A group of the ETP
65
Guidebook's user equally states each respond on the planning most of the program en
route to the destination and each respond on the planning most of the tour once reached
the destination. However the non-user group indicates 4 and 3 respondents on each of
the previous categories.
5.5.4 Did You Use ETP Guidebook? * Had You Ever Participated In Other ETP
Before?
Table 5.15: Tabulation of the student's experiences on ETP
Had you ever participated in other ETP before? Total
Yes No
Did you use ETP guideline?
Yes 27 23 50 Did you use ETP guideline? No 37 13 50
Total 64 36 100
Table 5.15 indicates that most of the users have already participated with the
Educational Tour Program before, which are 27 of the user respondents and 37 of non-
user respondents. However, another 23 of ETP Guidebook's user and . 13 respondents of
the non-user haven' t participated in other ETP before. The Table 5.15 also indicates that
most of the respondents that had participated in other ETP before did not use the
Guideline, 37 respondents, and the 23 respondents among the user that did not
participated in other ETP before.
66
5.5.5 Did you use ETP Guidebook? * One Reason, Attraction Or Item To Select
The Destination
Table 5.16: Tabulation of a reason, attraction or item to select the destination
What the one reason, attraction or item that made you select the place as a destination of your ETP? Total
It is Near to the
Institution
It is Convenienc e to Choose
It is Cheap Staying at a Resort
To Learn More About
the Destination
Other
Did you use ETP guideline?
Yes 4 6 11 8 16 5 50 Did you use ETP guideline? No 8 15 21 4 2 0 50
Total 12 21 32 12 18 5 100
The table 5.16 indicates that most of the 32 respondents selected the destination
of ETP because it was cheap, which are about 11 respondents among the ETP
Guidebook user and another 21 among the non-user. Besides of that about 21
respondents select the destination because it was convenience to choose, which consists
of 6 respondents among the user compared to 15 respondents among the non-user.
About 8 respondents of the non-user simply pick the destination because it was near
compare to the 4 respondents of the user. However, among the user, most of them
selected a destination because they want to learn more about the destination compared to
only a couple of respondents of the non-user. Followed by the reason for staying at the
resort, 8 respondents of the non-user and 4 responds from the non-user.
67
5.5.6 Did You Use ETP Guidebook? * How Long Did You Spent For Your Recent ETP?
Table 5.17: Tabulation for how long did the student spent for ETP?
How long did you spent for your recent ETP? j
1 Total
i A Day Trip Less Than
2 Days 2-3 Days 3-4 Days j 4-5 Days j
Did you use ETP
Yes 4 9 34 2 i 1 i i |
50
guideline? No 21 15 12
i i 2 j 0 .j 50 |
Total 25 24 46 4 ! 1 ! 100 !
The finding on Table 5.17 indicates most of them had spent for 2 to 3 days for
ETP that sum to the total of 46 respondents, which grouped as 34 of the guidebook user
and the other 12 are among the non-user. Most of the ETP Guidebook user did spent for
more than 2 days on ETP. which are 37 respondents as compared to the non-user, which
states the higher value for spending the ETP on the day trip basis that are amount to 36
respondents. For less than 2 days, the study indicates the finding of 9 respondents
among the user and 15 were among the non-user. Followed by 3 to 4 days trip, indicates
both group of user and non-user states 2 respondents. For the 4 tO 5 days trip, indicates
only a respondent among the guidebook user. Overall, there are 25 respondents that
spent the ETP for a day trip basis compared to the 75 of the respondents that spent at
least 2 to 5 days for the ETP.
68
5.5.7 Did You Use ETP Guidebook? * Did Lecturer/Advisor Or Auy Authorized
Person Accompany You On Your Recent ETP?
Table 5.18: Tabulation of the student travelling companion
Did lecturer/advisor or any authorized person accompany you on your recent ETP? Total
! Yes ! No Did you use ETP guidel ine?
Yes ! 34 | 16 50 Did you use ETP guidel ine? No 41 j 9 50
Total i 75 | 25 100
Table 5.18 indicates that 34 respondents of the user group accompany by the
lecturer during recent ETP compared to the higher value of the 41 respondents among
the non-user. The study also indicates about 16 respondents of the user did not
accompany by any authorized person namely the lecturer or the subject advisor. The
value is stated higher than the non-user group, winch indicates only 9 respondents did
not accompany by any authorized person.
69
5.5.8 Did You Use ETP Guideline? * Did Your Recent ETP Lead By A Tour
Guide?
Table 5.19: Tabulation of the student travelling companion
Did your recent ETP lead by a Tour Guide? Total
Yes No Some part of the Tour only
Did you use ETP guidel ine?
Yes 16 28 6 50 Did you use ETP guidel ine? No 29 9 12 50
Total 45 37 18 100
Table 5.19 indicates that 28 respondents of the ETP Guidebook user did not lead
by the tour guide compared to the 9 respondents among the non-user. However, the
study indicates that most of the non-user, which are 29 respondents, led by a tour guide
compared to only 16 respondents among the user. Followed by the only 6 respondents of
the ETP Guidebook user compared to the 12 respondents of the non-user that were
accompany by a tour guide on some part of the tour only. Overall, the finding indicates
that most of the respondents, which are 45 respondents, led by a tour'guide.
