ABSTRACT

This thesis examines the expectations and motivation of

students pursuing maritime education. The research objective
is to determine the factors influencing students' decision
to enter the field and to investigate the relationship
between their expectations and motivation. The study
employed a descriptive-quantitative research design,
utilizing a researcher-made questionnaire as the data
collection instrument. The survey targeted 84 randomly
selected first-year maritime students from various
locations. The findings indicate that students in maritime
education demonstrate high levels of motivation and possess
strong aspirations for their educational journey and future
careers. Their motivation stems from a combination of
personal aspirations, a practical passion for traveling, a
desire for independence, and the potential for financial
success. Parental influence and the development of
leadership skills also play significant roles in motivating
students, while the impact of peers and advertising appears
to be relatively minimal. Students hold high expectations
for their maritime education, emphasizing practical
experience, collaboration, program completion,
qualifications for career advancement, and academic
excellence. The study establishes a positive and significant
relationship between motivation and expectation among
maritime students, suggesting a causal link between the two.
The findings underscore the importance of nurturing student
motivation and aligning educational practices with their
expectations. The conclusions highlight the significance of
student motivation in maritime education and its impact on
students' expectations and outcomes. The study recommends
that educational institutions recognize and leverage the
motivating factors identified to enhance student motivation
and align their practices with students' expectations.
 TABLE OF CONTENTS

TITLE PAGE . . . . . . . . . . . . . . . . . . . . . i

APPROVAL SHEET . . . . . . . . . . . . . . . . . . . ii

ACKNOWLEDGEMENT. . . . . . . . . . . . . . . . . . . iii

ABSTRACT . . . . . . . . . . . . . . . . . . . . . . iv

TABLE OF CONTENTS. . . . . . . . . . . . . . . . . . v

LIST OF TABLES . . . . . . . . . . . . . . . . . . . vii

Chapter Page

1 THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale . . . . . . . . . . . . . . . 1

Theoretical Background . . . . . . . . . 3

Review of Related Literature . . . . . . 7

Review of Related Studies . . . . . . . 10

Legal Bases 12

THE PROBLEM

Statement of the Problem . . . . . . . . 14

Statement of the Null Hypothesis . . . . 14

Significance of the Problem. . . . . . . 14

Scope and Delimitation of the Study . . 15

RESEARCH METHODOLOGY

Research Design . . . . . . . . . . . . 17
 Research Environment . . . . . . . . . . 17

Research Participants . . . . . . . . . 18

Research Instrument . . . . . . . . . . 18

Research Procedure . . . . . . . . . . . 19

Statistical Treatment . . . . . . . 19

DEFINITION OF TERMS . . . . . . . . . . . . 21
PRESENTATION, ANALYSIS, AND INTERPRETATION OF
2 23
DATA
SUMMARY OF FINDINGS, CONCLUSION, AND
3
RECOMMENDATION
SUMMARY . . . . . . . . . . . . . . . . . . 30

FINDINGS . . . . . . . . . . . . . . . . . 31

CONCLUSION . . . . . . . . . . . . . . . . 33

RECOMMENDATIONS . . . . . . . . . . . . . . 36

REFERENCES . . . . . . . . . . . . . . . . . . . . . 41

APPENDICES
Letter to the Dean of the
Appendix A - College of Maritime 44
Affairs . . . . . . .
Letter to the
Appendix B - 45
Registrar . . . . .
Letter to the
Appendix C - 46
Respondents . . . .
Questionnaire . . . . . . . . .
Appendix D - 47
.
RESEARCHER’S BIODATA . . . . . . . . . . . . . . . . 49
 LIST OF FIGURES AND TABLES
Table Page

1 Motivation of Students . . . . . . . . . . . 23

2 Expectation of Students . . . . . . . . . . . 26
Results of Significance Test of Relationship
3 on the Maritime Students’ Motivation and 28
Expectation . . . . . . . . . . . . . . . . .
 Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

Graduating students from secondary schools may not have

a solid decision on where to go in college and what degree

program they may take. They are planning to enter college

without a clear idea of what career to pursue for their

future (Ramirez & Dizon, 2014). They may sometimes consider

the people and the information they received within their

environment. Several factors may affect the decision of

students and parents, and it can be a good source of insight

for private higher education institutions to offer quality

services that will suit the needs, expectations, and demands

of the community. Academic institutions sought to observe

the requirements of the customers, prospective students, and

other clients like industry partners when preparing an

educational program (Hrnciar & Madzík, 2013).

In the Philippine setting, maritime education is one of

the most enrolled courses chosen by high school graduates.

The maritime education industry is a growing industry that

has experienced exponential growth over the past decade.

This has led to a substantial increase in the number of new

 2

entrants into this market and an increase in demand for

qualified professionals. The industry is also experiencing

increasing competition from other industries, such as

tourism and leisure, which are currently experiencing

declining demand. As a result, there is an increasing need

for qualified professionals who can meet the labor needs of

this expanding market, thus, this becomes a strong motivator

in pursuing maritime education.

Maritime education is a field that requires discipline,

patience, and a work ethic. Students who are not willing to

endure these challenges can find it difficult to earn an

education in this field. Students need to have motivation

and expectation when they enter into maritime education

where motivation is the mental drive to pursue something

that piques interest and expectation is the assumption that

something will happen or be achieved. In pursuing maritime

education, students are expected to have a high level of

motivation and expectation for their studies. You need to

make sure that you are ready for the challenges that come

with this field.

