Effect of Integrated Simulator Training Program (ISTP) on Marine Engineering

Cadets’ Skills Development.

-----------------------------------------

A Research Paper Submitted

in Partial Fulfillment

of the Requirements for the Degree of

Bachelor of Science in Marine Engineering

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By

2CL Abaya, Brian Chester I.

2CL Jaro, Rey Mark G.

2CL Medina, Joshua M.

2CL Yutiga, Kiel A.

05 June 2024
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Chapter 1

Introduction

Background of the Study

The adaptation of simulator training in Maritime Education and Training has been well

embraced in the education programs, as they provide enhanced learning, as well as

possibilities of simulating abnormalities and malfunctions (Nazir & Hjelmervik,

2019). Maritime education requires a blend of theoretical knowledge and practical

skills to prepare students for the dynamic and complex nature of the maritime industry.

Integrated Simulator Training Program (ISTP) integrate various simulation

technologies, replicating real-world scenarios to immerse students in practical, hands-

on experiences. This research aims to explore and quantify the impact of ISTPs on

maritime student learning outcomes, providing a comprehensive analysis of the

effectiveness of this integrated approach.

Maritime education, with its unique challenges and demands, necessitates innovative

approaches to training that go beyond traditional methodologies. In this context,

Integrated Simulator Training Programs (ISTPs) have emerged as a cutting-edge tool

designed to enhance the learning experience of maritime students. One of the most

powerful tools in the (Maritime Education Training) MET section is simulation- based

training, which is an effective tool for enhancing competency of seafarers (Pham,

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2019).

The use of simulators in maritime education and training is an essential component for

developing seafarer competencies. Emerging immersive technologies, such as virtual

reality (VR), augmented reality (AR) and mixed reality (MR) have created new and

different possibilities for maritime simulations and simulators (Mallam et.al 2019).

These programs utilize advanced simulators that replicate real-life maritime

engineering scenarios, allowing students to gain hands-on experience in a controlled

environment. By engaging in simulated practical exercises, students can develop their

skills, problem-solving abilities, and decision-making capabilities. Technologies are

not necessarily intended to replace traditional teaching methods and experienced well-

trained instructors, but rather be implemented as a supplemental and complementary

tool to the teaching and learning framework (Muirhead, 2019).

The importance of this research lies in its potential to revolutionize maritime

engineering education. By quantitatively analyzing the impact of integrated simulator

training programs on learning outcomes, the study aims to provide empirical evidence

of their effectiveness. This evidence can inform curriculum developers, educators, and

policymakers in designing and implementing more effective instructional practices.

Furthermore, the findings of this research can have broader implications for the

maritime industry as a whole. Well-trained maritime engineers are essential for the

safe and efficient operation of vessels, offshore structures, and port facilities. By

enhancing the learning outcomes of maritime engineering students, integrated

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simulator training programs can contribute to the development of a highly skilled

workforce that is better equipped to tackle the challenges of the industry

Theoretical/Conceptual Framework

As Kolb's theory on experiential learning reveals, the Effect of Integrated Simulator

Training Program (ISTP) on Marine Engineering Student’s Learning Outcomes is

based on David Kolb’s theory (Kolb, 1984). ISTP provides a platform for students to

engage in experiential learning, aligning closely with the four stages of Kolb's

Experiential Learning Cycle: Episode of concrete experience, reflective observation,

stage of abstract conceptualization and, finally, active experimentation.

In the concrete play, students engage in simulated maritime activities, dealing with

equipment and procedures in the simulation setting which forms a controlled

environment of the simulator (Smith, 2019). Laboratories provide practical, dynamic

challenges and operations, the basis of the students’ learning.

Reflective observation then proceeds, which includes critically reviewing simulator

events through either guided debriefing or self-reflection work from (Chang et al.,

2019). Students have self-reflective skills during this stage hence metacognitive

awareness and self-directed learning.