70
5.5.9 Did you use ETP guidebook? * What type of accommodation did you and
your travel party use during recent ETP?
Table 5.20: Tabulation of the accommodation use for the ETP
What type of accommodation did you and your travel party use during recent ETP? Total
Hostel Resort Camp Site Hotel/Motel We Did Not
Stay Overnight
Others
Did you use ETP
guidebook?
Yes 15 10 11 10 4 0 50 Did you use ETP
guidebook? No ~ 3 3 5 11 19 9 50
Total 18 13 16 21 23 9 100
The findings in Table 5.20 indicates that for the ETP guidebook user, most of the
respondents stay at the hostel, which amounted to 15 respondents compared to the non
user, which states that most of the respondents did not stay overnight during their ETP,
that are about 19 respondents. Besides of that about 11 respondents among the
guidebook user stay at the campsites compare to the 5 respondents among the non-user.
Followed by the 10 respondents of the user compared to only 3 respondents among the
non-user stay at the resort. There are also 10 respondents of the guidebook user and 11
respondents among the non-user stay at hotel and only 4 respondents among the user did
not spent the ETP overnight. Overall, most of the respondents choose to stay at the
hotel, which are 21 respondents, followed by 18 respondents stay at the hotel, 16
respondents use the campsites and 13 respondents stay at the resort.
71
5.5.10 Did you use ETP guideline? * Approximate amount of money that you and your travel party spent on recent ETP?
Table 5.21: The respondent expenditure for the ETP
Approximate amount of money you and your travel party spent on recent ETP? Total
RM500 or Less
RM501-RM 1,000
RM1.001-RM1.500
RM1.501-RM2,000
RM2,001-RM2,500
RM2.501 and More
Did you use ETP guideline?
Yes 6 4 9 12 5 14 50 Did you use ETP guideline? No 15 24 4 2 3 2 50
Total 21 28 13 14 8 16 100
Table 5.21 indicates the approximate amount of money spent by the respondent
and their travel party during for the ETP. Through the survey, most of the ETP
Guidebook user spent more than RM 2,501, which are 14 respondents compared to the
majority of the non-user spent about RM501 to RML000 on the ETP. Table 5.21 also
indicates only 2 respondents among the user and 4 respondents among the non-user
respectively on the previous categories of expenditure pattern. For the expenditure less
than or RM500, stated about 15 respondents among the non-user compared to only 6
respondents among the guidebook user. For the expenditure category about R M 1,501
to R M 2,000, indicates the 12 respondents of the user and only a couple of respondents
among the non-user. Followed by the total of 9 respondents among the user, which are
higher than the 4 respondents among the non-user had spent about RM 1,001 to RM
1,501 on the ETP. The study also indicates that most of the respondents, which are 28
students, spent about RM501 to RM1,000 on the ETP compared to only 8 respondent
did spend about RM2,001- RM2,500 on the ETP.
72
5.6 S u m m a r y
The analysis on the findings for the survey on the Educational Tour Planning
among the students of Diploma in Tourism Management in the Polytechnic
significantly shows the contribution of the ETP Guidebook in assisting the
student for the planning of the ETP. This will be explaining further in Chapter
VI. The findings had been analysed through SPSS and presenting in tabular
form.
CHAPTER VI
DISCUSSION
6.1 Introduction
The chapter discuss about the findings that had been analysed in Chapter IV. The
discussion in this chapter is based on the objectives of the study, which is purposely
solved the research problem by answering to the research question. Tabular form of the
mean data distribution will be included to assists the reader for better picture about the
findings of the study. The objectives stated for the study are as following:
(a) To assess the needs of the Educational Tour planning guideline for the
Educational Tour Program (ETP) among the Diploma in Tourism Management
(DTM) students in the Polytechnic, Johor Bahru.
(b) To understand at what extend that the Educational Tour planning guideline is
helpful in the planning for ETP and really benefits the user.
(c) To understand on student anxiety and fear towards the tour program such as
what influences them on their travel decision-making is also important in order
to completed the study.
74
Therefore the research question designs for the study are such as:
(a) Research question 1
What is the ETP Guidebook can do to assists the user in their difficulties and
problems?
Justification of the research question 1:
This study is to identify how far the available information provided for
Educational Tour planning is able to solve the user anxiety or fear towards the
Educational Tour Program.
(b) Research question 2
What are the level of influences that the information obtains from the ETP
Guidebook on the user travel decision-making and their choices of travel?
Justification of the research question 2:
This study hopes to identify either the Educational Tour Planning Guideline
influences the group travel decision in the planning of their tour program.
(c) Research question 3:
What are the differences between the user of the ETP guideline and those who
are not using the guideline in the aspect of the Educational Tour Programme?
Justification of the research question 3:
The study will indicate the contribution of Educational Tour planning guideline
in persuading the educational tour group to have more value for money on their
ETP.
75
. The discussion on the findings for mean are referred to Table 6.1 to measure the
level of the effectiveness of the ETP Guidebook.
Table 6.1: Mean for the level of the Effectiveness.
| 3 : 0 1 - 4 . 0 0 High
1 . 7 6 - 3 . 0 0 Moderate
0.01 - 1.75 Low
76
6.2 How Far The Available Information Provided For Educational Tour
Planning Is Able To Solve The User Anxiety Or Fear Towards The
Educational Tour Program
The analysis made in Chapter V indicates the significant ability of the ETP
guidebook in providing the assistance towards the planning of the Educational Tour
Program (ETP). Refer to the analysis Section C in Chapter V on the use of the ETP
Guidebook and the user responds toward the guidebook.
