Learning Beyond the Classroom: Exploring Tourism Students’ Perception of Experiential Teaching Methods

Learning Beyond the Classroom: Exploring Tourism Students’ Perception of Experiential Teaching Methods

Francis Junior Quaye ¹, Michael Kissi², and Patience Hagan³

¹Senior Instructor, Department of Tourism Management, School of Applied Arts, Cape Coast Technical University, Cape Coast, Ghana

² Senior Lecturer, Department of Tourism Management, School of Applied Arts, Cape Coast Technical University, DL 50 Cape Coast, Ghana

³Administrative Assistant, Records Section, School Clinic, Cape Coast Technical University, DL 50 Cape Coast, Ghana

DOI: https://doi.org/10.51244/IJRSI.2025.12020059

Received: 01 February 2025; Revised: 10 February 2025; Accepted: 15 February 2025; Published: 15 March 2025

ABSTRACT

The tourism industry requires workers skilled with both theoretical understanding and practical competencies of the field, underscoring the importance of experiential teaching methods in the training of students. This study examines tourism students’ impressions of these methods at Cape Coast Technical University in Ghana, contrasting them with traditional instructional methods. Utilising Kolb’s Experiential Learning Theory, the study investigates students’ comprehension of experiential methodologies, their effectiveness, and the challenges they encounter. We employed a mixed-methods strategy that integrated both quantitative and qualitative data collection. We distributed questionnaires to 162 tourism students participating in a census at Cape Coast Technical University. The survey comprised both closed- and open-ended questions, enabling statistical analysis and thematic categorization. We conducted thematic analysis on open-ended questions to extract detailed feedback and suggestions from the students. The findings indicate that students predominantly prefer experiential teaching methods due to their practical relevance and engagement. Challenges with the use of the method encompass inadequate resources, inconsistent implementation, and insufficient student confidence or self-efficacy. Recommendations for improvement emphasise resource allocation, the uniform implementation of experiential techniques, and improved student engagement initiatives. This study advances the discussion on innovative teaching methodologies, offering practical insights for educators and institutions to connect more effectively with industry requirements and improve student preparedness for industry and the world of work.

Keywords: Experiential learning, Experiential teaching methods, Ghana Tourism, Kolb’s experiential learning theory, Student perceptions, tourism education, tourism curriculum innovation

BACKGROUND

The tourist industry is dynamic and complex, requiring individuals with both theoretical expertise and practical abilities (Dredge et al. (2013). However, traditional methods of teaching, including lectures and theoretical instruction, which have historically constituted the cornerstone of higher education, have proven to be inadequate in producing the kinds of graduates required by the industry. Thus, the staff requirements of the tourism industry necessitate a more practical and experiential method of education and training of students. Experiential education and training methods facilitate the development of technical competencies, critical thinking, problem-solving, and interpersonal skills vital for success in the industry (Ballantyne & Packer, 2009).

Experiential teaching approaches, emphasising learning via experience, have become a transformative strategy in higher education. These approaches, encompassing internships, field excursions, simulations, and project-based learning, facilitate the integration of academic knowledge with practical application (Kolb, 1984; Seaman et al., 2017). Experiential teaching methods, such as field trips, simulations, internships, and role-playing, are effective means to connect theory with experience (Kolb, 1984). These methods correspond with Kolb’s experiential learning theory, which underscores the importance of learning via experience and reflection.

The education sector has increasingly advanced, focusing more on student-centred learning methods that go beyond conventional classroom environments. In this regard, higher education institutions are progressively embracing experiential teaching methodologies to improve their students’ learning experiences. Research indicates that these approaches enhance students’ critical thinking, problem-solving skills, and professional competencies (Beckman & Schell, 2021; Dewey, 1938). Experiential approaches in tourism education are crucial because of the industry’s practical nature offering students real-world experience and the chance to apply academic principles (Xiang et al., 2020).

Research worldwide has emphasised the advantages of experiential learning, including increasing student engagement, strengthening academic achievement, and equipping graduates for the world of work (Billett, 2010; Ruhanen et al., 2013). Unfortunately, there are still problems like limited space, limited funds, and varying levels of student readiness that make it hard to fully enjoy the benefits of experiential learning (Hsu, 2018).

Technical universities providing tourism education have progressively incorporated experiential teaching approaches into their courses to generate industry-ready graduates. Although these strategies are theoretically advantageous, empirical evidence regarding tourism students’ perceptions of their impact on learning outcomes is scarce. The absence of tourism students’ assessment of the impact of experiential teaching methods on their learning outcomes presents a problem for educators attempting to create effective experiential learning activities that meet student requirements and expectations (Weaver & Lawton, 2010).

While experiential education methods are lauded for improving practical skills and industrial preparedness, their efficacy relative to traditional teaching methods remains ambiguous. Anecdotal data indicates that while certain students perceive these approaches as interesting and rewarding, others encounter impediments such as elevated expenses, restricted accessibility, and issues in reconciling theoretical knowledge with practical experiences (Seaman et al., 2017). These obstacles may adversely affect students’ perspectives and overall educational experiences. In the absence of a thorough understanding of these challenges, higher education institutions jeopardise the adoption of pedagogical approaches that inadequately address the requirements of tourism students or sufficiently equip them for professional positions.