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In case of abstract conceptualization, students show an ability to transfer their

theoretical knowledge with practical experience, which they gain from simulator

applications (Brown et Williams, 2020). The build idealistic frameworks and theories

touching on the basics concept.

Finally, active experimentation is associated with transfer of learned knowledge and

perceptions acquired from the simulator into real-life settings (Mitchell, 2019). They

bring skills and knowledge learned in synthetic environments and translate them to

real maritime undertakings such as engine room maintenance and emergency response.

As a result of incorporation the Experiential Learning theory into the research on ISTP

enables researchers to develop insights into simulator-based experiential learning in

terms of how it impacts marine engineering students’ learning outcomes. Simulator

training programs, designed and implemented through such a holistic approach to the

study of learning outcomes, can benefit the needs of maritime education to improve

the student’s competency and readiness to the maritime counterpart.

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Statement of the Problem

The study generally aimed to evaluate and determine the effectiveness of the

Integrated Simulator Training Program (ISTP) on Skills Development of Marine

Engineering Cadet. Specifically, it seeks to answer the following questions:

1. What is/ are the skills developed of BS Marine Engineering Cadets through

Integrated Simulator Training Program (ISTP)?

2. What is the level of efficacy of ISTP among Marine Engineering Cadets in terms

of specific skills developed?

3. What are the problems faced by Marine Engineering Cadets during the ISTP?

Significance of the Study

The influence of the ISTP on the skills development are directly connected to the

concept of useful materials is what this research seeks to demonstrate; hence, one

reaps the benefits fully in the enrichment of situational tools and learning programs to

the benefit of a number of beneficiaries.

1. For MAAP. Conducting an analysis on research data is an opportunity for the

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academy to know the ins and outs of the Integrated Simulator Training Program by

looking at the strengths and weaknesses of a given programme they want to know and

learn more. And in pull-over, these details are right in the core of curriculum

development, instructional design and also putting this knowledge into practice to

teach better and more anything areas of interest.

2. For the ISTP Progra,m. It assists the program as well by shaping the program’s

effectiveness which will have a positive impact on its performance. This validation

presents the legitimacy with the program, therefore, the cadets, as well as the academy,

accept and benefit from the program. The study can emphasize the points at which

such a program has to be addressed or fixed for its development.

3. For Future Researchers. The study will align primarily with charting an acceptable

course making a firm basis for future researchers to acquire information on simulator

training programs in the maritime field mainly engineering department. Such results

can be further used by researchers for the development of studies that are related to the

discussion of topics such as the likelihood of multiple variables of instructional

approach within simulator training etc., also the effectiveness of equal programs in

other educational sectors.

4. For the Marine Engineering Program. As technology and regulations advance, the

marine engineering sector undergoes constant development. Insofar as students

acquire knowledge and skills in time to meet industry expectations, this study validates
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the congruence of ISTP with the industry sector under reference.

Review of Related Literature

This chapter presents the relevant literature and studies that the researcher considered

in strengthening the importance of the present study. It also presents the synthesis of

the art to fully understand the research for better comprehension of the study.

According to Sellberg et al. (2019) using simulators is a must in certain parts of

maritime education and training. These rules come from international agreements,

specifically the Standards of Training, Certification, and Watchkeeping for Seafarers

(STCW). The 2010 Manila amendments to the STCW Convention stress the

importance of simulators for training and evaluating both technical and non-technical

skills. Technical skills involve operating ship equipment, while non-technical skills

include things like critical thinking, communication, awareness of surroundings,

decision-making, leadership, and communication skills.

This study highlights the role that simulators play in training personnel, in industries

where safety's critical, specifically focusing on their application in the maritime sector.

