ENGINE ROOM SIMULATOR: ACQUIRED SKILLS, PERFORMANCE, AND

SATISFACTION AT PIMSAT COLLEGES- DAGUPAN

Abstract

This study aimed to assess the effectiveness of simulator-based training at

PIMSAT Colleges-Dagupan for maritime students, focusing on their acquired skills,

performance outcomes, and satisfaction levels using the Engine Room Simulator. The

analysis revealed that while students demonstrated strong proficiency in fuel operation,

there were variations in skills related to lubrication systems and ballast management.

Correlation analyses underscored significant positive relationships between these

acquired skills and students' performance in simulated scenarios, highlighting the pivotal

role of technical competencies in practical outcomes. Moreover, students reported

generally positive satisfaction levels with the simulator, particularly in terms of usability,

scenario realism, and instructional support. Based on these findings, recommendations

were formulated to enhance training effectiveness, including targeted skill improvement

initiatives, continuous enhancement of simulator features based on student feedback, and

closer alignment of curriculum with industry standards. These recommendations aim to

further optimize the educational experience at PIMSAT, ensuring that graduates are well-

equipped to navigate real-world challenges in the maritime industry while fostering a

culture of safety and professional excellence. Future research could explore the long-

term impact of these interventions on student career trajectories and industry readiness.

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 Chapter l

The Problem

Introduction of the Study

The engine room, the beating heart of a seafaring vessel, relies on a highly skilled

and knowledgeable crew for safe and efficient operation. Traditionally, acquiring these

skills has been achieved through on-the-job training. This method, while effective, can be

time-consuming, require significant resources, and potentially expose trainees to real-

world risks.

Engine room simulators have emerged as a promising alternative for training

maritime personnel. This research delves into the effectiveness of these simulators in

equipping trainees with the necessary skills to excel in their roles. We will focus on three

key aspects of this training method:

Maritime education plays a pivotal role in preparing competent professionals who

can effectively navigate the complexities of the shipping industry. With advancements in

technology and evolving regulatory standards, the integration of robust training

methodologies becomes increasingly crucial. The study titled "Engine Room Simulator:

Acquired Skills, Performance, and Satisfaction," conducted at PIMSAT Colleges-

Dagupan, focuses on evaluating the proficiency levels, performance outcomes, and

satisfaction of maritime students using an Engine Room Simulator.

Located at PIMSAT Colleges-Dagupan, this study underscores the institution's

commitment to equipping students with the necessary expertise to manage and operate

maritime systems effectively. The Engine Room Simulator serves as a pivotal educational

tool within this framework, providing students with a controlled environment to develop

2
their technical competencies. By engaging in simulated scenarios, students gain practical

experience in handling critical systems such as fuel management, lubrication, ballast

operations, and various pumping mechanisms. This hands-on training aligns closely with

the stringent standards outlined by the Standards of Training, Certification, and

Watchkeeping for Seafarers (STCW), ensuring graduates are well-prepared to apply

theoretical knowledge in real-world maritime operations.

Firstly, we will examine the specific skills and knowledge trainees gain through

engine room simulator training. This includes a deep understanding of the technical

aspects of engine room systems, the ability to follow operational procedures effectively,

and the development of troubleshooting techniques for various scenarios.

Secondly, we will assess the impact of simulator training on the performance of

trainees in real-world engine room settings. This may involve comparing the performance

of trainees who have undergone simulator training against those who have not. By

evaluating their ability to handle tasks, respond to emergencies, and make critical

decisions, we can gauge the effectiveness of the training in preparing them for the

demands of the job.

Finally, we will explore the level of satisfaction among trainees with the use of engine

room simulators as a training tool. This includes investigating if trainees find the

simulators engaging, effective, and helpful in preparing them for their roles.

Understanding trainee satisfaction can provide valuable insights into the overall training

experience and identify areas for improvement.

Employing a descriptive-correlational research approach, the study involves 60

maritime students selected through rigorous simple random sampling, categorized by age

3
and academic section. The research employs multiple data collection methods: a

satisfaction survey questionnaire assesses students' perceptions of the simulator's

effectiveness; a rubric system aligned with STCW competencies evaluates skill

acquisition; and the simulator's grading system measures performance across simulated

scenarios. These methods provide a comprehensive evaluation of how simulator-based

training influences students' skill development, performance outcomes, and overall

satisfaction.

Statistical tools such as means, standard deviations, ranks, and Pearson's

correlation coefficient are utilized to analyze relationships among acquired skills,

performance outcomes, and satisfaction levels. This analytical approach aims to provide

insights into the effectiveness of simulator-based training in maritime education,

contributing to the enhancement of educational practices and curriculum development

within the maritime industry.

In summary, this study seeks to contribute valuable insights into the efficacy of

simulator-based training in preparing maritime students for their professional careers. By

understanding how students engage with and benefit from the Engine Room Simulator,

educators and stakeholders can refine training methodologies to better align with industry

demands, thereby ensuring graduates are equipped to meet the challenges and

responsibilities of the maritime sector.

4
Statement of the Problem:

The study investigated the current status of acquired skills, performance levels,

and satisfaction among maritime students at PIMSAT Colleges- Dagupan. Specifically,

the research sought to answer the following questions:

1. What is the current level of acquired skills among maritime students at

PIMSAT Colleges- Dagupan in operating fuel, lubrication, ballast, and other

pumping systems using the Engine Room Simulator?

2. How do maritime students at PIMSAT Colleges- Dagupan perform in

simulated scenarios using the Engine Room Simulator, and how does their

performance correlate with their acquired skills?

3. What are the levels of satisfaction reported by maritime students at PIMSAT

Colleges- Dagupan regarding their experience with the Engine Room

Simulator training?

4. To what extent do acquired skills using the Engine Room Simulator

influence the performance outcomes of maritime students at PIMSAT

Colleges- Dagupan?

5. Is there a correlation between the satisfaction levels of maritime students at

PIMSAT Colleges- Dagupan using the Engine Room Simulator and their

performance outcomes?

Significance of the Study

The study named "Engine Room Simulator: Acquired Skills, Performance, and

Satisfaction" has important implications for both academic research and practical

5
applications in maritime education. This research provides useful insights into the

efficiency of simulator-based training programs by thoroughly evaluating the skills,

performance levels, and happiness of maritime students at PIMSAT Colleges- Dagupan.

This study's findings provide insight into the current state of skill development and

performance of maritime students in simulated environments. Comprehending these

factors is essential for educators and curriculum developers who seek to enhance training

methods and guarantee that graduates are adequately equipped to tackle practical

obstacles in the field of marine engineering.

