AKLAN POLYTECHNIC COLLEGE

Senior High School Department

Quezon Avenue, Kalibo, Aklan

MOTIVATIONAL FACTORS OF MARITIME STUDENTS ON MARITIME

EDUCATION

A Proposal
Presented to the Faculty of the
High School Department

In Partial Fulfilment of the Requirements

for Research in Daily Life 2 course
of Senior High` School

By

Jose Manuel Ambito

Aj Justin Dela Cruz

Louiege Beran
Anton John Castillo
Frazer Zante
Jared Flores
John Michael Angelo Naculangga
Jay Lawrence Padasas
Jushnel Rontale

Edmer D. Hilario
Adviser

December 2023
 CHAPTER I

INTRODUCTION

The Problem and its Background

The maritime industry plays a crucial role in the global

economy, facilitating international trade and commerce

through the transportation of goods across continents. The

Bachelor of Science in Marine Transportation (BSMT) and the

Bachelor of Science in Marine Engineering (BSMARE) are

undergraduate programs designed to prepare students for

careers in this vital sector. These programs provide

specialized knowledge and skills in navigation, seamanship,

ship construction, and machinery operation, which are

essential for maritime professions.

In developing nations, where economic challenges such as

poverty, unemployment, and lack of educational opportunities

are prevalent, maritime education emerges as a promising

path to a stable and lucrative career. The allure of the

maritime profession is significant among the youth, driven

by the desire to secure a better future, explore the world,

and potentially improve the living standards of their

families. Furthermore, for some students, the motivation to

join maritime studies is influenced by familial traditions,

peer recommendations, or societal expectations.

However, despite the opportunities, maritime education is

fraught with challenges that can impede students' academic

and professional progress. Financial constraints remain a

primary barrier, limiting access to quality education and

necessary training for many aspiring maritime professionals.

Additionally, the quality of maritime education itself is a

critical issue, influenced by factors such as the

effectiveness of the curriculum, the expertise of faculty

members, and the relevance of hands-on training to industry

standards. The international nature of the maritime industry

also imposes stringent regulations that educational

institutions must meet, further complicating the landscape

of maritime education.

This study aims to delve into the challenges faced by

maritime students, focusing on their expectations,

motivations, and the obstacles that confront them as they

navigate their educational journey. By identifying these key

issues, the study seeks to offer insights and

recommendations on how maritime education can be improved to

better serve the needs of the students and the industry at

large. Through this research, we aim to contribute to the

broader conversation on enhancing the quality and

accessibility of maritime education in the context of a

developing nation, thereby supporting the growth and

development of the maritime sector globally.

Theoretical Framework

Herzberg (1959) considers two factors that can add to

or detract from job satisfaction: hygiene and motivation.

The two-factor motivation theory has become one of the most

commonly used theoretical frameworks in job satisfaction

research (Dion, 2006).

Conceptual Framework

The researchers of Aklan Polytechnic College (APC)

determined to look into their motivations and expectations

in pursuing maritime studies. As part of APC, the center is

uniquely positioned to engage the nearly (no known exact

number) maritime students in the said institution for which

motivation and expectation in pursuing maritime studies are

greatly needed. The center focused on two levels to effect

change: first, in improving the knowledge of students in the

field of maritime studies and second, in increasing

students’ access to high quality maritime programs and

easier enrollment.

Independent Variable Dependent Variable

Motivational BSMT students

factors on maritime
education

Statement of the Problem

The study aimed at determining the current status of

students who are not motivated and well-prepared in pursuing

maritime studies. This study is focused to the obstacles in

the expectation and motivation of maritime students in

choosing the course. It will help the students to answer

some questions regarding how they should prepare to choose

maritime education. Nowadays, the youth dream big as far as

their imaginations could reach. They want to go beyond the

farthest destination. They plan the best for their future

and for their family. They want to explore the world.