In Maritime Education and Training (MET) a combination of education and hands-on

experience at sea is traditionally followed. The curriculum includes both theory based
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learning (classroom instruction, textbooks and theoretical education) as practical

training using simulators and real life scenarios. Simulators used in bridge and

machine room simulations provide a cost safe environment for trainees to practice and

improve their skills efficiently. The effectiveness of simulators can be attributed to

their ability to recreate aspects of the working environment ranging from task trainers,

to comprehensive bridge simulators (Renganayagalu et al., 2019)

The study 'Assessment in the zone of proximal development: ‘Simulator-based

competence tests and the dynamic evaluation of knowledge-in-action’ addresses the

analysis of professional competence assessment in the educational context of higher

education, particularly in the sphere of maritime navigation. The deck department’s

literature review related to the deck department and the research topic of determining

the effectiveness of ISTP in the context of the engineering department thoroughly

speak about the use of simulators in maritime education and training. They put an

accent on the abundant advantages of simulators including the possibility to acquire

practical skills in a safe and controlled environment. Though simulators are not a

substitute for real-life experience, ISTP aims to complement normal training

techniques and provide a comprehensive education to marine engineering students.

The literature review proves that the use of the ISTP positively affects the educational

performances of the students in this discipline. With simulators as part of the

curriculum, the students are able to deal with situations in real life and get to be more

efficient professionals in the maritime industry. The researchers obtained video data
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from a course where the students worked in a bridge simulator. The research sought to

determine how students indicated their knowledge of calculating the connection

between rate of turn, turn rate, and speed while navigating, as well as how their results

were scored.

According to Yushan et al. (2021). The study conducts qualitative inquiry and is

guided by actor network theory in analysis of the shared concept of use of simulators

by these organizations. Indeed, in accordance with the proposal suggested in this

paper, simulators take the part of actors, in this case, who can merge the interests of

other actors and create an actor-network. The simulator as the actor-network,

therefore, presents itself as the element that goes beyond training, thus placing

simulator as the core medium between the maritime academy, the industry and

makeup as the why and how on the definition of learning outcomes in simulator based

training in the paper. It gives an incompletely developed perception of those who may

be left behind in future and the state of affairs and norms on the basis of which the

benefit depends. Second, the paper critiques ecological fallacy in case multiplication.

When implied meaning is implied in the review, then the effects of the simulator based

program on the engineering cadets can be compared with the ones that establish the

difference in conditions and criteria that authorize the ISTP’s superiority. This paper

compares the benefits and disadvantages of the use of simulators with regard to

initiating ISTP, thus providing an analytical report of the ISTP capacity to improve

learning achievements.
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The research-based virtual reality–reconstructed operational situations can be

discussed in terms of an ISTP structure. Such cases build up an artificial atmosphere

where the users, especially the navigators, interact freely yet connect with the

maritime situations and difficulties. With a motive of developing the success of the

marine engineering study; the ISTP uses virtual reality technology. The work brings

attention to user centered design as the fundamental principle of design workplaces for

hazardous Arctic missions. In a manner analogous to that, the theme of integrated

simulator training program outcome refers to the results of the training program in that

much as it affects knowledge assimilation by the trainees. One could notice through

the survey and the respondent that the perspective of the user and her need to discover

the best training kits suited for maritime cases is highlighted with both the study as

well as the participant. This is concerning the issues of three data collections of

qualitative nature and the use of thematic analysis on the experiences, and outcomes

for the virtual reality – reconstructed operational scenarios in the literature. The thesis

issue of an incorporative simulator program can be estimated as roughly affected by

performance rating and reactions of marine engineering cadets that can be in different

cases involved in the learning plan. The study is linked to the operational scenarios

recreated in virtual reality and stated in relation to the integrated simulator training

program that influences learning results; thus, this practice could be relevant for

maritime education and training.

The effect of Integrated Simulator Training Program (ISTP) on Marine Engineering

Student’s Learning Outcomes catches one’s eye because there are parallels between
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passages from the training area and VR immersive simulations. Both passages

generally talk about a point about VR reality as just an opportunity; comparatively,

refers to how engineering cadets are influenced by the ISTP as part of their learning. It

reveals that, purporting as Immersive Simulation, virtual reality technologies deliver a

better performance in the retrieved knowledge, particularly they provide just in the

time training opportunities that would be available anywhere and at anytime

Makransky, G., & Klingenberg, S. L. (2022). This translates to the overall benefit that

can be associated with techniques triggering for example VR in training programs in

the common setting encompassing challenges focused on as integrated into events

relevant to particular industries and the shift of teams to safety outcomes occasioned

by changing teams.