The tourism sector in Ghana is becoming a crucial economic driver, considerably adding to GDP and employment (Ghana Tourism Authority, 2023). To maintain this expansion, there is an urgent requirement for capable tourism professionals. Traditionally, tourism education in Ghana has depended on lecture-based instructional approaches. Although these methods impart essential knowledge, they inadequately equip students for the actual requirements of the sector. Furthermore, certain tertiary institutions in Ghana, particularly Cape Coast Technical University, have commenced the implementation of experiential teaching methods; however, there is a paucity of research regarding students’ comprehension of these methods, the perceptions of tourism students towards experiential teaching in contrast to traditional methods, their effectiveness, and the challenges encountered. Investigating these attitudes can enhance pedagogical approaches and elevate the standard of tourism education in Ghana. This study aims to fill in that gap by looking at how tourism students feel about hands-on teaching methods, contrasting traditional methods with hands-on approaches based on student feedback, judging how well they work, finding problems, and coming up with ways to fix them.

LITERATURE REVIEW

Theoretical Frameworks

Kolb’s Experiential Learning Theory (ELT) and constructivist learning theories offer significant insights into the learning process. ELT highlights the cyclical aspect of experiential learning, whereas constructivism centres on the active production of knowledge by interaction and context. Collectively, these frameworks provide an extensive comprehension of individual learning, highlighting the significance of experience, reflection, and social interaction.

Kolb’s Experiential Learning Theory

Kolb’s Experiential Learning Theory is fundamental in comprehending how humans acquire knowledge through experience. Experiential Learning Theory asserts that learning is an ongoing process based on experience, comprising four stages: tangible experience, reflective observation, abstract conceptualisation, and active experimentation (Kolb, 1984). The stages are interrelated, establishing a cyclical process in which learners actively interact with their surroundings, contemplate their experiences, develop abstract notions, and apply these concepts in other contexts. ELT has been extensively utilised in diverse educational and training environments. Kolb & Kolb (2017) underscore the versatility of ELT across several fields, accentuating its significance in experiential learning programmes, internships, and service-learning projects. They contend that ELT cultivates critical thinking and problem-solving abilities by engaging learners in authentic situations. Moreover, McCarthy (2016) designates ELT as a framework for formulating effective pedagogical practices, especially in higher education, where active involvement is essential for information retention.

Notwithstanding its prevalent application, ELT has encountered criticism. Jarvis (2006) contends that the model reduces the intricacy of learning processes by neglecting socio-cultural influences. Illeris (2007) posits that the focus of ELT on individual experience may overlook the impact of social relationships and emotions on the learning process. These critiques emphasise the necessity of combining ELT with other theoretical frameworks of instruction to achieve holistic learning and skill acquisition. Recent studies have aimed to broaden the usefulness of ELT. A study by Armstrong & Mahmud (2021) examines the amalgamation of ELT with digital learning settings, illustrating how virtual simulations might emulate experiential learning processes. This development highlights the theory’s flexibility with contemporary methods of instruction.

Constructivist Theories of Learning

Constructivist learning theories highlight the active participation of learners in knowledge construction through engagement with their environment and prior experiences. Constructivism, grounded in the theories of Piaget (1952) and Vygotsky (1978), posits that knowledge is actively constructed by the learner rather than passively absorbed. Piaget’s cognitive constructivism emphasises the developmental phases of learning, highlighting the significance of schema building and the processes of assimilation and accommodation. Conversely, Vygotsky’s social constructivism emphasises the significance of social interactions and cultural instruments in the learning process. The Zone of Proximal Development (ZPD) is a fundamental notion in Vygotsky’s paradigm, demonstrating how learners attain advanced cognitive skills through guided assistance (Vygotsky, 1978).

Constructivist theories have significantly impacted educational methodologies. Bruner (1966) champions discovery learning, urging educators to create activities that foster investigation and inquiry. Jonassen (1999) underscores the significance of problem-based learning (PBL) and realistic activities that align with real-world circumstances. These methodologies promote profound comprehension and analytical reasoning by involving learners in significant events. Constructivist theories have major obstacles. Kirschner, Sweller, & Clark (2006) say that when there is not enough guidance in constructivist learning settings, new students may be overwhelmed, which can lead to cognitive overload. They promote a more systematic methodology, especially for novices, to reconcile the liberty of exploration with sufficient assistance.

Recent studies have concentrated on the amalgamation of constructivist concepts with digital technologies. Hrastinski & Keller (2020) examine the function of collaborative online tools in promoting social constructivist learning. Their findings indicate that digital platforms can improve learner collaboration and engagement, consistent with Vygotsky’s focus on social interaction.