Based on the foregoing statements above, these

situations led the researchers to study the factors leading

to the motivation and expectation of maritime students in

pursuing maritime education.

 3

Theoretical Background

According to Victor Vroom’s Expectancy Theory of

Motivation, an individual’s motivation is affected by their

expectations about the future. Specifically, Vroom says that

an individual’s motivation is affected by how much they

value any reward associated with an action (Valence), how

much they believe that by putting effort into something they

will be able to generate good results (Expectancy), and how

much they believe that generating good results will result

in a reward (Instrumentality). It’s important to note that

rewards could be intrinsic or extrinsic. Extrinsic

motivations are external things such as money and promotion.

Intrinsic motivations are internal things such as a sense of

fulfillment and achievement. The value of what the students

are learning provides higher motivation and gives a strong

foundation to perform their responsibilities and work harder

in achieving their goals.

The maritime program in the Philippines is one of the

well-known college degrees for male students who aspire to

higher salaries while working aboard. Based on the enrolment

data from the Commission on Higher Education for 2018-2019,

the Maritime program has 87,960 enrollees or 2.7 percent

from pre-baccalaureate to doctoral programs as of June 30,

 4

2019, out of 3,212,542 enrolled students in all levels and

programs of all HEIs in the Philippines which makes it as

9th discipline group with the highest number of enrollees.

There are many factors leading to the motivation and

expectation of maritime students in pursuing marine

education. One such factor is the need for maritime

education. There is a shortage of professionals in the

industry, and there is a need for more professionals with

the right credentials to work in this industry. Another

factor is associated with the demand for marine

professionals who have acquired skills and knowledge that

will help them perform their jobs well. Finally, some

factors contribute to motivation such as self-esteem,

financial stability, as well as personal growth and

development.

Vroom says that an individual’s motivation is a product

of several factors: Valence is how much they value the

potential rewards associated with the specific results or

behaviors. Expectancy is how much they believe that their

additional effort will help them achieve the target results

of behaviors. Instrumentality is how much they believe the

rewards will appear should they achieve the desired outcomes

or behaviors.
 5

Vroom's expectancy theory of motivation is a set of

ideas in psychology that explain how people are motivated by

their goals and expectations. It is heavily based on the

work of Edward Thorndike, who developed the law of effect

and the law of requisite conditions.

The preparation of maritime students during college

defines their future success in the maritime profession.

Identifying the interest of the learners as an important

factor of success in college is described in this study.

On the other hand, Self-determination theory focuses on

different orientations of motivation that influence the

quality of engagement (Deci & Ryan, 1985). According to the

theory, motivation can differ not only in strength but also

in orientation. The orientations of motivation refer to the

different reasons that give rise to an inclination for an

individual to do something.

Students can be motivated to learn a new skill because

they gain their parents’ approval or because learning the

skills is necessary for their dream job. Based on the

orientations of motivation, the theory categorizes

motivation into several types. Motivation is also influenced

by one's past experiences, beliefs, and values. Many

students who pursue maritime education have learned from

their families or other adults who were active in the

 6

industry that they wanted to work with at some point in

their lives.

Article XIV Section 5

Expectancy Theory of
Modification
An individual’s motivation
is affected by their
expectations about the
future. (Victor Vroom,
1964)
paragraph 3 of the 1987
Constitution of the Republic
of the Philippines
“Every citizen has a right to
select a profession or course
study subject to fair,
reasonable, & equitable
admission and academic
requirements.”

Article XIV Section 5

Self-determination Theory paragraph 2 of the 1987
Constitution of the Republic
Motivation can differ not
of the Philippines
only in strength but also in
orientation. “Academic freedom shall be
(Deci & Ryan, 1985) enjoyed in all institutions
of higher learning.”

Freshmen Maritimes Students

Motivation and Expectation

of Freshmen Students in
Pursuing Maritime Education

Recommendations
 7

Figure 1. Theoretical and Conceptual Framework

 8

Review of Related Literature

The motives of choosing the profession of the great

majority of young people were determined by economic,

social, and psychological factors (Kalvaitiene, 2011).

Students must be provided with all pertinent information to

be able to steer them in this crucial decision. Parents’

preferences, financial and intellectual capacity,

employability, and program offerings in schools within the

locale, among others, are just some of these considerations.

It was claimed that family members, both nucleus and

extended, influenced students' choice of careers (Mtemeri,

2017).

It is proved statistically that if the student chooses

a profession following his emotions, interest in the

profession, and understanding of the advantages of

professions, his studies are more effective, than if he or

chooses a profession accidentally or is influenced by

his/her family or relatives. The factors directly associated

with an individual's aspirations include educational,

vocational, and quality-of-life issues (Alcantara, 2015).

The word aspiration cannot be simply defined as individual

dreams or ambitions. Students’ aspirations are derived from

a combination of educational goals, vocational endeavors,

and perhaps, most importantly, their sense of self as it

 9

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 to their sphere of interests and values.

Maritime students belong to the 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. Students who are

interested in the 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

traveling now reached an even higher level of importance

(Fernandez, 2014).

On the other hand, the most important discouraging

factor was difficulties in 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 of the difficulties of working the ship.

Students still perceive the seafarer profession as an

isolating one, it seems that they are afraid of the lacking

connectivity with relatives and friends through the internet

on board. Young people are not motivated to follow a

seafaring career due to several reasons they will be far

 10

from their family and friends for long periods and stressful

work in challenging conditions (Dragomir, 2014). Seafaring

is attractive for young generations due to the salary. There

are also some gender differences: Males are more attracted

by the salary and respect of the profession, while females

are more attracted by traveling and are discouraged by

health and risk issues.