Table 6.2: Why required information about ETP
N Minimum Maximum Mean
Why required information about 50 1 5 2.82 ETP?
Valid N (listwise) 50
Table 6.3 indicates the reason of why did the respondents required information
about ETP. The frequency table is shown in Chapter V. The Guidebook is design with
a colourful picture and word. The intention was to attract the user. The study confirm
the attractiveness of the ETP guidebook as the study indicates that the mean for the
maximum value, which represents for required information simply after they saw the
ETP Guidebook and became interested is at the moderately effective level of 2.82. The
findings also show that most of the respondent feels it was convenience to collect the
information about ETP through the guidebook. Regarding to the study puipose the
researcher had putted the ETP Guidebook at the library shelf and along the corridor of
the student routes to the class. Therefore, due to this reason the respondents feel it was
merely easy to get the guidebook and because some of the respondents are already
interested about ETP, the existence of the ETP guidebook is most welcome.
77
Table 6.3: Respondents satisfaction towards the ETP Guidebook
N Minimum Maximum Mean How satisfied are you with Information obtained from ETP guidebook?
50 ] 5 3.56
How would you describe amount of "things to gain and applies" from ETP guideline?
50 2 5 3.82
Valid N (listwise) 50
Table 6.4 indicates the mean value for the respondents satisfactions towards the
information obtain from the ETP Guidebook, which are 3.56 and the respondent
description on the things to gain and apply from the ETP Guidebook, which indicates
the mean value of 3.82. Refer to the table 6.1, the findings for both categories shows
that the level of ETP Guidebook in assisting the user to overcome their anxiety and fear
toward the ETP indicates the high level of effectiveness. Some comment made by the
respondents did mention that the simplicity of the word used in the ETP is one of the
reasons why they like the guidebook. It was easy to understand and they do not need to
put so much effort or spent a lot of time since most of the respondent feel that too many
word with a rigid presentation would make the respondent bored. The attraction of the
guidebook presentation would lead them to read the contents. As for many things of
amount to gain and apply from the ETP Guidebook the respondents agreement was
derives form the contents of the guidebook itself which are consists of the earlier
consideration on what is the planning all about, followed by the steps in making the plan
for ETP, where can the user get further information about particular destination an so
on.
78
ETP Guidebook influences on the user decision making for the planning of
the ETP
At First we must take a look at the table 6.4 on the mean column for item 1 until
item 6. The mean value shows moderately high level for each category of the ETP
guidebook influences on the student decision making on the ETP planning. To support
the influences of the ETP Guidebook tow ards the student in making the plan for ETP,
the study survey on the differences between the ETP user and the non-user.
T a b l e 6 .4 : H o w h e l p f u l w a s t h e E T P G u i d e b o o k
Item Categories N Minimum i Maximum I Mean i
'Mem helpful was IZ'IT guideline ! , ' , I 7Set tin- ohicciivcs)'' " 1 I
How helpful w as IITP guideline ' ' „ ; ^ (Dcsiunini: an Itinerarr)'' " 1 1 '
'How helpful was H I P guideline '('What to sec- and do)'1
• i I 5 0 , 1 , 4 1 2 . 6 0
illow helpful w.is I-TI' guideline <;n ' ] 1 4 ' "> 34 I (Where 10 stavf ' 1 j |
i I i 'Mow helpful was I; IP guideline ^ j ( ^ j 9 60 j (Crealim' a Imdi'cl)'''
!
How helpful uas FIT guideline , s() ' 1 I 4 * 1 "> 30 (Special Fvcnl in Performance)" " j
'Sum of All mean ! ™ .' ' ! 2-S0
ill this section, the discussion on the ability of the ETP Guidebook in assisting
the user derives based on the Table 6.4. which indicates the mean distribution for how
helpful was the ETP Guidebook 10 overcome the user anxiety or fear towards die ETP.
The study indicates that the sum of all mean is equal to 3.70 and refers to the Table 6.1;
79
the effectiveness level of for mentioned categories is slightly high. If we look at the
mean for each category, the study shows that for item 1, 8 and 9 indicates the high level
o f E T P Guidebook effectiveness. The importance things is the first categories of does
the information obtained from ETP guidebook is dependable and solve all the user
problems and difficulties indicates mean 3.72, which shows high level on the
effectiveness of the ETP Guidebook. The findings support the significant ability of the
Guidebook in providing the information to user about ETP. Besides of that, refer to item
2 until item 7, the study indicates the ability of the ETP guidebook in helping the user to
draw a plan on the program objectives, itinerary, what to see and do, budgeting and
special event or performance. Refer to the analysis in Chapter IV, most of the
respondents feel that the guidebook not really affected the plan for where to stay and
special event or performance, which indicates mean of 2.34 and 2.30. In planning the
ETP for the class with many participants, the respondent feel that they need to ask for
major opinion on where to stay, therefore the guidebook don't have much effect towards
the matter. Besides of that, the event or special performance for the tour is well planned
even before the group decide to participate in the ETP. Therefore, some of the
respondents do not need any references toward the matter. It 's only the matter of
revision to make some additional item for the program. The mean of 3.82 for the things
to gain and apply from the information provided in ETP Guidebook, again shows the
effectiveness of the contents written in the guidebook. Most of the students realize that,
a well-organised plan is needed to organise a successful tour. Any material that would
provide the a clear picture to assists them in planning the ETP is most welcome and the
study confirm that the ETP guidebook is one of the references material that can be apply
in the programme planning.
