WEST BAY COLLEGE

Alabang, Muntinlupa City

MOTIVATION AND EXPECTATION OF STUDENTS IN PURSUING

MARITIME EDUCATION

An Undergraduate Thesis Presented to the Faculty of the

College of Marine transportation

In Partial Fulfilments of the Requirements for the

Degree Bachelor of Science in Marine Transportation

Bayadna, John Cedric C.

Cortez, Joshua Miguel C.

Espina, Erwin C.

Gonato, John Maurille

Quibal, Hairal R.

Tierra, Jayson Bryant O.

October 2016
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APPROVAL SHEET

In partial fulfilment of the requirements for the degree of Bachelor of Science in

Marine Transportation, this thesis entitled “Motivation and Expectation of students in

pursuing Maritime Education” has been prepared and submitted to the College of

Maritime Studies and the College of Arts and Science of West Bay College, Cajiles

Compound, Ilaya St., Alabang, Muntinlupa City by the researchers herein.

Susana C. Gallo, MAEd

Research Adviser

2/M Marlon A. Cañete

Panelist

2/ M Arnold Asayas Mr. Rafael Castro, MA Ed

Panelist Panelist

October 2016

Accepted as partial fulfilment of the requirements for the degree, Bachelor of Science in

Marine Transportation

Capt. Serafin V. Lazado

Dean, College of Maritime Studies

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ACKNOWLEDGEMENT

The success of the study is not complete without the help of the following. The

researchers would like to thank foremost the Almighty God, the One who created

everything, who gave life and gives them strength at all times, without You dear Father

God, they are not here now.

The researchers would also like to thank Mr. Norberto C. Sacopla, their

statistician who gave the researchers additional information.

To their thesis adviser and professor, Mrs. Susana C. Gallo, the researchers

would like to thank you. Without your help, the researchers could not haveaccomplished

this research.

In addition, the researchers would also like to thank their parentsfor supporting

them both morally and financially.Friends who supported them by giving time to provide

some needs for the study, and to their teachers who unconditionally gave advice in

some circumstances. Thank you.

Cortez

Espina

Quibal

Bayadna

Tierra

Gonato

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DEDICATION

This research is sincerely dedicated to our God and to all our friends and fellow

students of West Bay College, Inc. especially to all sophomores Bachelor of Science in

Marine Transportation and Bachelor of Science in Marine Engineering who participated

in this study. We could not have done this research without your cooperation.

To our beloved parents, professors, and classmates who served as our

inspiration and source of our knowledge and who give meaning to our life.

The Researchers

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THESIS ABSTRACT

Title: MOTIVATION AND EXPECTATION OF MARITIME STUDENTS IN PURSUING

MARITIME EDUCATION

Authors: Cortez, Joshua Miguel C.

Espina, Erwin C.

Quibal, Hairal R.

Bayadna, John Cedric C.

Tierra, Jayson Bryant O.

Gonato, John Maurille

Degree: Bachelor of Science in Marine Transportation

School: West Bay College, Inc.

A.Y.: 2016-2017

Adviser: Mrs. Susana C. Gallo, MA Ed

Number of Pages: 44

Introduction:

This study is focused to the obstacles in the expectation and motivation of

maritime students in choosing the course. It will help the students to answer some

questions regarding how they should prepare to choose maritime education. Nowadays,

the youth dream big as far as their imaginations could reach. They want to go beyond

the farthest destination. They plan the best for their future and for their family. They

want to explore the world. Maritime education will bring them to their goal. In this

profession they will reach their dreams. A lot of benefits and opportunity will come.

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Maritime students expected that if they are dedicated in this career they will achieve

what they dream. There are some students who are inspired by their neighbours or

maybe there is a generation of seafarers in their blood, some by their friends or it might

be by the request of their parents. Being a maritime student is not always good . There

are circumstances that may make them feel hopeless to finish it. The financial need is a

major factor that affects their studies, others came from peer pressure or unique

environment. No matter what reasons they have, they were already motivated to choose

maritime study. Question of improvement quality of studies is a continual hot issue in

every educational environment. In maritime education and training, this question is

especially important because of international regulations of maritime professions.

Methods:

A survey questionnaire was used in gathering data. The questionnaires have two

parts. The first part of the questionnaire is about how the students are motivated in

pursuing maritime education. The second part of the questionnaire is how the student

expects from their maritime instructor in way of teaching. The respondents were

selected through convenience sampling because the researchers depended on the

number of students that were present in class. The researchers used Weighted Mean

and Pearson Product Moment of Correlation for the statistical treatment of data..