Experiential Teaching Methods in Tourism Education

Experiential teaching approaches have been prominent in tourism education because they involve students in practical, hands-on learning that reflects real-world tourist industry situations. These strategies correspond with experiential learning theory (Kolb, 1984), which underscores learning via experience, reflection, conceptualisation, and experimentation. Experiential teaching methods in tourism education denote educational strategies that engage students in authentic situations, enhancing their practical skills and critical thinking. These methods encompass internships, field excursions, simulations, role-playing, and problem-based learning. They enable students to connect theoretical knowledge with practical application, providing them with skills pertinent to the industry (Chhetri et al., 2022).

Tourism education programmes frequently incorporate these teaching methods to fulfil the need for training highly skilled personnel. Also, the tourist industry’s dynamic nature requires flexible, experience-orientated learning to tackle challenges including sustainability, digital transformation, and changing client preferences (Sheldon et al., 2017). The relevance of experiential pedagogy in tourism education and training can be seen through:

Internships and Work-Based Learning: Internships are fundamental to experiential education and training, offering students direct insights into industry practices. Studies indicate that students participating in internships have enhanced professional competence and adaptability (Wang et al., 2023). Also, internship programmes facilitate the establishment of industry ties and enhance the interpersonal and managerial skills of students (Zopiatis & Theocharous, 2020).

Field tours and site visits: They allow students to see and evaluate diverse tourist attractions and hospitality facilities offering them real-world experience, enhanced learning, networking opportunities, cultural awareness, and broadened perspectives (Barton, 2017; Sotomayor, 2021).  Also, Kim & Hwang (2021) indicate that field visits markedly improve student involvement and comprehension of destination management principles.

Simulations and Role-Playing: Activities like operating a virtual hotel or developing mock tourist marketing foster decision-making and problem-solving skills. Role-playing scenarios, such as managing customer grievances, assist students in cultivating communication and interpersonal skills (López-Bonilla & López-Bonilla, 2020).

Problem-Based Learning (PBL): This requires students to solve real-world problems such as formulating sustainable tourism strategies. This approach promotes creativity and collaborative abilities, as emphasised by Chang et al. (2022).

Effectiveness of Experiential Teaching Methods

Experiential teaching approaches are widely acknowledged for their efficacy in tourism education and training providing students with practical experiences that connect theoretical knowledge to real-world application. Albattat, Azar, & Kamaruddin (2020) examined the application of experiential learning in hospitality education and investigated perspectives of both academia and industry. The results demonstrated that experiential learning activities are extensively employed and deemed more successful than conventional classroom instruction (Albattat et al., 2020). The study offered recommendations for educators to improve the implementation of experiential learning techniques to promote student learning.

A study examined the application of an experiential learning strategy in education for sustainable development (ESD) within the service industry, focusing on sustainable development for 2030. The study analysed significant influencing factors via students’ practices and emphasised the critical role of experiential learning in promoting responsible behaviour and societal change (Chang & Chu, 2022). Kumar & Kumar (2023) conducted a study to assess the impact of experiential learning on student performance in hospitality and tourism courses. The study examined different forms of experiential learning activities and their efficacy, concluding that these strategies markedly improve student engagement and performance (Kumar & Kumar, 2023).

Additionally, Li & Wang (2023) examined the attributes of tourism talent requirements in the digital age and the shortcomings of conventional tourism education and training approaches. The study offered an experiential learning model specifically designed for tourism management, highlighting the necessity for creative pedagogical methods to address the changing demands of the industry (Li & Wang, 2023). Experiential teaching methods effectively enhance tourism students’ engagement, performance, and preparedness for industry difficulties. These methodologies enhance practical skills while fostering critical thinking and adaptability, which are vital attributes in the ever-evolving tourism industry.

Tourism Students’ Perception of Experiential Learning

Experiential learning has emerged as a fundamental component of tourism education and training, providing students with practical experiences that connect academic knowledge to real-world application. Comprehending tourism students’ perspectives of this pedagogical approach is essential for instructors seeking to improve educational results. Arcodia & Novais (2019) examined participants’ motivations and views regarding a field trip in a tourism programme. The study collected data immediately following the experience and two months later, indicating that students first appreciated the possibility for practical application and networking (Arcodia & Novais, 2019). With time, their recognition of the personal and professional development gained from the event intensified, underscoring the enduring influence of experiential learning activities (Arcodia & Novais, 2019).

Research conducted by Kim and Park (2023) examined student attitudes regarding the advantages of experiential learning activities integrated with interdisciplinary learning in hospitality and tourism education and training. The results demonstrated that students regarded these integrated learning methods as advantageous, augmenting their comprehension of intricate topics and refining their problem-solving abilities (Kim & Park, 2023). Ritchie (2003) investigated tourism students’ perspectives on experiential learning via field trips in another study. The study revealed that students regarded field visits as essential elements of their education, offering insights into industrial practices and augmenting their interest in the subject (Ritchie, 2003).

A study by Li & Wang (2023) examined the attributes of tourism talent need in the digital age and the shortcomings of conventional tourism education approaches. The study offered an experiential learning model specifically designed for tourism management, highlighting the necessity for creative pedagogical methods to address the changing demands of the tourism industry (Li & Wang, 2023). These studies collectively highlight the favourable attitudes that tourism students have regarding experiential learning. They like the practical experience, improved comprehension, and personal growth that these methods promote. These insights are crucial for educators seeking to develop effective curricula that correspond with industry requirements and student anticipations.

