ENHANCING THE PROFICIENCY OF MARINE TRANSPORTATION

STUDENTS IN BRIDGE WATCHKEEPING: KEY FACTORS FOR SUCCESS

A Research Study Presented to the Faculty of the College of Marine Transportation

University of Cebu Lapu-Lapu and Mandaue

Mandaue City, Philippines

In Partial Fulfillment of the Requirements in Research 211 for the

Degree of Bachelor of Science in Marine Transportation

By:

Parillo, Alfie B.

Aguilar, Jan Christopher R.

Nambatac, Rolie S.

Laquinon, Earl John E.

May 2024
 TABLE OF CONTENTS

PAGE

Approval Sheet i

Acknowledgment ii

Dedication iii

Abstract iv

CHAPTER

1 THE PROBLEM AND ITS SCOPE 1

INTRODUCTION 1
Rationale of the Study 1
Theoretical Background 3
Review of Related Literature 7

THE PROBLEM 12

Statement of the Problem 12

Significance of the Study 13

RESEARCH METHODOLOGY 14

Research Design 14
Research Environment 15
Research Respondents 15
Research Instrument 15
Dry Run Procedure 15
Research Procedure 16
Data Gathering 16
Data Analysis 16

Ethical Consideration 17

Trustworthiness of the Research 17

 DEFINITION OF TERMS 18

2. PRESENTATION, ANALYSIS, AND 19

INTERPRETATION OF DATA
Profile of Respondents 19
Study Habits and Learning Techniques 21
of Respondents
Significant Difference 24
3. SUMMARY, FINDINGS, CONCLUSIONS AND 33
RECOMMENDATIONS
Summary 33
Findings 34
Conclusion 35
Recommendations 35
REFERENCES 37
APPENDICES 40
A Transmittal Letter 40
B Informed Consent 41
C Survey Questionnaire 47
D Location Map 51
CURRICULUM VITAE 52

LIST OF TABLES AND FIGURES

Table Description Page No.

1. Schematic Diagram of the Study 14

2. Distribution of Respondents 15
3. Distribution of respondents’ Age 19
4. Distribution of Respondents’ Gender 20
5. Distribution of Respondents’ Year Level 20
6. Study Habits of Marine Transportation Students 21
7. Learning Techniques of Marine Transportation students 23
8. Significant Difference of the Preferred Factors by the 25
Marine Transportation Students when Grouped
according to their Age
9. Significant Difference of the Preferred Factors by the 25
Marine Transportation Students when Grouped
according to their Gender
10. Significant Difference of the Preferred Factors by the 25
Marine Transportation Students when Grouped
according to their Year Level
 i

APPROVAL SHEET

IN PARTIAL FULFILLMENT of the requirements for the Degree of Bachelor of

Science in Marine Transportation, this research entitled (“ENHANCING THE
PROFICIENCY OF MARINE TRANSPORTATION STUDENTS IN BRIDGE
WATCHKEEPING: KEY FACTORS FOR SUCCESS”), prepared and submitted by
Alfie B. Parillo has been examined, accepted, and approved by ORAL DEFENSE.

MS. GLORIA DENIEGA

Adviser
ACCEPTED AS partial fulfillment of the requirements for the Degree of
Bachelor of Science in Marine Transportation.

CAPT. RONELIO I. TISOY

OIC Dean, College of Marine Transportation
APPROVED by the tribunal at the Oral Defense with the grade of PASSED.

PANEL OF EXAMINERS

REY CARLITO Q. ARANZADO, MST

Chairman

DR. MARIFE CANETE CARREON MR. ELDIE ARRIESGADO

Program Research Coordinator/Member 1 Statistician/Member 2

CAPT. RONELIO I. TISOY

OIC Dean, College of Marine Transportation

ATTY. MARICHU DIHAYCU GARCIANO

Research Director

Date: May 6, 2024

 ii

ACKNOWLEDGMENT

This study would not have been successful without the help and support of the
following persons who became our inspiration in writing this thesis. It is our greatest
pleasure that I may be able to extend my heartfelt thanks to the following:

To our Lord and Savior, Jesus Christ, for giving us wisdom, and courage in
reaching our specific goals and in completing this study; for being our source of strength
during the hardships we encountered that enabled us to continue this research;

To Ms. Michelle Madonna L. Zulueta, the researchers' instructor, for his

immense knowledge, continuous advice, corrective suggestions and for giving the
researchers confidence to accomplish the study,

To Ms. Gloria Deniega, the researchers' adviser, for the commendable guidance
he has given to the researchers, particularly in the formulation of the research study;

To Mr. Eldie Arriesgado, the researchers' statistician, for imparting her

knowledge and time in providing ideas on creating the researchers' Statement of the
Problem and Survey Questionnaire.
 iii

DEDICATION

The researchers would like to dedicate this research study to their families for
giving motivation and supporting the researchers, the marine transportation students who
are also the respondents of the study for their participation in the completion of this
study, the instructors who guide the researchers throughout the whole process, and for the
future researchers who can use this study as their guide or reference.
 iv

