Action Research for Developing Collaborative Learning Processes Among Students in the Culinary Technology and Service Program Under the Context of Hospitality Management Course

Abstract

This action research aimed to examine students’ collaborative learning behaviors, analyze the development of 21st-century skills, and evaluate students’ learning achievement through a collaborative learning process in a Service Management course. The sample consisted of 38 undergraduate students in the Culinary Technology and Service program. Data were collected using questionnaires, in-depth interviews, classroom observations, performance-based assessments through service simulation, and group report analysis. The findings revealed that students demonstrated collaborative learning behaviors at a high to highest level, particularly in terms of idea exchange and teamwork. Qualitative data indicated that the collaborative learning process enhanced students’ self-expression, active listening, shared decision-making, and acceptance of diverse perspectives. In terms of learning achievement, students were able to plan and solve problems systematically, with performance scores ranging from good to very good. Furthermore, document analysis reflected students’ abilities in organizing content, using academic language, and delivering creative presentations, along with clear role distribution and reflective practices within groups. In conclusion, the collaborative learning process had a positive impact on students’ learning behaviors, 21st-century skills, and learning achievement. These competencies are essential for workforce readiness in the service industry in the 21st century.