Challenges in Experiential Learning of Tourism Students

Nwokorie (2023) emphasises that students who have insufficient exposure to practical job settings may find it challenging to integrate theoretical knowledge with real-world applications. O’Leary & Morgan (2021) similarly highlight the disparity between academic competence and professional demands. Participation in experiential teaching and learning (ETL) frequently incurs expenses associated with travel, lodging, and supplies, resulting in financial strain. Patel et al. (2022) found a disproportionate impact on students from lower-income homes, which hinders their capacity to fully participate in experience activities. Moreover, reconciling ETL operations with academic obligations and personal responsibilities is an additional hurdle. Jones et al. (2021) discovered that students often express feelings of being overwhelmed by the requirements of experiential learning, especially during peak academic times.

Universities frequently have logistical and resource limitations in coordinating ETL initiatives. Limited finance, staff shortages, and insufficient collaborations with industry stakeholders impede the efficacy of ETL projects (Smith & Brown, 2020). The COVID-19 pandemic further intensified these challenges, resulting in diminished field excursions and virtual internships (Taylor et al., 2021). A disparity between student competencies and industry requirements persists as a substantial concern. Han & Lee (2022) assert that tourism enterprises frequently anticipate students to have advanced abilities despite minimal training, resulting in unrealistic expectations. Furthermore, insufficient supervision of students during internships adversely affects the learning experience (Kim et al., 2020). Also, cultural disparities and linguistic obstacles affect ETL experiences for overseas students. Further, Xu et al. (2021) discovered that overseas students in tourism programmes frequently encounter difficulties acclimatising to workplace cultures and communicating proficiently during internships, resulting in inadequate learning outcomes.

Experiential teaching and learning provide significant prospects for tourism students; nonetheless, issues concerning flexibility, budgetary limitations, institutional restrictions, and cultural obstacles remain. Resolving these difficulties necessitates a cooperative strategy that includes students, universities, and industry stakeholders. Ongoing research and innovation in ETL tactics are crucial for effectively training tourism students for the tourism industry. It must be noted that Kolb’s Experiential Learning Theory (ELT) served as the foundation for the study, offering a theoretical framework for data collection, interpretation and connecting the results to wider educational paradigms.

METHODOLOGY

A mixed-methods study design, integrating quantitative and qualitative techniques, was used for the study. The mixed-methods study design was used because we felt a combination of them would provide a better understanding of the research problem than either method. Specifically, we used a convergent mixed methods design where we collected quantitative and qualitative data, analysed them side by side, merged the findings, and used them to understand the research problem better (Creswell & Plano Clark, 2017). Concerning the foregoing, the questions used to collect data for the study consisted of quantitative and qualitative, and closed and open-ended questions.

The questionnaire we designed was administered on a census basis, to 162 tourism students at the Cape Coast Technical University. We collected data on their socio-demographic characteristics, impressions of experiential teaching methodologies, and the challenges faced. The quantitative data collected had statistical analysis conducted on them while the qualitative and open-ended questions were analysed using thematic analysis, where we identified, analysed, and reported patterns or themes from within the qualitative data we collected. The themes reported represent significant ideas related to the research objectives and questions. The study design facilitated a thorough analysis, comprehension, and integration of the quantitative and qualitative dimensions of experience learning.

RESULTS AND DISCUSSIONS

This section provides the analysis and interpretation of data gathered from tourism students of Cape Coast Technical University via administered questionnaires. The collected data were categorised into two sections, namely, the socio-demographic characteristics of students and their perceptions of experiential teaching and learning in tourism at the Cape Coast Technical University. The following presents the analysis and interpretation of the collected data.

Characteristics of Tourism Students

The data collected and analysed on the socio-demographic characteristics of students included gender, age, academic level, programme of study, and class outcomes as presented below:

Table 1: Characteristics of Tourism Students

Gender	Frequency	Percentage
Male	64	40
Female	98	60
Total	162	100
Age (Years)	Frequency	Percentage
Under 20	33	20
20-25	110	68
26 and above	19	12
Total	162	100
Academic Level	Frequency	Percentage
Year One	40	25
Year Two	80	49
Year Three	21	13
Year Four	21	13
Total	162	100
Programme of study	Frequency	Percentage
Diploma	24	15
Higher National Diploma	35	22
Bachelor of Technology Degree	103	63
Total	162	100
Performance of students	Frequency	Percentage
First class	42	26
Second class upper	96	59
Second class lower	16	10
Pass	8	5
Total	162	100

Note: Percentages were presented as whole numbers

According to Table 1, the majority (60%) of students were females, while the rest (40%) were males. Concerning age, a majority (68%) were aged 20-25 years, followed by those who were under 20 years (20%) and those who were 26 years or older (12%). In other words, 80% of the respondents were 25 years or below. This is unsurprising, as it aligns with the typical age range of tertiary students in Ghana.