In regards to maritime education, researchers in the last decade have studied the use of

simulators.The role of simulators is to give the students real training opportunities that

could be too impossible or dangerous to replicate in real life. However, the evidence

suggests that simulator training is capable of helping students achieve better

performance results compared to standardized learning. However, Klinger, Murphy,

and Mulligan (2008) conducted a study showing that the simulator training helped

improve the performance of students on Engine Watchkeeping with Resource

Management. Simulator training was beneficial according to Chen et al. (2012) in that

it was able to improve students’ ability to make critical decisions in emergency

situations.
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Interaction of teaching and learning for a marine simulation program is analyzed in

this study. Student perceptions were gathered from a maritime school in the UK

through various study designs. The reflective survey was filled by 112 respondents.

Second, a total of 11 students took part in three focus groups. In there, defining

specific learning outcomes, enhancing education supplies to help increase curiosity

and ability to learn from errors, keeping the equilibrium between skills and

knowledge, fostering practices that prepare and expand learning, and organizing the

simulation and evaluation methods throughout the whole curriculum, all also play an

important role played part substitutes role. Deep learning is emphasized in the

maritime simulation study and suggestions are provided that can be used to improve

current practices.Other academic fields that rely on simulation can be enhanced by

marine education.

There have been significant advancements in marine training through full-mission,

desktop, cloud, also VR simulators brought upon by simulation technology. In

technical terms, each simulator modality has strong and weak points in their present

technical capabilities of the simulator itself, its ability for educational purposes and

also structure. The opportunities and diversity in training are better assured when

simulator use is right. The absence of an objective and impartial, thoroughly

conducted simulator selection process puts decision makers of institution and marine

instructors at the heart of the dilemma in making critical decisions. For the evaluation

of four crucial simulator modalities, this paper provides a hybrid MCDM approach. A

MCDM framework is applied to assess final decisions on simulator choice considering

13 sub-criteria grouped under 3 umbrella criteria—technical, instructional, and

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organizational. Subject matter experts participated in a structured BWM. Bayesian

BWM plots the 13 sub criteria and PROMETHEE applies the BWM rankings to

evaluate the four simulator modalities. While assessing simulator selection

considerations, the results indicate that regulatory compliance is the most important

while cost is the least. The most popular to the least are full-mission simulators, VR,

cloud-based and desktop simulators.The context-dependent preferences for the

simulator type were revealed by sensitivity analysis.

The notion of fidelity, in simulators and its impact on training outcomes. It brings

attention to the debate surrounding whether higher levels of fidelity result in training

results. The study conducted a review of literature from 2005 to 2021 analyzing thirty

six sources and conducting bibliometric, authorship and content analyses. The findings

revealed that simulator fidelity can be categorized into functional aspects, which have

implications for the bridges ergonomics, visual system, vessel maneuverability and

training program design. Moreover the study highlighted a lack of consensus in

existing literature, limited citation numbers and references scattered across sources.

These findings indicate the need for research in this field.

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Chapter ll

Methodology

This chapter describes the method of research design, the respondents of the study, the

instrument used, data gathering procedures, and statistical treatment of data.

Research Design

The researchers used quantitative research as a characteristic of descriptive analysis

that is used to gain an understanding of underlying reasons, opinions, perceptions, and

motivations. Data collection involves a survey research as the most common type of
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descriptive analysis that involves asking questions to individuals which will represent

group or groups that are being studied. The advantage of survey research is that the

researcher would be able to gather data and information by using a single instrument.

The data collected and gathered from descriptive research can then be further

researched using different research techniques.

