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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