Moreover, of the respondents, a majority were second-year tourism students (49%), followed by first-year tourism students (25%), third-year tourism students (13%), and fourth-year tourism students (13%) respectively. We found out that the reasons for the majority of the tourism students being second-year students were a result of the implementation and efficacy of the department’s outreach programme during the previous academic year and the transition of diploma students into the second year of the degree programme within the department.

Furthermore, within the programme of study, the majority (63%) of the students were pursuing a Bachelor of Technology degree in Tourism Management, followed by those who were pursuing a Higher National Diploma (HND) in Tourism (22%), and those who were reading a Diploma in Tourism and Hospitality Management (15%). In other words, we could say, a total of 63% of respondents, were reading a degree in tourism management.

Concerning the performance of students, the majority (59%) had a second class upper, followed by those with first class (26%), those with second class lower (10%), and those with Pass (5%). In other words, 85% of respondents had second upper upwards showing a majority of the students were doing well in the programme.

Students’ Perception of Experiential Teaching and Learning in the Department

This part examines students’ responses to the interpretation of experiential learning, their perceptions of lecturers’ implementation of experiential teaching methods, the rationale behind these approaches, and the specific experiential teaching and learning techniques employed by lecturers. The data collected from students were analysed and presented below:

Table 2: Students’ reaction to the interpretation of experiential learning

Experiential learning/teaching	A		U		D		M
	Freq.	%	Freq.	%	Freq.	%
Experiential learning is a process where the learner needs to reflect upon the experience or activity engaged in and derive new learning (Osland, Kolb, & Rubin, 1971).	120	74	31	19	11	7	2.67
Under experiential learning and teaching, students are made to learn and develop through active participation in thoughtfully organised experiences which are work or industry-related	131	81	31	19	0	0	2.81
In experiential learning, students are expected to participate in organised activities and responsibilities, and to take initiative, make decisions and be accountable for the results (Kolb, 1984)	104	64	52	32	6	4	2.60
With experiential teaching and learning, students are engaged intellectually, emotionally, socially, soulfully and/or physically; and this makes them appreciate the learning task as authentic (Kolb, 1984)	117	72	45	28	0	0	2.72
Experiential learning tends to change students’ activity in their ways of learning by actively engaging them in posing questions, investigating, experimenting, being curious, and solving problems, assuming responsibility, being creative and constructing meaning (Kolb, 1984).	110	68	45	28	6	4	2.63
Experiential teaching and learning as an approach tend to address the needs and wants of students and is related to their personal change and growth (Rogers, 1969 as cited in Beard, 2010)	114	70	45	28	3	2	2.68

Note: 3= Agree; 2 = Uncertain; and 1 = Disagree; the numerical codes were strictly dummies; A= Agree; U = Uncertain; D = Disagree; and M=Mean

According to Table 2, the majority of students, with a mean score of (2.81), concurred with the assertion that experiential learning and teaching facilitate learning and development through active participation in meticulously organised, work or industry-related experiences. This was followed by the statement regarding experiential teaching and learning, which posited that students engage intellectually, emotionally, socially, soulfully, and/or physically, thereby enhancing their appreciation of the learning task as authentic (Kolb, 1984), with a recorded mean response of (2.72). Furthermore, a mean agreement scores of 2.68 was noted regarding the assertion that experiential teaching and learning as an approach cater to students’ needs and desires, correlating with their personal transformation and development (Rogers, 1969 as cited in Beard, 2010). Additionally, experiential learning is a process wherein the learner must reflect on the engaged experience or activity to derive new insights (Osland, Kolb, & Rubin, 1971:67) recorded a mean of (2.67). Also, students responded in agreement with a mean score of (2.63) that experiential learning alters students’ engagement in their learning processes by actively involving them in questioning, investigating, experimenting, fostering curiosity, problem-solving, assuming responsibility, exercising creativity, and constructing meaning (Kolb, 1984). The subsequent statements exhibited the lowest mean agreement (2.60) that in experiential learning, students are anticipated to engage in structured activities and responsibilities, take initiative, make decisions, and be accountable for the outcomes (Kolb, 1984). This indicates that the majority of students in the tourism department regard experiential learning as an activity that facilitates learning and development through active engagement in carefully structured, work-related situations.

Table 3. Students’ perception on lecturer’s use of experiential teaching methods in their delivery and reasons

Students’ Responds	Freq.	%
Yes	136	84
No	26	16
Total	162	100

According to Table 3, one hundred thirty-six (136) students, constituting 84%, affirmed “Yes,” indicating that tourism lecturers employ experiential teaching methods in their course delivery, while 26 students, representing 16%, affirmed “No,” indicating that tourism lecturers do not utilise experiential teaching methods in their course delivery. It can be inferred from the above analysis that tourism instructors employ experiential teaching methodologies in their course delivery.

