THESIS ACCOMPLISHMENT AMONG HOSPITALITY UNDERGRADUATES: EXAMINING THE INFLUENCE OF INFORMATION SEEKING, READING COMPREHENSION AND WRITING SKILLS, AND SUPERVISION

Abstract

This study aims to examine the relationship between key academic competencies namely information seeking, reading comprehension and writing skills, and supervision—and their influence on thesis accomplishment among undergraduate hospitality students. It further identifies the most significant predictor contributing to successful thesis completion. A quantitative cross-sectional research design was employed using a structured, closed-ended questionnaire. Data were collected from 80 hospitality undergraduate students and multiple regression analysis was conducted to analyse the usable data. The findings revealed that information seeking, reading comprehension and writing skills, and supervision are all positively associated with thesis accomplishment. Among these, reading comprehension and writing skills emerged as the strongest predictor of successful thesis completion. This study offers valuable insights for academic advisors, faculty members, and curriculum developers by highlighting the academic competencies that most influence students' ability to complete their thesis. These findings may inform targeted interventions or support mechanisms to enhance thesis outcomes among hospitality students. This research contributes to the limited body of knowledge on undergraduate thesis success within the hospitality education context, offering a focused analysis on the predictors of thesis accomplishment.