Level of Satisfaction of the 2nd Year BSMT Students on the Full Mission

Simulation at UCLM

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A Research Proposal

Presented to the College of Marine Transportation Department

In University of Cebu—Lapu-Lapu and Mandaue

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In Partial Fulfillment of

the Requirement for the Research Subject

College of Marine Transportation

Gomez, Januces
Karim, Christian Lou
Makilang, Patrick
Lopez, Ralph Benedict
Mangubat, Symon Gregory
Rationale
Customer satisfaction refers to an element of success where quality of
products and services that the institution cascades to rank and file employees of the
institution. According to the study of Alimen and Gildore (2020), students felt that
satisfaction to the laboratory facility when procedures such as rules and regulations
in borrowing tools and laboratory ventilation is observed.
Laboratory facilities are equipment used inside a laboratory. The physical
facilities of the universities are considered as major component in developing the
proficiency of the students in their respective fields of specialization. Higher
education (HE) students are considered as primary customers of colleges and
universities. They are the major recipients of services offered by the schools which
have the right in meeting and satisfying their needs. A laboratory refers to a
physical room where students perform experiments based on the subject matter. In
University of Cebu – Lapu-lapu and Mandaue Campus, there were various
laboratory rooms, including the seamanship laboratory and the plotting area, as
well as simulation sites such as liquid cargo handling simulator and the full
mission simulation.
Maristela et al. (2015) addressed that one of the major concerns of maritime
students in choosing their university is the quality of laboratory facilities that the
school may provide for them. Which means, considering that all mentioned
laboratory rooms, depending on performance and quality, can satisfy or dissatisfy
maritime students as the primary customers of the study.
For example, in the study of Alimen and Gildore (2020), results show that
marine engineering students were “most satisfied” with the services of the
Laboratory Department of JBLFMU-Molo for the School Year 2019-2020. These
were “implementing the rules and regulations in borrowing and retrieving the
tools/apparatus and equipment” with the mean score of 3.94, which belongs to the
‘highly satisfied’ description. There are good reasons to why this laboratory
service becomes a satisfaction, including convenience in equipment borrowing,
and an approachable and orderly way of this service application.
This idea led to a further investigation between second-year maritime
students of University of Cebu – Lapu-lapu and Mandaue Campus and their
individual satisfaction towards the access to laboratory facilities, considering major
factors such as amount paid for its lab fees, and others. The reason to conduct this
study is to determine the second-year maritime students’ satisfaction towards
laboratory facilities, especially that laboratory fees tend to increase due to the
impact of the pandemic, and through this study, it will help the school management
on what laboratory facility aspect to improve, such as condition, quality, and its
environmental conditions inside the laboratory premises.
Statement of the Problem

This study aims to examine the level of satisfaction of maritime students of

the laboratory facilities of UCLM Marine Department at the University of Cebu's

Lapu-Lapu Mandaue Campus for the S.Y. 2022–2023. The study specifically aims

to:

1. What is the demographic profile of the respondent in terms of :

1.1 Name (optional)

1.2 Age

1.3 Gender

2. What is the level of satisfaction in terms of Maritime students on the

laboratory facilities in terms of:

1.1service;

1.2 administration;

1.3 instruction;

1.4 facility; and

1.5problems encountered during training

3. Based on the findings, what possible intervention can be proposed?

Theoretical Background

This study is based on Jean Piaget’s “cognitive theory” (1929). In addition,

this study is supported by George Siemens and Stephen Downes’ Connectivism
Learning Theory (2005) and Ernst von Glasersfeld’s Radical Constructivism
(1995).
Cognitive Theory
According to Piaget (1929), cognitive theories focus on how our mental
processes or cognitions change over time. Cognitive theories describe an
interaction between the child and the environment, in which development occurs
through a “constant process of going back and forth between the person and the
environment.” Piaget (1929) theorized that, as their brains mature and children
experience the world through action, they progress through four broad stages of
thinking. Each stage is qualitatively different and more adapted to understanding
the world. The four cognitive stages are: sensorimotor, preoperational, concrete
operational, and formal operational.

The cognitive theory by Piaget (1929) is relevant to the research study. This
is because the second-year maritime students are undergoing the formal
operational stage, since its approximate age range limits from 11 years old and
above. Under formal operational, adolescents can think systematically, can reason
about abstract concepts, and can understand ethics and scientific reasoning,
adolescents can generate hypotheses, and; oral reasoning has evolved to understand
that rules are a result of mutual agreement. Because of this cognitive development,
the students’ level of satisfaction becomes more serious and critical in terms of
laboratory service, administration, instruction, facility, and problems encountered
during training. The researchers are hoping to determine the level of satisfaction
among the respondents by using the available research instruments and materials.