Participants/Population of the Study

The respondents of the said study are composed of 30 from the Class of 2024, Class of

2025 and Class of 2026 BS Marine Engineering Cadets of the Maritime Academy of

Asia and the Pacific. The cadets were then given 10 to 15 minutes to answer all the

items in the questionnaire without leaving anything blank. After collecting the data, it

was then processed, analyzed and classified individually based on the classification.

Research Locale

This study was conducted at the Maritime Academy of Asia and the Pacific (MAAP)

which is a maritime institution located at Kamaya Point, Brgy. Alas-asin. Mariveles,

Bataan. The institution was chosen due to its world-class facilities and equipment

which can develop the skills and abilities of the midshipman by means of theoretical

and practical simulations by the use of Engine Room Simulator (ERS).

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Data Gathering Tools

The researchers will be using a self-made questionnaire. The questionnaires were

structured based on the main research question. They are composed of the title of the

research profile of the respondents, such as Name, Class, and Section. Part one deals

with the skills acquired of Marine Engineering cadets through ISTP?. Part two deals

with the level of efficacy of ISTP among maritime students in terms of specific skills

developed. Part three deals with the difficulties faced by maritime students during the

ISTP?

Data Gathering Procedure

The researchers surveyed 30 MAAP cadets from the Class of 2024, 2025 and 2026

using google document format. The researchers will automatically retrieve the survey

questionnaire answered immediately when respondents have turned them in. Experts

validated the survey questionnaire in maritime education and research through content

validation. Experts from the MAAP read and analyzed the questionnaire. Thus, giving

their feedback and suggestions into consideration. Respondents' privacy will ensure

their names will not be required as they answer their questionnaires on google

document.

Data Analysis or Treatment of Data

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Researchers often utilize Likert scales in their research studies due to their versatility,

simplicity, and effectiveness in measuring attitudes, perceptions, and opinions. Likert

scales offer a structured format where respondents indicate their level of agreement or

disagreement with a series of statements, providing quantifiable data that can be

analyzed statistically (Sullivan & Artino, 2013). This method enables researchers to

collect nuanced information about respondents' attitudes and opinions across various

domains, including psychology, education, healthcare, and social sciences. Likert

scales are also highly adaptable, allowing researchers to tailor the scale to the specific

context of their study and the constructs they wish to measure. Additionally, Likert

scales facilitate comparability across different groups or conditions within a study,

enabling researchers to identify patterns and trends in respondents' responses.

Moreover, Likert scales have demonstrated reliability and validity in numerous

research studies, ensuring the accuracy and robustness of the data collected through

this method. Overall, the use of Likert scales enhances the rigor and credibility of

research findings by providing a standardized and systematic approach to measuring

respondents' attitudes and perceptions.

Likert scale was used in the self-made questionnaires; it is imperative to report the internal

consistency reliability determined by Cronbach's Alpha coefficient. A 5 point Likert Scale with

the level and range according to the problem stated was used. Interpretation of the obtained

mean will be based on the following.

Table 1. Interpretation of the Skills developed of Marine Engineering Cadets in Integrated

Simulator Training Program (ISTP).

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SCALE INTERPRETATION

1 to 1.5 VERY POOR

1.6 to 2.5 POOR

2.6 to 3.5 ACCEPTABLE

3.6 to 4.5 VERY GOOD

4.5 to 5 EXCELLENT

Table 2. Interpretation of the level of efficacy of Integrated Simulator Training Program (ISTP)

among Marine Engineering Cadets in terms of specific skills developed.

SCALE INTERPRETATION

1 to 1.5 VERY LOW

1.6 to 2.5 LOW

2.6 to 3.5 ACCEPTABLE

3.6 to 4.5 HIGH

4.5 to 5 VERY HIGH

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Statistical Treatment

The researchers conducted a study that aimed to determine the development of the

skills of BSMAR-E Cadets through Integrated Bridge Simulator Training Program. The

results from the survey questionnaires given to the respondents were collected and

analyzed to gather data and information that helps the study to determine how the

simulation exercises contribute to developing the skills of the Cadets. Researchers

used descriptive analysis of data as statistical treatment. In this analysis, it is

necessary to present the results obtained for each type of data being collected from

the respondents.