The driving force of eagerness of the students to

surpass the challenges of a certain college degree can be

associated with the level of their interest in the program.

Interest is an intrinsic motivational factor that stimulates

the enthusiasm of a person to perform better or more than

what is expected of him to accomplish. Expectancy Theories

connect thought and motivation and are explanations of

behavior that focus on people’s expectations of success in

reaching a goal and their need for achievement as energizing

factors (Miranda, 2008).

Motivation starts with a person's goal, or what they

want to accomplish (Locke, 1981). They then consider what

would need to happen for them to achieve that goal and how

much effort it would take them. From this, they determine

how motivated they are to achieve their goal. If they're too

focused on achieving their goal but don't know how much

effort it will take, then they may not be as motivated as if

 11

there was some unknown factor that could delay or even

prevent them from achieving their goal.

The two basic types of motivation are intrinsic

motivation and extrinsic motivation (Ryan & Deci, 2000).

Intrinsic motivation refers to a disposition to engage in a

task for one’s inner pleasure. An example of intrinsic

motivation is a student reading a history textbook for fun.

It is human nature for people to engage in activities that

they are intrinsically interested in. Intrinsic motivation

often leads to high levels of engagement and performance

(Deci & Ryan, 2000). Thus, it takes several factors that

influence a person in choosing his course in college.

Review of Related Studies

Schiefele in 1991 defined interest as a content-

specific motivational characteristic composed of intrinsic

feeling-related and value-related valences. It was

emphasized by Ainley in 2002 that specific patterns of

individual interests and how they influence student

engagement with learning have not been well researched. As

well as the need to identify students’ specific patterns of

individual interests, it is important to determine how

individual interests at different levels of generality might

differentially influence student learning.

 12

Students’ interest in learning is associated with

anxiety to learn. Interest is fundamental in any

individual’s choice task. A characteristic feature of

interest is a manifestation of different differences toward

actions, events, or plans. A student’s interest in academic

achievement will induce him to behave and act in a certain

way in his studies (Ogbuanya & Owodunni, 2013).

Identifying the level of interest of the students to

pursue a certain program of study may help explain the

succeeding behavior developing the positive or negative

attitude of the students as related to academic life

(Ramirez, 2014). Interests may vary also according to

personal experiences (Smith, 2002).

One of the significant decisions in life one must make

is choosing a course to take in college for its effect on

the person is a lifetime. Often, students are faced with a

lot of options and considerations before they can finally

make up their minds. In the study of Dayao and Almario in

2018 forwarded that further research on the reasons why

students choose a course, or a school may be considered to

help graduating students in selecting a course. Course and

school selection decisions will most likely define their

future success. Also, the geographical location of schools

was cited as quite influential in the options for jobs by

 13

students. The same study also revealed that peers influenced

students’ choices of careers through peer advice and

encouragement. Indeed, enough time and research must be

allocated to this critical phase in one’s life.

Legal Bases

As we delve into the factors influencing students'

course selection and career choices, it is crucial to

acknowledge and appreciate the legal bases established by

the Philippine Constitution.

The 1987 Constitution of the Republic of the

Philippines establishes a framework that guarantees every

citizen's right to select a profession or course of study.

As stated in Article XIV Section 5 Paragraph 2 of the 1987

Constitution of the Republic of the Philippines:

"Academic freedom shall be enjoyed in all

institutions of higher learning."

Academic freedom is the freedom of teachers, students,

and academic institutions to pursue knowledge wherever it

may lead, without undue or unreasonable interference. As a

democratic country, the Philippines exercises academic

freedom of the students and teachers to make improvements

and actions in the field of education that inclines along

 14

with the interest of the students to pursue their chosen

careers.

Moreover, as stated in Article XIV Section 5 Paragraph

3 of the 1987 Constitution of the Republic of the

Philippines:

"Every citizen has a right to select a

profession or course of study, subject to
fair, reasonable, and equitable admission
and academic requirements."

Thus, students can exercise their freedom and right to

pursue their chosen careers along with their interests. The

Philippine government prioritizes education as it provides

scholarships and free tuition fees subject to fair,

reasonable, and equitable admission, and academic

requirements.
 15

THE PROBLEM

Statement of the Problem

This study aims to determine the expectations and

motivation of students in pursuing maritime education.

Specifically, this research answers the following

questions:

1. What are the expectations of students when pursuing

maritime education?

2. What are the motivating factors for students pursuing

maritime education?

3. Is there a significant relationship between the

expectations and motivations of students pursuing

maritime education?

Statement of the Null Hypothesis

There is no significant relationship between the

motivation and expectation of maritime students in pursuing

maritime education.

Significance of the Study

This study is deemed to benefit the following groups of

people:

Maritime Students. This study may help the students to

possess information about the possible factors leading to

 16

motivation and expectation to pursue their maritime

education.

Parents. The data of this study may help the parents to

guide their children in choosing a course in college.

Marine Instructors. This can tailor their teaching

approaches, establish effective communication channels,

address student challenges, enhance student engagement, and

continue their professional development. This knowledge

empowers marine teachers to create an optimal learning

environment and support the success of their students in

their marine education journey.

PMI Administration. The findings will guide

administrators in curriculum development and foster stronger

ties with the maritime industry, ultimately contributing to

the growth and effectiveness of marine education programs.