Connectivism Learning Theory

Connectivism Learning Theory According to Siemens and Downes (2005),
connectivism is a relatively new learning theory that suggests students should
combine thoughts, theories, and general information in a useful manner. It accepts
that technology is a major part of the learning process and that our constant
connectedness gives us opportunities to make choices about our learning. It also
promotes group collaboration and discussion, allowing for different viewpoints and
perspectives when it comes to decision-making, problem-solving, and making
sense of information. Connectivism promotes learning that happens outside of an
individual, such as through social media, online networks, blogs, or information
databases. It creates collaboration, empowers students and teachers, and embraces
diversity. Connectivism relies heavily on technology, so the first step to creating a
connectivist classroom is to introduce more opportunities for digital learning—like
online courses, webinars, social networks, and blogs.
The connectivism learning theory by Siemens and Downes (2005) supports
the research study, as connectivism can be incorporated in the classroom and the
research study deals with the second-year maritime students and the students’ level
of satisfaction in terms of categories that take place within a laboratory classroom.
One of the ways that incorporate connectivism in the classroom is the use of
simulations inclined to maritime subjects taken by the maritime students. These
laboratory facilities and other laboratory-inclined services, based on quality and
performance, will affect the level of satisfaction of every second-year maritime
student, which is the focus of the research study.
Radical Constructivism
Radical Constructivism According to Glasersfeld (1995), radical
constructivism is an unconventional approach to the problems of knowledge and
knowing. It starts from the assumption that knowledge, no matter how it be
defined, is in the heads of persons, and that the thinking subject has no alternative
but to construct what he or she knows on the basis of his or her own experience.
What we make of experience constitutes the only world we consciously live in. It
can be sorted into many kinds, such as things, self, others, and so on, but all kinds
of experience are essentially subjective. Though Glasersfeld may find reasons to
believe that Glasersfeld's experience may not be unlike others, Glasersfeld have no
way of knowing that it is the same. The experience and interpretation of language
are no exception.
The radical constructivism by Glasersfeld (1995) supports the research
study, as radical constructivism is a profoundly shocking view where its emphasis
to subjectivity implies solipsism where individuals are free to construct whatever
realities individuals like, and laboratory activities are part of that subjective
experience among second-year maritime students. These subjective laboratory
experiences as a highlight in the analysis of radical constructivism approach will
uniquely identify each individual’s level of satisfaction in more detail.
 Review of Related Literature and Studies

This chapter presents the related literature and studies after the thorough and
in-depth search done by the researchers. This will also present the synthesis of the
art, theoretical and conceptual framework to fully understand the research to be
done and lastly the definition of terms for better comprehension of the study.

Related Literature

Satisfaction is the state felt by a person whose requirements have been met
(Islam et al., 2011). Despite the differences in the approach to defining customer
satisfaction that we can find in the literature, the most popular of them is based on
the customer expectations. As mentioned by Gerson (1993), Hill (1996), Oliver
(1997) and Vavra (1997), satisfaction is a standard of how the offered “total”
product or service fulfils the customer. Customer satisfaction can be defined as a
state in which his expectations match his perception of the actual service received.
(Islam et al., 2011; Radziszewska, 2013). Customer satisfaction measurement is
one of the most important issues concerning business organizations, which is
justified by the customer-orientation philosophy and the main principles of
continuous improvement of modern enterprises (Grigoroudis and Siskos, 2010).

Satisfaction determines the quality of service an institution can provide. It

gives the student’s to have an overview on what service an institution provides.
Providing a comfortable environment and a place where you can learn and explore
new things are one of the main factors that a stakeholders seek. It also promotes
the student population’s mental health and stability, which are conducive to both
short-term learning goals and long-term character building and social inclusion.

According to Loony et al. (2003), services are activities or processes

characterized by two central notions, namely intangibility and simultaneity.
Intangibility simply means that the result of a service transaction is not a transfer
of ownership, as in the case of physical goods. Reports on The Economic Impact of
UK Higher Educational institution by University UK (2006) stated that although
HEIs’ (Higher Education Institution) primary mission is teaching and research,
HEIs have raised 25% of their revenues from other businesses such as catering or
conference services business. Further, with increasingly diverse student population,
there are also requirements for the HEIs to provide other services such as students
support services, students welfare services, medical services, career guidance, etc.