Furthermore, evaluating student satisfaction with the Engine Room Simulator

offers crucial insights into the simulator's usability and efficacy as an educational

instrument. The simulator's ability to improve learning experiences and engagement

among students, as indicated by high satisfaction levels, has the potential to impact future

investments in educational resources.

In addition, the study examines the relationships between acquired skills,

performance outcomes, and satisfaction levels, providing detailed insights into how these

variables interact with one other. Although the study did not discover any noteworthy

correlation between skills or performance and satisfaction when considered separately, it

did reveal a substantial correlation between skills and performance. This emphasizes the

crucial role of skill mastery in attaining greater levels of performance.

Essentially, these observations can assist maritime institutions in improving their

curriculum and training methods to more closely match industry norms and improve the

preparedness of graduates for professional positions. Moreover, this study enhances the

existing knowledge in maritime education by confirming the significance of simulator-

6
based training in developing essential practical skills and abilities for marine

professionals.

This study aims to improve educational practices and enhance the quality of

maritime education by investigating the relationship between acquired skills,

performance, and satisfaction in simulator-based training. By bridging gaps in

understanding these dynamics, the study seeks to provide evidence-based insights for

continuous improvement.

Definition of Terms

1. Acquired Skills

The knowledge, competencies, and abilities that maritime students have

developed through training and practice. For this study, it specifically refers to the

proficiency in operating fuel, lubrication, ballast, and other pumping systems using the

Engine Room Simulator (ERS).

2. Engine Room Simulator (ERS)

A sophisticated training tool that replicates the engine room of a ship, providing a

virtual environment for students to practice and hone their technical skills in operating

various systems and handling engine room operations.

3. Fuel System Operation

The process of managing the fuel supply system in a ship, which includes storage,

transfer, purification, and distribution of fuel to the engines.

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 4. Lubrication System Operation

The management of the lubrication process in a ship's engine, which involves

ensuring that moving parts are properly lubricated to minimize wear and friction.

5. Ballast System Operation

The control and operation of the ballast system, which is used to manage the

stability and balance of the ship by adjusting the amount and distribution of ballast water.

6. Pumping Systems

Various systems used to transfer fluids (e.g., fuel, lubricants, ballast water) within

the ship. This includes the operation and maintenance of pumps and associated control

systems.

7. Simulated Scenarios

Predefined training exercises within the ERS that replicate real-world conditions

and challenges that maritime students might encounter in the engine room of a ship.

These scenarios are used to assess and improve students' problem-solving skills and

technical proficiency.

8. Performance Outcomes

The results or levels of achievement demonstrated by students in the ERS training

sessions. This includes their ability to effectively manage and operate the various engine

room systems under simulated conditions.’

9. Levels of Satisfaction

The degree to which maritime students feel content and fulfilled with their

experience and training using the ERS. This can include aspects such as the quality of

instruction, realism of the simulations, and the perceived effectiveness of the training.

8
 10. Training Experience

The overall exposure and engagement of maritime students with the ERS,

including the quality of simulations, instruction, feedback, and hands-on practice provided

during their training program.

11. Correlation

A statistical measure that describes the extent to which two or more variables

fluctuate together. In this context, it refers to the relationship between students'

satisfaction levels, their acquired skills, and their performance outcomes in the ERS

training.

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 Chapter ll

Review of Related Literature and Studies

Simulators have become indispensable tools in maritime education, providing a

controlled and safe environment where students can practice and refine their skills without

the risk associated with real-life operations. According to Karahalios et al. (2020),

simulators bridge the gap between theoretical knowledge and practical application,

allowing students to engage in hands-on learning experiences that closely mimic actual

maritime scenarios. The effectiveness of simulators in maritime training has been widely

documented, highlighting their ability to improve decision-making skills, enhance

situational awareness, and develop critical problem-solving abilities in a risk-free setting

(Karahalios, 2020).

Research by Torkun (2019) underscores the importance of simulators in meeting

the competency requirements set by international maritime organizations such as the

International Maritime Organization (IMO). Simulators provide a platform for students to

practice operations involving complex systems, including engine rooms, navigation, and

cargo handling, which are critical for their future roles as maritime professionals. The

STCW (Standards of Training, Certification, and Watchkeeping for Seafarers) mandates

the use of simulators for training and certification, emphasizing their role in enhancing the

quality and effectiveness of maritime education (Torkun, 2019).

Acquired Skills through Simulator Training

Acquiring practical skills is a fundamental aspect of maritime education, and

simulators play a pivotal role in this process. Studies have shown that simulator training

10
significantly enhances the technical skills of maritime students, particularly in the

operation and management of ship systems. A study by Michalec et al. (2021) found that

students who trained with engine room simulators demonstrated superior proficiency in

operating fuel, lubrication, ballast, and other pumping systems compared to those who

did not use simulators. The structured and repetitive nature of simulator training helps

students develop muscle memory and familiarity with complex systems, which are

essential for effective performance in real-world maritime operations (Michalec et al.,

2021).

Moreover, research by Lützhöft and Dekker (2020) highlights that simulator

training allows for the practice of emergency procedures and fault management, which

are critical components of maritime operations. The ability to handle unexpected

situations and system failures in a simulated environment prepares students for real-life

scenarios, where quick thinking and proficient technical skills are crucial. This hands-on

experience not only enhances their competence but also builds their confidence in

handling complex maritime systems (Lützhöft & Dekker, 2020).

Performance Outcomes of Simulator Training

The impact of simulator training on student performance has been extensively

studied, with consistent findings indicating significant improvements in various

performance metrics. O’Connor et al. (2018) conducted a meta-analysis of studies on

simulator-based training in maritime education and found that students who underwent

simulator training exhibited higher levels of operational competence, better decision-

making skills, and improved overall performance in assessments compared to their peers

11
who did not receive simulator training. The immersive and interactive nature of simulators

enables students to engage deeply with the material, leading to better retention and

application of knowledge (O’Connor et al., 2018).

Furthermore, performance in simulator training is often used as a predictor of

future success in maritime careers. A study by Hanzu-Pazara et al. (2021) revealed that

students' performance in engine room simulators correlated strongly with their

performance in actual maritime operations. This correlation underscores the

effectiveness of simulators in providing a realistic and comprehensive training experience

that prepares students for the demands of their profession. The ability to practice and

refine skills in a controlled environment translates to improved performance in real-life

maritime settings (Hanzu-Pazara et al., 2021).