Education Sectors. The outcome of the study can

comprehend the possible steps in improving educational

system in guiding students to choose their career.

Future Researchers. This study may provide relevant

information that could be used as a basis for further

research on the topic.

Scope and Delimitation

The scope of the study includes first-year maritime

students at PMI Colleges Bohol who are interested in

 17

pursuing maritime education. The study specifically focuses

on their motivation and expectations in relation to maritime

education. The research was conducted within the confines of

PMI Colleges Bohol and did not extend to other institutions

or locations. The participants were selected randomly, but

the sample size was limited to 84 students. The research

instrument used in the study was a questionnaire that

measured motivation and expectation, but other potential

factors influencing motivation and expectation were not

explored. The study was also limited to the data collected

through the questionnaire and did not incorporate other

sources or methods of data collection.

 18

RESEARCH METHODOLOGY

Research Design

The researchers used a quantitative research design.

Quantitative research focuses on collecting data that can be

objectively measured and analyzed using statistical methods.

This data is typically numerical and allows for precise

comparisons and statistical inferences. In data collection,

the researchers’ tool was taken from the study entitled

“Motivation and Expectation in Pursuing Maritime Education”

by Bayadna, John Cedric C., Cortez, Joshua Miguel C.,

Espina, Erwin C., Gonato, John Maurille, Quibal, Hairal R.,

and Tierra, Jayson Bryant O.

Research Environment

The locale of the study is the PMI Colleges Bohol. It

is a private, non-sectarian, co-educational institution of

higher learning in Tagbilaran City, Bohol, Philippines and

is part of the PMI Colleges system. It offers marine courses

such as Marine Transportation, Marine Engineering and

Customs Administration. With its main building at Carlos P.

Garcia Avenue, it has an extension campus at Tomas Cloma

Avenue, Barangay Taloto, Tagbilaran City.

 19

Research Participants

The participants of the study were 84 First year

maritime students randomly selected who are interested to

participate in the study.

Research Instrument

The researchers utilized the questionnaire from the

study entitled “Motivation and Expectation in Pursuing

Maritime Education” by Bayadna, John Cedric C., Cortez,

Joshua Miguel C., Espina, Erwin C., Gonato, John Maurille,

Quibal, Hairal R., and Tierra, Jayson Bryant O.

To calculate the Expectation of the respondents in

pursuing the Maritime Courses, the scale will be used:

3.25 - 4.00 - Very high expected

2.50 - 3.24 - High expected

1.75 - 2.49 - Low expected

1.00 - 1.74 - Very low expected

To calculate the Motivation of the respondents in

pursuing the Maritime Courses, the scale will be used:

3.25 - 4.00 - Very high motivated

2.50 - 3.24 - High motivated

1.75 - 2.49 - Low motivated

1.00 - 1.74 - Very low motivated

 20

Research Procedure

The researcher obtained permission from authorities

before conducting the study by sending letters to the Dean

of Maritime Affairs. Upon approval, the study will be

immediately started.

The researchers’ set of survey questionnaires was

encoded using Google Forms. The final set of encoded

questionnaires was forwarded to our respondents through any

available social media platforms. The respondents are

required to go online with their full willingness at their

preferred time through any device at their convenience to

answer the survey.

Statistical Treatment

After the questionnaires are answered and retrieved,

the data was computed using IBM SPSS Statistics Trial

Version. In the analysis and interpretation of the data, the

following formulas will be used:

1. Weighted Mean. This is used to identify the key

factors that drive motivation and understand the

areas of focus for meeting students' expectations in

maritime education.

2. Standard Deviation. This is used to determine the

variability or dispersion in the data and better

 21

understand the distribution and variability of

responses for each item.

3. Pearson-Product Moment Correlation. This formula is

used to assess the relationship between motivation

and expectation among maritime students in pursuing

maritime education. It is a statistical measure that

determines the strength and direction of the linear

relationship between two continuous variables,

ranging from -1 to +1.

 22

DEFINITION OF TERMS

To ensure common understanding of key terms, the

following definitions are given.

Apprentice. Someone who has agreed to work for a skilled

person for a particular period and often for low payment, to

learn that person's skills.

Apprenticeship. A system for training a new generation

of practitioners of a trade or profession with on-the-job

training and often some accompanying study.

Bachelor of Science in Maritime Engineering. 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.

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.

Competition. A situation in which someone is trying to

win something or be more successful than someone else.

Expectation. Defined as believing that something is

going to happen or believing that something should be a

certain way.
 23

Marine Transportation. Explains business skills and

teaches prospective shipmates the navigation skills and

technical expertise needed to begin a marine career.

Motivation. Motivation refers to the internal or

external factors that drive and direct an individual's

behavior towards achieving a particular goal or outcome.

Profession. A job or work of people by virtue of having

completed a required course of studies and/or practice.

Seafaring. Seafaring refers to the act or profession of

traveling or working on the sea, typically as a sailor or

crew member on a ship or boat.

 24

CHAPTER 2
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter provides an analysis of the data collected

from first-year Bachelor of Science in Marine Transportation

(BSMT) and Bachelor of Science in Marine Engineering (BSMar-

E) students at PMI Colleges Bohol for A.Y. 2022-2023.

Furthermore, this chapter aims to examine the significance

relationship of the respondents' responses regarding their

motivation and expectations in pursuing the Maritime

Education. This will be divulged in the succeeding tables

below.