80
The Students Travelling Pattern and Preferences Toward the ETP.
The discussion in this section derives from the finding analysed in the Section D
of chapter V.
Table 6.5: The respondent's Educational Tour travelling pattern
N 1 Minimum (Maximum Mean How would you rate your level of Interest towards the ETP guideline to plan for future ETP?
100 i
2 5 3.91
How would you rate your level of familiarity with ETP as an effective method of teaching or learning of Tourism Study?
100 2 5 3.95
When you became interested in learning more about ETP?
100 1 4 2.08
How would you like to plan for the ETP?
100 1 4 1.38
Had you ever participated in other ETP before?
100 1 2 1.36
What the one reason, attraction or item that made you select the place as a destination of your ETP?
100 1 j
6 ! 3.18 ' !
How long did you spent for your recent ETP?
100 i 1 5 2.32
Did lecturer/advisor or any authorized person accompany you on your recent ETP?
100 1 i
2 1.25
Did your recent ETP lead by a Tour Guide?
100 1 3 1.73
What type of accommodation did you and your travel party use during recent ETP?
100 1 1
6 ! 3.45 1 i
Approximate amount of money you and your travel party spent on recent ETP?
1 1 1 1 j j 100 1 6 3.08
j ; ;
Sum of All mean ! 100 ! ! ! 2.52
81
First we refer back at Table 5.14, which indicates that, most of the respondents
planned their ETP well in advance, which are 75 respondents, respectively 44
respondents among the user and another 31 respondents among the non-user. However,
the non-user indicates high responds on planning most of the tour at home and .fill in
details during ETP, which are 12 respondents compared to 4 user respondents. A group
of the ETP Guidebook's user equally states each respond on the planning most of the
programme route to the destination and each respond on the planning most of the tour
once reached the destination. However the non-user group indicates 4 and 3
respondents on each of the previous categories. Through the analysed findings, it can be
told here that most of the ETP users are very particular with the need of the ETP. They
stress on the importance of the earlier planning, which usually started with the collection
of the information about the ETP or the destination of visits and other particular. It
doesn't mean that the non-user is not stress an importance toward the proper planning
for ETP, it just a matter of when do they start to plan most of this non-user did not very
particular about the plan as long as the ETP is done.
Table 6.5 indicates the mean distribution of the respondent's travelling pattern
during the ETP. The highest mean is indicates for the very familiar level of the
respondents ' familiarity towards the ETP as a teaching and learning method use in the
study of tourism. Refer to table 5.12, both of the user and non-user did familiar about
the ETP. The reason derives from the findings, indicates that the ETP had been
frequently practice among the respondents. The students realize that by organizing the
ETP they are able to learn more about the field study. The importance of the ETP are
also undeniable since some of the assignment or course work needed the students to
performed the ETP either it was a formal or informal tour. As for the interest towards
the ETP Guidebook as a reference for future ETP, the study indicates the value of mean
as 3.91, which shows the high level of effectiveness that the ETP Guidebook can be.
Some of the comment made by the respondents did agree that the ETP guidebook is
useful as a reference if one intend to organise the ETP.
82
Refer to table 5.16, the analysis indicates that most of the 32 respondents
selected the destination because it was cheap, which are about 11 respondents among the
ETP Guidebook user and another 21 among the non-user. There are obvious differences
between the user and the non-user. Besides of that about 21 respondents select the
destination because it was convenience to choose, which consists of 6 respondents
among the user compared to 15 respondents among the non-user. About 8 respondents
of the non-user simply pick the destination because it was near to the institution
compare to the 4 respondents of the user. However, among the user, most of them
selected a destination because they want to learn more about the destination compared to
only a couple of respondents of the non-user. Followed by the reason for staying at the
resort, 8 respondents of the non-user and 4 responds from the non-user. The findings
indicate differences between the user and the non-user choices for a place to visit during
the ETP. Mean for this item is 3.45, which shows a high level of the use of ETP
guidebook and the choice for destination of visits.
Refer to table 5.21 to look at the approximate amount of money spent by the
respondent and their travel part}' during for the ETP. Through the survey, most of the
ETP Guidebook user spent more than R M 2,501, which are 14 respondents compared to
the majority of the non-user spent about RM501 to RM1,000 on the ETP. Table 5.21
also indicates only 2 respondents among the user and 4 respondents among the non-user
respectively on the previous categories of expenditure pattern. For the expenditure less
than or RM500, stated about 15 respondents among the non-user compared to only 6
respondents among the guidebook user. For the expenditure categoiy about R M 1,501 •
to R M 2,000, indicates the 12 respondents of the user and only a couple of respondents
among the non-user. Followed by the total of 9 respondents among the user, which are
higher than the 4 respondents among the non-user had spent about R M 1,001 to R M
1,501 on the ETP. The study also indicates that most of the respondents, which are 28
students, spent about RM501 to RM1.000 on the ETP compared to only 8 respondent
did spend about RM2,001 - RM2,500 on the ETP. It can be concluded here that most of
the user did spent a lot for the ETP. It was due to the reason of the higher need for a
83
well-planned tour as compared to the most of the non-user whose thinking that it was
enough just a simple plan as long as the tour is done.