Chapter lll

Results and Discussion

This chapter presents the analysis and interpretation of the data gathered with regards to the

problems stated in Chapter I. The data below was tabulated, graphed, analyzed and

interpreted.

Table
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Table 1.1 Shows the result of Questionnaire number 1 for Team Management Skills in

tabulated form.

TEAM MEAN STANDARD DECISION

MANAGEMENT DEVIATION

SKILLS

COACHING 3.875 0.5535807194 VERY GOOD

COMMANDING 4 0.5679618342 VERY GOOD

VISIONARY 3.875 0.6090712125 VERY GOOD

LEADERSHIP 4.03125 0.5948366542 VERY GOOD

The data indicates that the Leadership Skills was the most acquired skills in Team

Management Skills with a mean of 4.03125 which indicates VERY GOOD. Followed by

Commanding Skills with a mean of 4 that indicates VERY GOOD as well. When it comes to

Coaching and Visionary skills, the result shows that the mean is 3.875

Table 1.2 Shows the result of Questionnaire number 1 for Communication Skills in tabulated

form.

COMMUNICATION MEAN STANDARD DECISION

SKILLS DEVIATION

VERBAL 4.125 0.7931155389 VERY GOOD

COMMUNICATION

NON- VERBAL 3.90625 0.734380362 VERY GOOD

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COMMUNICATION

LISTENING SKILLS 4.25 0.5679618342 VERY GOOD

WRITTEN 4.03125 0.6948833738 VERY GOOD

COMMUNICATION

The data indicates that the Listening Skills was the most acquired skills in Communication

Skills with a mean of 4.25 which indicates VERY GOOD. Followed by Verbal Communication

Skills with a mean of 4.125 that indicates VERY GOOD as well. Written Communication Skills

acquired a mean of 4.03125 and 3.90625 for Non- Verbal Communication Skills that indicates

VERY GOOD.

Table 1.3 Shows the result of Questionnaire number 1 for Operational Skills in tabulated

form.

OPERATIONAL MEAN STANDARD DECISION

SKILLS DEVIATION

ENGINE START- UP 3.9375 0.8007053342 VERY GOOD

AND SHUTDOWN

PROCEDURE

WATCHKEEPING 4.25 0.5679618342 VERY GOOD

DUTIES
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EMERGENCY 4.125 0.7513428838 VERY GOOD

RESPONSE

GENERATOR START- 4.21875 0.6082431072 VERY GOOD

UP AND SHUTDOWN

PROCEDURE

BOILER START- UP 4.0625 0.7156093726 VERY GOOD

AND SHUTDOWN

PROCEDURES

STEERING GEAR 4.25 0.7184212081 VERY GOOD

TESTING

The data indicates that the Watchkeeping Duties and Steering Gear Testing were the most

acquired skills in Operational Skills with a mean of 4.25 which indicates VERY GOOD.

Followed by Generator Start-Up and Shutdown Procedure with a mean of 4.21875 that

indicates VERY GOOD as well, while Emergency Response has a mean score of 4.125, Boiler

Start- Up and Shutdown Procedure has a mean score of 4.0625 and Engine Start- Up and

Shutdown Procedure with a mean of 3.9375.

Table 2.1 Shows result of Questionnaire number 2 for the level of efficacy of ISTP for Team

Management Skills in tabulated form.

TEAM MEAN STANDARD DECISION

MANAGEMENT DEVIATION

SKILLS

COACHING 3.875 0.5535807194 HIGH

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COMMANDING 4 0.5679618342 HIGH

VISIONARY 3.875 0.6090712125 HIGH

LEADERSHIP 4.03125 0.5948366542 HIGH

The data indicates that the Commanding and Leadership Skills were the most highest Skills in

Team Management Skills with a mean of 4.03125 and 4. Followed by Coaching Skills and

Visionary Skills with a mean of 3.875.

