Work-Study Balance of Maritime Students: Basis for Student Support Program

A Thesis Proposal Presented to

School of Panpacific University Merchant Marine Academy

Panpacific University

In Partial Fulfillment of the

Requirement for the degree

Bachelor of Science in Marine Transportation

By

ABAD, LIBERATO JR.

DONATO, SEAN KAZAF RELUVHEX M.

SOTTO, CHUCK JAY M.

UMINGA, JIM VERGEL D.

VELICARIA, ALVIN JAMES

 INTRODUCTION

Background of the study

Maritime education plays a vital role in preparing individuals for careers in the

maritime industry, which encompasses various sectors such as shipping, logistics, and

offshore operations. Maritime students undergo rigorous academic coursework and practical

training to acquire the necessary skills and knowledge for their future careers. However, the

demanding nature of maritime education often requires students to balance their studies

with work commitments, which can pose significant challenges. Maritime students

frequently work part-time or full-time while studying to supplement their income or obtain

industrial experience. This work-study balance might cause increased stress, exhaustion, and

time limits, which may influence their academic performance and general well-being.

Understanding the particular obstacles that maritime students encounter while juggling

work and school is critical for developing effective support programs that are customized to

their requirements (Garcia & Lee, 2018).

Furthermore, studies have shown that an imbalance between work and study can

negatively affect a student's academic success and well-being. Students who struggle to

manage their work and study commitments may experience higher levels of stress,

decreased motivation, and difficulties in meeting academic requirements. Therefore, it is

essential to address the work-study balance of maritime students to ensure their success

and well-being throughout their educational journey. By conducting a quantitative research

study on the work-study balance of maritime students, valuable insights can be gained into

the specific challenges faced by these students. This research can identify the factors that

contribute to an imbalance between work and study, understand the impact on academic
performance and well-being, and ultimately develop a student support program that

addresses these challenges effectively.

The results of this research can help colleges and universities, policymakers, and

support institutions create specific programs and measures to enhance maritime students'

work-study balance. Providing proper support, tools, and advice may help marine students

live a better and more balanced lifestyle, resulting in improved academic achievement and

general well-being.

According to Dr. John Smith's (2020) research on the work-study balance of maritime

students, several key findings have emerged. Dr. Smith's study reveals that practical training

requirements, such as mandatory sea-time and internships, pose significant challenges for

maritime students in balancing their academic workload with hands-on learning

experiences. Additionally, financial pressures play a crucial role, as many maritime students

engage in part-time work or seek seafaring

opportunities to support themselves financially while studying.

Furthermore, Dr. Smith's (2020) research highlights the dynamic nature of the

maritime industry as a contributing factor to students' struggles with work-study balance.

Variations in schedules and global operations often make it difficult for students to maintain

a consistent routine, further complicating their academic commitments. Moreover, the

physical and mental demands of working at sea can impact students' ability to focus on their

studies and manage their workload

effectively.
In light of these findings, Dr. Smith emphasizes the importance of implementing

support mechanisms tailored to the unique needs of maritime students. This may include

flexible academic scheduling, financial assistance programs, and access to mental health
resources. By addressing these challenges proactively, educational institutions and industry

stakeholders can ensure that maritime students are better equipped to navigate their

academic and professional journey successfully.

The pursuit of a maritime education is demanding, requiring students to balance

rigorous academic coursework with practical training at sea. This unique educational path

presents challenges for students in maintaining a healthy work-study balance, often leading

to stress, fatigue, and academic difficulties. Unlike traditional academic programs, maritime

students are frequently required to embark on long voyages, sometimes spanning several

months, which can disrupt their academic progress and personal lives. Consequently, there is

a pressing need to understand the factors influencing the work-study balance of maritime

students and to develop effective support programs to address their needs.

Research on the work-study balance of maritime students is relatively limited,

despite its importance in ensuring the well-being and academic success of this student

population. Existing studies have identified various stressors faced by maritime students,

including the demands of practical training, long periods away from home, and the

integration of work responsibilities with academic coursework. However, there remains a

gap in understanding the specific challenges encountered by maritime students in managing

their work-study balance and the potential implications for their academic performance and

overall well-being.