Refer again to Table 5.17 that indicates most of respondents had spent for 2 to 3
days for ETP that sum to the total of 46 respondents, which grouped as 34 of the
guidebook user and the other 12 are among the non-user. Most of the ETP Guidebook-
user did spent for more than 2 days on ETP, which are 37 respondents as compared to
the non-user, which states the higher value for spending the ETP on the day trip basis
that are amount to 36 respondents. For less than 2 days, the study indicates the finding
of 9 respondents among the user and 15 were among the non-user. Followed by 3 to 4
days trip, indicates both group of user and non-user states 2 respondents. For the 4 to 5
days trip, indicates only a respondent among the guidebook user. Overall, there are 25
respondents that spent the ETP for a day trip basis compared to the 75 of the
respondents that spent at least 2 to 5 days for the ETP. The finding on this item confirm
that the more the students spend for the ETP the higher their needs for a very particular
and careful planning. Hereby, the ETP Guideline is most welcome as it can offer some
assistance for the planning of the tour program. The mean for this item is stated as a
significantly high level of the contribution of ETP guidebook, which are 3.08.
Refer to Table 5.18 and Table 5.19 indicates the analysis on the
respondents travelling companion for the ETP. The study indicates that 34 respondents
of the user group accompany by the lecturer during recent ETP compared to the higher
value of the 41 respondents among the non-user. The figure shows that, since the since
the ETP were monitoring and supervise by the available advisor or lecturer, the need for
the student to make particular planning is less compare to those group who are not
accompany by any authorised person. The study indicates that about 16 respondents of
the user did not accompany by any authorized person namely the lecturer or the subject
advisor. The value is stated higher than the non-user group, which indicates only 9
respondents did not accompany by any authorized person. Refer to table 6.5, mean for
this item is 1.25, which mean that the ETP Guidebook did not really affect the user
decision on either to bring the companion or not. The issue are already decided earlier
84
before they search for information about the ETP. However the as refer to the tour guide
companion tabulation about 28 respondents of the ETP Guidebook user did not lead by
the tour guide compared to the 9 respondents among the non-user. However, the study
indicates that most of the non-user, which are 29 respondents, led by a tour guide
compared to only 16 respondents among the user. Followed by the only 6 respondents of
the ETP Guidebook user compared to the 12 respondents of the non-user that were
accompany by a tour guide on some part of the tour only. Overall, the finding indicates
that most of the respondents, which are 45 respondents, led by a tour guide. Mean for
the item is 1.73. Most of the non-user did guide by the professional tour guide and their
need for the ETP guidebook is lower compared to the user. Most of the user did not lead
by a tour guide and they all were well aware that it is very importance to make well plan
in advance and consider any problem that can occur during the tour. For those who did
not accompany by any authorized person or lead by any tour guide, their only armour
are the well preparation to avoid and overcome any difficulties that might arise during
the tour.
85
6.5 S u m m a r y
Chapter IV focused on the discussion of the finding about the Educational Tour
Planning among the students of Diploma in Tourism Management in Polytechnic. The
discussion derives from the field survey on 100 respondents. Through the discussion,
the stud)' indicates that the ETP Guidebook is very effective in assisting the user and it
can be refer for the planning of the ETP. There are some differences between the ETP
guidebook user and the non-user, especially in term of their travelling behaviour and
planning pattern. As discussed previously, most of the user indicates the higher
expenditure for the ETP compared to the non-user. Besides of that, during the ETP most
of the non-user did accompany by the authorised person or lead by the tour guide
compared to the user of the ETP Guidebook. The findings show that when the group of
student traveller are monitored or organized by somebody that they trust, their anxiety or
fears towards the ETP are less compared to those who haven't. Overall of the
discussion did mention about the effectiveness of the ETP Guidebook in assisting the
student to plan for the ETP.
B AB v n
CONCLUSION AND RECOMMENDATION
7.1 Conclusion
A survey on the Educational Tour Planning among the students of Diploma and
Tourism Management , in Polytechnic Johor, aim to encompass the effectiveness of the
ETP Guidebook to help the student to plan for a better ETP. Educational Tour Program
is an activities that involves a big sum of money, valuable time and energy to travel and
visit to other places as a destination to gain more knowledge or leam something new. In
the study of tourism ETP can be considered as an importance and effective method of
teaching and learning about tourism. Since tourism itself involve the movement of a
person called traveller or tourist from their place of origin or resident to another places
namely tourist destination. It goes with the concept of Educational Tour Programme
except that the purpose of the ETP is strictly to expand the knowledge of the travel party
or to provide a new knowledge about a particular subject of interest.
87
The study performed a field survey involving 100 respondents among the student
of Diploma in Tourism Management (DTM) in Polytechnic Johor. Through the findings
are discussion made in Chapter IV and Chapter V; the study indicates the effectiveness
of the ETP Guidebook in assisting the student to plan for future Educational Tour
Planning. The ETP Guidebook had been distributed earlier and was put on the shelves
where the students can take the copy. From 50 copy distributed and tested, the studv
indicates that the information obtained from the ETP Guideline is quite effective and
reliable.