ABSTRACT

Enhancing the Proficiency of Marine Transportation Student in Bridge

Watchkeeping: Key Factors for Success
Alfie B. Parillo, Jan Christopher R. Aguilar, Rolie S. Nambatac, Earl John E. Laquinon
[email protected]
Marine Transportation students are the future officers of a ship as well as the
Future of the maritime industry. It is critical to increase the competence of Marine
Transportation students and to produce more skilled seafarers in sea tasks, especially
given that ship owners are employing more sailors from other nationalities. This study
determined Marine Transportation students' study habits and studying techniques that
they believe helped them understand the lesson and improve their ability.
The study was a Quantitative Research that aimed to gather substantial
information and data about the study habits and learning techniques that helped marine
transportation students enhance their ability and proficiency in bridge watchkeeping. This
study was conducted at the University of Cebu Lapu-Lapu and Mandaue Campus
(UCLM). The respondents of the study were the marine transportation students. The
researcher randomly picked 100 respondents in total~ 50 students in 2nd-year and also 50
students in the 3rd-year. The researchers were using an instrument in the form of a survey
questionnaire made by the researchers. Afterwards, the survey questionnaires were
distributed randomly to the 2nd-year Deck Cadets and 3rd-year Deck Cadets. After data
gathering, the data grouped and sorted base on the problems in the problem statement.
The statistical tools were used depend on the nature of the question and the answer it
needed. The statistical tools used for this study were frequency count, weighted mean,
and analysis of variance (ANOVA).
The gathered data shows that respondent's age ranges from 19 years old to 25
years old, and only 6 out of 100 respondents were female. In terms of study habits,
Marine Transportation students observed most in having dedicated study time, setting
goals, and keeping notes and materials organized as a factor that helped them in
enhancing their ability and proficiency in bridge watchkeeping. Regarding learning
techniques, Marine Transportation students learned most in viewing pictures, watching
videos, and learning from text-based materials in enhancing their ability and proficiency
in bridge watchkeeping. By introducing situational awareness training into the
curriculum, educational institutions can better prepare marine transportation students for
the cognitive demands of bridge watchkeeping, thereby enhancing their overall
competence and safety during maritime operations.

Key Terms:
 Marine Transportation Students
 Proficiency Enhancement
 Situational Awareness
 Study Habits
 Learning Techniques
 1

CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

The rationale of the study

Marine Transportation students are the future officers of a ship as well as the
Future of the maritime industry. Students studying marine transportation must be well-
prepared, with a strong understanding of navigation principles and procedures, as well as
the ability to make sound decisions under pressure. Since 1987, the Philippines has been
the world's largest supplier of seamen, making the Southeast Asian nation the world's
manning capital, with Filipinos accounting for roughly 30% of the world's 1.6 million
seafarers. According to the Maritime Industry Authority (Marina) Administrator Robert
Empedrad, Filipino seafarers remain the preferred crew of many shipping companies,
outnumbering any other nationality (Cruz, 2021).

Bridge watchkeeping is an essential aspect of maritime operations in which

designated personnel, often officers or watchkeepers, oversee a ship's safe navigation and
operation. This includes keeping an eye on the boat course, speed, and position, as well
as keeping an eye out for other vessels, navigational hazards, and weather changes.
Watchkeepers typically work in shifts to ensure 24-hour coverage and must be alert to
avoid accidents and ensure the safety of the vessel, its crew, and the environment
(Nikoskarandinos, 2013).

Furthermore, compliance with international maritime regulations and local rules

ensures legal compliance and the integrity of the ship. In an emergency, the
Watchkeepers' immediate reactions help prevent minor incidents from becoming severe
disasters. Moreover, their role promotes environmental protection and safe passage by
promoting fuel-efficient navigation and timely communication with other vessels and
authorities. Their unwavering situational awareness fosters a professional maritime
culture and ensures the onboard crew's protection. In essence, bridge watchkeeping is the
foundation of naval safety, professionalism, and environmental stewardship, contributing
to the overall integrity of the maritime industry.
 2

It is critical to increase the competence of Marine Transportation students and to

produce more skilled seafarers in sea tasks, especially given that shipowners are
employing more sailors from Vietnam, Myanmar, and China. Despite the going wage rate
of US$1,000 per month, compared to $600 to $800 monthly for Indonesians (Lagniton,
2021). It became a problem for Filipino seafarers, particularly fresh graduates, regarding
how they would stand out among other nationalities, primarily since the country produces
thousands of seafarers yearly. Better-equipped Filipino seafarers can help the Philippine
maritime industry and the country's economy grow. Based on current research, we may
begin by determining the characteristics that Marine Transportation students commonly
have and do over their academic years to determine whether or not they assist them
enhance their ability (Lagniton, 2021).

As a result, the researchers were encouraged to conduct this study on "Enhancing

the Proficiency of Marine Transportation Students in Bridge Watchkeeping: Key Factors
for Success". This study determined Marine Transportation students' study habits and
studying techniques that they believe helped them understand the lesson and improve
their ability. Being a skilled Marine Transportation student has a big influence on
personal aspects since skilled Mariners are in great demand in shipping companies. They
are also better equipped to handle the challenges of bridge watchkeeping and ensure the
safety and security of ships, crews, and passengers. It may also benefit society by
increasing public knowledge of maritime problems, such as the necessity of maritime
safety and security. The researchers are also concerned about the school's reputation in
producing competent maritime students because it shows that the school provides
students with a high-quality education and prepares them for success in the maritime
industry. Improvements begin with small steps, which prompted the researchers to
conduct this study.
 3

Theoretical Background

This study is anchored in Situation Awareness Theory (Endsley, 1988), and it is

supported in three different theories namely: Identity Formation Theory (Marcia, 1966),
Self-Efficacy Theory (Bandura, 1977), and Crew Resource Management (Reason, 1990).

Situational awareness (Endsley, 1988) is a critical component of effective bridge

watchkeeping. SAT theory focuses on the ability of individuals to perceive, comprehend,
and project the state of the environment and the ship in real-time. According to this
hypothesis, increased situational awareness leads to improved decision-making, risk
management, and overall performance in complex and dynamic contexts such as bridge
watchkeeping.

Maritime incidents are one of the primary causes of disruption in marine traffic
because the frequency and effects pose a significant danger to navigation safety. Most of
these incidents are directly addressed to ship operations and human error. Reviewing the
literature, we investigate the significance of situational awareness and decision-making in
preventing collisions at sea. According to research, seafarers on board who are
responsible for keeping a nautical watch can be both the cause and the preventer of
collisions. The field studies' recommendations indicate the necessity for specific training
to increase situational awareness and decision-making. It is typical practice to employ
training scenarios that incorporate unexpected events to increase familiarity and
preparation levels. (Taha Talip Türkistanli, Barış Kuleyin, 2016).