TABLE 1
Motivations of Students
N= 84

ITEMS M SD Interpretation Rank

1. Parents 3.55 .782 Very High Motivated 5
2. Peers 2.93 .788 High Motivated 9
3. Advertisement 2.71 .858 High Motivated 10
4. Dreams of
3.82 .470 Very High Motivated 1
better future
5. Practically
passion for 3.36 .723 Very High Motivated 7
travelling
6. To develop
3.32 .824 Very High Motivated 8
leadership
7. To become
3.43 .796 Very High Motivated 6
independent
8. To earn big
3.65 .668 Very High Motivated 3
money
9. Professionalism 3.56 .717 Very High Motivated 4
10. Health 3.69 .620 Very High Motivated 2
MOTIVATION 3.40
.48171 Very High Motivated
24
M = mean SD = Standard deviation
Mean Interpretation:
 25

1.00 – 1.74  Very Low Motivated 2.50 – 3.24  High Motivated

1.75 – 2.49  Low Motivated 3.25 – 4.00  Very High Motivated

Table 1 provides valuable insights into the motivation

sources of students pursuing maritime education. The survey

results on the motivation of students pursuing Maritime

Education provide valuable insights into the factors that

drive their interest and commitment to this field. The data

reveals that students' motivations are primarily influenced

by their personal aspirations and future goals.

According to the survey results, the item with the

highest rating is item 4, dreams of a better future, with a

mean of 3.82. This finding suggests that students are highly

motivated to pursue maritime education because they see it

as a pathway to achieving their long-term aspirations and

securing a better future.

Items 10, Health, with a mean of 3.69, and 8, to earn

big money, with mean of 3.65 are the second and third in

rating. This indicates that students are also driven by the

potential financial rewards and the importance they place on

their well-being within the maritime industry.

The survey results further highlight the significance

of factors such as parental influence, with mean of 3.55,

the desire for independence, with mean of 3.43, a practical

 26

passion for traveling, with mean of 3.36, and developing

leadership skills, with mean of 3.32. These findings align

with the studies discussed in the literature background,

which emphasized the role of parental support, personal

interests, and the pursuit of leadership opportunities in

motivating students to pursue maritime education.

On the other hand, the items 2 and 3, peers and

advertisement, with mean of 2.93 and 2.71, respectively,

received lower mean scores and ranks, indicating that the

influence of peers and advertising on student motivation in

this context is comparatively less significant.

Overall, the total mean score of 3.4024 and a standard

deviation of 0.48171 depict a consistent and high level of

motivation among students pursuing maritime education. The

results highlight the multifaceted nature of motivation,

with various factors contributing to students' enthusiasm

and drive. This suggest that students pursuing Maritime

Education are highly motivated by their dreams of a better

future, the potential for financial success, a focus on

health and well-being, parental support, the desire for

independence, and opportunities for leadership development.

TABLE 2
Expectations of Students
 27

N= 84

ITEMS M SD Inter. Rank

Very High
1. To study hard 3.33 .683 7
Expected
2. To have high grades 3.23 .665 High Expected 8
3. To be able to
Very High
graduate in 3.67 .665 2
Expected
maritime program
4. To pass the board Very High
3.52 .591 5
exam Expected
5. To complete Very High
3.67 .627 2
training Expected
6. To be fluent in Very High
3.31 .760 6
English Expected
7. To go on Very High
3.69 .490 1
apprenticeship Expected
8. To become an Very High
3.55 .666 4
officer someday Expected
9. To share my
knowledge and
Very High
skills with other 3.69 .490 1
Expected
who share the same
dreams
10. To improve Very High
3.61 .560 3
leadership Expected
Very High
EXPECTATION 3.5262 .43909
Expected
M = mean SD = Standard deviation
Mean Interpretation:
1.00 – 1.74  Very Low Motivated 2.50 – 3.24  High Motivated
1.75 – 2.49  Low Motivated 3.25 – 4.00  Very High Motivated

Table 2 indicate that students enrolling in Maritime

Education have high expectations across various aspects of

their educational journey. The overall mean score of 3.5262

suggests a "Very High Expected" descriptive interpretation.

This implies that students have strong aspirations and

desires related to their maritime education and career.

 28

The top-ranked items, Items 7 and 9, which are “to go

on apprenticeship" and "to share my knowledge and skills

with others who share the same dreams," indicate that

students highly value practical experience and collaboration

with like-minded individuals. These expectations reflect

their desire to apply their knowledge, gain hands-on

training, and contribute to the maritime industry.

Additionally, the items 3 and 5, "to be able to

graduate in the maritime program" and "to complete training"

rank second. This suggests that students prioritize

successfully completing their educational program and

training, which highlights their determination and

commitment to achieving their maritime education goals.

Other expectations include item 4, 8, and 10, which are

“to improve leadership,” to become an officer someday,” and

“to pass the board exam," ranked third, fourth, and fifth in

the results. These findings indicate that students aspire to

acquire the necessary qualifications and skills for career

advancement in the maritime industry, demonstrating their

motivation to excel and take on leadership roles.

The results also reveal that the students’ value

academic excellence, as evidenced by their expectations to

"study hard" and "have high grades." This indicates their

 29

recognition of the importance of academic performance in

their maritime education and future career prospects.

The survey results suggest that students entering

Maritime Education have strong expectations and motivations

for their educational journey. They are driven to succeed

academically, acquire practical skills, contribute to the

industry, and pursue leadership roles. These findings align

with the literature on student expectations in similar

educational contexts, further supporting the validity of the

survey results.