Result:

Table 1 showed that from the data gathered by the Researchers, indicator no. 4

“Dreams of better future” obtained the highest weighted mean of 4.59 which has a

descriptive rating of “very motivated”, followed by indicator no. 6 “to develop leadership”

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which has a weighted mean of 4.56 and a descriptive rating of “very motivated“.

Indicator no. 1 “Parents” got the third highest weighted mean of 4.54 which has a

descriptive rating of “very motivated“. In table 2, indicator no. 5 “to complete training”

and indicator no. 6 “to be fluent in English” got the highest weighted mean of 4.67 each

with the descriptive rating of “agree”. This is followed by indicator no. 9 “to share my

knowledge skills with others who share the same dreams” having a 4.66 weighted mean

and descriptive rating of “agree”. Indicator no. 1 “to study hard” got the third highest

weighted mean of 4.65 which has a descriptive rating of “agree”.Table 3 shows that

there is no significant relationship between motivation and expectation. According to the

researchers, theobtained Pearson r – value is 0.1566 interpreted as“Slight Correlation”

T find for its significance, a computed t - value of 0.4485 was obtained which is lower

than the critical value of 1.860. Since t – value is less than the critical value; the

decision is to accept the null hypothesis.

Discussion:

According to 120 maritime students, the highest motivation to them is. “Dreams

of better future” because they are attracted to high salary and the dream to become a

Captain or Chief Engineer. Whereas the highest expectation to them is “To complete

training” and “To be fluent in English” because if they wish to fulfil their dreams they

have to be competitive and skilful. They can only do this if they are good in

communication and if they have undergone trainings that would increase their standards

of performance on board ship.

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TABLE OF CONTENTS

Title Page ------------------------------------------------------------------------------------------------- i

Approval Sheet ----------------------------------------------------------------------------------------- ii

Acknowledgement ------------------------------------------------------------------------------------ iii

Dedication ----------------------------------------------------------------------------------------------- iv

Thesis Abstract ---------------------------------------------------------------------------------------- v

Table of Contents -------------------------------------------------------------------------------------viii

Chapter 1: Introduction ------------------------------------------------------------------------------ 1

The Problem and its Background--------------------------------------------------- 1

Conceptual Framework -------------------------------------------------------------- 3

Statement of the Problem------------------------------------------------------------ 3

Basic Assumptions--------------------------------------------------------------------- 4

Significance of the study------------------------------------------------------------- 4

Scope and delimitation---------------------------------------------------------------- 5

Definition of terms---------------------------------------------------------------------- 6

Chapter 2: Review of Related Literature -------------------------------------------------------- 8

Chapter 3: Materials and Methods --------------------------------------------------------------- 13
Site of the Study------------------------------------------------------------------------ 13

Subject of the study-------------------------------------------------------------------- 13

Methods and Procedures------------------------------------------------------------- 13

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Chapter 4: Results and Discussions ----------------------------------------------------------- 14

List of tables

Table 1.0 ----------------------------------------------------------------------- 15

Table 2.0 ----------------------------------------------------------------------- 16

Table 3.0 ----------------------------------------------------------------------- 17

Likert Scale -------------------------------------------------------------------- 18

Chapter 5: Summary, Conclusion and Discussion ---------------------------------------- 19

References ---------------------------------------------------------------------------------------------- x

Appendices --------------------------------------------------------------------------------------------- xi

Appendix A --------------------------------------------------------------------------- xii

Appendix B --------------------------------------------------------------------------- xiii

Appendix C--------------------------------------------------------------------------- xvi

Appendix D--------------------------------------------------------------------------- xvii

Curriculum Vitae ------------------------------------------------------------------------------------- xviii

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CHAPTER I: INTRODUCTION

The Problem and its Background

The Bachelor of Science in Marine Transportation (BSMT) is a four- year

undergraduate degree program which leads to a professional career in the maritime

industry, as a marine deck officer. Through this program, the students will be able to

acquire the necessary skills and knowledge needed to accomplish their future duties

and responsibilities of a marine officer, and will be exposed to theories and practices in

seamanship, navigation, ship business, meteorology, and marine laws. Graduates may

also work shore side, in positions in management or sales. While earning a degree may

not be necessary for all positions, employers may prefer it. Marine transportation

programs are available as both undergraduate and graduate degrees.