Navigational mistakes are a leading cause of fatalities and occupational injuries

among sailors. The current study investigated the effects of experience, perceived
realism, and situation awareness (SA) on the reported learning results of simulator-based
navigation teaching. Low mental burden, knowledge (which was shown to be negatively
related), perceived realism, and subjective SA explained about half of the overall
variance in perceived learning results. A hierarchical regression analysis revealed that
only subjective SA contributed significantly to the learning outcome. Perceived realism
and subjective SA explained about half of the variance in perceived learning outcomes in
the high mental effort condition. Furthermore, both perceived realism and subjective SA.
 4

Were found to contribute independently to perceived learning outcomes. (Evelyn-Rose

Saus, Bjrn Helge Johnsen, Jarle Eid, 2010).

Identity Formation Theory (Marcia, 1966) describes the process by which people
form a clear and distinct image of themselves and their identities. This process entails the
formation of a self-concept, personality development, and values, as well as the
incorporation of diverse aspects such as race, ethnicity, and religion. Identity
development is a multi-level process that begins with self-definition and personal
interactions, progresses to community and personal influences, and ends with national
and global linkages.

Identity formation theory is critical for understanding the evolution of personal

identity and its implications for the maritime sector. Developing a strong sense of identity
can help marine professionals advance their careers, form positive connections, support
sustainable practices, and maintain good mental health and well-being. Understanding
identity formation theory can also help maritime firms establish more inclusive and
equitable policies and procedures that promote employee growth and development.
(Spahn and McLaughlin, 2017).

Identity formation theory is important for maritime students because it helps them
create a strong sense of personal identity, which is required for success in their careers.
This theory emphasizes the significance of self-concept, personality development, and
values, as well as the integration of many aspects like race, ethnicity, and spirituality.
Understanding their own identity allows maritime students to better negotiate the
complexity of the maritime industries as well as form strong relationships with colleagues
and clients. (Weidman et al., 2014).

Successful implementation of identity formation theory in the maritime sector and

for maritime students requires an awareness of the significance of self-concept,
personality development, and values, as well as the integration of numerous aspects such
as race, ethnicity, and spirituality. Understanding their own identity allows maritime
students to better negotiate the complexity of the maritime business and form strong
relationships with colleagues and clients. Using identification activities and place-based
 5

educational techniques can help improve the effectiveness of maritime operations and
marine science education. (Sue, 2013).

Self-Efficacy Theory (Bandura, 1977), emphasizes the importance of self-efficacy

in many facets of human life, including academic performance and health care, and how
it may be developed through experiences, feedback, and self-care routines. In summary,
self-efficacy theory emphasizes the power of a person's belief in their ability to influence
their behaviors, choices, and outcomes in various areas of life.

The meta-analysis conducted by Schunk and Pajares (2001), discovered a strong

positive correlation, indicating that students who held higher self-efficacy beliefs
performed better academically after examining 128 studies on the relationship between
self-efficacy and academic performance.

High self-efficacy acts like a fuel injector for motivation in the maritime industry.
When maritime professionals believe in their abilities, they're not easily deterred by
rough seas. Self-efficacy isn't about blind optimism; it's about confidence in their skills
and experience to navigate the situation effectively. This confidence fuels their
motivation to take initiative, strategize solutions, and persevere through the challenging
weather. In contrast, low self-efficacy can lead to hesitation, indecision, and a reluctance
to take action in critical moments. For maritime professionals, believing in their
capabilities is essential for staying motivated and taking charge in the face of
unpredictable situations. (Schunk and Pintrich, 2007).

Maritime professions require a blend of theoretical knowledge and practical skills.

Self-efficacy plays a crucial role in skill development. Students with high self-efficacy
are more likely to actively participate in simulations, step outside their comfort zones to
practice new maneuvers, and seek feedback to improve their abilities. This proactive
approach accelerates skill development and fosters confidence. (Schunk, 2012)

Crew Resource Management (Reason, 1990) emphasizes the importance of

effective communication, teamwork, and leadership in achieving successful outcomes in
high-risk environments. In bridge watchkeeping, to improve communication among crew
 6

members, promote effective teamwork during critical situations and foster a culture of
safety and learning CRM principles can be applied.

The global maritime industry's evolution of Crew Resource Management (CRM)

training. Over 25 years ago, simulators were used in marine training institutions to
advance CRM training. The article traces the evolution of the marine sector. A strategy
for preparing the engine room and bridge teams for both routine and unusual operations,
and it evaluates the present resource management training program. The article then goes
on to lays a research agenda for examining some of the CRM concerns brought up by
recent marine tragedies after presenting two case studies to illustrate some of these issues.
An outline of three research projects in this paper is given. The first aims to improve
theory. (Michael Barnett, David Gatfield, Claire Pekcan, 2003).

Crew Resource Management served as the cornerstone of the maritime industry

for more than 20 years to increase ship's operational effectiveness. Human or team errors
have resulted in collisions and groundings of oceangoing vessels, and these incidents
require in-depth analysis of various marine casualties. To reduce ship accidents at sea, the
first section of this article examines the roles of crew resource management human
resource management and maritime crew resource management. (H Yousefi, R
Seyedjavadin).

Salas, Burke, et al. (2001) reviewed 28 published accounts of CRM training to

determine its effectiveness in an aviation, medicine, offshore oil production, and
maintenance, shipping/maritime, and nuclear power domains using D. L. Kirkpatrick's
(1976) framework for evaluating training (i.e., reactions, learning, behavior, and
organizational impact). Furthermore, CRM training produced generally positive
responses from learners; however, the efficacy of training on learning and behavioral
changes indicates mixed outcomes across and within domains.
 7

Review of Related Literature

Based on the International Maritime Organization (IMO) Bridge Resource

Management (BRM) (2015) through the Standards of Training, Certification, and
Watchkeeping for Seafarers (STCW) Convention, "Bridge watchkeeping is the act of
maintaining a vigilant and continuous watch from the bridge of a ship to ensure its safe
navigation."