TABLE 3
Results of Significance Test of Relationship on the Maritime
Students’ Motivation and Expectation
N= 84

Motivation vs Decisio
r p Result
Expectation n
Motivation and Reject Significant
.611 .000
Expectation Ho Relationship

Table 3 shows the decision to reject the null

hypothesis since the p-value (.000) is lesser than the

significant level of 0.05. Thus, there is a strong

relationship between Motivation and Expectation among

Maritime Students. We can conclude that there is a

substantial positive relationship between the two variables

based on the correlation coefficient of 0.611 observed

 30

between them. Following examination, it became clear that

when student interest in maritime education possibilities

increased, so did their expectations, and vice versa.

It implies that with increased motivation comes

increased academic aspirations, urging educator institutions

to pay close attention to these patterns, preparing them for

success in this field.

 31

CHAPTER 3
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the study, its

findings and the conclusion derived from the data gathered

in a quantitative research approach. This will also serve as

a basis for citing conclusions and formulating

recommendations that are beneficial to Maritime Students.

Summary

The main purpose of this study is to explore the

relationship between motivation and expectation among

students pursuing maritime education. It aims to understand

the motivating factors that drive students in this field and

the specific expectations they hold for their educational

journey and future careers. The study seeks to provide

insights that can inform educational institutions and

stakeholders in developing effective strategies and support

systems for maritime students. Ultimately, the study aims to

contribute to the existing knowledge on student motivation

and expectations in the maritime industry and provide

recommendations for improving educational practices and

outcomes.

The research design of this study was quantitative,

focusing on collecting numerical data that could be

 32

objectively measured and analyzed statistically. The study

was conducted at PMI Colleges Bohol, a private institution

in Tagbilaran City, Philippines, offering maritime courses.

The participants were 84 randomly selected first-year

maritime students who expressed interest in participating.

The research instrument used was a questionnaire from a

previous study on motivation and expectation in pursuing

maritime education. The questionnaire utilized scales to

measure the level of motivation and expectation, ranging

from very low to very high. The research procedure involved

obtaining permission from authorities, encoding the survey

questionnaires using Google Forms, and distributing them to

the participants online through social media platforms for

their convenient response.

Findings

The survey results provide valuable insights into the

motivation and expectations of students pursuing maritime

education.

1. The findings indicate that students in this field are

highly motivated and have strong aspirations for their

educational journey and future career.

2. Regarding motivation, the data reveals that students are

primarily driven by their dreams of a better future,

 33

practical passion for traveling, the desire for

independence, and the potential for financial success.

They also place importance on parental influence and the

development of leadership skills. On the other hand, the

influence of peers and advertising on student motivation

appears to be relatively less significant.

3. In terms of expectations, students have high expectations

across various aspects of their maritime education. They

highly value practical experience, collaboration with

like-minded individuals, successful program completion,

and acquiring the necessary qualifications for career

advancement. They also emphasize academic excellence, as

seen through their expectations of studying hard and

achieving high grades.

4. The survey results suggest that students pursuing

maritime education are motivated by a combination of

personal aspirations, future goals, financial prospects,

and personal interests. They have strong expectations for

their educational journey, demonstrating their commitment

to succeed academically, acquire practical skills, and

contribute to the maritime industry. These findings

highlight the multifaceted nature of student motivation

and the importance of aligning educational practices with

student expectations in the maritime education context.

 34

5. These findings have important implications for

understanding the dynamics between motivation and

expectation among maritime students. It highlights that

students who are highly motivated in their pursuit of

maritime education also hold high expectations for their

educational journey and future career. The findings

suggest a causal relationship between motivation and

expectation, indicating that motivated students tend to

have higher academic aspirations and goals.

In summary, the results indicate a significant and

positive relationship between Motivation and Expectation

among maritime students. The findings emphasize the

importance of fostering and nurturing student motivation, as

it plays a crucial role in shaping their educational

expectations and outcomes.

Conclusions

Based on the summarized findings mentioned above, the

following conclusions were made:

1. Students pursuing maritime education are highly

motivated, primarily driven by their dreams of a better

future, practical passion for traveling, desire for

independence, and potential financial success. This

 35

suggests that students in this field have strong personal

aspirations and goals that drive their interest and

commitment to maritime education. It indicates that

students are motivated by the potential benefits and

opportunities that a career in the maritime industry can

offer, such as financial stability and the ability to

explore different locations.

2. Parental influence and the development of leadership

skills also play significant roles in motivating

students. The influence of parents on students'

motivation highlights the importance of family support

and encouragement in shaping their educational choices.

The emphasis on developing leadership skills suggests

that students recognize the value of leadership abilities

in the maritime industry and are motivated to acquire

these skills.

3. Peers and advertising have a relatively lower impact on

student motivation in the maritime education context.

This finding implies that students are less influenced by

their peers or external advertisements when it comes to

their motivation to pursue maritime education. Other

factors, such as personal aspirations and future goals,

seem to have a stronger influence on their motivation.

 36

4. Students have high expectations for their maritime

education, including practical experience, collaboration,

program completion, qualifications for career

advancement, and academic excellence. This indicates that

students have clear goals and expectations for their

educational journey in the maritime field. They value

practical experience, opportunities for collaboration,

and the acquisition of skills and qualifications that can

enhance their career prospects. The emphasis on academic

excellence suggests that students recognize the

importance of achieving high academic standards in their

maritime education.