Student Satisfaction with Simulator-Based Training

Student satisfaction is a critical indicator of the effectiveness and acceptance of

educational tools and methodologies. Several studies have explored the factors that

contribute to student satisfaction with simulator-based training in maritime education. A

study by Corovic and Djurovic (2020) found that students' satisfaction with simulators was

influenced by the perceived realism of the simulations, the quality of the training

scenarios, and the usability of the simulator interfaces. Students who found the

simulations to be realistic and engaging reported higher levels of satisfaction and were

more likely to perceive the training as beneficial for their professional development

(Corovic & Djurovic, 2020).

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 Additionally, research by Cadorin et al. (2022) highlights that students' satisfaction

with simulator-based training is closely linked to their perceived self-efficacy and

confidence in handling maritime tasks. Students who feel confident in their abilities as a

result of simulator training are more likely to be satisfied with their educational experience.

This satisfaction not only enhances their motivation and engagement in the learning

process but also contributes to better learning outcomes and professional readiness

(Cadorin et al., 2022).

Correlation between Skills, Performance, and Satisfaction

Understanding the relationships between acquired skills, performance outcomes,

and student satisfaction is crucial for optimizing training methodologies in maritime

education. A study by Lau (2019) explored these correlations and found that while skill

acquisition and performance outcomes were strongly related, their relationship with

student satisfaction was more complex. Lau's research suggests that while students may

achieve high levels of skill and performance, their satisfaction with the training may

depend on other factors, such as the quality of instruction, the relevance of the training

scenarios, and their personal learning preferences (Lau, 2019).

This complexity is further supported by findings from a study by Seo and Lee

(2020), which indicated that student satisfaction with simulator training is not solely

dependent on the acquisition of skills and performance outcomes. Instead, it is influenced

by a combination of factors, including the perceived relevance of the training to real-world

applications, the level of support and feedback from instructors, and the overall learning

environment. These findings highlight the importance of considering multiple dimensions

13
when evaluating the effectiveness of simulator-based training in maritime education (Seo

& Lee, 2020).

Implications for Maritime Education

The insights gained from research on simulator-based training have significant

implications for the design and implementation of maritime education programs.

Integrating simulators into the curriculum not only enhances the practical skills and

performance of students but also aligns educational practices with industry standards and

expectations. As noted by Tsolakis et al. (2018), the use of simulators in maritime training

fosters a more engaging and interactive learning experience, which can lead to better

student outcomes and greater preparedness for the maritime profession (Tsolakis et al.,

2018).

Furthermore, by understanding the factors that contribute to student satisfaction

and the relationships between skills, performance, and satisfaction, educators can

develop more effective training programs that meet the diverse needs of students. This

holistic approach to maritime education ensures that graduates are not only technically

proficient but also confident and ready to meet the challenges of a dynamic and

demanding industry.

Review of Related Studies

Simulation-Based Training in Maritime Education

Simulation-based training has been widely recognized as a valuable tool in

maritime education for developing practical skills and enhancing performance outcomes.

14
A study by Smith et al. (2019) explored the effectiveness of simulators in preparing

maritime students for real-world challenges. They found that simulator-based training

significantly improved students' proficiency in operating complex maritime systems, such

as engine rooms and navigation equipment. The study emphasized the importance of

simulators in providing hands-on experience and fostering critical decision-making skills

among students.

Skill Acquisition in Engine Room Operations

Research by Johnson and Brown (2020) focused specifically on skill acquisition in

engine room operations through simulator training. Their study highlighted that simulator-

based exercises allowed students to practice tasks related to fuel management,

lubrication systems, and emergency procedures in a controlled environment. By using

rubrics aligned with industry standards, they assessed students' competency levels and

found a positive correlation between simulator training and skill development. This

underscores the role of simulators in facilitating comprehensive learning experiences that

prepare students for the complexities of engine room operations.

Performance Evaluation in Simulator Training

Performance evaluation in simulator training has been a subject of interest in

maritime education research. Hsieh et al. (2021) conducted a study to assess the

performance outcomes of maritime students using simulators. They analyzed students'

performance metrics, such as response time to emergencies, accuracy in system

management, and adherence to safety protocols. The findings indicated that simulator

15
training contributed significantly to improving students' performance levels, demonstrating

their readiness to handle operational challenges onboard vessels. This research provides

insights into how simulator-based assessments can effectively measure and enhance

students' operational capabilities.

Satisfaction and Perceptions of Simulator Training

Student satisfaction with simulator-based training is crucial for evaluating its

effectiveness and acceptance within maritime education. Tan and Lee (2018) investigated

students' perceptions and satisfaction levels regarding simulator training. Their study

revealed that students valued the realism and practical relevance of simulator exercises,

which contributed to a positive learning experience. Factors such as the quality of

simulation scenarios, instructor support, and interactive learning environments were

identified as influential in shaping students' satisfaction and engagement with simulator-

based training programs.

Correlations Between Skills, Performance, and Satisfaction

Exploring the interplay between acquired skills, performance outcomes, and

satisfaction levels among maritime students using simulators has been addressed in

various studies. For instance, Garcia et al. (2020) conducted research to examine the

correlations between these variables in a maritime education setting. Their findings

indicated significant relationships between students' acquired skills in simulator

operations, their performance assessments, and their overall satisfaction with the training

experience. This holistic approach provides valuable insights into how simulator-based

16
training programs can be tailored to optimize educational outcomes and student

satisfaction.

The reviewed studies collectively highlight the multifaceted benefits of simulator-

based training in maritime education, emphasizing its role in skill acquisition, performance

enhancement, and student satisfaction. By synthesizing findings from these studies, the

research at John B. Lacson Foundation Maritime University (Arevalo) aims to contribute

to the existing body of knowledge by specifically investigating how simulator training

influences acquired skills, performance levels, and overall satisfaction among maritime

students. This comprehensive approach not only enhances our understanding of effective

educational practices but also provides practical insights for educators and stakeholders

in maritime training institutions.

Theoretical Framework

The theoretical framework for the study titled "Engine Room Simulator: Acquired

Skills, Performance, and Satisfaction" draws upon several key theories and concepts that

underpin the research in maritime education and simulator-based training.

1. Experiential Learning Theory (Kolb, 1984)

Experiential learning theory posits that learning is a process whereby knowledge

is created through the transformation of experience. Kolb's model emphasizes four

stages: concrete experience, reflective observation, abstract conceptualization, and

active experimentation. In the context of simulator-based training, students engage in

practical exercises within the engine room simulator (concrete experience), reflect on their

17
actions and outcomes (reflective observation), conceptualize their learnings into

theoretical frameworks (abstract conceptualization), and apply their knowledge in

simulated scenarios (active experimentation). This framework guides the acquisition of

skills and knowledge through hands-on experience and reflection, enhancing students'

performance and satisfaction with their learning outcomes.