Service is one of the main factors that a stakeholders evaluate. If an

institution have high standard of services, they tend to enroll in that institution.
Services are important on student’s satisfaction. Low service affects the
satisfaction of the students, it will be a big impact to the institution if they show
low service.

According to Carey, Cambiano and De Vore (2002), satisfaction actually

covers issues of student’s perception and experiences during the college years.
Classroom is an environment where students expressed their behavior related to
academics during lecture session, physical and mental activities through the use of
various instructional materials (Bulaklak & Pilobello, 2014). Having an effective
classroom management is a skill that needs to be mastered by the Maritime
Professional teachers in order to facilitate the student learning activities properly
(Laguador & Alcantara, 2013). Therefore, lack of materials, equipment, and
facilities may affect the students’ level of satisfaction. It is important for them to
use laboratory facilities in order for them to familiarize and have idea on how to
use such material, equipment, and controls.

The students encounter problems on how to operate or use laboratory

equipment. Develop the courageous initiative to remind concerned administrators,
proprietors and educational leaders to augment university provisions of teaching
devices and materials in order to upgrade college instructors’ teaching
skills/practices in using multimedia-assisted instruction (Fajardo, 2014). Hence,
students who rarely use laboratory facilities have lesser knowledge on how to
operate controls in the facility. Laboratory activities is a crucial role in developing
student’s skills.
 Giving learning opportunities to students helps them to expand their
knowledge, cultivate their abilities and discover new skills and talents (Britiller et
al., 2014). Balaguer (2012) discussed a number of options in deciding what
teaching materials to be considered: choosing a suitable published course; adapting
a published course to match the needs of the course and; using teacher-made
materials and authentic materials as the basis for the course. Many institutions
view facilities of high standard as a very important factor to students’ choice of
school Matzdorf et al., (2003). Therefore, students’ learning quality is based on the
materials the institution have. Most of the stakeholders evaluate first the
availability of the school’s equipment and the quality of education they can get.

Laboratory facilities are their growing environment. That’s where they start
to learn how to operate technologies in ship. Without the facilities, their
satisfaction would not meet and there will be a lack of knowledge among the
learners.

Higher educational institutions are increasingly recognizing that higher

education is a service industry. As service organization, higher educational
institutions are dealing with a same situation which places greater emphasis on
meeting the expectations and needs of their customers. However, in the university
environment, the concept of customer is not clearly defined (Navarro et al. 2005).
The acknowledgement of the students’ experience of an institution is regarded as
an essential perspective to adopt in students satisfaction survey. According to
(Douglas, Douglas et al. 2006) student’s opinion in the forms of satisfaction
feedback is recognized in educational institution worldwide. According to Navarro
et al. (2005), numerous attempts have been made by researchers to define the
concept of satisfaction in relation to services offered in higher education. They
acknowledge that satisfaction is the final state of psychological process. Elliot and
Healy (2001) indicated that student’s satisfaction is a short-term attitude that
results from the evaluation of their experience with the education service received.
 Maritime students focuses on learning how to operate ship controls. Most of
the stakeholders seeks for institutions that has a complete training for their course
and that can meet their expectations. They are aiming for service and quality of
education they can get in that institutions. They are looking for an education that
can give them what they need. This will help them to determine what service the
institution can provide.

REFERENCES

Alimen, A. & Gildore, E. (2020). Laboratory-Services Leading to Quality of

Maritime Education and Training (MET) at Maritime University in
Philippines, retrieved from
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pdf

Maristela et al. (2015). Satisfaction of Maritime Students in using Laboratory

Facilities, retrieved from
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2015-005-Maristela-LEVEL-OF-SATISFACTION-OF-LIMA-STUDENTS-
IN-USING-LABORATORY-FACILITIES.pdf
Buted, D., Abiad, R., (2014), Level of Nigerian Cadets’ Satisfaction on the

Services of Lyceum International Maritime Academy Asia Pacific

Journal of Maritime Education, Vol. 1

Sandoval, K., Samonteza, F., Cuering, C. J., Casinillo, R., Belen, P. D., Festijo, B.

(2017), Satisfaction of Cruise Line Management Students on the

Training and Services of Lyceum Maritime Training Center retrieved from

https://research.lpubatangas.edu.ph/wp-content/uploads/2017/07/JTHR-

2017.1.05.pdf

Maristela Jr, J., Moredo, D., Panaigan, L., Pontalba, F., Sabaster, P. A., Caiga, B.