5. Motivation and expectation are positively and

significantly correlated among maritime students,

indicating a causal relationship. The strong and positive

correlation between motivation and expectations suggests

that as students' motivation increases, so do their

expectations, and vice versa. This implies that there is

a meaningful relationship between students' motivation

and their expectations for their maritime education. The

causal relationship indicates that motivated students

tend to have higher academic aspirations and goals.

6. Educational institutions should recognize and leverage

the motivating factors to enhance student motivation and

 37

align educational practices with student expectations.

Understanding the motivating factors identified in this

study can help educational institutions design strategies

to foster student motivation. By recognizing and

leveraging these motivating factors, institutions can

create an environment that supports and enhances

students' motivation in pursuing maritime education.

Aligning educational practices with student expectations

can lead to improved engagement, satisfaction, and

ultimately, better educational outcomes.

7. Fostering student motivation and addressing their

expectations can contribute to their success in maritime

education and future careers. Recognizing and nurturing

student motivation can have a positive impact on

students' educational journey and overall success in the

maritime field. By addressing and meeting students'

expectations, educational institutions can better prepare

students for their future careers and increase their

chances of success.

Recommendations

Based on the summary of findings and conclusions, the

following recommendations are suggested:

 38

11. To the Parents. Parents should be encouraged to

actively engage in their children's educational decision-

making process, especially when it comes to pursuing a

career in the maritime industry. Institutions can

facilitate this by organizing workshops or information

sessions tailored for parents, providing them with

valuable insights into the maritime field and the

educational pathways available within it. By gaining a

deeper understanding of the industry and its

opportunities, parents can play a crucial role in guiding

and supporting their children in making informed choices

regarding their maritime education.

12. To the Maritime Students. Students in maritime

education should maximize the comprehensive career

guidance and counseling services provided by educational

institutions, as they are specifically designed to

illuminate the potential benefits and opportunities

within the maritime industry. By gaining a profound

understanding of the long-term prospects and financial

stability associated with a maritime career, students

will be spurred on to pursue their education in this

field. Additionally, students should avail themselves of

leadership development programs or courses within

 39

maritime education to refine their leadership skills,

highly valued in the industry. Actively participating in

leadership activities and initiatives related to the

maritime field not only enhances their abilities but also

bolsters their motivation to excel. Seeking out hands-on,

practical experiences through collaborations with

educational institutions and industry partners, such as

internships, apprenticeships, and experiential learning

opportunities, enables students to gain firsthand

exposure to the industry, amplifying their motivation and

deepening their comprehension of the field. Engaging in

networking opportunities, both within and outside their

educational institution, by attending industry events,

seminars, or workshops, fosters connections and builds

professional networks, fostering motivation and a sense

of belonging within the maritime community. Regularly

assessing motivation levels and seeking additional

support when needed, leveraging strategies like rewards,

recognition, and mentorship programs implemented by

educational institutions, helps sustain and nurture

student motivation throughout their maritime education

journey. Drawing inspiration from success stories of

individuals who have pursued maritime education and

achieved remarkable career success, which can be accessed

 40

through guest lectures, alumni interactions, or online

platforms, offers students role models and tangible

demonstrations of the potential rewards of their

educational journey, thus keeping their motivation

intact. Engaging in research projects pertinent to the

maritime industry facilitates intellectual growth and

exploration, contributing to the advancement of knowledge

in the field, while igniting enthusiasm and motivation

within students. Lastly, students should actively seek a

positive and inclusive learning environment, utilizing

mentorship programs, counseling services, and peer

support networks provided by educational institutions to

address any challenges or obstacles they encounter,

thereby promoting sustained motivation, engagement, and

overall well-being.

13. For PMI Administration. Educational institutions should

review and align the curriculum to meet the high

expectations of maritime students. This involves focusing

on practical skills, successful program completion, and

acquiring qualifications for career advancement.

14. For Education Sectors. It is crucial to facilitate

networking opportunities for maritime students to

 41

collaborate with like-minded individuals, both within and

outside the educational institution. Encouraging

participation in industry events, seminars, or workshops

will foster connections and build professional networks,

promoting motivation and a sense of belonging within the

maritime community. Creating a positive and inclusive

learning environment is crucial in supporting the diverse

needs and aspirations of maritime students. Educational

institutions should provide mentorship programs,

counseling services, and peer support networks to address

any challenges or obstacles that students may face. A

supportive environment will promote motivation,

engagement, and overall well-being among maritime

students.

15. For Future Researchers. Promoting research and

innovation within the maritime education field provides

students with opportunities for intellectual growth and

exploration. Encouraging students to engage in research

projects related to the maritime industry fosters their

enthusiasm and motivation, as they contribute to the

advancement of knowledge in the field.

 42

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 45

APPENDICES
Appendix A
Letter to the Dean of College of Maritime Affairs

Capt. Josue C. Gesite, MM, MAEM

Dean, College of Maritime Affairs
PMI Colleges Bohol
Tagbilaran City

Sir,

We would like to inform you that we are conducting a

research study entitled; Expectation and Motivation of
Maritime Students In Pursuing Maritime Education” This is in
compliance with our requirement in Research 18.
In this regard, we would like to ask your permission to
allow us to administer our prepared questionnaires to the
selected students at PMI Colleges Bohol. This is to
determine their commitment and availability to render and
impart their skills and expertise with us.
By granting us consent, we seek to ascertain how aware
our responses are of our queries and investigations. Rest
assured that all information will be treated with utmost
confidentiality.
Thank you and God bless!