IMO Model Course 1.01 Basic Training for Officer in Charge of Navigational
Watch (2017). Bridge watchkeeping is supervising the safe navigation and operation of a
vessel while it is at sea. It involves keeping track of the ship's route, speed, and location,
keeping an eye out for other vessels or possible hazards, and adhering to maritime rules.
Bridge watchkeepers are also responsible for communicating with other ships and
navigation authorities, as well as maintaining accurate logs and records. They must also
be prepared to respond to emergencies such as collisions or poor weather conditions, as
well as coordinate with other members of the ship's crew to maintain the vessel's overall
safety and security.

As stated to the study of Linden and Holgersson (2017), one of the reason why
this industry is not truly for women is culture and sexual harassment on-board ships. This
hostile work environment can leave women feeling unsafe and unwelcome. The study
may have looked into the specific types of harassment that women face, how these
incidents are reported and addressed, and how this culture affects women's mental health
and job satisfaction.

The study of Trochim, W. M. K. (2006) discussed the benefits of having a

matched pair design. It was stated in their study that matching participants in research
serves as a filter, reducing the impact of extraneous variables that could skew the results.
By ensuring that both groups being compared have similar extraneous factors, the study
can isolate the true effect of the independent variable. This leads to more precise
estimates of the independent variable's true impact on the dependent variable, providing
 8

researchers with a better understanding of the cause-and-effect relationship under

investigation.

As stated in research published in the journal Psychological Science (2019). Study

habits refer to the routines and tactics that students employ to learn efficiently. Effective
study habits can help students learn and retain knowledge more effectively, increase
academic achievement, and reduce stress.

Tullis (2007) mentioned that students who scheduled dedicated study periods
reported feeling less stressed and performing better academically than those who studied
on a sporadic basis. This suggests that planning specific study times helps manage
workload, avoids cramming, and may allow for greater focus and information retention.
Setting specific learning goals is more than just having something to strive for.

According to the study of Azevedo et al. (2004), students who actively set
specific learning objectives engage with the material on a deeper level. This deeper
processing, in which they truly understand rather than simply memorize, results in
improved academic performance because they can retain and apply information more
effectively.

Study of Dunlosky & Rawson (2012) indicate that using interleaving strategy
improves information retention and fosters a deeper comprehension. Interleaving strategy
is about organizing materials, such as making flashcards that gather ideas from different
chapters, can help achieve this. It's as though shifting between subjects keeps your mind
more engaged, requiring it to draw connections and discern between related ideas, which
strengthens your learning process overall.

Based on J. Dunlosky and K. A. Rawson. (2015). Improving student learning

Through effective learning techniques: Promising approaches from cognitive and
educational psychology. Learning methods are tactics that learners adopt to increase their
capacity to acquire and retain knowledge. Educational Psychology Review, 27(2), 213-
238. They can be applied to various purposes, including formal education, informal
learning, and workplace training. According to a 2020 research by the United Nations
Educational, Scientific, and Cultural Organization (UNESCO), mobile learning can help
 9

to increase access to education and learning results for all students, regardless of location
or socioeconomic status. It allows students to learn from any location at any time.

Mayer (2014) discussed about "picture superiority effect" shows we remember

pictures better than text. This makes pictures a powerful tool for learning. Because
visuals grab our attention, they can spark initial interest in the material, making us more
likely to delve deeper and retain the information. Mayer (2014) also discussed that videos
can be like learning tutors, breaking down complex topics into bite-sized pieces. They
often use visuals and animations to explain things, which is especially helpful for
concepts that are hard to understand from just reading text. This makes the information
easier to digest and remember.

Meta-analysis study by Abdel-Maksoud et al. (2019) found that incorporating

simulations into lessons led to students performing significantly better academically
compared to traditional teaching methods. This suggests that simulations can be a
powerful tool for boosting learning outcomes.

Lawson (2014) states that reading from text-based materials requires focused
attention, which can improve overall concentration skills that benefit learning across all
subjects.

Roediger &Butler (2011) states that spaced repetition techniques fight back
against this natural decline by strategically showing us information again at spaced
intervals. This repeated exposure strengthens the memory trace, preventing information
from fading away and making it more likely we'll remember it for the long term.

According to Purves et al. (2012) retrieving information, like answering practice

questions, is like exercising for your brain. It's thought to strengthen the neural pathways
involved in remembering that information. The more you practice retrieving a concept,
the stronger these connections become, making it easier to recall it later on.

Studies of McDaniel & Roediger (2007) show that students who actively
explained or summarized information in their own words (elaboration) remembered it
much better than those who simply re-read the material passively. This suggests that
 10

elaboration strengthens memory encoding, meaning the information gets processed more
deeply and becomes more ingrained in the brain.

Pychyl et al. (2013) examined "productive procrastination," a strategy where

individuals deliberately delay tasks believing it will motivate them to work more
efficiently under pressure. The researchers found that some students performed well
using this approach, although it's not a guaranteed strategy and can lead to missed
deadlines if not managed carefully.

Villaran et al. (2016) states that podcasts cater primarily to auditory learners.
Students who benefit from visual aids or kinesthetic activities may struggle to learn
effectively through audio alone.

Schnotz (2011) explain that audiobooks books can lead to difficulties with
comprehension because complex concepts or unfamiliar vocabulary can be harder to
grasp through listening alone compared to reading with the ability to re-read or highlight.

Acting out a scenario can be a fun learning experience, but it doesn't always
translate directly to real life. Students might have trouble seeing how the role-playing
situation applies to their own experiences, making it difficult to remember and use the
knowledge they gained in the real world, according to Bain (2004).

Ebersole & Farrington (2017) highlight that motivation might be more critical
than age for e-learning success. Older adults with strong motivation can overcome
challenges with technology by utilizing metacognition skills.

