EFFECTIVENESS IN PERFORMING LABORATORY ACTIVITIES AMONG MARINE

TRANSPORTATION IN UNIVERSITY OF CEBU LAPU-LAPU AND MANDAUE

______________________________

A Research Proposal Presented to the

Maritime Faculty of the University of Cebu Lapu-Lapu and Mandaue

______________________________

In Partial Fulfillment of the Subject Requirements in

English 4 – Research and Thesis Writing

______________________________

By:

Chrisitian Philip R. Buenafe

October 2017
 ABSTRACT

Students learn in a variety of ways. In the passing years, there has been a movement

within the different sectors in educational community to incorporate project-based hands-on

learning into the classroom. The goal is an “emphasis on inquiry-based learning…with much less

dependence on lectures,” because seafarers have recognized that a strictly lecture-based

learning environment does not adequately prepare students to succeed as seafarers in today’s

workplace. Rather, “active, integrative project-based learning needs to replace much of the

passive lecture-based instruction”

Measuring the quality of learning through hands-on or laboratory activities can be

accomplished by evaluating student confidence. As discussed by Hall et al. in their work on

facilitating lifelong learning through freshman curricula, several studies have confirmed that

students with lower confidence were more self-critical and avoided certain tasks, whereas more

confident students “were able to adapt to new situations more quickly, and enjoy learning

more”. In educational strategies, it is found that students with lower confidence in basic skills

have an increased likelihood of leaving a course despite being in good standing.

When applying the concept of hands-on learning to marine education, the ideal way to

maximize student learning would be through a highly interactive, hands-on curriculum. In

particular, boosting student confidence at the beginning of their studies can be done by

designing an integrated, project-based freshman curriculum. Some universities has

implemented this type of curriculum with great success. These universities employ an

integrated curriculum which is designed to maximize student learning and develop the qualities

of the students through a series of laboratory classes.

 The purpose of this study is to find out the effectiveness of these laboratory activities

among the marine transportation students. This study will also tackle about level of

effectiveness that it would give to the students.

Useful data from book publications, journals, related research papers, and internet, are

utilized so that the content of this study will be beneficial to the students and school

administration. Survey questionnaires with customized questions are also being distributed to

target respondents so that the data is valuable and appropriate.

 TABLE OF CONTENTS

PAGE

Approval Sheet i

Acknowledgement ii

Abstract iii

CHAPTER

I THE PROBLEM AND ITS SCOPE 1

INTRODUCTION

Rationale of the Study 1

Theoretical Background 3

Review of Related Literature 6

THE PROBLEM

Statement of the Problem 10

Significance of the Study 11

RESEARCH METHODOLOGY

Research Design 12

Research Environment 12

Research Respondents 13
 Research Instruments 13

Research Procedure 13

Statistical Treatment 14

DEFINITION OF TERMS 15

BIBLIOGRAPHY 16

APPENDICES 18

LIST OF FIGURES

Figure No. Title Page No.

1 RESEARCH PROCEDURE 13

2 VICINITY MAP 22
 CHAPTER I

The Problem and Its Scope

INTRODUCTION

Rationale of the Study

It is commonly argued among school institutions and administrations that practical work

is necessary in teaching and learning in different fields of study. Good quality of practical work

nurtures student’s understanding of the processes and concepts. In some part of the world, it

has been a long tradition of doing practical work in school. One of the common subjects which

applies practical work, especially laboratory activities, is Science. They use laboratory resource

in order to perform specific experiments needed in the subject.

In order to make teaching effective, there are number of techniques used by school

institutions. Effective teaching means teaching the students about the right knowledge the first

time. Since it is stated that at each plane of development, there is a sensitive period of different

skills and activities. And it is critical for the student’s learning that proper simulation be

provided.

Different institutions across the nation are already responding to political, economic,

social, and technological pressures to be more responsive to student’s needs and more

concerned about how well students are prepared to assume future societal roles. These

institutions are already feeling the pressure to lecture less, to make learning environment more

interactive, to integrate technology into the learning experience, and to use collaborative

learning strategies when appropriate.

Used in conjunction with active learning teaching strategies, laboratory activity is found

to be an effective way to achieve instructional goals. The advantages of the lecture approach
are that it provides a way to communicate a large amount of information, maximizes instructor

control and is non-threatening to students. The disadvantages are that require amount given

that the students will be utilizing laboratory facilities of the institution and it tend to minimize

feedback from students.

The laboratory activities is an instructional strategy that engages students in active

hands-on discussion about processes inherent in practical application. It can highlight

fundamental knowledge and dilemmas that would help students in retaining the information

being given.