The comment stated by the respondents supported the successful of the products
their comment mentioned about the ETP Guidebook is simple but the contents is written
nicely and easy to understand. It won't take much time to study about the ETP because
of the simplicity of the word used in ETP Guidebook.
7.2 The Study Constraints and Recommendations
The study has successfully reached its objectives as discussed in Chapter VI and
conclude in this chapter. However, there are some unavoidable difficulties and
constraints in performing the current project study about "The Educational Tour
Planning Among The Students of Diploma in Tourism Management in The Polytechnic
Johor Bahru" There are such as following:
(i) Not enough time to perform the study on more sample sizes.
(ii) The location of the field survey and the places of resident are far and
difficulties arise during the collection of the data.
88
(iii) Due to the time constraints the study are not able to cover the student
planning pattern and travelling behaviour thoroughly.
(iv) Due to Monetary constraints, the product produce for the study can only '
is performing in quite a low quality and economic materials.
Therefore considering all the constraints as mentioned previously and the other
challenges in facing the reality of conducting the study some recommendations
forwarded as following:
(i) The importance of the ETP is undeniable. Therefore, every party that are
involve in ETP should be well prepared for the program to make sure the tour
to give the most valuable return to the travel party'.
(ii) In term of the product enhancement, the study suggested that the information
gathered in the ETP Guidebook to be established to a broader viewer such as
the websites.
(iii) The product also forwarded to be tests within other population that have a
significant used for the ETP. ,
(iv) The ETP Guidebook is one of the alternative to assists the student to
understand more about ETP. Therefore it should be place at a shelf or any-
place where the targeted user can reach and take a look as references.
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appendix a
k o l e j u n i v e r s i t i t e k n o l o g i t u n h u s s e i n o n n
t e c h n i c a n d v o c a t i o n a l e d u c a t i o n d e p a r t m e n t
q u e s t i o n n a i r e f o r m :
a s u r v e y o n t h e e d u c a t i o n a l t o u r p l a n n i n g a m o n g t h e
s t u d e n t s o f d i p l o m a in t o u r i s m m a n a g e m e n t in t h e
p o l i t e c h n i c .
Thank you, for your willingness to participated in this study. Every data collected
through this survey are merely for educational purposes only.
Thank you again for all of your support
KOLEJ UNIVERSITI TEKNOLOGI TUN HUSSEIN ONN BATU PAHAT, JOHOR
Faculty of Engineering Technology Beg Berkunci 101
86400 Parit Raja, Batu Pahat Johor Darul Ta'zim
Thank you for agreeing to participate in this study. Please read each question carefully before responding. Please answer to the best of your ability and save additional comments for the last page. Your comment will better help us meet your Educational Tour Program planning needs.
As a start, I would like to know either you have used or refer to any material of Educational Tour Program guideline or not, so that we can have a better understanding to classify you as a group of a user or non-user. (Please • only one)
• Yes, I have used the ETP guidebook, and then move to question no. 1
• Not, I'm not using any material of ETP guideline, and then move to question no. 5
For office
1)
2)
I w o u l d l i k e t o b e g i n by ask ing y o u some quest ion due t o y o u r o w n preferable that best descr ibes
h o w w o u l d y o u l i ke the avai lable E T P gu idebook .
1) Currently you have referred to the available ETP guidebook. I am very interested in the reasons why you required information about the Educational Tour Program. Which of the following reason represent why you asked for information? ( P l e a s e • only one)
• I wanted up-to-date information about ETP
• I saw the brochure and become interested
D It was easy and convenience to have the information
• I like to organise an ETP for the class
^ I will be planning an ETP for the class sometime soon
• OTHER (Please Describe)
For office i
D — 2)
3)
4) 5)
6)
For office i
2) Does the information obtain from ETP guidebook is dependable and solves all your travel problems or difficulties during your tour? (Please circle only one)
Not At All Somewhat Very Dependable Dependable Dependable
1 2 3 4 5
3) How helpful has the Educational Tour planning information from ETP guidebook been for planning and possibly having a successful tour? Please rate each of the categories. (Circle one response for each item or X on the box if you don't know)
Categories Not At All Helpful
Somewhat Helpful
Very Helpful
Don't Know
SET THE OBJECTIVES ? 1 2 3 • DESIGNING AN ITENERARY? 1 2 3
WHAT TO SEE AND DO? 1 2 3 • WHERE TO STAY? 1 2 3
CREATING A BUDGET ? 1 2 3
SPECIAL EVENT OR PERFORMANCES ? 1 2 3 •
4) Overall, how satisfied are you with the travel information obtained from the ETP guidebook? (Please circle only one)
Very Dissatisfied Moderate Very Satisfied
1 2 3 4 5
5) How would you describe the amount of "things to gain and apply" from the ETP guidebook? (Please circle one)
A Little Fair Amount A lot '
1 2 3 4 5
6) How would you rate your level of interest towards the ETP guidebook to plan for future Educational Tour? (Please circle one)
Not At All Slightly Somewhat Very Extremely Interested Interested Interested Interested Interested
7) How would you rate your level of familiarity with the Educational Tour Proqram as an effective method of teaching or learning of tourism study? (Please circle one)
Not At All Slightly Somewhat Very Extremely Familiar Familiar Familiar Familiar Familiar
8) When would you say you became interest in learning more about the Educational Tour Program Please check the statement that best describes your situation? (Please • only one)
n 1 HAVE ALWAYS BEEN INTERESTED IN EDUCATIONAL TOUR PROGRAM.