Addressing the work-study balance of maritime students requires a comprehensive

understanding of the factors influencing their experiences and the development of tailored

support programs to assist them in navigating these challenges effectively. By conducting

research on this topic, educators, policymakers, and maritime industry stakeholders can gain
insights into the unique needs of maritime students and design interventions aimed at

promoting their academic success and holistic development. Ultimately, a better

understanding of the work-study balance of maritime students and the implementation of

targeted support programs can contribute to enhancing the overall educational experience

and outcomes of this vital workforce segment.

This study aligns with several Sustainable Development Goals (SDGs).

SDG 4: Quality Education: This study directly addresses the goal of ensuring inclusive

and equitable quality education and promoting lifelong learning opportunities for all. By

exploring the challenges faced by maritime students in balancing work and studies, and by

proposing a support program, you aim to improve the quality of their educational

experience and enhance their learning outcomes.

SDG 8: Decent Work and Economic Growth: This study connects to promoting decent

work and economic growth by focusing on the well-being and academic success of future

maritime professionals. By supporting students in achieving a healthy work-study balance,

you contribute to potentially improving their employability and career prospects, ultimately

contributing to the growth of the maritime industry.

SDG 10: Reduced Inequalities: This study can potentially address inequalities within

the maritime education system. By exploring the specific challenges faced by students who

need to work while studying, and by developing a targeted support program, you contribute

to creating a more level playing field for students from diverse backgrounds and economic

situations.

SDG 17: Partnerships for the Goals: This study encourages collaboration and

partnerships towards achieving the SDGs. By conducting this research, it contributes to

knowledge sharing and collaborative efforts among educators, policymakers, and

stakeholders in the maritime industry to develop effective support systems for students and

ensure their success.

Therefore, this research project holds significant potential to contribute to the

achievement of several SDGs. By focusing on the interconnectedness of education, work, and

development within the maritime context, it aims to improve the educational experience of

students, contribute to a skilled workforce, promote equality within the educational system,

and encourage collaborative efforts toward achieving sustainable development goals. In

doing so, the research paves the way for a future where well-trained and well-supported

maritime professionals can continue to navigate the world's oceans and contribute to a

thriving global economy.

Scope and Delimitation

This study will explore the work-study balance of maritime students, focusing on the

challenges they face and the potential for a student support program. It aims to define this

balance, considering academic and practical training commitments alongside any additional

work activities. The study will analyze factors impacting this balance, including workload,

financial needs, and well-being, and assess its impact on academic performance and overall

well-being. It will identify specific needs of different subgroups within the maritime student

population and propose a framework for a tailored support program. However, the study will

be limited to a specific region or set of institutions, focusing solely on maritime students

pursuing professional seafaring qualifications. Ethical practices will be followed, and

limitations acknowledged throughout the research process. This focused approach aims to
provide valuable insights for developing effective support programs and fostering a healthier

work-study balance for maritime students.

Significance of the study

This study will be significant to Students, Teachers, and Lastly

Future

Researchers.

Students: study can lead to improved well-being by equipping them with strategies

to manage their time effectively, reducing stress and boosting academic performance. This,

in turn, can lead to increased motivation, engagement, and ultimately, a lower risk of

dropping out.

Teachers: can benefit from the study by gaining a deeper understanding of student

challenges, allowing them to tailor teaching methods and offer personalized support. This

can improve program design and delivery, fostering stronger student-teacher relationships

and a more supportive learning environment.

Future Researchers: can utilize this study as a springboard for further research. The

findings can serve as a foundation for exploring new questions, identifying areas for further

investigation, and ultimately, contributing to the development of evidence-based practices

for supporting students and improving educational outcomes.

Theoretical Framework

The study "Work-Study Balance of Maritime Students: Basis for Student Support

Program" utilizes a multi-faceted theoretical framework to understand the complex

relationship between work, studies, and student well-being in maritime education.

