Perceived Digital Technology Use and Assessment Alignment in Tourism and Hospitality Vocational Education
DOI:
https://doi.org/10.57176/yymb1977Keywords:
assessment alignment, digital integration, hospitality education, student evaluation, vocational tourism educationAbstract
Digital transformation requires tourism and hospitality vocational education to align technology with communicative and procedural learning outcomes. This studyi mplements a quantitative, nonexperimental study that examined student evaluations of media and technology utilization and perceived alignment between grades and learning outcomes at Politeknik Pariwisata Makassar. Secondary questionnaire reports from seven classes in the Odd Semester of 2025/2026 were analyzed using exact item-by-rating frequencies. The dataset represented 208 valid responses from 209 enrolled students (99.52%). Item 5 measured media and technology utilization, while Item 9 measured perceived alignment between grades and learning outcomes. Frequency-weighted descriptive procedures showed very high ratings for Item 5 (M = 4.76, SD = 0.59; 81.73% Very Good) and Item 9 (M = 4.73, SD = 0.59; 78.37% Very Good). Kruskal-Wallis tests did not identify statistically significant differences among the seven classes for Item 5, H(6) = 11.48, p = .075, epsilon-squared = .027, or Item 9, H(6) = 11.70, p = .069, epsilon-squared = .028. Course-type comparisons were also nonsignificant. At the class level, Item 5 and Item 9 means were strongly associated, Spearman rho = .893, p = .007; however, this ecological result cannot be interpreted as an individual-student correlation. Because the source reports preserved only marginal item frequencies, Cronbach's alpha, item-total validity, factor analysis, and individual-level correlation or regression were not statistically identifiable. The findings support positive but course-sensitive digital pedagogy and demonstrate the importance of matching analytical claims to the structure of institutional evaluation data.
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