Maritime education will bring them to their goal. In this

profession they will reach their dreams. A lot of benefits

and opportunity will come. Maritime students expected that

if they are dedicated in this career they will achieve what

they dream. There are some students who are inspired by

their neighbors or maybe there is a generation of seafarers

in their blood, some by their friends or it might be by the

request of their parents. Being a maritime student is not

always good . There are circumstances that may make them

feel hopeless to finish it. The financial need is a major

factor that affects their studies, others came from peer

pressure or unique environment. No matter what reasons they

have, they were already motivated to choose maritime study.

Question of improvement quality of studies is a continual

hot issue in every educational environment. In maritime

education and training, this question is especially

important because of international regulations of maritime

professions.

Specifically, the study sought to answer the

following question.

1. What are the motivations of the students in pursuing

maritime education?

2. What are the expectations of the students in pursuing

maritime education?
 3. Is there a significant relationship between motivation

and expectation of the students in pursuing maritime

education?

Basic Assumptions of the Study

1. The students are attracted to enter in the Maritime

program due to high salary.

2. The researchers got some results that the students are

motivated to choose maritime program because of their

parents.

3. The researchers knew that the students are motivated to

study hard to pursue their dream of becoming a Captain

or Chief Engineer.

Significance of the study

The results of this research provided information for

the maritime Graduates in Aklan Polytechnic college (APC)

and the students returning to the maritime courses. For

maritime graduates, this research will be able to provide

the motivation to expand their dreams as a sailor and an

officer of a ship and be good at their job. For students of

(APC) that they maybe able to fulfill their dreams of being

a seafarer. That they may also hone their skills, achieve

good discipline and be proud of what they have become.

And lastly, to students intending to enroll in the maritime

course that they may be able to acquire more information on

the course of their choice and decide intelligently if it

suits them or not.

Scope and Delimitation

This study aimed to answer the questions on the,

motivations and expectations of the respondents on the

respective programs that they enrolled in Aklan Polytechnic

college (APC). There were few reasons why the researchers

chose this research topic. First of all, there were many

issues and problems which took place in the courtesy segment

and many of them have an impact in their performance and

organizational outcome that can motivate maritime students

and what can be used to gain their commitment from maritime

instructors, teacher and staff of the school perspective. By

investigating students motivation issues in small and medium

sized pubs from maritime instructors, teacher and staff of

the school perspective will only help the (APC) to

understand the perception and attitude of students towards

the current motivation practice in the (APC) they work for,

but also enable students in this segment to find out

strategies to motivate them to work hard and retain them.

This research was conducted at Aklan Polytechnic college

(APC) Quezon Avenue, Andagao, Kalibo, Aklan. The researchers

distributed survey questionnaire to the responding students

to gather the necessary data pertinent in this study.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the compilation of related

literature and studies and its synthesis to the motivational

factors of PBM students in pursuit to Maritime Education.

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

of choosing profession of the great majority of young people

were determined by economic, social and psychological

factors.It is proved statistically that if the student

chooses profession following his emotions, interest in the

profession and understanding of the advantages of

professions, his studies are more effective, than if he

chooses profession accidentally or influenced by his/her

family or relatives.

Cristina Dragomir (2014), Young people are not

motivated to follow a seafaring career due to several

reasons like they will be far from their family and friends

for long periods and stressful work in challenging

conditions. Seafaring is attractive for young generation due

to the salary.

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

good program should have the following capabilities: (1)

increases students’ professional abilities and skills, (2)

provides updated information on the industry, and (3)

courses to be brought by well-qualified teachers.

Additionally, well-qualified teaching staff should provide a

wide variety of good teaching methods so as to transfer

relevant professional and practical skills to students and

enhance their knowledge about the maritime industry.

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

competition among cadets because of insufficient number of

companies with cadet training programme, what causes

problems for young people who try to obtain required

experience on board vessels needed to be an officer on watch

certificate. It is observed that women encounter problems

when it comes to finding a job as an apprentice on board a

ship. As the research shows most of the problems is gender

discrimination.

Jimelyn Strife (2014), the researchers conclude that

dreaming to become a chief engineer greatly motivates the

marine engineering students in taking up BSMarE course.

Having a high salary is the most influencing factors in

taking up BSMarE course because having a high salary can

lead to a better life that can help us to build a better

future.