Based on the interpretations above, the proponents of this study will be able to revision

the project in order to find and identify the effectiveness of performing laboratory activities

among Marine Transportation in University of Cebu Lapu-Lapu and Mandaue campus.

Theoretical Background

This study is anchored on Activity theory by Engestroe (2000), it is a new framework

aimed at transcending the dichotomies of micro- and macro-, mental and material, observation

and intervention in analysis and redesign of work. The approach distinguishes between short-

lived goal-directed actions and durable, object-oriented activity systems and correspondingly,

the Activity Theory is wherein expansive learning increasingly involves horizontal widening of

collective expertise by means of debating, negotiating and hybridizing different perspectives

and conceptualizations.

Activity Theory differentiates between internal and external activities. It emphasizes that

internal activities cannot be understood if they are analyzed separately from external activities,
because they transform into each other. Internalization is the transformation of external

activities into internal ones. Internalization provides a means for people to try potential

interactions with reality without performing actual manipulation with real objects (mental

simulations, imaginings, considering alternative plans, etc.). Externalization transforms internal

activities into external ones. Externalization is often necessary when an internalized action

needs to be "repaired," or scaled. It is also important when a collaboration between several

people requires their activities to be performed externally in order to be coordinated.

Activity Theory emphasizes that human activity is mediated by tools in a broad sense.

Tools are created and transformed during the development of the activity itself and carry with

them a particular culture -- historical remains from their development. So, the use of tools is an

accumulation and transmission of social knowledge. Tool use influences the nature of external

behavior and also the mental functioning of individuals.

In Activity Theory people (actors) use external tools (e.g. hammer, computer, car) and

internal tools (e.g. plans, cognitive maps) to achieve their goals. In the social world there are

many artifacts, which are seen not only as objects, but also as things that are embedded within

culture, with the result that every object has cultural and/or social significance. Tools (which

can limit or enable) can also be brought to bear on the mediation of social interaction, and they

influence both the behavior of the actors (those who use the tools) and also the social structure

within which the actors exist (the environment, tools, artifacts).

Teachers should be aware that everything in the classroom has a cultural and social

meaning. The way children interact with each other and with the teacher will be mediated

(influenced) by objects such as the whiteboard, furniture, technology, and even the shape, size
and configuration of the room. This also includes its ambient characteristics such as lighting

and noise levels. Learning occurs within these contexts, and usually through specific activities.

Teachers should ensure that those activities are relevant and iterative, providing

students with incremental challenges that they can engage with at a social level, so that the

entire community of learners extends its collective knowledge through the construction of

meaning. Teachers should also be aware that tools can limit as well as enable social interaction,

so must be applied wisely and appropriately to promote the most effective learning.

Lunetta defined laboratories as “experiences in school settings in which students interact

with materials to observe and understand the natural world” (Lunetta, 1998, p. 249). However,

these definitions include only students’ direct interactions with natural phenomena, whereas we

include both such direct interactions and also student interactions with data drawn from the

material world.

In developing its definition, as study reviewed previous definitions of student

laboratories. Hegarty-Hazel (1990, p. 4) defined laboratory work as:a form of practical work

taking place in a purposely assigned environment where students engage in planned learning

experiences … [and] interact with materials to observe and understand phenomena (Some

forms of practical work such as field trips are thus excluded).

Review of Related Literature

Instructional strategies that engage students in the learning process stimulate critical

thinking and a greater awareness of other perspectives. Although there are times when

lecturing is the most appropriate method for disseminating information, current thinking in

college teaching and learning suggests that the use of a variety of instructional strategies can

positively enhance student learning. Obviously, teaching strategies should be carefully matched

to the teaching objectives of a particular lesson, Meyers and Jones (1993) .

Science begins for children when they realize that they can learn about the world and

construct their own interpretations of events through their actions and experience. “A child best

learns to swim by getting into water; likewise, a child best learns science by doing science”

(Rillero, 1994, p.1). Doing science, as opposed to simply hearing or reading about it, engages

students and allows them to test their own ideas and build their own understanding (Ewers,

2001). Therefore, it is difficult to imagine a science-teaching program without doing science

experiences.

Hands-on science is defined mainly as any instructional approach involving activity and

direct experience with natural phenomena or any educational experience that actively involve

students in manipulating objects to gain knowledge or understanding (Haury&Rillero, 1994).