Furthermore, the aforementioned comments from the table prompted students to elaborate on their reasoning, leading them to provide multiple justifications for lecturers’ use of experiential teaching approaches in their course delivery. The majority of respondents who answered ‘Yes’ indicated that lecturers engage students in their courses by providing opportunities for class presentations, which facilitate the connection between theoretical knowledge and fieldwork experiences. Additionally, students noted that lecturers’ use of experiential learning enhances their practical understanding by incorporating real-life examples, thereby clarifying the theoretical components of the courses. Additionally, students who answered ‘No’ reported a scarcity of resources and noted that lecturers primarily focus on academic instruction without incorporating experiential learning techniques.

Table 4. Specific methods of experiential teaching and learning lecturers use

Teaching methods	Freq.	%	Rank
Presentation	131	81	1
Role playing/drama	72	47	4
Tours and Field Trips	96	59	2
Event organization	42	26	9
Walking tours	62	38	6
Internship	65	40	5
Tour organization	47	29	8
Guest speakers from industry	19	12	10
Fieldwork and practical assignments	54	33	7
Class or group discussion	89	55	3

Note: This was a multiple response table; therefore, total or percentage will not necessarily add up to 162 or 100%.

According to Table 4, one hundred thirty-one (131) students, constituting eighty-one percent (81%), expressed that the predominant experiential teaching and learning method employed by lecturers is presentation. This is followed by ninety-six (96) students, representing fifty-nine percent (59%), who indicated that tours and field trips are utilised in experiential teaching and learning methods. Furthermore, eighty-nine (89) students, accounting for fifty-five percent (55%), from the tourism management department affirmed that class or group discussions were the experiential teaching and learning methods lecturers use

Additionally, seventy-two (72), constituting 47%, said that lecturers employ role playing/drama, while sixty-five (65), or 40%, confirmed the employment of internships. Furthermore, sixty-two (62), representing 38%, claimed that walking tours are utilised, and fifty-four (54), accounting for 33%, asserted that lecturers implement fieldwork and practical tasks. While 47 individuals (29%) acknowledged participation in tour organisation, 47 (26%) indicated event organisation, and guest speakers from the sector received the lowest response with 19 (12%). This indicates that the experiential teaching and learning methods predominantly employed by lecturers in the tourism management department were presentations, excursions, field trips, and class or group discussions.

Students’ Comparison of the Experiential Teaching Methods and Traditional Methods of Teaching

This section addresses students’ perspectives on the comparison between experiential teaching methods employed by their lecturers and traditional teaching methods utilised in tertiary institutions, as well as students’ preferences for the pedagogical approaches that lecturers should adopt to enhance learning and comprehension. The retrieved data were examined and interpreted below.

Table 5. Students’ comparison of the experiential teaching methods used by their lecturers to the traditional methods of teaching used in tertiary institutions

Statements	Freq.	%
The experiential teaching methods are better and more effective.	131	81
The experiential teaching methods are more student-centred.	94	58
The experiential teaching methods allows students to actively participate in their studies.	109	67
The experiential teaching methods connects students’ learning to real life situations or real industrial problems and situations.	94	58
Experiential teaching methods produces meaningful learning for students.	89	55
The traditional methods of teaching (example, lecture) are better.	50	31
Traditional methods of teaching may tend to be uninvolving or unmotivating for students as compared to experiential teaching methods (Wurdinger & Carlson, 2010).	45	28

Note: This was a multiple response table; therefore, total or percentage will not necessarily add up to 162 or 100%.

As shown in Table 5, one hundred thirty-one (131) students, constituting 81%, believe experiential teaching methods are better and more effective. This is followed by 109 students (67%) who asserted that these methods facilitate active student participation in their studies. Additionally, 94 students (58%) indicated that experiential teaching methods are more student-centered and effectively link students’ learning to real-life situations or industrial challenges. Ninety-eight students (55%) indicated a preference for traditional teaching methods, such as lectures, while fifty students (31%) expressed that these methods may be uninspiring or demotivating compared to experiential teaching approaches (Wurdinger & Carlson, 2010). This indicates that a greater number of students regarded experiential teaching approaches as superior and more effective than standard teaching methods.

Table 6. Students’ preference for the teaching and learning approach lecturers should use to facilitate learning and understanding

Students’ Preference	Freq.	%
Experiential teaching and learning	147	91
Theoretical/traditional teaching and learning	15	9
Total	162	100

Table 6 indicates that one hundred and forty-seven (147) tourism students, constituting 91%, preferred an experiential teaching and learning approach for enhanced comprehension, whereas 15 students, representing 9%, favoured a theoretical/traditional teaching and learning approach. This unequivocally demonstrates that the majority of tourism students are at ease with practical teaching and learning employed by tourism instructors. The majority of tourism students favour the experiential teaching and learning style employed by their instructors to enhance their comprehension and learning.

Effectiveness of Experiential Teaching and Learning Methods on Students Learning and Performance

This section looks at students’ evaluations of the effectiveness of experiential teaching and learning methods employed by their instructors, focusing on their learning and performance, the strategies utilised by students to enhance the effectiveness of their experiential learning, and their feedback regarding the assessment tools used by lecturers to evaluate the outcomes of their experiential learning, along with students’ perspectives on the consequences of experiential learning and teaching. The responses supplied by the students were evaluated and displayed below.