• I HAVE JUST RECENTLY BECOME INTERESTED IN EDUCATIONAL TOUR PROGRAM AND IT WAS BEFORE I SAW THE BROCHURE AND REQUESTED TOUR INFORMATION
• 1 HAVE JUST RECENTLY BECOME INTERESTED IN EDUCATIONAL TOUR PROGRAM AND IT WAS AFTER I SAW THE BROCHURE AND REQUESTED TOUR INFORMATION
^ I AM STILL NOT REALLY INTERESTED IN EDUCATIONAL TOUR PROGRAM
9) People plan their tr ips in different ways. Please select the most appropriate answer due to your own preferable that describes how would you like to plan the Educational Tour Program? (Please • only one)
• I PLAN THE ENTIRE PROGRAM WELL IN ADVANCE
• 1 PLAN MOST OF THE PROGRAM AT HOME AND FILL IN THE
DETAILS DURING THE TOUR
^ I PLAN MOST THE PROGRAM ENROUTE TO THE DESTINATION
• I PLAN MOST OF THE PROGRAM TRIP ONCE 1 REACH MY
DESTINATION
• I MAKE EDUCATIONAL TOUR PROGRAM WITHOUT MUCH
PLANNING C
Next, is a set of questions which ask you about a possible recent Educational Tour Program
10) Had you ever part ic ipated in other Educational Tour Program before?
• YES • NO
11) Wha t was the one reason, attraction, or i tem that made you select the place as
a dest inat ion of your Educat ional Tour? (Please • only one)
• IT IS NEAR TO THE INSTITUTION
• IT IS CONVINIENCE TO CHOOSE
• IT IS CHEAP
• STAYING AT A RESORT
• TO LEARN MORE ABOUT THE PLACE
D OTHER (Please Describe)
12) T h e object ive of the recent Educat ional Tour Program is
13) How long d id you spent for your Educat ional Tour? (Please • one)
4 - 5 DAYS • 2) _ • 6 - 7 DAYS
• A DAY TRIP
• LESS THAN 3 DAYS
• 3 - 4 DAYS
i - j OTHER (Please fill in the blank with the number of, days, weeks or months, ' ' _ —. iifki'̂ K I I nit K\T Tt m d 11 nil //cpHI and circle which unit of time you used) NUMBER OF DAYS / WEEKS / MONTHS
For office use
2)
1) .
2) .
3) .
4) . 5)
6)
3) ,
4)
5)
14) Did lecturer/ advisor or any authorized person accompany you on recent Educational Tour Program? (Please • only one)
• YES
n NO
15) Did your recent Educational Tour lead by a Tour Guide? (Please • only one)
D YES
• NO
16) What type of accommodation did you and your travel party use during recent
Educational Tour Program? (Please • only one)
• HOSTEL
• RESORT
• CAMP SITE
• HOTEL /MOTEL
• BACKPACKERS
• WE DID NOT STAY OVERNIGHT
• OTHERS (Please Specify) =
18) To better understand the economic impact of tourism; I am interested in f inding out the approximate amount of money you and other people in your travel party spent on your recent Educational Tour Program. Please choose the best statement that best describes your estimated expenditure during the tour. (Please • only one) ;
• RM 500 OR LESS • RM 1,501 - RM 2,000
• RM 501 - RM 1,000 • RM 2,001 - RM 2,500
• RM 1 , 0 0 1 - R M 1,500 • RM 2,501 Or MORE
The final section of-the> s u r v e p i k T f o ^ ^ personally. This j a t a j s strictly confidential and used for statistical purposes only.
19) Are you? (Please • one)
• MALE • FEMALE
20) Are you married? (Please • one)
• YES • NO
21) You are taking a Diploma Of Tourism Management in part ( P l e a s e
circle only one)
22) What is your age? (Please • onej
• BELOW 18 YEARS
• 18 - 19YEARS
• 20 - 21 YEARS
• 2 2 - 2 3 YEARS
D ABOVE 23 YEARS
For office
2)
1)
2)
1) . 2) .
3) .
4) 6)
1) . 2) .
3)
4)
5)
Is there anything else you would like to share with us? Please write your comments
below.
THANK YOU
J j j j J J J J -J
Refferences:
MTPB (2001), "Annual report on Educational Tour " Annals of Tourism Report,
Malaysia Tourism Promotion Board, 3(2001)
appendixes b
The Notes On The Travel Behaviour.
1. Understanding Travel Behaviour.
To create and gam tourist awareness of the tourism product, thus, it is best for us
to understand even a basic knowledge of the tourist travel behaviour. To win their
attention even a glance would lead to an awareness of the information provided (Edward
Inskeep, 1991). This then would influence their choices of travel for the Educational Tour
Program (ETP).
1.2 Need Arousal
Kotler (1982) identifies three stages in what he calls "need arousal'. In the first
stage, external or internal stimulation triggers a predisposition to some product class. The
second stage is considering needs that can be met through purchase of an item in the
product class. In the third stage, these recognized needs activate wants.