Some terms such as materials-centered science and activity-centered science are used

synonymous with hands-on science or terms such as materials-centered activities, manipulative

activities and practical activities are used synonymous with hands-on activities (Doran, 1990;

Hein, 1987). Unlike the laboratory works, hands-on activities do not necessarily need some

special equipment and special medium. According to Jodl and Eckert (1998), hands-on activities

are based on the use of everyday gadgets, simple set-ups or low-cost items that can be found
and assembled very easily. McGervey (1995) states that “some hands-on activities can be done

for less than a dollar per hand, a few have zero cost. Thus, it will be no disaster if a piece

breaks or disappears” (p. 238).

Hands-on activities were perceived as an enjoyable and effective form of learning of

almost all the major U.S science curriculum reforms of the late 1960s and early 1970s (Hodson,

1990). For example in physics, Physical Science Study Committee (PSSC) was formed and

published its textbook and lab manual. In biology and chemistry, Biological Science Curriculum

Study (BSCS) and Chemical Education Materials Study (CHEMS) were developed, respectively.

For the elementary school level, particularly three major curriculum programs such as Science-A

Process Approach (SAPA), Elementary Science Study (ESS), and Science Curriculum

Improvement Study (SCIS) began to be used in classrooms during those times. Although these

programs (ESS, SCIS, SAPA) differed in their organization and style, they were synonymous

with the spirit of the elementary school curriculum innovations of 1960s and 1970s by their

hands-on and activity-based strategies emphasizing problem solving, process skills, and

creativity (Shymansky, 1989; Stohr-Hunt, 1996).

According to a number of contemporary theories of learning bundled under the umbrella

term “constructivism,” learners don’t acquire knowledge through a process of transmission or

osmosis assumed by traditional teaching practices such as the lecture. Instead they construct

new ideas and concepts through an active process of engagement. Further, knowledge is highly

context dependent, acquired through experience and involvement in real-world situations.

(www.cudenver.edu.html)

In many schools serving professions such as law, business, engineering, and medicine,

teaching practices such as the case study method and problem-based learning are becoming
increasingly common, replacing traditional teaching methods. Over time experts in these fields

have found that novices often struggle to translate knowledge acquired through lectures and

memorization into the useable forms required by practice. And research in medicine, for

example, has found that experienced doctors store their clinical knowledge in the form of

specific cases with accompanying scripts about the relevant illness, (Irby, D. M. 1994).

The same is true in education and other professions where expertise involves in-depth

knowledge, a significant repertoire of experiences under a variety of conditions, and sets of

strategies available as responses to this variety of situations (Shulman, L. S., 1986).

Finally, as more and more institutions aspire to higher-level learning outcomes such as

critical thinking and problem-solving, engaging students in hands-on projects becomes

increasingly important. Well-designed activities and assignments not only require students to

acquire foundational knowledge, they also ask students to think like professionals, asking

questions such as: “What does the particular context require?”; “Who is my audience?”; “What

can I assume about it?”; “What form of presentation is most appropriate for this situation?”;

and “What is the best solution to this problem, and why?” (Huba, M. E., & Freed, J. E. 2000).

Majority of studies regarding the effectiveness of laboratory activitiesamong students

were conducted abroad or internationally. These studies mostly move around science concept.

Thus, this study will focus on the laboratory activities in the concept of Marine Education.
 THE PROBLEM

The Statement of the Problem

The purpose of this study is to see the effectiveness of conducting laboratory

activities among maritime transportation students. Thus, it will answer the following questions:

1. Demographic profile of the respondents in terms of:

1.1 Name of respondents (optional);

1.2 Year level; and

1.3Age 1.4 Gender

2. Quantitative information like:

2.1 No. of units which has laboratory class;

2.2 Frequency of laboratory class per week; and

2.3 Count and capacity of laboratory facility available

3. What are the benefits of having laboratory activities?

Significance of the Study

A study must identify the sectors that would benefit from this work. The various sectors

identified are as follows: teachers, school administrations, marine transportation students, and

future researchers.

Teachers. This study will help them incorporate their teaching strategies to their

students, if applicable.

School Administrators. This study will be able to encourage the administrators to

assess the effectiveness of performing laboratory activities and maybe suggest ways for the

improvement of this teaching strategy which they could inject in their curriculum.

Marine Transportation Students. This study will give the students an insight on the

advantages and/or the disadvantages of having laboratory activities since they are the ones

taking the units.

Parents. They will be our motivation and will be able to support us in making this

research to be successful.

Future Researchers. This will serve as a reference for future researchers who would

like to conduct a work in relation to the research topic.