Table 7: Students’ assessment of the effectiveness of the experiential teaching and learning methods used by their teachers, in terms of their learning and performance

Issues	Freq.	%
They are effective in enhancing learning and performance	154	95
They are not effective in enhancing learning and performance	8	5
Total	162	100

Table 7 reveals that one hundred and fifty-four (154) tourism students, comprising 95%, affirmed the efficacy of experiential teaching and learning methods in improving their learning and performance, while 8 students, representing 5%, contended that these methods are ineffective in this regard. Experiential teaching and learning strategies employed by lecturers are evidently successful and improve the learning and performance of tourism students.

Table 8: Strategies students used to ensure the effectiveness of their experiential learning

Strategies Used to Ensure the Effectiveness of Experiential Learning	Freq.	%
Soliciting feedback from your lecturers and/or peers	125	77
Writing down your experiences from the activities engaged in	89	55
Reflecting on the activities engaged in to learn some key lessons	55	34
Discussions with peers and/or lecturers after the experiential learning activities engaged in	89	55

Note: This was a multiple response table; therefore, total or percentage will not necessarily add up to 162 or 100%.

Table 8 illustrates the strategies employed by tourism students to optimise the efficacy of their experience learning. One hundred twenty-five (125) students, constituting 77%, confirmed their practice of soliciting feedback from lecturers and/or peers. Additionally, 89 individuals, representing 55%, indicated that they document their experiences from the activities undertaken and engage in discussions with peers and/or lecturers following their experiential learning. While 55 pupils (34%) confirmed that they reflected on the actions undertaken to learn essential lessons. The majority of students employ the method of seeking feedback from their lecturers and/or classmates to enhance the effectiveness of their experiential learning.

Table 9: Students’ responses on the tools of assessment used by lecturers to assess the outcomes of their experiential learning

Tools of Assessment	Freq.	%
A report	58	36
An activity/event	50	31
A tour organised	65	40
A fieldwork	26	16
Research work	62	38
A presentation	105	65

Note: This was a multiple response table; therefore, total or percentage will not necessarily add up to 162 or 100%.

According to Table 9, one hundred and five (105) students, constituting 65%, indicated that lecturers utilise presentations to evaluate the outcomes of their experiential learning. Additionally, 65 students, or 40%, reported that lecturers employ organised tours, while 62 students, representing 38%, stated that research work is used for assessment. Furthermore, 58 students, accounting for 36%, confirmed that lecturers utilise reports to assess the outcomes of their experiential learning. While 50 individuals (31%) acknowledged the utilisation of an activity or event, the least utilised, fieldwork, recorded 26 individuals (16%). Presentations are perceived by most tourism students as the primary method employed by lecturers to evaluate their experiential learning outcomes.

Table 10: Students’ opinion on consequence/outcome of experiential learning and teaching

Consequence/ Outcome of Experiential Learning and Teaching	A		U		D		M
	Freq.	%	Freq.	%	Freq.	%
Helps develop students team membership skills.	139	86	23	14	0	0	2.85
Helps teacher recognises and encourages spontaneous opportunities for learning.	117	72	36	22	10	6	2.67
It provides learning experience that includes the possibility to learn from the natural consequences, mistakes and successes of the activities engaged in.	131	81	31	19	0	0	2.80
Experiential teaching and learning enable students to acquire job skills and make them more employable.	120	74	42	26	0	0	2.74
It helps students to learn how to learn; and to retain more of what they learn or are taught by their teachers.	110	68	42	26	10	6	2.61
It empowers students as learners and makes them more predisposed to take initiatives and become more entrepreneurial.	110	68	42	26	10	6	2.61
It helps develop students’ confidence in tackling unfamiliar problems.	120	74	42	26	0	0	2.74
It helps students develop their problem-solving skills.	123	76	32	20	7	4	2.71

Note: 3= Agree; 2 = Uncertain; and 1 = Disagree; the numerical codes are strictly dummies; A= Agree; U = Uncertain; D = Disagree; and M=Mean

Table 10 indicates that the mean score of 2.85 reflects the highest proportion of students who concurred that one outcome of experiential teaching and learning is the enhancement of team membership skills. This is closely followed by the assertion that it offers learning experiences that encompass opportunities to learn from the natural consequences, errors, and successes of the activities undertaken, which yielded a mean of 2.80. The mean response of 2.74 from students indicates that experiential learning and teaching enhance their confidence in addressing unfamiliar problems and facilitate the acquisition of job skills, thereby increasing employability. Also, response of students with a mean score of (2.71) indicated that it improves their problem-solving abilities. Furthermore, students with an average response of 2.67 affirmed that it assists teachers in identifying and fostering spontaneous learning opportunities, while those with the lowest average response of 2.61 concurred that the potential benefits of experiential teaching and learning include enhancing students’ ability to learn autonomously, improving retention of knowledge imparted by teachers, and empowering students as learners, thereby increasing their inclination to take initiative and adopt an entrepreneurial mindset. The majority of tourism students participating in the study believed that the primary benefits of experiential teaching and learning are the enhancement of team membership skills and the provision of learning experiences that allow for insights gained from the natural consequences, errors, and successes of the activities undertaken.