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

suggests that students are motivated to act in so far as

they believe that the outcome they will receive as a result

of their action is both attainable and important to them.

Bandura (2005) sought that these findings demonstrate

that students’ confidence in their writing capabilities

influence their writing motivation as well as various

writing outcomes in school. Academic implications and

strategies that may help guide future research are offered.

Murray Goldberg (2012) stated that which the motivation

that students inherently have to gain their certification

falls short of creating the desire to learn. Yet without the

desire to learn, students are much less likely to plumb the

depths of the knowledge and skills your training program is

providing to them. The desire to learn is a character trait

and so varies according to the personality of the individual

student. However, there are steps we can take to move

student from simply having the “desire to pass the exam” to

having the “desire to learn”. Doing so will yield benefits

in training and professionalism.

M. Vervoort (2012), found that the student’s main

objections to the project-based cooperative learning

approach were the excessive time devoted to the project and

they demand more effort in supervising. The researcher also

conclude that as students are not used to this kind of

teaching, at the beginning of the project more continuous

help and guidance is needed than in traditional teaching

methodologies.

Alcantara, et al., (2015) determined that factors

directly associated with an individual’s aspirations include

educational, vocational, and quality of life issues. The

word aspiration cannot be simply defined as individual

dreams or ambitions. Students’ aspirations are derived from

a combination of educational goals, vocational endeavours,

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

relates to what they feel is important elements to success

in lifestyles of their choosing. Learners are encouraged and

challenged when teaching strategies or instructional

methodologies cater within their sphere of interests and

values. Maritime students belong to determination category

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

future employment, to become a ship captain in the future no

matter how hard it is and to have their own set of

objectives and direction to achieve a better future

Kunal Anand (2014) stated that the seafarers’ accord to

the role of higher education, their perceptions towards it

and finally their motivations to continue in it to change

the perception amongst seafarers, where higher education

although perceived positively, is seen as beneficial only to

move to management positions ashore or something that is

just good to have, in addition to their competency based

training, which they feel is core to their job requirement.,

the development of higher education skills from early stages

of the career is also equally important, not just for higher

roles but even for their roles as junior officers, because

they do need problem solving and analytical skills at all

stages of their career and also because good education is

equally essential for being competent. Their experience in

higher education would also make them better trainers of

trainees on-board.

Manuel Joaquin Fernandez Gonzalez, et.al. (2014),

according to the researcher that the students who are

interested in seafarer profession are attracted by the good

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

important aspect of the profession: stable employment and

travelling now reached even a higher level of importance.

The most important discouraging factor was difficulties for

family life, it seems that students interested in the

profession are already more aware of the possibility of

having a family life, even if they are still afraid about

the difficulties of works in the ship. Students still

perceive seafarer profession as an isolating one, it seems

that they are afraid about the lacking connectivity with

relatives and friends through internet on board. There are

also some gender differences: Males are more attracted by

the salary and respect of the profession, while females are

more attracted by travelling and they are discouraged by

health and risk issues

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

students graduated from public schools have significantly

higher chance of being influenced by people in choosing the

school and degree program and they also have significantly

higher degree of interest towards the maritime program

compared to those graduated from private schools. It is the

student’s choice to enroll in Maritime Program with the

support of their parents. Also, with the advice from their

brothers and sisters and as well as teachers is also

considered in making their decision. If they can practice

the profession right and they have the eagerness to make

their dreams come true, there is an assurance that they can

come across all borders.

Edwin M. Agena, et al., (2015) said that the

researchers found out that Marine Engineering students have

higher positive attitude because of the professor giving

fair grades while the Marine Transportation is having doubt

in their grades and they want to discuss and re-orient how

the professors make their grades.

According to Pascual (2016), the findings revealed that

the availability of work after college is the first

consideration of students in choosing a course in college.

This could be the common response of students since now-a-

days graduates finds it difficult to find a job even If they

have already finished well know courses.

Eragamreddy,N. (2015)concluded that ―motivation is more

highly related to second language achievement than other

factors. The more the learner sees him or herself as doing

well, the more he or she wants to do even better.

Perceptions of disappointment demotivate.