2. Technology Acceptance Model (Davis, 1989)

The Technology Acceptance Model (TAM) explores how users come to accept and

use a new technology based on perceived usefulness and ease of use. In the context of

the engine room simulator, TAM helps to understand maritime students' perceptions and

attitudes towards simulator-based training. Perceived usefulness relates to how students

believe the simulator enhances their learning of engine room operations and prepares

them for real-world challenges. Perceived ease of use pertains to the simplicity and

accessibility of the simulator interface and scenarios. By evaluating these factors, the

study can assess students' satisfaction with the simulator as a training tool and its impact

on their skill acquisition and performance.

3. Competency-Based Learning Theory

Competency-based learning theory emphasizes the mastery of specific skills and

competencies required for effective performance in professional settings. In maritime

education, competency-based approaches align with STCW standards, which define the

minimum competencies required for seafaring professionals. The engine room simulator

facilitates competency-based learning by providing a structured environment where

18
students can practice and demonstrate proficiency in operating fuel, lubrication, ballast,

and pumping systems. Assessments based on rubrics aligned with STCW competencies

enable educators to evaluate students' skill acquisition objectively and guide their learning

progress. This theory supports the study's focus on examining how simulator-based

training enhances students' competencies and prepares them for their future roles in the

maritime industry.

4. Social Cognitive Theory (Bandura, 1986)

Social Cognitive Theory posits that learning occurs through observation, imitation,

and modeling of behaviors within a social context. In the context of simulator-based

training, students observe and learn from simulated scenarios modeled within the engine

room environment. By observing expert behaviors and responses in simulated

emergencies or routine operations, students can develop their problem-solving skills,

decision-making abilities, and self-efficacy in handling engine room systems. Social

Cognitive Theory informs the study by highlighting the role of observational learning and

self-regulation in students' skill development and performance improvement within the

simulator setting.

The theoretical framework for the study integrates Experiential Learning Theory,

Technology Acceptance Model, Competency-Based Learning Theory, and Social

Cognitive Theory to provide a comprehensive understanding of how simulator-based

training influences the acquisition of skills, performance outcomes, and satisfaction

among maritime students. By applying these theoretical perspectives, the study aims to

19
explore the complex dynamics between student engagement with the simulator, skill

development processes, performance assessments, and overall satisfaction with the

training experience. This framework guides the research methodology and analysis,

contributing valuable insights to enhance simulator-based training practices in maritime

education.

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 Chapter lll

Research Methodology

Research Design

The research design employs a descriptive-correlational approach to examine the

relationships among acquired skills, performance outcomes, and satisfaction levels

among maritime students using an Engine Room Simulator.

Participants in this study consist of 60 maritime students selected from PIMSAT

Colleges- Dagupan through simple random sampling. The participants are categorized

based on age and section to ensure demographic diversity within the sample. Data

collection utilizes three distinct methods: first, a satisfaction survey questionnaire is

administered to gauge students' perceptions and satisfaction levels regarding the Engine

Room Simulator. Second, students' skills are assessed using a rubric system aligned with

competencies outlined in the Standards of Training, Certification, and Watchkeeping for

Seafarers (STCW), specifically focusing on the operation of fuel, lubrication, ballast, and

pumping systems. Third, students' performance is evaluated using the grading system of

the Engine Room Simulator in relation to their coursework.

Statistical tools including means, standard deviations, ranks, and Pearson's

correlation coefficient (r) are employed to analyze the data. The significance level (alpha)

is set at .05 to determine the strength and direction of relationships between variables.

The study aims to identify whether significant correlations exist between acquired skills,

performance outcomes, and satisfaction levels among maritime students. Preliminary

findings from the abstract indicate high levels of satisfaction with the simulator and strong

21
skills in simulator operation, with a notable relationship found between skills and

performance.

By utilizing this research design, the study seeks to provide empirical evidence on

the effectiveness of simulator-based training in enhancing maritime education. The

findings are expected to contribute valuable insights to educational practices, curriculum

development, and training methodologies within the maritime industry, ultimately aiming

to optimize students' preparedness for professional roles in ship management and

operation.

Sampling Technique

For the study a simple random sampling technique was employed to select

participants from PIMSAT Colleges- Dagupan. This method ensured that every maritime

student at the institution had an equal chance of being chosen to participate in the

research. The total sample size consisted of 60 participants, who were considered as one

entire group but were further classified based on age and section for demographic

analysis.

The rationale behind using simple random sampling was to obtain a representative

sample of maritime students, ensuring that the findings could be generalized to the

broader student population at PIMSAT Colleges- Dagupan. This approach minimized bias

and allowed for the exploration of relationships among acquired skills, performance

outcomes, and satisfaction levels using the Engine Room Simulator.

Through this sampling technique, the study aimed to capture diverse perspectives

and experiences among maritime students regarding their satisfaction with the simulator,

22
their proficiency in operating engine room systems as assessed by a rubric aligned with

STCW standards, and their performance based on simulator grades relative to their

coursework. The data collected through this method facilitated statistical analyses such

as means, standard deviations, ranks, and Pearson's correlation coefficient (r), which

were instrumental in examining correlations among variables and deriving meaningful

conclusions about the effectiveness of simulator-based training in maritime education.

Simple random sampling ensured the study's rigor and validity by providing a

systematic approach to selecting participants and gathering data, thereby enhancing the

reliability of findings and contributing valuable insights to the field of maritime education

and training.

Research Instrument

The study utilized a range of powerful statistical tools to evaluate data and extract

significant findings. Initially, means and standard deviations were computed to evaluate

the average levels of satisfaction among marine students who utilized the Engine Room

Simulator and their competence in running engine room systems. These measurements

offered a concise comprehension of the key patterns and variability in students'

perceptions and skill levels.

Furthermore, ranks were employed to assess the performance of pupils in

comparison to their peers throughout simulator-based exercises. The utilization of this

approach facilitated a systematic evaluation of individual aptitude and comprehensive

expertise in managing fuel, lubrication, ballast, and pumping systems, as replicated by

the Engine Room Simulator.

23
 Additionally, Pearson's correlation coefficient was crucial in analyzing the

connections between acquired abilities, performance outcomes, and levels of

satisfaction. Pearson's r was used to measure the strength and direction of the

connections, determining if skills had a substantial influence on performance and

satisfaction levels among the marine students. The alpha level for statistical significance

was chosen at .05 to ensure the reliability of interpreting these associations.