The study of Marine Transportation explores boat and management. Marine

Transportation programs explain navigation and business skills. Education programs in

this field teach prospective shipmates the navigation skills and technical expertise

needed to begin a marine career. Marine transportation is a bridge of progress of World

Economy. Marine transportation is providing knowledge, vigorous and disciplined

marine deck officers to the profession.

The Bachelor of Science in Marine Engineering is a four-year degree program

that centres on the construction, operation, and maintenance of different kinds of marine

vessels such as cargo ships, cruise ships, fishing boats, battleships and submarines.

This program aims to provide students with the knowledge and skills that will

enable them to operate and maintain the different machineries installed in marine

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vessels, including the propulsion plant, adjunct and auxiliary machinery, electrical and

refrigeration systems. The Bachelor of Science in Marine Engineering is taught through

classroom-based frontal instructions as well as hands-on trainings usually conducted in

special laboratories and a one year apprenticeship aboard a ship.

In this third world country most of its citizens suffer poverty, lack of food, lack of

shelter and lack of chances to have a better future. Nowadays, the youths dream big as

far as their imaginations. Their wants go beyond the farthest destination. They plan the

best for their future and for their family. They want to explore the world. Maritime

education will bring them to their goal. In this profession they will reach out their

dreams. A lot of benefits and opportunity will come. Maritime students expected that if

they are dedicated in this career they will achieve what they dream.

There are some students who are inspired by their neighbour or maybe there is a

generation of seafarers in their blood, some by their friends or it might be by the request

of their parents. Being a maritime student is not always good. There are circumstances

that make them feel hopeless to finish it. The financial need is a major factor that affects

their studies, others came from peer pressure or unique environment. No matter what

reasons they have they are already motivated to choose maritime study. Question of

improvement quality of studies is a continual hot issue in every educational

environment. In maritime education and training, this question is especially important

because of international regulations of maritime professions.

Quality of studies is a multidimensional and complex phenomenon. It is

influenced by a range of factors: from labour market and current educational policy to

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individual students’ efforts and characteristics. Quality education is first and foremost a

function of instruction. In the hands of committed and effective professors, the best

designed syllabus is deemed to succeed. While it is true that some students can learn

not only from their professors, it cannot be denied that the quality of the outputs of

educations is a function to a great extent of instructions and students, interactions with

their professors.

This study focused itself to the obstacles of expectations and motivations of

maritime students. It helped the students to answer some questions regarding how they

should prepare if they choose maritime education.

Conceptual Framework

The researchers of West Bay College, Inc. (WBCI) determined to look into their

motivations and expectations in pursuing maritime studies. As part of WBCI, the center

is uniquely positioned to engage the nearly 120 maritime students in the said institution

for which motivation and expectation in pursuing maritime studies are greatly needed.

The center focused on two levels to effect change: first, in improving the knowledge of

students in the field of maritime studies and second, in increasing students’ access to

high quality maritime programs.

Statement of the Problem

The study aimed at determining the current status of students who are not

motivated and well-prepared in pursuing maritime studies.

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Specifically, the study sought to answer the following question.

1. What are the motivations of the students in pursuing maritime education?

2. What are the expectations of the students in pursuing maritime education?

3. Is there a significant relationship between motivation and expectation of the

students in pursuing maritime education?

Basic Assumptions of the Study

1. The students are attracted to enter in the Maritime program due to high salary.

2. The researchers got some results that the students are motivated to choose

maritime program because of their parents.

3. The researchers knew that the students are motivated to study hard to pursue

their dream of becoming a Captain or Chief Engineer.

Significance of the study

The results of this research provided information for the maritime Graduates in

West Bay College Institute (WBCI) and the students returning to the maritime courses.

For maritime graduates, this research will be able to provide the motivation to expand

their dreams as a sailor and an officer of a ship and be good at their job. For students

of WBCI that they maybe able to fulfill their dreams of being a seafarer. That they may

also hone their skills, achieve good discipline and be proud of what they have become.

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And lastly, to students intending to enrol in the maritime course that they may be able to

acquire more information on the course of their choice and decide intelligently if it suits

them or not.

Scope and Delimitation

This study aimed to answer the questions on the, motivations and expectations

of the respondents on the respective programs that they enrolled in West Bay College,

Inc (WBCI). There were few reasons why the researchers chose this research topic.