According to Gnaulati (2014), girls are frequently groomed from an early age to
be industrious, submissive, and focused on academic accomplishment, whereas boys are
given greater freedom and may not feel the same pressure to excel in school. This gender-
based socialization creates an environment in which girls feel more pressure to perform
well academically because they are expected to uphold the societal ideals of the "good
student." Boys, on the other hand, may not feel the same level of academic pressure and
may prioritize other aspects of their development, such as social status or extracurricular
activities. The disparity in socialization and academic expectations may contribute to the
 11

apparent gender gap in educational success, as female students frequently outperform

boys in school.

Year in college might not be the biggest factor when it comes to studying hard
according to Pintrich & Zusho (2002). Students who are truly motivated and have clear
goals for their future, regardless of year level, are likely to be more conscientious about
their studies than someone going through the motions.

As mentioned in Kiremitçi and Sayn (2015), psychological barriers to learning are

internal factors that can interfere with a person's ability to learn effectively. These
impediments can be cognitive, emotional, or motivational. Anxiety as it can interfere
with learning by making it difficult to concentrate, process information, and take tests;
stress as it can impair memory, concentration, and decision-making, and physical
symptoms such as headaches, weariness, and muscle tightness might also result, in low
self-efficacy as it can lead to avoidance of challenging tasks, giving up quickly, and poor
performance, and lack of motivation, as it can lead to avoidance of difficult tasks, giving
up quickly, and poor performance.

Several ways can be used to overcome social barriers to learning. Student access
to educational resources and opportunities is one of them. Making the learning
environment pleasant and inclusive. Students are being taught about diverse cultures and
points of view. Providing pupils with mental health treatments. It is also critical to
involve parents in the educational process. According to the study by Ajjawi, I. M., and
Mufti, M. A. (2019).

As per Borman and Dowling (2015), Social barriers to learning are external
factors that impede a person's ability to learn effectively. These impediments can be
Attributed to a person's social status, economic background, or cultural background.
Poverty can make it difficult to form relationships with others and can lead to feelings of
loneliness and depression; social isolation, as it can make it challenging to form
relationships with others and can lead to feelings of loneliness, depression, and cultural
differences, as students from different cultures may have different learning styles and
may need different teaching approaches.
 12

THE PROBLEM

STATEMENT OF THE PROBLEM

This study aimed to investigate the specific factors that contribute to the
enhancement of marine transportation students’ abilities during bridge watchkeeping.

Specifically, the result of the study served as the basis for recommendation.

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

1.1. age
1.2. gender
1.3. year level?

2. To what extent do factors, such as study habits and learning techniques,

contribute to the enhancement of marine transportation student’s proficiency in bridge
watchkeeping?

3. Is there a significant difference in the contribution of the factors to the

enhancement of the proficiency when grouped according to the profile?

4. Based on the findings of the study, what recommendations may be proposed?

Statement of Null Hypotheses

At 0.05 level of significance, the following are tested:

Ho: There is no significant difference in the contribution of the factors to the

enhancement of proficiency when grouped according to profile.
 13

SIGNIFICANCE OF THE STUDY

The contributions of this study would be of great benefit to the following:

University of Cebu. The university will benefit from the study because it will
provide new ideas about ways of teaching and encourage students to apply the factors
that can improve their ability in the subject matter.

UCLM Maritime Faculty. The result of the study will be of great help in
providing strategies, techniques, and additional information regarding the programs,
seminars, and training to the maritime faculty.

Maritime Students. The results of this study will let the maritime students
determine if the way they study is considered an influential factor in mastering the
subject matter.

Future Maritime Students. The results of this study will encourage future
maritime students to try the factors that help them master subject matter quickly, as
applied by the present maritime students of the University of Cebu, Lapu-Lapu, and
Mandaue campus.

Future Researchers. The results of this study will convey valuable information
and ideas for future researchers that will explore the diverse ways of improving the
ability of marine transportation students to become proficient in the bridge watchkeeping.
 14

RESEARCH METHODOLOGY

Research Design

This study is Quantitative Research aimed to gather substantial information and

data about the factors that help marine transportation student become proficient in bridge
watchkeeping. Quantitative research design is a precise, objective, systematic procedure
that uses numerical data to gather information about variables. It is used to describe and
investigate relationships between variables (Lamar, 2005). Through this, the researchers
agreed to use the input, process, and output model to understand quickly the flow of
conducting this study from identifying the different variables to different factors that
enhance marine transportation students’ academic ability until the researchers achieve
their plan of action of this study and deliver meaningful results that help the study’s
beneficiaries, as shown in Figure 1 below.

PROCESS
INPUT OUTPUT
Analysis of data
Objectives through:
a. Identify the a. Questionnaires
common common b. Surveys
factors that
improve Marine c. statistical tools Propose
Transportation Recomendations
students academic - Determine the
ability. prefered factors of
b. Contributing each year level to
ideas in terms of the enhancement of
active learning. their academic
Profile of the ability.
Respondents - Analysis of
a. Year level maritime students
about maintaining
active learning.

Figure 1

Flow of the research

 15

Research Environment

This study conducted at the University of Cebu Lapu-Lapu and Mandaue Campus
(UCLM) located at A. C. Cortes Ave, Mandaue City, 6014 Cebu. UC-LM is one of the
four campuses of the University of Cebu (UC). UC envisions becoming one of the best
schools in the Asia-Pacific region. Over the past years, this university has produced a lot
of competitive maritime education graduates, who are now spread out across the entire
world.

Research respondents

The respondents of the study were marine transportation students. The researcher
randomly picked 100 respondents in total~ 50 students in 2nd-year and also 50 students
in the 3rd-year. The respondents were currently enrolled at the University of Cebu Lapu-
Lapu and Mandaue Campus.

Table 1

Distribution of Respondents

Variables frequency %
Second year 50 50
Year Level
Third year 50 50
Total 100 100.00

Research instrument

The researchers were using an instrument in the form of a survey questionnaire

made by the researchers. The researchers formulated a survey question that addresses the
specific factors regarding study habits and learning techniques that contributed to the
enhancement of marine transportation students’ proficiency in bridge watchkeeping.