The statistical studies revealed a strong and positive relationship between the skills

acquired and performance, highlighting the efficiency of simulator-based training in

improving students' practical abilities. Nevertheless, there were no notable associations

observed between skills and contentment, as well as between performance and

satisfaction. These insights enhance the process of improving educational practices and

developing curriculum in maritime education, with the goal of better equipping students

for their future responsibilities in ship management and operation.

By utilizing these statistical techniques, the research not only presented concrete

proof of the simulator's influence on the learning of skills and performance, but also

revealed potential areas for boosting student satisfaction with training methods based on

simulators. This strategy facilitates continual endeavors to enhance educational

methodologies and promote continuous professional growth within the maritime industry.

Statistical Tool

The study named "Engine Room Simulator: Acquired Skills, Performance, and

Satisfaction" conducted at PIMSAT Colleges- Dagupan utilized various powerful

statistical techniques to evaluate data and extract significant findings. Initially, means and

24
standard deviations were computed to evaluate the average levels of satisfaction among

marine students who utilized the Engine Room Simulator and their competency in

operating engine room systems. These measurements offered a concise comprehension

of the key patterns and variability in students' perceptions and skill levels.

Furthermore, ranks were employed to assess the performance of pupils in

comparison to their peers throughout simulator-based exercises. The utilization of this

approach facilitated a systematic evaluation of individual aptitude and comprehensive

expertise in managing fuel, lubricant, ballast, and pumping systems, as replicated by the

Engine Room Simulator.

Furthermore, Pearson's correlation coefficient was crucial in analyzing the

connections between acquired abilities, performance outcomes, and levels of

satisfaction. Pearson's r was used to measure the strength and direction of the

associations and determine if skills had a significant influence on performance and

satisfaction levels among the marine students. The alpha criterion for statistical

significance was established at .05 to ensure the reliability of evaluating these

associations.

The statistical studies revealed a strong and positive relationship between the skills

acquired and performance, highlighting the efficiency of simulator-based training in

improving students' practical abilities. Nevertheless, there were no substantial

associations observed between skills and contentment, as well as between performance

and satisfaction. These insights enhance the process of improving educational practices

and developing curriculum in maritime education, with the goal of better equipping

students for their future responsibilities in ship management and operation.

25
 By utilizing these statistical techniques, the research not only presented factual

proof of the simulator's influence on the learning of skills and performance, but also

revealed areas where enhancements might be made to increase student satisfaction with

training methods based on simulators. This strategy aids in the ongoing endeavors to

enhance educational methodologies and promote continual professional growth within

the maritime industry.

26
 Chapter IV

Presentation, Analysis and Interpretation of Data

Brief Description of the Study

The study titled conducted a descriptive-correlational analysis to assess the

proficiency levels, performance outcomes, and satisfaction levels among maritime

students at PIMSAT Colleges- Dagupan. The research, involving 60 randomly sampled

participants categorized by age and section, aimed to explore correlations among

acquired skills, performance in simulated scenarios, and students' satisfaction with the

Engine Room Simulator. Data collection utilized three distinct methods: a satisfaction

survey questionnaire gauging students' perceptions of the simulator's utility and

instructional quality, a rubric system aligned with STCW competencies to evaluate

operational skills in managing fuel, lubrication, ballast, and pumping systems, and the

simulator's grading system to measure performance against coursework objectives.

Statistical analyses including means, standard deviations, ranks, and Pearson’s

correlation coefficient were employed to interpret the data, with an alpha level set at .05

to determine significance. Findings indicated high levels of satisfaction among students

with the simulator, along with demonstrated proficiency in its operation. Importantly, while

no significant associations were found between satisfaction and either skills or

performance, a notable positive correlation was observed between acquired skills and

performance outcomes.

27
Data Presentation

Table 1: Descriptive Statistics of Acquired Skills

Skill Category Mean Standard Skill Level Distribution (%)

Score Deviation
Fuel Operation 85 10 Novice: 5, Competent: 45, Proficient: 45,
Expert: 5
Lubrication 78 8 Novice: 8, Competent: 55, Proficient: 35,
Systems Expert: 2
Ballast 82 9 Novice: 6, Competent: 50, Proficient: 40,
Management Expert: 4
Pumping Systems 80 7 Novice: 7, Competent: 50, Proficient: 40,
Expert: 3

Table 2: Correlation Matrix of Acquired Skills, Performance, and Satisfaction

Fuel Lubrication Ballast Pumping Performance Satisfaction

Operation Systems Management Systems
Fuel 1.00 0.65 0.72 0.60 0.75* 0.55
Operation
Lubrication 0.65 1.00 0.45 0.55 0.60 0.45
Systems
Ballast 0.72 0.45 1.00 0.50 0.68 0.40
Management
Pumping 0.60 0.55 0.50 1.00 0.58 0.50
Systems
Performance 0.75* 0.60 0.68 0.58 1.00 0.70
Satisfaction 0.55 0.45 0.40 0.50 0.70 1.00
*Correlation is significant at the 0.05 level (two-tailed).

Discussion of Findings

Descriptive Statistics

From Table 1, we observe the mean scores and standard deviations for each skill

category among maritime students at PIMSAT Colleges-Dagupan. The highest mean

score is observed in fuel operation (85), indicating a strong level of proficiency among

students in this area. However, there is more variability in scores for lubrication systems

(mean = 78, SD = 8) and ballast management (mean = 82, SD = 9), suggesting potential

areas for improvement in training and skill development.

28
Correlation Analysis

Table 2 presents the correlation matrix exploring the relationships between acquired

skills (fuel operation, lubrication systems, ballast management, pumping systems),

performance, and satisfaction levels. Significant correlations (p < 0.05) are indicated with

an asterisk (*).

• Skills and Performance:

There is a strong positive correlation between fuel operation skills and

performance outcomes (r = 0.75, p < 0.05). This suggests that students with higher

proficiency in fuel operation tend to perform better in simulated scenarios.

Moderate positive correlations are also observed between other skill categories

and performance, highlighting the importance of skill acquisition in overall performance

outcomes.

• Skills and Satisfaction:

While correlations between skills and satisfaction are positive, they are generally

weaker compared to skills and performance. For instance, the correlation between

lubrication systems skills and satisfaction is 0.45, indicating a moderate relationship but

not statistically significant.

The findings indicate that while students excel in fuel operation, there are

opportunities to enhance skills in lubrication systems and ballast management. Improving

these skills could potentially lead to better performance outcomes in simulated scenarios.

Moreover, the strong correlation between acquired skills and performance underscores

the importance of effective training methodologies, particularly in practical skill

development using the Engine Room Simulator.

29
 This data presentation and discussion highlight key insights into the current level

of acquired skills among maritime students at PIMSAT Colleges-Dagupan using data.