First of all, there were many issues and problems which took place in the courtesy

segment and many of them have an impact in their performance and organizational

outcome that can motivate maritime students and what can be used to gain their

commitment from maritime instructors, teacher and staff of the school perspective. By

investigating students motivation issues in small and medium sized pubs from maritime

instructors, teacher and staff of the school perspective will only help the WBCI to

understand the perception and attitude of students towards the current motivation

practice in the WBCI they work for, but also enable students in this segment to find out

strategies to motivate them to work hard and retain them. This research was conducted

at West Bay College, Inc., Alabang, Muntinlupa City. The researchers distributed survey

questionnaire to the responding students to gather the necessary data pertinent in this

study.

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Definition of terms

Bachelor of Science in Maritime Transportation (BSMT) - a four-year undergraduate

degree program which leads to a professional career in the maritime industry, as a

marine deck officer.

West Bay College, Inc (WBCI) – is the school were the researchers will conduct their

research.

Motivation – That student inherently have to gain their certification falls short of

creating the desire to learn.

Expectation – is defined as believing that something is going to happen or believing

that something should be a certain way.

Marine Transportation – explains business skills and teaches prospective shipmates

the navigation skills and technical expertise needed to begin a marine career.

Bachelor of Science in Maritime Engineering - is a four-year degree program that

centers on the construction, operation, and maintenance of different kinds of marine

vessels such as cargo ships, cruise ships, fishing boats, battleships and submarines.

Profession - is a job or work of people by virtue of having completed a required course

of studies and/or practice.

Seafaring- is the career or work of a sailor and stepping stone of young generation due

to the salary.

Competition- among cadets because of insufficient number of companies with cadet

training program

Apprentice- is the one year on the job training of cadets/cadette.

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Competency- is the foundation of the students being consistent to his work.

Attitude - is the behavior of the student how he comply the command.

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CHAPTER II: REVIEW OF RELATED LITERATURE

According to Kalvaitiene, et al., (2011), the motives of choosing profession of

the great majority of young people were determined by economic, social and

psychological factors.It is proved statistically that if the student chooses profession

following his emotions, interest in the profession and understanding of the advantages

of professions, his studies are more effective, than if he chooses profession accidentally

or influenced by his/her family or relatives.

Cristina Dragomir (2014), Young people are not motivated to follow a seafaring

career due to several reasons like they will be far from their family and friends for long

periods and stressful work in challenging conditions. Seafaring is attractive for young

generation due to the salary.

The Researchers, Yui-yip Lau, Adolf K.Y. Ng (2015), a good program should

have the following capabilities: (1) increases students’ professional abilities and skills,

(2) provides updated information on the industry, and (3) courses to be brought by well-

qualified teachers. Additionally, well-qualified teaching staff should provide a wide

variety of good teaching methods so as to transfer relevant professional and practical

skills to students and enhance their knowledge about the maritime industry.

Zbigniew Szozda, et al., (2014),There is a high competition among cadets

because of insufficient number of companies with cadet training programme, what

causes problems for young people who try to obtain required experience on board

vessels needed to be an officer on watch certificate. It is observed that women

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encounter problems when it comes to finding a job as an apprentice on board a ship. As

the research shows most of the problems is gender discrimination.

Jimelyn Strife (2014), the researchers conclude that dreaming to become a

chief engineer greatly motivates the marine engineering students in taking up BSMarE

course. Having a high salary is the most influencing factors in taking up BSMarE course

because having a high salary can lead to a better life that can help us to build a better

future.

According to Dörnyei(2001),the “expectancy-value framework” suggests that

students are motivated to act in so far as they believe that the outcome they will receive

as a result of their action is both attainable and important to them.

According to Bandura (2005), these findings demonstrate that students'

confidence in their writing capabilities influence their writing motivation as well as

various writing outcomes in school. Academic implications and strategies that may help

guide future research are offered.

Murray Goldberg (2012), which the motivation that students inherently have to

gain their certification falls short of creating the desire to learn. Yet without the desire to

learn, students are much less likely to plumb the depths of the knowledge and skills

your training program is providing to them. The desire to learn is a character trait and

so varies according to the personality of the individual student. However, there are

steps we can take to move student from simply having the “desire to pass the exam” to

having the “desire to learn”. Doing so will yield benefits in training and professionalism.