Dry Run Procedures

A dry run is a test or rehearsal for a public presentation or procedure. This should
be conducted to determine the dependability of the researcher’s self-administered design
 16

survey questionnaire to achieve the main objective of the study and use the gathering
Data. Then, the respondents of the dry run were the BSMT 2-Charlie students of the
University of Cebu Lapu-Lapu and Mandaue campus. The dry-run respondents were not
being incorporated as final research respondents to avoid familiarity with the tool and
biases.

Research Procedures

Gathering of Data

The researchers collected the data needed to complete this investigation using a
questionnaire. The information provided by the respondents in the questionnaire was
significant to the study's conclusions. Before the researchers began collecting data, they
obtained a letter signed by the Chairperson/Dean to have permission to conduct the
research with the Marine Transportation college students. Afterwards, the test
questionnaires were distributed randomly to the 2nd-year Deck Cadets and 3rd-year Deck
Cadets. After completing this stage of the study, all the acquired data was kept
confidential for the use of statistical tools that aided in interpreting the information
gathered from all the respondents.

Treatment of Data

After the collection of all the needed data, the questionnaires holding the answers
were collectively in an area where only the researchers can have a look to keep the
confidentiality agreement. The data were grouped and sorted based on the problems in
the problem statement. The statistical tools were used depend on the nature of the
question and the answer it needed. The statistical tools used for this study were as
follows:

Frequency Count. Used to determine the distribution in the demographic profile

of the respondents.

Weighted Mean. Used to determine the preferred factors by the Marine

Transportation students to enhancement their proficiency in bridge watchkeeping.
 17

Analysis of Variance (ANOVA). Used to determine whether there is a significant

difference in the contribution of the factors to the enhancement of the proficiency when
grouped according to the profile.

Ethical Consideration

By local legislation and institutional requirements, ethical review and approval

were required for the study on human respondents. To participate in this study,
respondents provided written informed consent. The researcher needed respondents to
complete the questionnaire and ensured that any personal information provided by
respondents is kept confidential.

Trustworthiness of the Research

The study significantly relied on information provided by participants in gathering

data, which was one of the most critical aspects of the study. The researchers carefully
assessed the study's credibility, in which great regard was given to the conduct of the
study. This study ensured that there were no biases or manipulations in the findings, but
instead, researchers used the proper steps to ensure that the findings were true and
correct. The responses provided by respondents were highlighted in the data analysis
phases to obtain better results.
 18

DEFINITION OF TERMS

The terms used in the study are defined operationally as follows:

Bridge watchkeeping- is the act of monitoring and controlling a ship's voyage

from the bridge. It is a critical role that involves a high level of competence, knowledge,
and focus.

Learning techniques- are the strategies, methods, and approaches that

individuals use to acquire and retain new information.

Proficient- describes someone skilled, competent, and knowledgeable in a

particular area or activity. It implies a high level of expertise and the ability to perform
tasks effectively and efficiently.

Retrieval practice- the strategy of recalling facts, concepts, or events from

memory in order to enhance learning. The act of retrieving something from your memory
actually strengthens the connections holding it there, making it more likely that you'll be
able to recall it in the future.

Spaced repetition- is a memory technique that involves reviewing and recalling

information at optimal spacing intervals until the information is learned at a sufficient
level.

Study habits- refers to a person's habitual study patterns and behaviors. These
habits can either benefit or slow down their learning process. Effective study habits are
critical for academic achievement, as they assist students in learning more effectively,
improving their grades, and reducing stress.
 19

CHAPTER 2

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents, analyzes, and interprets data gathered from the Marine
Transportation student’s study habits and studying techniques at University of Cebu
Lapu-Lapu and Mandaue that they believe will help them understand the lesson and
enhance their proficiency in bridge watchkeeping. The data are presented in a tabular
form with corresponding analysis and interpretation of their implications as follows the
sequence of the problems presented in Chapter 1.

Presentation and Analysis of Data

This chapter contains three parts. The first part reveals the distribution in the
demographic profile of the respondents. The second part shows the preferred factors by
Marine Transportation students to enhance their proficiency in bridge watchkeeping. The
third part reveals whether there is a significant difference in the contribution of the
factors to the enhancement of proficiency when grouped according to the profile.

Part I. Distribution in the Demographic Profile of the Respondents

This section shows the data pertaining to the distribution of demographic profile
of the respondents, in terms of age, sex, and year level.

age of respondents
25 yrs. Old19 yrs. Old
24 yrs. Old
4%
23 yrs. Old 1% 13%
12%

22 yrs. Old 20 yrs. Old

21% 27%

21 yrs. Old
22%

Figure 2
 20

Distribution of Respondents’ Age

It can be gleaned from the figure 2 above that in terms of age, out of 100
respondents, 13(13%) of them were 19 years old, 27 (27%) of them were 20 years old, 22
(22%) of them were 21 years old, 21 (21%) of them were 22 years old, 12 (12%) of them
were 23 years old, 4 (4%) of them were 24 years old, and 1 (1%) of them were 25 years
old. This result means that majority of the respondents’ age ranges between 20 years old
and 22 years old.

In Figure 2 above shows that the 2 nd year and 3rd year Marine Transportation
respondents ranges their age between 19 years old and 25 years old. James Marcia
(1966), a well-known researcher in the field of psychosocial development, developed a
theory about identity formation. This involves actively seeking out experiences, trying on
different roles, and considering various options related to career, relationships, values,
and beliefs, a time of self-discovery and experimentation. Individuals in emerging
adulthood, which typically spans the ages of 18 to 25, actively explore various options
and solidify their understanding of who they are.