Table 2.2 Shows result of Questionnaire number 2 for the level of efficacy of ISTP for

Communication Skills in tabulated form.

COMMUNICATION MEAN STANDARD DECISION

SKILLS DEVIATION

VERBAL 4.125 0.7931155389 HIGH

COMMUNICATION

NON- VERBAL 3.90625 0.734380362 HIGH

COMMUNICATION

LISTENING SKILLS 4.25 0.5679618342 HIGH

WRITTEN 4.03125 0.6948833738 HIGH

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COMMUNICATION

The data indicates that the Listening Skills were the most highest skills in Communication

Skills with a mean of 4.25. Followed by Verbal Communication Skills with a mean of 4.125.

Written Communication Skills acquired a mean of 4.03125 and 3.90625 for Non- Verbal

Communication Skills that indicates.

Table 2.3 Shows result of Questionnaire number 2 for the level of efficacy of ISTP for

Operational Skills in tabulated form.

OPERATIONAL MEAN STANDARD DECISION

SKILLS DEVIATION

ENGINE START- UP 3.9375 0.8007053342 HIGH

AND SHUTDOWN

PROCEDURE

WATCHKEEPING 4.25 0.5679618342 HIGH

DUTIES

EMERGENCY 4.125 0.7513428838 HIGH

RESPONSE
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GENERATOR START- 4.21875 0.6082431072 HIGH

UP AND SHUTDOWN

PROCEDURE

BOILER START- UP 4.0625 0.7156093726 HIGH

AND SHUTDOWN

PROCEDURES

STEERING GEAR 4.25 0.7184212081 VERY GOOD

TESTING

The data indicates that the Watchkeeping Duties and Steering Gear Testing were the most

highest skills in Operational Skills with a mean of 4.25. Followed by Generator Start-Up and

Shutdown Procedure with a mean of 4.21875 that indicates, while Emergency Response has a

mean score of 4.125, Boiler Start- Up and Shutdown Procedure has a mean score of 4.0625

and Engine Start- Up and Shutdown Procedure with a mean of 3.9375.

Table 3. Shows result of Questionnaire number 3 difficulties faced by maritime students

during the ISTP?

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The graph for Research Question 3 shows that 17 responded for Bug in the System, 16

responded for Delay in Program and 13 responded for Connection Lost. The graph shows that

the difficulties faced by Marine Engineering Cadets during ISTP is Bug in the System with a

frequency of 17 and 56.7 perecentage.

Chapter V

Summary, Conclusions, and Recommendations

This chapter provides summary of findings, conclusion derived from the findings, and

recommendations derived from the conclusion. The findings of the study are as follows:

Summary

Based on the results of the data gathered, as perceived by the respondents, the Integrated

Simulator Training Program (ISTP) helps the Marine Engineering Cadets to develop their skills.

As you can see on the data results, almost all the skills were developed through ISTP and

among others skills, the most developed skills in Team Management skills was Leadership

Skills, while the most developed skills in Communication skills was Listening Skills and the

most developed skills in Operational Skills were Watchkeeping Duties and Steering Gear

Testing.
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Recommendations

Based on the results of the study, the researchers recommend the following in order for

Maritime Academy of Asia and the Pacific to provide the most efficient Integrated Simulator

Training Program under the program of Bachelor of Science in Marine Engineering and also to

determine which simulation and practices need more attention and must be included for the

development of the skills of the MAAP cadets.

1. MAAP must give more attention and must add guidance in ISTP with regards to

Communication Skills, specifically to Coaching to develop the Communication Skills of the

cadets and to apply it on board since the skills has been proven to be used on board.

2. Integrated Simulator Training Program must focus on developing the skills which are

applicable on board such as Engine Start- Up and Shutdown Procedure.

3. Implement a schedule for regular software updates and patches to address known

issues and improve system stability.

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