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According to M. Vervoort (2012), Student’s main objections to the project-based

cooperative learning approach were the excessive time devoted to the project and they

demand more effort in supervising. The researcher also conclude that as students are

not used to this kind of teaching, at the beginning of the project more continuous help

and guidance is needed than in traditional teaching methodologies.

According to Alcantara, et al., (2015) factors directly associated with an

individual's aspirations include educational, vocational, and quality of life issues. The

word aspiration cannot be simply defined as individual dreams or ambitions. Students'

aspirations are derived from a combination of educational goals, vocational

endeavours, and perhaps, most importantly, their own sense of self as it relates to what

they feel is important elements to success in lifestyles of their choosing. Learners are

encouraged and challenged when teaching strategies or instructional methodologies

cater within their sphere of interests and values. Maritime students belong to

determination category where they try their best to have high/good grades for future

employment, to become a ship captain in the future no matter how hard it is and to

have their own set of objectives and direction to achieve a better future

Kunal Anand (2014), the seafarers’ accord to the role of higher education, their

perceptions towards it and finally their motivations to continue in it to change the

perception amongst seafarers, where higher education although perceived positively, is

seen as beneficial only to move to management positions ashore or something that is

just good to have, in addition to their competency based training, which they feel is core

to their job requirement., the development of higher education skills from early stages of

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the career is also equally important, not just for higher roles but even for their roles as

junior officers, because they do need problem solving and analytical skills at all stages

of their career and also because good education is equally essential for being

competent.

Their experience in higher education would also make them better trainers of

trainees on-board.

Manuel Joaquin Fernandez Gonzalez, et.al. (2014), according to the

researcher that the students who are interested in seafarer profession are attracted by

the good salaries, but for them, a good salary is not the most important aspect of the

profession: stable employment and travelling now reached even a higher level of

importance. The most important discouraging factor was difficulties for family life, it

seems that students interested in the profession are already more aware of the

possibility of having a family life, even if they are still afraid about the difficulties of works

in the ship. Students still perceive seafarer profession as an isolating one, it seems that

they are afraid about the lacking connectivity with relatives and friends through internet

on board.There are also some gender differences: Males are more attracted by the

salary and respect of the profession, while females are more attracted by travelling and

they are discouraged by health and risk issues

According to Carlos L. Aguado, et al., (2015), Maritime students graduated from

public schools have significantly higher chance of being influenced by people in

choosing the school and degree program and they also have significantly higher degree

of interest towards the maritime program compared to those graduated from private

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schools. It is the student’s choice to enroll in Maritime Program with the support of their

parents. Also, with the advice from their brothers and sisters and as well as teachers is

also considered in making their decision. If they can practice the profession right and

they have the eagerness to make their dreams come true, there is an assurance that

they can come across all borders.

Edwin M. Agena, et al., (2015), the researchers found out that Marine

Engineering students have higher positive attitude because of the professor giving fair

grades while the Marine Transportation is having doubt in their grades and they want to

discuss and re-orient how the professors make their grades.

According to Pascual (2016), the findings revealed that the availability of work

after college is the first consideration of students in choosing a course in college. This

could be the common response of students since now-a-days graduates finds it difficult

to find a job even if they have already finished well know courses.

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CHAPTER III: MATERIALS AND METHODS

Site of the Study

The research was conducted at West Bay College, Inc., Cajiles Compound, Ilaya

St., Alabang, Muntinlupa City

Subject of the study

The respondents of the study were Second Year, Section A, B and C of Bachelor

of Science in Marine Transportation and Bachelor of Science in Marine Engineering

Methods and Procedures

A survey questionnaire was used in gathering data. The questionnaires have

two parts. The first part of the questionnaire is about how the students are motivated in

pursuing maritime education. The second part of the questionnaire is how the student

expects from their maritime instructor in way of teaching.

The population was selected through convenience sampling because the

researchers depended on the number of students that are present in class.

A letter of permission was addressed to the Maritime Instructors and the students

who served as respondents of the study. The survey questionnaire was collected right

after the respondents finished answering the questions.

The data gathered from the questionnaire was arranged, tabulated, classified

and analyzed.