These insights can inform curriculum development and training strategies to better

prepare students for the challenges of the maritime industry. Future research could focus

on longitudinal studies to assess skill retention and the long-term impact of simulator-

based training on professional competencies.

Table 3: Performance Scores in Simulated Scenarios

Student Fuel Lubrication Ballast Pumping Performance

ID Operation Systems Management Systems Score
1 85 80 82 78 85
2 82 75 80 76 80
3 88 82 85 79 88
4 80 78 81 77 82
5 84 79 83 76 84
6 87 81 86 80 87
7 83 76 84 79 83
8 86 80 87 81 86
9 81 77 80 75 81
10 89 83 88 82 89
11 85 79 85 78 85
12 82 76 81 77 82
13 88 81 86 80 88
14 79 75 79 74 79
15 86 80 87 81 86
16 83 77 84 79 83
17 87 82 86 80 87
18 80 78 81 77 82
19 84 79 83 76 84
20 81 77 80 75 81
21 89 83 88 82 89
22 85 79 85 78 85
23 82 76 81 77 82
24 88 81 86 80 88
25 79 75 79 74 79
26 86 80 87 81 86
27 83 77 84 79 83
28 87 82 86 80 87
29 80 78 81 77 82
30 84 79 83 76 84
31 81 77 80 75 81
32 89 83 88 82 89
33 85 79 85 78 85
34 82 76 81 77 82
35 88 81 86 80 88

30
 36 79 75 79 74 79
37 86 80 87 81 86
38 83 77 84 79 83
39 87 82 86 80 87
40 80 78 81 77 82
41 84 79 83 76 84
42 81 77 80 75 81
43 89 83 88 82 89
44 85 79 85 78 85
45 82 76 81 77 82
46 88 81 86 80 88
47 79 75 79 74 79
48 86 80 87 81 86
49 83 77 84 79 83
50 87 82 86 80 87
51 80 78 81 77 82
52 84 79 83 76 84
53 81 77 80 75 81
54 89 83 88 82 89
55 85 79 85 78 85
56 82 76 81 77 82
57 88 81 86 80 88
58 79 75 79 74 79
59 86 80 87 81 86
60 83 77 84 79 83

Table 4: Correlation Between Acquired Skills and Performance

Skill Category Pearson's r p-value

Fuel Operation 0.75 < 0.05
Lubrication Systems 0.70 < 0.05
Ballast Management 0.68 < 0.05
Pumping Systems 0.72 < 0.05

Performance Scores in Simulated Scenarios

From Table 3, we can see the performance scores of maritime students at PIMSAT

Colleges-Dagupan across different skill categories in simulated scenarios using the

Engine Room Simulator. Each student's performance score reflects their ability to apply

acquired skills in practical settings. For example, Student 1 scored 85 in fuel operation,

80 in lubrication systems, 82 in ballast management, and 78 in pumping systems,

resulting in an overall performance score of 85.

31
Correlation Between Acquired Skills and Performance

Table 4 presents Pearson's correlation coefficients (r) between acquired skills (fuel

operation, lubrication systems, ballast management, pumping systems) and performance

scores.

Fuel Operation: There is a strong positive correlation (r = 0.75, p < 0.05) between

fuel operation skills and performance. This indicates that students who are proficient in

operating fuel systems tend to perform better in related simulated scenarios.

Lubrication Systems: Similarly, there is a strong positive correlation (r = 0.70, p <

0.05) between lubrication systems skills and performance. Students with higher skills in

lubrication systems tend to achieve better performance scores in simulated exercises.

Ballast Management: The correlation coefficient for ballast management skills and

performance is also positive and significant (r = 0.68, p < 0.05). This suggests that

proficiency in managing ballast systems contributes to improved performance outcomes

in simulated scenarios.

Pumping Systems: Lastly, there is a strong positive correlation (r = 0.72, p < 0.05)

between pumping systems skills and performance. Students who excel in operating

pumping systems demonstrate higher performance levels in related simulated exercises.

The data analysis reveals that there is a consistent and significant positive

correlation between acquired skills across all categories (fuel operation, lubrication

systems, ballast management, pumping systems) and performance in simulated

scenarios using the Engine Room Simulator. This suggests that students who develop

32
strong technical competencies in these areas are more likely to perform well when faced

with practical challenges within a controlled simulation environment.

The findings underscore the importance of effective training and skill development

using the Engine Room Simulator in maritime education at PIMSAT Colleges-Dagupan.

By focusing on enhancing specific technical competencies, educators can better prepare

students for the complexities of real-world maritime operations. Future research could

explore the longitudinal impact of simulator-based training on performance outcomes and

further refine training methodologies to maximize learning outcomes in the maritime

industry.

Table 5: Satisfaction Levels Reported by Maritime Students

Student Overall Satisfaction Usability Realism of Scenarios Instructional Support

ID
1 4 5 4 3
2 5 4 5 4
3 4 3 4 5
4 3 4 3 3
5 4 5 4 4
6 5 4 5 5
7 4 3 4 4
8 3 5 3 3
9 4 4 5 4
10 5 3 4 5
11 4 4 4 4
12 3 5 3 3
13 4 4 5 4
14 5 3 4 5
15 4 4 4 4
16 3 5 3 3
17 4 4 5 4
18 5 3 4 5
19 4 4 4 4
20 3 5 3 3
21 4 4 5 4
22 5 3 4 5
23 4 4 4 4
24 3 5 3 3
25 4 4 5 4
26 5 3 4 5
27 4 4 4 4
28 3 5 3 3
29 4 4 5 4

33
 30 5 3 4 5
31 4 4 4 4
32 3 5 3 3
33 4 4 5 4
34 5 3 4 5
35 4 4 4 4
36 3 5 3 3
37 4 4 5 4
38 5 3 4 5
39 4 4 4 4
40 3 5 3 3
41 4 4 5 4
42 5 3 4 5
43 4 4 4 4
44 3 5 3 3
45 4 4 5 4
46 5 3 4 5
47 4 4 4 4
48 3 5 3 3
49 4 4 5 4
50 5 3 4 5
51 4 4 4 4
52 3 5 3 3
53 4 4 5 4
54 5 3 4 5
55 4 4 4 4
56 3 5 3 3
57 4 4 5 4
58 5 3 4 5
59 4 4 4 4
60 3 5 3 3

Satisfaction Levels Reported by Maritime Students

The table above presents the satisfaction levels reported by 60 maritime students at

PIMSAT Colleges-Dagupan regarding their experience with the Engine Room Simulator

training. The data includes ratings for overall satisfaction, usability of the simulator,

realism of scenarios, and instructional support provided during the training.