Sincerely yours,

The researchers

Noted by:

Ms. Mary Jean Polinar, LPT

Content Adviser

Approved by:

ENGR. NEIL L. BALLOBAN, RN

Director, General Education
 46

Appendix B

Letter to the Registrar

Mr. Nicanor L. Olayvar

Registrar
PMI Colleges Bohol
Tagbilaran City

Sir,

We would like to inform you that we are conducting a

research study entitled; “Expectation and Motivation Of
Maritime Students In Pursuing Maritime Education”. This is
in compliance with our requirement in Research 18.

In this regard, we would like to request a copy of

their record of all the 1st year maritime students both BSMT
and BSMAR-e.

We assure you that all acquired data shall be dealt

with utmost confidentiality.

Thank you and God bless!

Sincerely yours,
The Researchers

Noted by:

Ms. Mary Jean Polinar, LPT

Content Adviser

Approved by:

ENGR. NEIL L. BALLOBAN, RN, MS-Math

Director, General Education
 47

Appendix C
Letter to the Respondents

Sir/Madam,

We would like to inform you that we are conducting a

research study entitled; “Expectation and Motivation of
Maritime students in pursuing Maritime Education”. This is
in compliance with our requirement in Research 18.

In this regard, we would like to ask for your time to

answer the questionnaires. Your support and cooperation are
very much needed for the success of this undertaking. Please
be assured that all data and information will be treated
with utmost confidentiality.

Thank you and God bless!

Sincerely yours,

The researchers

Noted by:

Ms. Mary Jean Polinar, LPT

Content Adviser

Approved by:

ENGR. NEIL L. BALLOBAN, RN

Director, General Education
 48

Appendix D
Questionnaire

PART I. Demographic Profile of Respondents

Direction: Check the box of the answers you choose.

1.1 Name (Optional):

1.2 Age
☐ 18 – 20 years old
☐ 21 – 25 years old
☐ Others:
1.3 Sex
☐ Male
☐ Female
1.4 Program
☐ BSMT
☐ BSMar-E

PART II. Research Questionnaire

Direction: Please put check in the space provided that
corresponds in your answer in the following questions listed
below.

4 – Very high motivated 2 - Low motivated

3 - High motivated 1 - Very low motivated
Sources of Motivation of Maritime
4 3 2 1
students
1. Parents
2. Peers
3. Advertisement
4. Dreams of better future
5. Practically passion for
travelling
6. To develop leadership
7. To become independent
8. To earn big money
9. Professionalism
10. Health
 49

4 – Very high expected 2 - Low expected

3 - High expected 1 - Very low expected
Expectation of Maritime students 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
8. To become an officer someday
9. To share my knowledge and skills
with other who share the same
dreams
10. To improve leadership
 50

RESEARCHER’S BIODATA

PERSONAL
Name : Ulysse Abrau
Date of Birth :
Place of Birth :
Home Address :
Parents :
Religion :

EDUCATIONAL Background
Elementary : name of the school}
{address of the school}
{awards/honor, if there is}
Junior High School : {name of the school}
{address of the school}
{awards/honor, if there is}
Senior High School : {name of the school}
{address of the school}
{awards/honor, if there is}
Collegiate : Bachelor of Science in
Maritime Transportation
PMI Colleges Bohol
CPG Avenue, Tagbilaran City

“Quotes”
 51

PERSONAL
Name : Arth Nhel Algodon
Date of Birth :
Place of Birth :
Home Address :
Parents :
Religion :

EDUCATIONAL Background
Elementary : name of the school}
{address of the school}
{awards/honor, if there is}
Junior High School : {name of the school}
{address of the school}
{awards/honor, if there is}
Senior High School : {name of the school}
{address of the school}
{awards/honor, if there is}
Collegiate : Bachelor of Science in
Maritime Transportation
PMI Colleges Bohol
CPG Avenue, Tagbilaran City

“Quotes”
 52

PERSONAL
Name : Monevic Anthony Astillo
Date of Birth :
Place of Birth :
Home Address :
Parents :
Religion :

EDUCATIONAL Background
Elementary : name of the school}
{address of the school}
{awards/honor, if there is}
Junior High School : {name of the school}
{address of the school}
{awards/honor, if there is}
Senior High School : {name of the school}
{address of the school}
{awards/honor, if there is}
Collegiate : Bachelor of Science in
Maritime Transportation
PMI Colleges Bohol
CPG Avenue, Tagbilaran City

“Quotes”
 53

PERSONAL
Name : Jeno Agbon Banados
Date of Birth :
Place of Birth :
Home Address :
Parents :
Religion :

EDUCATIONAL Background
Elementary : name of the school}
{address of the school}
{awards/honor, if there is}
Junior High School : {name of the school}
{address of the school}
{awards/honor, if there is}
Senior High School : {name of the school}
{address of the school}
{awards/honor, if there is}
Collegiate : Bachelor of Science in
Maritime Transportation
PMI Colleges Bohol
CPG Avenue, Tagbilaran City

“Quotes”
 54

PERSONAL
Name : Clint Lester Buling
Date of Birth :
Place of Birth :
Home Address :
Parents :
Religion :

EDUCATIONAL Background
Elementary : name of the school}
{address of the school}
{awards/honor, if there is}
Junior High School : {name of the school}
{address of the school}
{awards/honor, if there is}
Senior High School : {name of the school}
{address of the school}
{awards/honor, if there is}
Collegiate : Bachelor of Science in
Maritime Transportation
PMI Colleges Bohol
CPG Avenue, Tagbilaran City

“Quotes”