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CHAPTER IV: RESULT AND DISCUSSION

Table 1 showed that indicator no. 4 “Dreams of better Future” obtained the

highest weighted mean of 4.59 which has a descriptive rating of “very motivated”,

followed by indicator no. 6 “to develop leadership” which has a weighted mean of 4.56

and interpreted as “very motivated“. Indicator no. 1 “Parents” obtained the third highest

weighted mean of 4.54 which has a descriptive rating of “very motivated“. In table 2

indicator no. 5 “to complete training” and indicator no. 6 “to be fluent in English” got the

highest weighted mean of 4.67 with the descriptive rating of “agree”. Next is indicator

no. 9 “to share my knowledge skills with others who share the same dreams” having a

4.66 weighted mean and descriptive rating of “agree”. Indicator no. 1 “to study hard” got

the third highest weighted mean of 4.65 which has a descriptive rating of “agree”.

Table 3 indicated that there is no significant relationship between motivation and

expectation. According to the researchers, Pearson r – value is 0.1566 with the

descriptive of “Slight Correlation” with t – value of 0.4485, degree of freedom of 8 and

critical value of 1.860. Since t – value is less than critical value; the decision is to reject

the null hypothesis.

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Table 1.0

Sources of motivation in pursuing maritime studies

No. Indicator Weighted Descriptive Rating Rank

Mean

1. Parents 4. 54 Very Motivated 3

2. Peers 3.76 Moderately 9

Motivated

3. Advertisement 3.59 Moderately 10

Motivated

4. Dreams of better future 4.59 Very Motivated 1

5. Practically Passion for 4.49 Very Motivated 5

travelling

6. To develop leadership 4.56 Very Motivated 2

7. To become independent 4.43 Very Motivated 6

8. To earn big money 4.24 Very Motivated 8

9. Professionalism 4.53 Very Motivated 4

10 Health 4.41 Very Motivated 7

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Table 2.0

The expectation of being motivated

No. Indicator Weighted Descriptive Rank

Mean Rating

1. To study hard 4.65 Agree 3

2. To have high grades 4.57 Agree 7

3. To be able to graduate in 4.53 Agree 8

maritime program

4. To pass the board exam 4.63 Agree 5

5. To complete training 4.67 Agree 1

6. To be fluent in English 4.67 Agree 1

7. To go on apprenticeship 4.34 Agree 9

after CAR

8. To become an officer 4.64 Agree 4

someday

9 To share my knowledge 4.66 Agree 2

skills with other who share

the same dreams

10. To improve leadership 4.57 Agree 6

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Table 3.0

Significance relation between motivation and expectation of maritime students in

pursuing maritime education

Motivation Expectation Computed Description Computed t Decision

Pearson r – – value

of Maritime of Maritime value p<0.05

0.1566 Slight 0.4485 Reject Null

Students Students correlation CV= 1.860 Hypothesis

df= 8

Legend: CV = Critical Value df = degree of freedom

(+ -)1.0 Perfect Positive Correlation/ Perfect Negative Correlations

(+ -) 0.80 – (+ -) 0.99 Very High Positive Correlation/ Very High Negative

Correlation

(+ -) 0.60 – (+ -) 0.79 High Positive Correlation/ High Negative Correlation

(+ -) 0.40 – (+ -) 0.59 Moderate Correlation/ Marked Correlation

(+ -) 0.20 – (+ -) 0.39 Low Correlation/ Substantial Correlation

(+ -) 0.0 – (+ -) 0.19 Slight Correlation/ negligible Correlation

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Likert Scale

For table 1: Sources of motivation in pursuing maritime studies

5.0 – 5.99 Highly Motivated

4.0 – 4.99 Very Motivated

3.0 – 3.99 Moderately Motivated

2.0 – 2.99 Motivated

1.0 – 1.99 Not Motivated

For Table 2: The expectation of being motivated

5.0 – 5.99 Strongly Agree

4.0 – 4.99 Agree

3.0 – 3.99 Neutral

2.0 – 2.99 Disagree

1.0 – 1.99 Strongly Disagree

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CHAPTER V: SUMMARY, CONCLUSION AND RECOMMENDATION

The study was conducted to describe the current status of maritime students who

are not motivated and well – prepared in pursuing maritime education in West Bay

College, Inc. using survey questionnaire. Question of improvement quality of studies is

a continual hot issue in every education environment. In maritime education and training

these question is especially important because of international regulation of maritime

profession. A number of 120 maritime students in West Bay College, Inc. were

determined how the maritime students motivate and expect in pursuing maritime

education.

The researchers concluded that the highest motivation in Table 1 is indicator no.

