TOURING THROUGH LEARNING: ASSESSING INTRAMUROS ROLLING TOUR EXPERIENCE FOR 1ST YEAR BSTM STUDENTS AT BESTLINK COLLEGE OF THE PHILIPPINES

Abstract

This study evaluates the effectiveness of the Intramuros Rolling Tour as an experiential learning tool for first-year Bachelor of Science in Tourism Management students at Bestlink College of the Philippines. Intramuros, a historic district in Manila, provides a culturally immersive environment ideal for enhancing the academic and practical knowledge of aspiring tourism professionals. Employing a descriptive research design, the study collected data from 50 first-year students who participated in the tour. The research focused on assessing students' perceptions of the tour's educational value, level of engagement, and overall satisfaction. The research design for assessing the Intramuros Rolling Tour among first-year Bachelor of Science in Tourism Management students at Bestlink College of the Philippines utilizes a descriptive approach. The study aims to evaluate students’ comprehension, engagement, and ability to connect theoretical knowledge with real-world experiences. A multifaceted assessment strategy is employed, beginning with pre-tour activities such as quizzes and research assignments to ensure that students understand the historical and cultural significance of Intramuros. This foundational preparation supports deeper learning during the tour experience. Findings indicate that the Intramuros Rolling Tour significantly enhanced students’ understanding of historical contexts, architectural heritage, and cultural significance, fostering a deeper appreciation for Philippine tourism. Additionally, students expressed increased enthusiasm for pursuing further studies and careers in the tourism industry. However, challenges such as logistical issues and time constraints were identified. These insights led to recommendations aimed at improving the planning, pacing, and overall experience of future tour implementations. This research underscores the vital role of experiential learning in tourism education, demonstrating that practical exposure to cultural heritage sites significantly enriches academic understanding and better prepares students for real-world industry challenges. By integrating hands-on experiences with classroom instruction, educational institutions can more effectively equip future tourism professionals with the necessary skills, cultural sensitivity, and industry insights. The findings contribute meaningful perspectives to the ongoing discourse on effective tourism education practices and encourage further exploration of experiential learning methodologies within the tourism curriculum.