 RESEARCH METHODOLOGY

Research methodology is the process of using collated information and data for the

purpose of making useful conclusions for the study. The methodology may include publication

research, interviews, surveys and other research techniques. Below are the aspects which will

explain the methodologies used in accomplishing this study.

Research Design

The researchers will be employing the descriptive method. The sub-type that the

proponents will be using is the research-made questionnaire.The proponents will be collecting

data and information through Survey type wherein a questionnaire will be given out to the

respondents.

Research Environment

The chose environment for the study is in the University of Cebu Lapu-Lapu and

Mandaue (UCLM) campus located at A.C. Cortes Avenue, Looc, Mandaue City and also located

near the old Mactan Bridge. The school was equipped of high standard equipment for the

utilization of the students in order have competent knowledge and skills. It is accredited of DNV

(Det Norske Veritos) and it is one of the most leading Maritime University in the Philippines

where mostly preferred of many local and international companies. This location was chosen

since it is accessible and it will be easier for the proponents to distribute the survey

questionnaires. The questionnaires will be distributed within the campus and specifically to the

identified students. The location is fit for the research since there will be a strong support

system with the research faculty and there will be easy confirmation and collection of data from

the respondents.
Research Respondents

The research respondents are the Maritime Transportation students from UCLM. The

study is limited to the researcher’s identified size: 1 year – 30; 2 year – 30; and 3 year – 30.
st nd rd

The sample size is 30 because the researcher’s believe that it will be able to suffice the

statistical result that will be collected.

Research Instrument

The proponents will be customizing a survey questionnaire. The questions will be

composed of different questions pertaining to the research topic.

In addition to the information which will be gathered from the survey, additional

information are also taken from trusted sources like books and internet. The data will be

exported in Microsoft Excel for collation.

Research Procedure

Gathering of data

Since it is a mandated process in the school’s rules and policies, the researchers must

comply and submit a written permission to the Maritime School Administration with the

authorized notice by the research adviser. Once done, the researchers will be able to distribute

the customized questionnaires to the target respondents.

Statistical Treatment

The data that will be concentrated after the questionnaires are answered. A thorough

understanding of data shall be done in order to come up to the right conclusions with the right

inferences from the data obtained

 The treatment of data also involves describing the data gathered. The raw data shall be

classified into patterns since it is essential in order to make use of the data in the right form.

Data shall also be organized so that appropriate conclusions can be drawn.

Figure 1. Illustrative Diagram of Research Procedure.

 DEFINITION OF TERMS

Some of the terms used in this paper are exclusively used by the researchers. For the

benefit of the readers of this study, the definitions are as follows:

Count - This pertains to the total amount of something that is being quantified.

Demographic Profile - This pertains information about someone including name, year

level, age and like.

Frequency - this is measure on the rate of occurrence of a specific activity.

Laboratory Activities - This refers to activities which utilizes the use of laboratory

facilities.

Laboratory Facility - This refers to a place where experiments are done.

Quantitative Information - This refers to the information that is quantifiable.

Maritime Transportation Students - This refers to the group who takes maritime

studies program which prepares them specifically for duties as deck officers on board

ship after graduation.

 BIBLIOGRAPHY

Online Information

http://www.gettingpractical.org.uk

http://www.score-education.org

https://www.nap.edu

https://www.eduhk.hk

www.cudenver.edu.html

Journals

Knowledge Growth in Teaching by Shulman, L. S. (1986)

Learning by expanding: Activity Theory, YRJOÈ ENGESTROÈM (2000).

The National Academies Press, Chapter 3: Laboratory Experiences and

Student
Learning,(2017)

Teaching and Learning in Ambulatory Care Setting, retrieved from:

https://www.ncbi.nlm.nih.gov by Irby D.M.

Books

Doran (1990) & Hein (1987), Effectiveness of hands-on and minds-on activities
on students. Retrieved from: https://www.eduhk.hk

Ewers (2001), Effectiveness of hands-on and minds-on activities on

students. Retrieved from: https://www.eduhk.hk

Haury & Rillero (1994), Perspective of Hands-on Science. Retrieved from

www.sciepub.com

Hegarty-Hazel (1990), Laboratory and Science Teaching

Hodson, (1990), Effectiveness of hands-on and minds-on activities on students.

Retrieved from: https://www.eduhk.hk

Huba, M. E., & Freed, J. E. (2000), Learner-centered assessment on College

Campuses
 Jodl and Eckert (1998), Effectiveness of hands-on and minds-on activities on
students. Retrieved from: https://www.eduhk.hk

Lunetta (1998), Assessment of the Learning Environment of Inquiry-Type

Laboraty Activities

McGervey (1995), Effectiveness of hands-on and minds-on activities on students.