Bourner et al. (2001), In recent years, there has been

a substantial growth in “professional” and “practice-based”

programs based has taken place among academic institutions

(which emphasize apprentice-style, non-academic learning

approaches.)
 Mangan et al.( 2001) .Factors such as economic growth,

the rise in multimodal supply chains, technological

revolution and sophisticated maritime business models have

called for the need to redesign the curriculum of maritime

education with an objective to appeal to the younger

generation. There is also a need for maritime programs to

adopt a wider strategic view, as opposed to a narrow,

operational view.

Grammenos (2002); Heaver (2002); Levinson (2006);

Stopford (2009). The maritime industry serves as an

illustrative example, especially after its transformation

from a largely unskilled labour- to a capital-intensive

industry, and contributed to the presence of tertiary

education in maritime studies.

Becker (1993), Employees of the highest caliber should

respond effectively to ongoing changes and professional

education could be an effective and direct way to improve

productivity.
 CHAPTER III:

METHODOLOGY

Locale of the Study

The research was conducted at Aklan Polytechnic

College, Quezon Avenue, Andagao, Kalibo.

Respondents of the study

The respondents of the study were Second Year, Section

A, B and C of Bachelor of Science in Marine Transportation.

Data gathering and Procedures

A survey questionnaire was used in gathering data. The

questionnaires have two parts. The first part of the

questionnaire is about how the students are motivated in

pursuing maritime education. The second part of the

questionnaire is how the student expects from their maritime

instructor in way of teaching.

The population was selected through convenience sampling

because the researchers depended on the number of students

that are present in class.

A letter of permission was addressed to the Maritime

Instructors and the students who served as respondents of

the study. The survey questionnaire was collected right

after the respondents finished answering the questions.

The data gathered from the questionnaire was arranged,

tabulated, classified and analyzed.

Instruments

A survey questionnaire was used in gathering data. The

questionnaires have two parts. The first part of the

questionnaire is about how the students are motivated in

pursuing maritime education. The second part of the

questionnaire is who motivated the student in their pursuit

in maritime education. The respondents were selected through

convenience sampling because the researchers depended on the

number of students that were present in class. The

researchers used Weighted Mean and Pearson Product Moment of

Correlation for the statistical treatment of data.

 Table 1

Socio Demographic Profile Questions

Questions Answers

1.What gender do you use as?

//Anong kasarian ang gingamit
mo?
2.What is your age?
//Ilang taon kana?
3.What is your current year
level?
//Ano ang iyong kasulukuyang
taon na pinapasukan sa
kolehiyo?
4.What is your monthly
household income?
//Magkano ang buwanang kinikita
ng iyong magulang?

Table 2.