(2015), Satisfaction of Maritime Students in using Laboratory

Facilities retrieved from http://research.lpubatangas.edu.ph/wp-

content/uploads/2016/12/APJME-2015-005- Maristela-LEVEL-OF-

SATISFACTION-OF-LIMA-STUDENTS-IN-USING- LABORATORY-

FACILITIES.pdf

Magtibay, D. L., Lanto, R., Magnaye, J., Castillo, J. C., Virgilio, B., Caiga, B.

(2015). Maritime Student Satisfaction on the Instructional Materials Utilized in

one Asian Maritime Academy retrieved from

http://research.lpubatangas.edu.ph/wp-
 content/uploads/2016/12/APJME-2015-006-Magtibay-Level-of-Satisfaction-

on-the- Instructional-Materials-for-Maritime-Students-in-Lyceum-International-

Maritime- Academy.pdf

McLeod (2011), Laboratory Hazards and Risks retrieved from

http://www.labmanager.com/labhealth-and-safety /2011/09/laboratory-hazardsand-

risks?fw1pk=2#.VAgUaMWSx2s

https://www.simplypsychology.org/piaget.html#:~:text=Jean%20Piaget's

%20theory%20of%20cognitive,mental%20model%20of%20the%20world.

http://eprints.utm.my/id/eprint/21939/1/

MaimunahSapri2009_FactorsthatInfluenceStudent%E2%80%99sLevel.pdf

https://repozytorium.biblos.pk.edu.pl/redo/resources/43213/file/resourceFiles/

IJPPM-01-2019-0018_proof-1.pdf
 Research Methodology
Research Design

The study will use a qualitative-descriptive approach to the selected

respondents to analyze the results of the data. Hence, the researchers will use a
questionnaire to gather data from the respondents to determine the level of
satisfaction of the students upon using the Full Mission Simulation Laboratory. In
addition, the researchers will utilize the qualitative research method in creating the
output of the study.

Research Environment
The study will be conducted inside the premises of University of Cebu
Lapu-Lapu and Mandaue. It is located in A.C. Cortes, Mandaue City, Cebu. It was
established on 1964 and it is an institution committed to an authentic education that
excels on the principles of humanity, nationalism, and academic excellence.

UCLM is one of the five campuses of the University of Cebu here in the
Philippines. UCLM upholds and realizes the vision of UC through the formation of
an empowered community of person, who, through character formation and
academic excellence contributes to the development of society. The researcher
chose UCLM since they are enrolled in the institution. The 2 nd year BSMT students
usually use the Full Mission Simulation Laboratory and provides the researcher the
data they need in making their study.

Research Respondents
In this study, a group of (20) 2nd Year BSMT students in University of
Cebu Lapu-Lapu and Mandaue, A.Y 2022-2023 who are having a class in the Full
Mission Simulation Laboratory classroom. The researchers will use a random
sampling method to choose the participants. With this technique, every sample has
an equal probability of being chosen.
Research Instrument
A Survey Research Method will be used as an instrument to gather data
from the (10) 2nd year BSMT students in enrolled in UCLM A.Y 2022-2023. The
survey will be done through online. Each student aforementioned above will be
instructed before taking the survey. The overall Researchers-made questions are 10
items only. Their total results will be tallied and calculated.

Research Procedure
The researcher will gather data thru survey. This portion will be based on the
data gathered by the researchers and the data will show the level of satisfaction of
the 2nd year maritime students on Full Mission Simulation Laboratory.

Data Gathering Procedure

The data for the research study will be collected with the permission of the
Dean, Chairperson, coordinators, and instructors. In order to follow the health and
safety protocols, we will be doing blended survey. We will conduct face-to-face
survey to our 50% desired respondents and 50% online survey for the rest of the
desired respondents. Furthermore, it is important to maintain social distancing
when conducting the face-to-face survey. Regarding to the online survey that will
be conducted by the researcher, the researcher will provide Google form for the
respondents to answer. Also, the researcher will use random sampling to select
participants.

Statistical Treatment
This study is being conducted to determine the level of satisfaction of 2 nd
year BSMT students in Full Mission Simulation Laboratory. This study aims to
know the level of satisfaction of 2nd year BSMT students based on the data
gathered by the researchers. The researcher will make use of descriptive method.
In addition, the researcher will use qualitative research method in generating the
output of the study.