Retrieved from: https://www.eduhk.hk

Meyers and Jones (1993), Promoting active learning strategies for the college
classroom. Retrieved from:onlinelibrary.wiley.com

Rillero (1994, p.1), Effectiveness of hands-on and minds-on activities on

students. Retrieved from: https://www.eduhk.hk

Shymansky (1989) Stohr-Hunt (1996), Effectiveness of hands-on and minds-on

activities on students. Retrieved from: https://www.eduhk.hk

Research Articles

Dillon, J. (2008), Research title: “A Review of the Research on Practical Work in

School Science”

Robin Millar and Ian Abrahams (2009), Research title: “Practical Work: Making

it more effective”
 APPENDICES

APPENDIX A

Transmittal Letter

University of Cebu Lapu-Lapu and Mandaue

September 29, 2017

Capt. Efren Caballes
Dean of Marine Transportation
BS Marine Transportation

Dear Capt. Caballes

Good Day!

We, the student researchers of UCLM College of Marine Education, would like to ask permission
from your humble office to us gather information through distribution of survey questionnaires
which are to be answered by our identified target respondents.

Affixed below are our signatures to assure that whatever information gathered will be treated
with out most confidentiality.

We will truly appreciate your positive response on this matter. Thank you for your usual
support.

Respectfully yours,

Carl Christian Tinapay

John Kenneth Aligway
Jimwell Yangson
Ryle Castañares
Romeo Villamor

Noted by: Approved by:

Ms. Frelyn Duran Capt. Efren Caballes

 APPENDIX B

Research Instrument

Survey Questionnaire

DATE: _____________________

Dear Respondents:

Greetings!

As part of our course requirement, we are conducting a Thesis Project about the
effectiveness in performing laboratory activities among marine transportation students in the
university. In line with this, we are need of information and opinion from people through this
survey questionnaire.

With your participation in answering the questions below, it would be of great help for
our study’s success. Profile and any information that you will provide will be held confidential
and will be used for academic purposes only.

Part I. Please tick the box/circle corresponding to your answer and or provide needed answer

for the lines provided.

Name (Optional): _______________________ Age: _____________

Year level: _____________________________ Gender:__________

1. What subjects are you currently enrolled in and have laboratory classes?

2. How many units are you taking wherein laboratory classes are involved?

3. How often are your laboratory classes done in a week?

☐ One ☐ Two (TTh) ☐ Three (MWF)

4. How many hours is allocated for your laboratory class?

5. Is the laboratory facility equipped with necessary equipment?

6. Can the laboratory facility accommodate your class size?

7. Is the usage of laboratory class for a specific subject a necessity?

8. What do you feel during your laboratory class?

9. Are there any instances wherein you did not to attend your laboratory class?

10. If your answer, how frequent is that scenario?

Part II. Please indicate by encircling in the number in column shown below the potential level

of effectiveness of the listed tools, methods/techniques you perceive based on your

performance, whether or not you actually use them. Please use the following rating scales:

[Effectiveness]

1 = Not Effective (If the activity is not really effective)

2 = Of Little Effectiveness (If the activity is minimally effective)
3 = Somewhat Effective (If the activity is somewhat effective)
4 = Effective (If the activity is effective)
5 = Very Effective (If the activity is greatly effective)

TOOLS/METHOD COLUMN B [EFFECTIVENESS]

Laboratory Activities 1 2 3 4 5

Exam 1 2 3 4 5

Debates 1 2 3 4 5
 Lecture 1 2 3 4 5

Group Study 1 2 3 4 5

Oral Presentation 1 2 3 4 5

Case Study 1 2 3 4 5

Self-Study 1 2 3 4 5

Role Play 1 2 3 4 5

Televisions 1 2 3 4 5
 APPENDIX C

Research Environment

Target Location

The target location mentioned in the study was University of Cebu Lapu-Lapu and

Mandaue campus. Figure below is the vicinity map of the of the university

Figure 2. Vicinity Map.

 APPENDIX D

CURRICULUM VITAE

Personal Background

Name: Chrisitian Philip R. Buenafe Age: 18

Gender: Male Civil Status: Single

Birthday: December 4, 1998

Address: Maguikay, Mandaue city

Email: Christianphiliprendonbuenafe@gmail.com

Educational Background

Secondary: Saint Michael College

Primary: Hindang Central School