QUESTIONNAIRE FOR DETERMINING THE MOTIVATIONAL FACTORSFOR MARITIME STUDENTS

Questions 1 2 3 4 5 6 7
 (positively (p
no) ye
5.Do you feel all your
physical needs are
satisfied in your life?
//Nararamdaman mo ba na ang
lahat ng iyong pisikal na
pangangailangan ay sapat na
sa iyong buhay?
6.Is your workplace free
from hazards that may cause
you injury?
//Malaya ba ang iyong lugar
ng trabaho sa mga panganib
na maaaring magdulot sa iyo
ng pinsala?
7.Can your instructor
teachers harm your study?
//Maaari bang makapinsala
sa iyong pag-aaral ang
iyong instruktor/guro?
8.Do you feel intimidated
by your teacher/
instructors?
//Nakaramdam ka ba ng
pananakot sa iyong
guro/instructor?
9.Do you feel intimidated
by your classmates?
//Nakaramdam ka ba ng pang-
aapi sa iyong mga kaklase?
10.Do you think you are
secure in your study?
//Sa tingin mo ba ay ligtas
ka sa iyong paaralan?
11.Do you think that,
outside your study, your
life and safety are secure
Do you have the opportunity
to develop close
friendships in this study?
//Sa palagay mo ba, sa
labas ng iyong pag-aaral,
ang iyong buhay at
kaligtasan ay ligtas May
pagkakataon ka bang
magkaroon ng matalik na
pagkakaibigan sa pag-aaral
na ito?
12.Do you have friends in
the work place?
//Mayroon ka bang mga
kaibigan sa lugar ng pag-
aaral?
13.Is there a sense of team
belonging at your work
place?
//Mayroon bang pakiramdam
ng pagiging kabilang sa
iyong lugar ng pag-aaral?
14.Do you feel a sense of
identity derived from
studying at this school?
//Nararamdaman mo ba ang
pagkakakilanlan na nagmula
sa pag-aaral sa paaralang
ito?
15.Do classmates help each
other?
//Nagtutulungan ba kayo ng
iyong mga kaklase?
16.Does your
instructor/teachers
provides and foster a sense
of belongingness?
//Ang iyong instruktor/guro
ba ay nagbibigay at
nagpapalakas ng iyong loob
ng pagiging kabilang sa
inyong pag-aaral?
17.Do you derive a sense of
self-esteem from your
study?
//Nakukuha mo ba ang
pakiramdam ng pagpapahalaga
sa sarili mula sa iyong
pag-aaral?
18.Do you get respect from
others in your study?
//Nakakakuha ka ba ng
respeto mula sa iba sa
iyong pag-aaral?
19.Do you get a feeling of
self fulfillment – that is,
the feeling of being one’s
own unique capabilities,
realizing one’s potential?
//Nakakaramdam ka ba ng
katuparan sa sarili – iyon
ay, ang pakiramdam ng
pagiging sariling
natatanging kakayahan, na
napagtatanto ang potensyal
ng isa?
20.Do you think you have
enough talents and
capabilities to perform the
required skills?
//Sa palagay mo ba ay
mayroon kang sapat na mga
talento at kakayahan upang
maisagawa ang mga
kinakailangang kasanayan?
21.Does this study provide
adequate resources to
perform your skills?
//Nagbibigay ba ang pag-
aaral na ito ng sapat na
mapagkukunan upang
maisagawa ang iyong mga
kasanayan?
22.Is it easy for you to
understand your study?
//Madali ba para sa iyo na
maunawaan ang iyong pag-
aaral?
23.Does your education come
as second nature to you?
//Ang iyong edukasyon ba ay
naging pangalawang
kalikasan sa iyo?
24.Do you find you can
indulge your creative
imagination on this study?
//Nakikita mo ba na maaari
mong ibigay ang iyong
malikhaing imahinasyon sa
pag-aaral na ito?
25.Can you engage in
professional creative
delights?
//Maaari ka bang makisali
sa mga propesyonal na
creative delight
26.Does your job help you
better understand your own
talent and your self?
//Ang iyong edukasyon ba ay
nakakatulong sa iyo na mas
maunawaan ang iyong
sariling talento at ang
iyong sarili?
27.Do you derive a feeling
of independence and
strength from your study?
// Nakukuha mo ba ang
pakiramdam ng kalayaan at
lakas mula sa iyong pag-
aaral?
28.Do you think your study
helps you attain your
mission in life?
//Sa palagay mo ba ang
iyong pag-aaral ay
nakakatulong sa iyo na
makamit ang iyong misyon sa
buhay?
29.Does your education
contribute to the
development of the goodness
of the economy?
//Nakatutulong ba ang iyong
edukasyon sa pag-unlad ng
kabutihan ng ekonomiya?

Table 3.1

Descriptor for Motivational Factors on Maritime Students

Mean Descriptive Interpretation

6.17-7.00 Very Highly Motivated
5.31-6.16 Highly Motivated
4.45-5.30 Fairly Motivated
3.59-4.44 Average
2.73-3.58 Low Motivated
1.87-2.72 Very Low Motivated
1.86- and NOT MOTIVATED
below
 Table 3.2

Motivational Factors of Maritime Students in terms of:

Hierarchy of Mean Descriptive

needs Interpretation

Physiological 4.45 Fairly Motivated

Safety and 5.11 Fairly Motivated

Security
Love and 4.13 Average
belonging
Self-Esteem 5.76 Highly Motivated

Self- 5.53 Highly Motivated

Actualization