4 “Dreams of better future” while indicator no. 3 “Advertisement” got the lowest weighted

mean. The researchers also concluded that there were two highest expectations in table

2 which are indicator no. 5 “To complete training” and indicator no. 6 “To be fluent in

English” both got the same weighted mean although indicator no.7 “To go on

apprenticeship after CAR” has the lowest weighted mean. After computing the survey,

the researchers found out that there is no significant relationship between motivation

and expectation of students in pursuing maritime education.

After this study, the researchers would like to recommend to West Bay College,

Inc. to improve their advertisement because this indicator got the lowest weighted mean

in encouraging the students to take up maritime studies also the researchers want to

recommend to the maritime students to encourage their friends to take maritime

education to improve the maritime industry. The study shows that the highest

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expectations of the students are to complete their training and to be fluent in English. In

relation to that, the researcher would like to recommend to West Bay College Inc. to

fully implement English speaking inside the campus to practice their communication

skills and improve the quality of services in order to reach these expectations of the

students and to sum it all, they must motivate their selves to succeed in life and to

become a future Captain or Chief Engineer.

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REFERENCES

 http://www.ccsenet.org/journal/index.php/ass/article/viewFile/47711/27325

 http://link.springer.com/article/10.1007/s13437-015-0075-3

 https://prezi.com/7xdt0f3m7563/factors-that-influence-the-marine-engineering-

students-of-dr/

 http://www.multidisciplinaryjournals.com/wp-content/uploads/2014/12/MARINE-

TRANSPORTATION-AND-MARINE-ENGINEERING.pdf

 http://www.maritimeprofessional.com/blogs/post/trainee-motivation-as-a-tool-to-

improve-maritime-training-13816

 https://library.iated.org/view/VERVOORT2012NEW

 http://www.vasco-da-

gama.eu/medias/fichiers/Doc%20additionnels/summary%20of%20research%20f

or%20Vasco%20de%20Gama_Latvia.pdf

 http://www.imla.co/sites/default/files/conference_proceedings_20-06-15.pdf

 https://www.google.com.ph/url?sa=t&rct=j&q=&esrc=s&source=web&cd=44&cad

=rja&uact=8&ved=0ahUKEwizrLi94uDOAhUHo5QKHcYLBAk4KBAWCDcwAw&u

rl=http%3A%2F%2Fssudl.solent.ac.uk%2F3380%2F1%2FConference%2520pap

er%2520Kunal%2520Anand.docx&usg=AFQjCNFP_As-

eHYI4lH1M6C8bSrvTWvHkA

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APPENDICES

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APPENDIX A

Capt. Serafin V. Lazado

Dean, College of Maritime Studies

Dear Sir,

We, the research students enrolled in ENGL 106 Research and Thesis Writing

BSMT 3A with thesis entitled “Motivation and Expectation in pursuing maritime

education” would like to ask permission from your good office to allow us to implement

our study through survey question.

Rest assured that strict confidentiality will be highly observed and the data

gathered will be used solely for the purpose of this research.

Thank you.

Researchers:

D/C Cortez, Joshua Miguel C. D/ C Espina, Erwin C.

D/ C Quibal, Hairal R. D/ C Bayadna, John Cedric C.

D/ C Tierra, Jayson Bryant O. D/ C Gonato, John Maurille

Noted by:

Susana C. Gallo MAEd Capt. Serafin V. Lazado

Research Adviser Dean, College of Maritime Studies

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APPENDIX B

Sample Questionnaire

Dear Respondents;

We the researchers with thesis entitled “Motivation and Expectations in pursuing

Maritime Education”,would like to solicit your support by answering this survey

questionnaire.

Rest assure that your responses will be treated with strict confidentiality and that

the data will be used solely for the purpose of this thesis.

Thank you.

Section: Gender:

Part I

Indicate your opinion after each statement by putting ( / ) in the box that best describes

the extent to which you are motivated or not motivated by the following statements.

Thank you.

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5 - Highly motivated
4 - Very motivated
3 - Moderately motivated
2 - Motivated
1 – Not motivated
Sources of motivation in pursuing maritime studies. 5 4 3 2 1

1. Parents

2. Peers

3. Advertisement

4. Dreams of better future

5. Practicality passion for travelling

6. To develop leadership

7. To become Independent

8. To earn big money

9. Professionalism

10. Health

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Part II

Indicate your opinion after each statement by putting ( / ) in the box that best describes

the extent to which you agree or disagree with the statement. Thank you.