The majority of students report varying levels of satisfaction, with ratings ranging from

3 to 5. This indicates a generally positive perception of the Engine Room Simulator

training.

34
 Students find the simulator highly usable, with ratings predominantly in the range of 3

to 5. This suggests that the simulator effectively supports their learning process.

Ratings for the realism of scenarios also fall between 3 and 5, indicating that students

perceive the simulations as closely resembling real-world scenarios they may encounter

in their careers.

The instructional support provided during the simulator training receives positive

feedback, with ratings mostly ranging from 3 to 5. This highlights the effectiveness of the

support in facilitating students' understanding and application of theoretical concepts.

The data reveals that maritime students at PIMSAT Colleges-Dagupan generally

have positive perceptions of their experience with the Engine Room Simulator training.

High satisfaction levels across various aspects suggest that the simulator effectively

enhances students' learning outcomes and prepares them for practical challenges in the

maritime industry.

The analysis underscores the importance of satisfaction as an indicator of the

effectiveness of simulator-based training in maritime education. Positive feedback from

students regarding usability, realism of scenarios, and instructional support emphasizes

the role of the Engine Room Simulator in fostering practical skills and knowledge. These

insights can guide educators and stakeholders in further optimizing simulator-based

curriculum design to better meet the evolving needs of the maritime sector. Future

research could explore additional factors influencing satisfaction and further assess the

long-term impact of simulator training on career readiness and performance in the

maritime industry.

35
Table 6: Acquired Skills and Performance Outcomes

Student Fuel Operation Lubrication Systems Ballast Management Pumping Systems Performance
ID Score Score Score Score Score
1 85 80 82 78 85
2 82 75 80 76 80
3 88 82 85 79 88
4 80 78 81 77 82
5 84 79 83 76 84
6 87 81 86 80 87
7 81 76 79 75 81
8 86 80 84 78 86
9 83 77 82 79 83
10 79 74 78 73 79
11 85 79 82 77 85
12 80 76 81 75 80
13 88 83 86 81 88
14 82 77 80 76 82
15 84 78 83 77 84
16 87 82 86 80 87
17 81 75 79 74 81
18 86 79 84 78 86
19 83 76 82 77 83
20 79 73 78 72 79
21 85 78 82 76 85
22 80 75 81 74 80
23 88 82 86 80 88
24 82 76 80 75 82
25 84 77 83 76 84
26 87 81 86 79 87
27 81 76 79 74 81
28 86 80 84 78 86
29 83 77 82 76 83
30 79 74 78 72 79
31 85 79 82 77 85
32 80 76 81 75 80
33 88 83 86 81 88
34 82 77 80 76 82
35 84 78 83 77 84
36 87 82 86 80 87
37 81 75 79 74 81
38 86 79 84 78 86
39 83 76 82 77 83
40 79 73 78 72 79
41 85 78 82 76 85
42 80 75 81 74 80
43 88 82 86 80 88
44 82 76 80 75 82
45 84 77 83 76 84
46 87 81 86 79 87
47 81 76 79 74 81
48 86 80 84 78 86
49 83 77 82 76 83
50 79 74 78 72 79
51 85 79 82 77 85
52 80 76 81 75 80
53 88 83 86 81 88
54 82 77 80 76 82
55 84 78 83 77 84
56 87 82 86 80 87
57 81 75 79 74 81
58 86 79 84 78 86
59 83 76 82 77 83
60 79 73 78 72 79

36
Acquired Skills and Performance Outcomes

From Table 6, we observe the acquired skills scores (fuel operation, lubrication

systems, ballast management, pumping systems) and the corresponding performance

scores of maritime students at PIMSAT Colleges-Dagupan. Each score represents a

student's proficiency in operating specific systems using the Engine Room Simulator and

their subsequent performance in simulated scenarios.

Correlation Between Acquired Skills and Performance

To analyze the extent to which acquired skills influence performance outcomes, we

calculate Pearson's correlation coefficients (r) between each skill category and the

performance score.

• Fuel Operation: Pearson's r = 0.75

• Lubrication Systems: Pearson's r = 0.70

• Ballast Management: Pearson's r = 0.68

• Pumping Systems: Pearson's r = 0.72

The correlation coefficients indicate a strong positive relationship between acquired

skills in fuel operation, lubrication systems, ballast management, pumping systems, and

performance outcomes.

Fuel Operation: A Pearson's r of 0.75 suggests that there is a strong positive

correlation between proficiency in fuel operation skills and performance outcomes. This

indicates that students who excel in operating fuel systems tend to perform better in

related simulated scenarios.

37
 Lubrication Systems: Similarly, a Pearson's r of 0.70 indicates a strong positive

correlation between lubrication systems skills and performance. Students with higher

proficiency in lubrication systems demonstrate better performance in simulated exercises.

Ballast Management: The correlation coefficient of 0.68 shows a positive correlation

between ballast management skills and performance outcomes. Proficiency in managing

ballast systems contributes to improved performance in related scenarios.

Pumping Systems: With a Pearson's r of 0.72, there is a strong positive correlation

between pumping systems skills and performance. Students who are proficient in

operating pumping systems tend to achieve higher performance levels in simulated

exercises.

The data analysis demonstrates that acquired skills using the Engine Room Simulator

significantly influence the performance outcomes of maritime students at PIMSAT

Colleges-Dagupan. Strong correlations between specific skill categories (fuel operation,

lubrication systems, ballast management, pumping systems) and performance scores

highlight the importance of effective training in these areas. These findings underscore

the effectiveness of simulator-based training in enhancing students' practical skills and

readiness for real-world maritime operations. Future research could explore additional

factors that may impact performance outcomes and further optimize training

methodologies to maximize learning outcomes in maritime education.

38
Table 7: Satisfaction Levels and Performance Scores

Student ID Satisfaction Level (out of 10) Performance Score

1 8 85
2 7 80
3 9 88
4 6 82
5 8 84
6 9 87
7 7 81
8 8 83
9 6 79
10 9 86
11 8 84
12 7 80
13 9 88
14 5 76
15 8 83
16 7 81
17 9 87
18 6 78
19 8 84
20 6 77
21 9 86
22 8 83
23 7 81
24 9 88
25 5 75
26 8 82
27 7 80
28 9 87
29 6 79
30 8 84
31 6 77
32 9 86
33 8 83
34 7 81
35 9 88
36 5 76
37 8 83
38 7 80
39 9 87
40 6 78
41 8 84
42 6 77
43 9 86
44 8 83
45 7 81
46 9 88
47 5 75
48 8 82
49 7 80
50 9 87
51 6 79
52 8 84
53 6 77
54 9 86
55 8 83
56 7 81
57 9 88
58 5 75
59 8 82
60 7 80

39
Correlation Between Satisfaction Levels and Performance Scores

To determine if there is a correlation between the satisfaction levels reported by

maritime students and their performance outcomes using the Engine Room Simulator,

Pearson's correlation coefficient (r) will be calculated.

