I.
Background of the Class
During the First Semester of Academic Year 2025–2026, I handled NGEC 8 (Ethics) for the Bachelor of
Science in Hospitality Management (BSHM) first-year students, Set A. The class was composed of fifty
(50) officially enrolled students. As a General Education Course under the CHED-mandated curriculum,
NGEC 8 aims to develop students’ ethical awareness, moral reasoning, and values formation, particularly
in relation to personal, social, and professional life.
Being a first-year class, the students were in the initial stage of adjustment to college education. Most of
them were still orienting themselves to the academic demands, institutional policies, grading system,
and expectations of college-level learning.
II. Classroom Experiences and Challenges
Several challenges were observed during the conduct of the course. Many students initially appeared
disoriented and unfamiliar with classroom discipline, academic responsibility, and independent learning.
Some students struggled to transition from senior high school to college life, which affected their level
of engagement and seriousness toward the subject.
Attendance and punctuality were recurring concerns. A number of students frequently arrived late,
while others were often absent from class. These attendance issues negatively affected their
participation in discussions and understanding of course concepts.
Academic performance during quizzes and other assessments also reflected these challenges. Several
students obtained low scores, indicating insufficient preparation and study habits. There were also
instances where some students attempted to cheat during quizzes, which required immediate
intervention and reinforcement of academic integrity and ethical conduct—principles that are central to
the course.
In terms of class participation and completion of requirements, one student, was never personally
encountered throughout the semester due to non-attendance. Furthermore, four (4) students—were
unable to take the final examination administered for the course.
III. Teaching Strategies and Interventions
Despite the challenges, efforts were made to sustain effective teaching and learning. Classroom policies
and expectations were consistently reiterated to promote discipline and accountability. Ethical concepts
were explained using real-life situations and practical examples relevant to the hospitality industry to
help students appreciate the importance of ethics in their future profession.
Discussions, reflective activities, and guided questioning were employed to encourage critical thinking
and moral reflection. Instances of academic dishonesty were addressed constructively by emphasizing
honesty, responsibility, and ethical decision-making rather than purely punitive measures.
IV. Outcomes and Observations
By the end of the semester, while many students still obtained low final grades, gradual improvement in
awareness and classroom behavior was observed among some learners. The experience highlighted the
reality that academic performance among first-year students varies widely due to adjustment difficulties
and personal circumstances.
Although numerical grades reflected learning gaps, the course contributed to students’ exposure to
ethical principles and moral accountability. The class experience underscored that learning outcomes in
Ethics extend beyond grades and include character formation, value development, and self-awareness.
V. Reflection and Conclusion
This teaching experience emphasized the importance of patience, adaptability, and understanding in
handling first-year college students. Teaching NGEC 8 to BSHM Set A was challenging yet meaningful, as
it involved guiding students not only academically but also morally and personally during a critical
transition period in their education.
The experience reaffirmed my belief that grades do not solely define a student’s potential or character.
As an educator, my role extended beyond instruction to mentoring, guidance, and encouragement.
Despite the difficulties encountered, the experience contributed significantly to my professional growth
and reinforced my commitment to values-based education in alignment with CHED’s goals for holistic
student development.