1.3 Triggering Factors
*
External and Internal stimuli can trigger the desire to travel. Internal stimuli are
brought on by recognition of something lacking in everyday life. People raised in a
seaside community who find themselves living inland may long to hear the soothing
movement of the surf against the beach. Alternatively, a person's interest in downhill
skiing may cause them to consider a trip to mountainous terrain. It may be something
simple as boredom with the daily routine that predisposed a person to read weakly travel
section of the newspaper, thereby invoking an internal stimulus reaction. Whatever the
triggering mechanism, it is unique to the individual and is likely a product of past
experiences. (Kotler, 1982)
Externa! stimuli include exposure to advert isements conversations with
acqua in tances , or any number of other cues that lead one to consider a trip. There is a fine
line be tween an external and internal s t imulus, and it is not often possible to de te rmine
which one is responsible for the tr iggering factor. If a person begin to consider travel as a
viable opt ion , was it due to conversat ion with f r iends at dinner last week or exposure to
television advert is ing whi le watching a favouri te program? Some people maybe
constant ly s t imulated to travel, never able to shake the travel "bug ." At tempts to
unders tand tr iggering factors is the basis for m u c h academic and market research.
(Kotler , 1982)
1.4 Needs
Every person has needs that are satisfied in multiple ways. Needs are not
determined through triggering factors; they are aroused and activated. Maslow's (1954)
seminal study on identifying needs remains the predominant work referenced by most
motivation and need researchers. Maslow identifies five basic human needs in a
hierarchical, pyramid structure (Figure 1.3). Once lower order needs (those on the bottom
of the pyramid) are satisfied, people begin to work at achieving the next highest need.
Figure 1.3: Maslow's Hierarchy of Needs
Although the following discussion attempts to tie need fulfilment to travel, it is
not always possible to identify the type of need a particular travel experience fulfils.
Often multiple needs are satisfied. If a person travel somewhere with a friend to learn
about a unique ecosystem's complexities and return home to find that the social group of
which he/she is a member now holds him/her in higher esteem, the travel experience
fulfils multiple needs and motives fulfilled and expressed through destination selection.
This area of writing is as referred to Tourism Planning — An Integrated and sustainable
development approach, by M.Kotler, 1982.
(i) Physiological
Physiological needs are the most basic since they keep biological
organism alive. One could argue that physiological needs - locating shelter,
obtaining food and drink, and procreating - link all animal forms. Early humans
focused almost exclusively on maintaining life. Travel to fulfil physiological
needs can be seen in the migratory patterns of early humans, as they moved back
and forth from summer hunting ground to winter shelter areas, Travel was not
considered a pleasurable activity but a necessity of life.
(ii) Safety
*
Once basic physiological needs had been satisfied, a social system was
established agrarian base allowed an individual to produce more than he/she could
consume. Division of labour allowed certain individuals to provide sustenance
and others to develop a safety and security system. The rise of early civilizations
is a direct result of meeting safety and security needs. Establishing or protecting
boundaries and attacking enemies were some of primary motivation of early
travel.
For example, the countryside around early Rome was populated with
separate tribal groups that periodically raided other tribes to obtain food and
prevent one tribe from becoming too powerful (see Livy, Easton Press Edition,
(1978). Only when a strong tribe was able to conquer and assimilate other tribes
into their culture did the beginnings of the Roman Empire begin to take root.
Travel during this period was the anthesis of pleasure, as it more often than not
resulted in welfare and death. Even today, though civilization has supposedly
reached it highest level of evolution, safety and security needs are not yet achieve.
Travel in the form of diplomacy, or if that doesn't work, war, continues to
dominate the world scene.
(iii) Social
For many of the world's citizens, physiological and safety and security
needs have been sufficiently achieved to allow for a tourism industry to develop.
Poverty and hunger are still widespread, but the advantage of any country is able
to travel for pleasure purposes. Much of that travel fulfils social needs. Social
needs are defined as love and belonging. Travelling with or visiting friends and
relatives fall into this category of need fulfilment. Travel meets a social need.
When territorial instincts of animals give way to a sense of societal responsibility,
social needs in some form, and forms the basis of tourism industry.
(iv) Esteem t
Esteem relate to the need for recognition within one's social or
professional group. Once people feel the need to belong has been achieved, they
may begin to position themselves within the group. High status within the group
is achieved through group consensus, formal or informal. Travel fulfils esteem
need in different ways. Business travellers may not prefer to be "frequent flyers,"
but a certain status is associated with business travel. Similarly, travel for
pleasurable purpose may be an important recognition factor in certain social
groups.
(v) Self-Actualisation
Self-actualisation is the highest need on Maslow's hierarchy. An
individual achieves self-actualisation when she/he undertakes actions that provide
internal satisfaction regardless of social consequences or acceptability. Education
for the sake of acquiring knowledge instead of professional or social esteem is a
form of self-actualisation. Travel provides opportunities to learn about different
cultures, social organizations, ecosystems, humanity's role in a global society, and
so on. Travel undertaken purely for the individual's self-fulfilment is a form of
self-actualisation.
APPENDIX C
THE GRAPH ON THE DATA ANALYSIS
How Familiar Are You With The ETP as an Effective Method of Learning and Teaching Tourism Study
Not at All Slightly Somswhat Very Fam'liar Extremsly Farriliar Farritiar Fam'liar Fam'liar
Level of Familiarity
Chart 5.1: The respondent's familiarity about the ETP.
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