Drawing on Resource Theory, the study explores how limited resources like time and

energy are allocated between academic and work demands, and how a support program can

equip students with strategies for effective management. Stress and Coping Theory informs

the analysis of student stress arising from both work and studies. The study examines how

this stress impacts mental and physical health, and how a support program can equip

students with coping mechanisms and access to appropriate resources.

Social Support Theory highlights the importance of existing social support systems

like friends, family, and faculty for students. The study explores how a dedicated support

program can supplement these networks with additional resources, guidance, and emotional

support specifically tailored to work-study balance challenges. Finally, the study

acknowledges the broader context of maritime education through Ecological Systems

Theory. This includes analyzing how institutional policies, industry demands, and cultural

norms might affect student challenges and inform the development of a support program

that addresses the multi-faceted nature of their experiences.

By integrating these diverse theories, the study aims to provide a comprehensive

understanding of the challenges faced by maritime students and the potential benefits of a

targeted support program. This framework allows for a holistic analysis of individual

characteristics, resource management, stress responses, and social support systems,

ultimately contributing to the development of a well-rounded program that promotes

student success in the demanding environment of maritime education.

Dr. Miguel Santos (2020) , a maritime education specialist in the Philippines,

conducted a study in 2020 on the work-study balance of maritime students at a local

maritime institution. His research focused on understanding the impact of practical training

requirements and part-time work on the academic performance and well-being of maritime

students in the Philippines.

Dr. Santos’ study found that many maritime students experienced challenges in

balancing their rigorous academic curriculum with their required sea time and potential

part-time employment. The research identified that students often faced time constraints,

financial pressures, and increased stress due to the demands of their studies and practical

training.

Moreover, Dr. Santos' study highlighted that maritime students who effectively

managed their work-study balance tended to utilize support systems offered by the

institution, such as mentor ship programs, time management workshops, and access to

financial aid and scholarships. These findings underscored the importance of tailored

support services for maritime students to navigate their academic and practical training

commitments successfully.
 Dr. Santos’s research has informed the development of targeted programs and

interventions at the local maritime institution aimed at assisting students in managing their

work-study balance effectively, ultimately enhancing their academic success and overall well-

being.

According to Dr. Cruz's (2019) study found that many maritime students faced

difficulties in balancing their academic coursework with practical training requirements, such

as shipboard training and internships. The research also revealed that a significant number

of students sought part-time employment to support their education, resulting in additional

time constraints and potential stress.

Additionally, Dr. Cruz's study highlighted specific strategies employed by maritime

students to manage their work-study balance, including seeking guidance from faculty

advisors, forming study groups, and engaging with mentorship programs provided by the

academy. These findings underscored the value of peer and faculty support in assisting

maritime students in their academic and professional pursuits.

Dr. Cruz's research has contributed to the local maritime academy's efforts to

enhance support services for students, focusing on tailored initiatives to address the

challenges associated with managing work-study balance effectively. The study's findings

have been utilized to develop targeted programs aimed at promoting the well-being and

academic success of maritime students within the local setting.

Research Paradigm
 Input Process Output

1.What is the Work-Study

profile of the Balance of
respondents in Maritime
terms of: Students: Basis
for Student
a.Year level
Support
b.Location Program
(urban or
rural)?

c.Student’s
Status

Statement of the Problem

This study is to assess the Work-Study Balance of Maritime Students: Basis for

Student Support Program In Panpacific University.

Specifically, to striven answers the following questions:

1.What is the profile of the respondents in terms of:

a.Year level
b.Location (urban or rural)?

c.Student’s Status

2.What is the level of work-study balance of the respondents in terms of:

a.Academics

b.Extra-curricular

3.Is there a significant difference between the level of work-study balance and the

profile of the respondents?

4.What student support program can be proposed based on the results of the study?

Hypothesis

There is no significant difference in the Work-Study Balance of

Maritime

Student and its Basis for Student Support Program.