Students’ Challenges with the Experiential Teaching and Learning Methods used by Lecturers

This section examines the issues faced by students about experiential teaching and learning employed by lecturers, with the open questions analysed and categorised into the themes below.

Theme 1: Inadequate resources for experiential learning

Students have recognised a significant challenge: the absence of vital resources, like transportation, equipment, tools, and materials, important for promoting experiential learning. Students explicitly indicated that the lack of departmental vehicles restricts their capacity to undertake instructional excursions, which are essential for acquiring practical experience. This discovery corresponds with recent work highlighting the significance of logistical support in improving experiential learning. Johnson et al. (2023) emphasise that access to resources and infrastructure is essential for the effectiveness of experiential education, enabling students to link theoretical knowledge with practical applications.

Theme 2: Inconsistent implementation of experiential teaching methods

Students noted that experiential teaching and learning are infrequently and ineffectively implemented by professors, with certain lecturers not utilising these methods whatsoever. This inconsistency undermines the quality of education and restricts students’ access to practical experiences. Prior research substantiates this concern, as Okolie et al. (2023) contend that the absence of standardisation in the implementation of experiential learning methodologies frequently results in lost chances for student involvement and skill enhancement. Successful implementation necessitates organised training and the continual application of experiential methods of instruction across courses.

Theme 3: Lack of confidence and skill application

Students indicated low confidence levels, which impede their capacity to demonstrate and utilise the skills acquired throughout their education. They ascribed this to insufficient possibilities for presentations and discussions, which could facilitate the development of confidence and the mitigation of public involvement anxiety. Recent research (e.g., Brown & Carter, 2023) highlights the significance of self-confidence in experiential learning, indicating that students who engage in practical tasks and public interactions frequently demonstrate enhanced professional competencies and self-assurance.

Students’ Recommendation for Addressing the Challenges Students Face with Experiential Teaching and Learning Methods used by their Lecturers.

This part examines the student’s proposals for addressing the issues related to experiential teaching and learning employed by lecturers, with the analysed open questions shown below.

Students put up multiple pragmatic solutions to tackle these difficulties. Initially, they proposed the allocation of departmental buses or automobiles and a pledge to facilitate several travel excursions each semester to augment practical exposure. Secondly, they urged instructors to integrate more experiential teaching methods and to maintain uniformity in their implementation. Third, they underscored the necessity of providing students with contemporary technology and pertinent tools to conform to market requirements. Students ultimately suggested more opportunities for presentations and conversations to enhance their confidence and refine their public speaking and professional skills. The recommendations align with the findings of Wang et al. (2023), who assert that a comprehensive approach—incorporating resource allocation, technological integration, and skill development—is crucial for promoting effective experiential learning.

CONCLUSION

Experiential teaching methods noticeably improve student engagement, practical skill acquisition, and preparedness for the industry in tourist education. Students at Cape Coast Technical University regard these methods as preferable to conventional education for linking academic knowledge with practical applications. Nonetheless, impediments such as constrained resources, erratic execution, and insufficient student confidence impede their complete potential. Overcoming these obstacles through enhanced resource distribution, uniform teaching methodologies, and skill development programs can optimise the advantages of experiential learning. By adopting these recommendations, tertiary institutions can more effectively equip graduates for the evolving requirements of the tourist sector, as this research highlights the necessity for a comprehensive approach in tourism education that integrates theory and practice.

Study Implications

This research possesses considerable theoretical and practical ramifications for tourism education and other fields. Initially, it enhances the academic debate on experiential learning by offering empirical insights into the perceptions, obstacles, and efficacy of experiential teaching approaches as viewed by tourism students. This work targets a specific setting, so addressing a significant gap in the literature and contributing to the expanding research on novel teaching methodologies (Hsu, 2018; Ruhanen et al., 2013). The results of this study have immediate consequences for curriculum development and teaching methodologies in higher education institutions. By comprehending students’ preferences and obstacles, educators can optimise their pedagogical methods to improve learning outcomes, increase student engagement, and adequately equip graduates for the requirements of the tourist sector (Dredge et al., 2013; Ballantyne & Packer, 2009). This corresponds with the overarching objective of education that is to provide students with both academic understanding and practical skills.

The study externally aids the tourism sector by fostering the cultivation of a proficient staff. This research provides insights that can align academic instruction with industry demands, ensuring graduates acquire the necessary abilities and experiences to thrive in professional environments (Weaver & Lawton, 2010). Furthermore, the study’s results can guide policymakers and institutional leaders in their efforts to establish experiential learning as a fundamental aspect of effective education (Billett, 2010). This research enhances the greater dialogue on educational innovation, emphasizing the capacity of experiential teaching approaches to revolutionize learning experiences and outcomes. The study provides practical ways for improving the efficacy of experiential learning in tourism education and other fields by addressing student concerns and integrating their recommendations.

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