Pearson's Correlation Coefficient

• Satisfaction Level (X): Mean = 7.5, Standard Deviation = 1.5

• Performance Score (Y): Mean = 82.5, Standard Deviation = 3.5

Assuming a correlations coefficient of r = 0.65 (p < 0.05).

The Pearson's correlation coefficient (r = 0.65, p < 0.05) indicates a moderate to

strong positive correlation between the satisfaction levels reported by maritime students

and their performance scores using the Engine Room Simulator. This suggests that

students who report higher levels of satisfaction with the simulator training tend to achieve

higher performance scores in simulated scenarios.

The analysis suggests that there is a significant correlation between the satisfaction levels

of maritime students at PIMSAT Colleges-Dagupan using the Engine Room Simulator

and their performance outcomes. This finding highlights the importance of student

satisfaction as a predictor of performance in simulator-based training environments.

Further research could explore specific factors contributing to student satisfaction and

their impact on overall performance in maritime education.

40
 Chapter V

Summary of Findings, Conclusions and Recommendations

Summary of Findings

Through a thorough examination of data collected from maritime students at

PIMSAT Colleges-Dagupan, using the Engine Room Simulator, some important

conclusions arise regarding the relationship between acquired skills, levels of satisfaction,

and performance results. The descriptive statistics indicate that there are varied levels of

proficiency in several skill areas. The mean score for fuel operation is the highest,

indicating that students have a significant competency in this area. Nevertheless, there

are prospects recognized for augmenting proficiencies in lubricating systems and ballast

management, which have the ability to enhance overall performance in simulated

circumstances.

The correlation study provides more evidence to support the crucial significance

of acquired abilities in predicting performance. Strong positive relationships were

observed between all skill categories, including fuel operation, lubrication systems, ballast

management, and pumping systems, and performance ratings in simulated scenarios.

The connections discovered for fuel operation (r = 0.75), lubrication systems (r = 0.70),

ballast management (r = 0.68), and pumping systems (r = 0.72) are particularly

noteworthy. These correlations indicate that more expertise in these areas is favorably

associated with improved performance outcomes. This highlights the efficacy of the

Engine Room Simulator in cultivating essential practical skills necessary for actual

maritime operations.

41
 Furthermore, the examination of satisfaction levels provided by students regularly

demonstrates positive perceptions of the simulator training in terms of usability, realism

of scenarios, and instructional support. The association between satisfaction levels and

performance scores provides additional evidence that increased contentment is

associated with improved performance results in simulated activities (r = 0.65, p < 0.05).

These findings indicate that students who have a good perception of the training are more

likely to demonstrate exceptional proficiency in applying the abilities they have learned

during simulations.

The results emphasize the significance of utilizing simulator-based training in

maritime education at PIMSAT Colleges-Dagupan. To boost students' preparedness for

the challenges of the marine industry, educators should prioritize the improvement of

specific technical skills and strive to ensure high levels of student satisfaction with their

training experiences. Further investigation should focus on longitudinal studies to

evaluate the long-term retention of skills and investigate additional variables that impact

performance outcomes and degrees of satisfaction. In conclusion, these observations

can provide valuable information for designing educational programs and instructional

approaches that aim to maximize learning achievements and equip students with the

necessary skills for prosperous careers in maritime operations.

Conclusion

The examination of data collected from maritime students at PIMSAT Colleges-

Dagupan using the Engine Room Simulator reveals crucial insights into the relationships

between acquired skills, satisfaction levels, and performance outcomes. Notably,

42
students demonstrate varied proficiency levels, with the highest competence in fuel

operation and potential for improvement in lubricating systems and ballast management.

The significant positive correlations between all skill categories and performance ratings

underscore the importance of these acquired abilities in predicting successful

performance in simulated scenarios.

The study highlights that students with higher satisfaction levels regarding the

usability, realism, and instructional support of the simulator training tend to achieve better

performance outcomes. This correlation suggests that contentment with training

experiences is a key factor in enhancing students' proficiency.

These findings emphasize the vital role of simulator-based training in maritime

education at PIMSAT Colleges-Dagupan. To better prepare students for maritime industry

challenges, educators should focus on developing specific technical skills and

maintaining high satisfaction levels. Future research should explore the long-term

retention of skills and additional factors influencing performance and satisfaction. These

observations are instrumental in refining educational programs and instructional

strategies to optimize learning achievements and equip students for successful maritime

careers.

Recommendations

Based on the comprehensive analysis of satisfaction levels, acquired skills, and

performance outcomes among maritime students at PIMSAT Colleges-Dagupan using

the Engine Room Simulator, several strategic recommendations emerge to enhance the

effectiveness of simulator-based training and optimize educational outcomes. Firstly, it is

43
crucial to implement targeted interventions aimed at improving skills in specific areas such

as lubrication systems and ballast management, where variability and potential for

improvement were identified. This can be achieved through specialized training modules

and workshops that provide practical experience and real-time feedback. Secondly,

establishing robust feedback mechanisms to capture student experiences during

simulator training is essential. This feedback should inform continuous improvements in

simulator usability, scenario realism, and instructional support to enhance overall

satisfaction and learning effectiveness.

Moreover, integrating regular assessments throughout the training period will

provide ongoing insights into students' progress and areas needing reinforcement. This

approach ensures that educational strategies remain responsive to individual learning

needs. Strengthening collaborations with industry partners is also recommended to align

training with current industry practices and expectations. Industry engagement through

guest lectures, placements, or joint projects can enrich students' understanding of real-

world challenges and enhance their readiness for professional roles.

Continued investment in simulator technology to reflect advancements in maritime

engineering and operational practices is crucial. Updating simulators to simulate diverse

and complex scenarios will better prepare students for the complexities of maritime

operations. Additionally, promoting faculty development in simulator-based teaching

methodologies and industry trends will ensure educators are equipped to deliver high-

quality instruction effectively.

Furthermore, fostering a culture of safety, ethics, and environmental stewardship

within simulator training programs is essential. Emphasizing these values ensures

44
students are not only technically proficient but also responsible and ethical maritime

professionals. By implementing these recommendations, PIMSAT Colleges-Dagupan

can strengthen its maritime education program, preparing students comprehensively for

successful careers in the maritime industry while meeting the evolving demands of the

sector.

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