This theory was supported by the study of D.J. Meeus et al (2004) which found
that those who achieved identity formation earlier tended to have higher educational
attainment and career satisfaction later in life. Therefore, majority of the Marine
Transportation students need a proper guidance to know the things that can help them
improve their selves such as enhancing their proficiency in bridge watchkeeping since
they are entering this field of profession and they are facing a huge responsibility in the
future.
 21

GENDER of respondents
Female
6%

Male
94%

Figure 3

Distribution of Respondents’ Gender

From the pie graph above, it can be gleaned that in terms of gender, out of 100
respondents, 94 (94%) were male and 6 (6%) were female. It means that majority of the
respondents were male.

We can see in the figure 3 above that the proportion of female to male out of 100
respondents is approximately one (1) is to sixteen (16), through that we can truly see that
only a tiny amount of female individual was tend to enter this industry. According to the
study of A. Linden and R. Holgersson (2017) state that one of the reason why this
industry is not truly for women is culture and sexual harassment on-board ships. This
hostile work environment can leave women feeling unsafe and unwelcome. The study
may have looked into the specific types of harassment that women face, how these
incidents are reported and addressed, and how this culture affects women's mental health
and job satisfaction.
 22

year level of respondents

3rd Year College 2nd Year College

50% 50%

Figure 4

Distribution of Respondents’ Year Level

It can be gleaned from figure 4 above that in terms of year level, out of 100
participants, 50 (50%) were 2nd year college and 50 (50%) were 3 rd years college. It
means that there is an equal distribution of respondents in terms of year level.

In the figure 4 above, it shows the distribution of respondents when regard to their
year level, the researcher decided to gathered an equal frequency of respondents from 2 nd
year and 3rd year Marine Transportation students or commonly known as matched pair
design to gather a more accurate data in this study. The study of Trochim, W. M. K.
(2006) discussed the benefits of having a matched pair design. It was stated in their study
that matching participants in research serves as a filter, reducing the impact of extraneous
variables that could skew the results. By ensuring that both groups being compared have
similar extraneous factors, the study can isolate the true effect of the independent
variable. This leads to more precise estimates of the independent variable's true impact on
the dependent variable, providing researchers with a better understanding of the cause-
and-effect relationship under investigation. Therefore, the researcher gathered 50
responses from 2nd year cadets/cadettes and 50 responses also from 3 rd year
cadets/cadettes.
 23

Part II. Preferred Factors by the Marine Transportation Students to Enhancement

of their proficiency in Bridge Watchkeeping

This section shows the data pertaining to the factors such as study habits and
learning techniques preferred and contributed to the enhancement of marine
transportation student’s proficiency in bridge watchkeeping.

Table 2
Study Habits of Marine Transportation Students

Indicators Mean Description

I. Active Learning
1. Spaced repetition 2.94 Sometimes Observed
2. Retrieval practice 2.94 Sometimes Observed
3. Elaboration 3.00 Sometimes Observed
II. Organization and Planning
1. Creating a study schedule 3.02 Sometimes Observed
2. Setting goals 3.15 Sometimes Observed
3. Keeping organized notes and materials 3.15 Sometimes Observed
4. Find a quiet and comfortable study
3.01 Sometimes Observed
environment
III. Time Management
1. Dedicated study time 3.20 Sometimes Observed
2. Avoiding procrastination 3.00 Sometimes Observed
3. Using breaks effectively 3.08 Sometimes Observed
Aggregate Mean 3.05 Sometimes Observed

Parameter Verbal Interpretation

1.00-1.74 Not Observed
1.75-2.49 Rarely Observed
2.50-3.24 Sometimes Observed
3.25-4.00 Always Observed
 24

The highest mean of 3.20 signifies that Marine Transportation students observed
most in having dedicated study time as a factor to enhance their ability in bridge
watchkeeping. This result denotes that Majority of Marine Transpostation students
carving out designated study periods to master their lessons. On the other hand, the
lowest mean of 2.94 signifies that Marine Transportation students observed least in both
spaced repetition and retrieval practice as their study habits to enhance their ability in
bridge watchkeeping. This result denotes that majority of the Marine Transportation
students study their lessons few hours right before the exam or activities and inactively
recalling information out of their mind. The aggregated mean of 3.05 shows that Marine
Transportation students generally observe all the study habits listed above that can be a
factor to enhance their ability in bridge watchkeeping sometimes. This data reveals that
having active learning, organization and planning, and time management study habits are
not always observed by the Marine Transportation students. By this, the student might
miss crucial details or misunderstand complex concepts.

Dedicated study time, setting goals, and keeping notes and materials organized
are the most preferred study habits of marine transportation in enhancing their ability and
become proficient during bridge watchkeeping. According to the study of Azevedo et al.
(2004), students who actively set specific learning objectives engage with the material on
a deeper level. This deeper processing, in which they truly understand rather than simply
memorize, results in improved academic performance because they can retain and apply
information more effectively. Study of Dunlosky & Rawson (2012) indicate that using
interleaving strategy improves information retention and fosters a deeper comprehension.
Interleaving strategy is about organizing materials, such as making flashcards that gather
ideas from different chapters, can help achieve this. It's as though shifting between
subjects keeps your mind more engaged, requiring it to draw connections and discern
between related ideas, which strengthens your learning process overall.

Therefore, Marine Transportation students enhance their ability and become

proficient in bridge watchkeeping by carving out designated study periods to master their
lessons, having a road map for their studies and keeping their notes and materials
organized to easily find specific notes later.
 25

Spaced repetition, retrieval practice, elaboration, and avoiding procrastination are

the least preferred study habits by the Marine transportation students in enhancing their
ability and proficiency in bridge watchkeeping. Roediger &Butler (2011) states that
spaced repetition techniques fight back against this natural decline by strategically
showing us information again at spaced intervals. This repeated exposure strengthens the
memory trace, preventing information from fading away and making it more likely we'll
remember it for the long term. According to Purves et al. (2012) retrieving information,
like answering practice questions, is like exercising for your brain. It's thought to
strengthen the neural pathways involved in remembering that information. The more you
practice retrieving a concept, the stronger these connections become, making it easier to
recall it later on. Studies of McDaniel & Roediger (2007) show that students who actively
explained or summarized information in their own words (elaboration) remembered it
much better than those who simply re-read the material passively. This suggests that
elaboration strengthens memory encoding, meaning the information gets processed more
deeply and becomes more ingrained in the brain. Pychyl et al. (2013) examined
"productive procrastination," a strategy where individuals deliberately delay tasks
believing it will motivate them to work more efficiently under pressure. The researchers
found that some students performed well using this approach, although it's not a
guaranteed strategy and can lead to missed deadlines if not managed carefully.