5 - Strongly agree
4 - Agree
3 - Neutral
2 - Disagree
1 - Strongly disagree

The expectation of being motivated. 5 4 3 2 1

1. To study hard

2. To have high grades

3. To be able to graduate in maritime program.

4. To pass the board exam.

5. To complete training.

6. To be fluent in English.

7. To go on apprenticeship after CAR.

8. To become an officer someday.

9. To share my knowledge skills with others who
share the same dreams.

10. To improve leadership.

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APPENDIX C

EDITOR’S CERTIFICATION

This is to certify the thesis entitled “Motivation and Expectation of Maritime

Students in Pursuing Maritime Education” has been edited by the undersigned.

MRS. SUSANA C. GALLO, MA ED.

Editor

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APPENDIX D

STATISTICIAN’S CERTIFICATION

This is to certify the thesis entitled “Motivation and Expectation of Maritime

Students in Pursuing Maritime Education” has been statistically analysed by the

undersigned.

MR. NORBERTO C. SACOPLA

Statistician

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CURRICULUM
VITAE

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Name: Bayadna, John Cedric C.

Address: BLK 19 Lot 22 Milagrosa Carmona, Cavite

Cell no.: 09264341839

Personal Profile:

Date of Birth: October 3, 1997

Age: 19 Years Old

Sex: Male

Place of Birth: San Pedro, Laguna

Civil Status: Single

Height: 5’ 7”

Weight: 65 kgs

Religion: Roman Catholic

Educational Attainment:

Tertiary: West Bay College Inc.

Secondary: Carmona National High School

Primary: Carmona Elementary School

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Name: Cortez, Joshua Miguel C.

Address: BLK 9 LOT 31 Hawaii St. Southville Subd. Binan City

Cell no.: 09368062718

Personal Profile:

Date of Birth: May 30, 1996

Age: 20 Years Old

Sex: Male

Place of Birth: Manila

Civil Status: Single

Height: 5’ 8”

Weight: 71 kgs

Religion: Roman Catholic

Educational Attainment:

Tertiary: West Bay College Inc.

Secondary: Ann Arbor Montessori Learning Center

Primary: Ann Arbor Montessori Learning Center

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Name: Espina, Erwin C.

Address: no.38 Avocado St. Oliv. Compound Paranaque City

Cell no.: 09059646596

Personal Profile:

Date of Birth: January 26,1998

Age: 18 Years Old

Sex: Male

Place of Birth: Binan, Laguna

Civil Status: Single

Height: 5’ 4”

Weight: 56 kgs

Religion: Roman Catholic

Educational Attainment:

Tertiary: West Bay College Inc.

Secondary: Paranaque National High School

Primary: Calo Elementary School

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Name: Gonato, John Maurille A

Address: BLK 29 LOT 23 Golden City Sta. Rosa, Laguna

Cell no.: 09068683687

Personal Profile:

Date of Birth: June 28, 1993

Age: 23 Years Old

Sex: Male

Place of Birth: Bangkal, Makati

Civil Status: Single

Height: 5’ 8”

Weight: 75 kgs

Religion: Roman Catholic

Educational Attainment:

Tertiary: West Bay College Inc.

Secondary: Mirriaam Institute

Primary: Mirriamville School Inc.

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Name: Quibal, Hairal R.

Address: No. 7025, A.bonifacio St. Paranaque City

Cell no.: 09354433558

Personal Profile:

Date of Birth: April 11, 1993

Age: 23 Years Old

Sex: Male

Place of Birth: Brgy. Nipa, Palapag N. Samar

Civil Status: Single

Height: 5’ 8”

Weight: 60 kgs

Religion: Roman Catholic

Educational Attainment:

Tertiary: West Bay College Inc.

Secondary: PHAS. Paranaque National High School

Primary: Palapag Central Elementary School

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Name: Tierra, Jayson Bryant O.

Address: BLK 41 LOT 28 PH.1 Cabuyao City, Laguna

Cell no.: 09364288208

Personal Profile:

Date of Birth: September 15, 1997

Age: 19 Years Old

Sex: Male

Place of Birth: Binan, Mamplasan

Civil Status: Single

Height: 5’ 7”

Weight: 62 kgs

Religion: Roman Catholic/ Christian

Educational Attainment:

Tertiary: West Bay College Inc.

Secondary: The Cecilian School of Laguna

Primary: Baclaran Elementary School

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