Therefore, if Marine Transportation students at University of Cebu Lapu-Lapu

and Mandaue continue to let spaced repetition, retrieval practice, elaboration, and
avoiding procrastination not really part of their whole study habits there’s a tendency that
they will missed a huge factor that can help them in enhancing their ability and
proficiency in bridge watchkeeping.
 26

Table 3
Learning Techniques of Marine Transportation Students

Indicators Mean Description

I. Visual
1. Diagram 2.88 Sometimes Observed
2. Chart 2.92 Sometimes Observed
3. Pictures 3.17 Sometimes Observed
4. Videos 3.13 Sometimes Observed
II. Auditory
1. Listening to lectured discussion 3.06 Sometimes Observed
2. Audio books 2.80 Sometimes Observed
3. Podcasts 2.72 Sometimes Observed
III. Kinesthetics
1. Hands-on activities 3.06 Sometimes Observed
2. Simulations 3.11 Sometimes Observed
3. Role playing 2.80 Sometimes Observed
4. Experiments 2.84 Sometimes Observed
5. Learning from text-based materials 3.11 Sometimes Observed
General Assessment 2.97 Sometimes Observed

Parameter Verbal Interpretation

1.00-1.74 Not Observed
1.75-2.49 Rarely Observed
2.50-3.24 Sometimes Observed
3.25-4.00 Always Observed

The highest mean of 3.17 signifies that Marine Transportation students observed most in
viewing pictures as a factor to enhance their ability in bridge watchkeeping. This result
denotes that Majority of Marine Transportation students rely in viewing pictures to study
in order to easily understand and remember the lessons. On the other hand, the lowest
mean of 2.28 signifies that Marine Transportation students observed least in listening
podcast as a learning technique to enhance their ability in bridge watchkeeping. This
result denotes that majority of the Marine Transportation students doesn’t prefer to listen
 27

in mini-documentaries or conversation between experts anytime, anywhere. The

aggregated mean of 1.97 shows that Marine Transportation students generally observe all
the learning techniques listed above that can be a factor to enhance their ability in bridge
watchkeeping sometimes. This data reveals that using visual, auditory, and kinesthetics as
learning techniques was sometimes observed by the Marine Transportation students. By
this, the students might struggle to keep track of the information and have difficulty
connecting the dots between different learning activities.

If we talk about learning techniques preferred by the Marine Transportation

students, viewing pictures, watching videos, simulations, and learning from text-based
materials are the most preferred in enhancing their ability and proficiency in bridge
watchkeeping. Mayer (2014) discussed about "picture superiority effect" shows we
remember pictures better than text. This makes pictures a powerful tool for learning.
Because visuals grab our attention, they can spark initial interest in the material, making
us more likely to delve deeper and retain the information. Mayer (2014) also discussed
that videos can be like learning tutors, breaking down complex topics into bite-sized
pieces. They often use visuals and animations to explain things, which is especially
helpful for concepts that are hard to understand from just reading text. This makes the
information easier to digest and remember. Meta-analysis study by Abdel-Maksoud et al.
(2019) found that incorporating simulations into lessons led to students performing
significantly better academically compared to traditional teaching methods. This suggests
that simulations can be a powerful tool for boosting learning outcomes. Lawson (2014)
states that reading from text-based materials requires focused attention, which can
improve overall concentration skills that benefit learning across all subjects.

Studies above shows the impact of viewing pictures, watching videos,

simulations, and learning from text-based materials to the learning of students. This
means that Majority of the Marine Transportation students tend to remember information
better when presented in multiple formats compared to just reading it, they also observed
more in watching videos as a factor to enhance their proficiency in bridge watchkeeping,
and they prefer hands-on learning to enhance their proficiency in bridge watchkeeping.
 28

On the other hand, listening to podcasts, audio books, and doing role play are the
least preferred learning techniques by the Marine Transportation in enhancing their
ability and proficiency in bridge watchkeeping. Villaran et al. (2016) states that podcasts
cater primarily to auditory learners. Students who benefit from visual aids or kinesthetic
activities may struggle to learn effectively through audio alone. Schnotz (2011) explain
that audiobooks books can lead to difficulties with comprehension because complex
concepts or unfamiliar vocabulary can be harder to grasp through listening alone
compared to reading with the ability to re-read or highlight. Acting out a scenario can be
a fun learning experience, but it doesn't always translate directly to real life. Students
might have trouble seeing how the role-playing situation applies to their own
experiences, making it difficult to remember and use the knowledge they gained in the
real world, according to Bain (2004).

The following studies shows some reasons why the least preferred learning techniques is
not effective to the learning of the Marine Transportation students. This means that
majority of the Marine Transportation students doesn’t prefer to listen in mini-
documentaries or conversation between experts, also not usually learned through
listening or commonly known as auditory learning and not usually step into someone
else’s shoes and acting out the scenario.

Part III. Significance of the Preferred Factors by the Marine Transportation

Students to the Enhancement of their proficiency in Bridge Watchkeeping when
Grouped According to Demographic Profile

This section shows the data if there a significant difference in the contribution of
the factors to the enhancement of the proficiency when grouped according to
demographic profile such as age, gender, and year level.
 29

Table 4
Significant Difference of the Preferred Factors by the Marine Transportation
Students when Grouped According to their Age

Source of P-
SS df MS F F crit Interpretation
Variation value
0.87 1.64 2.19 not
5.276 6.000 0.143
Between Groups 9 6 8 significant
49.67 93.00 0.53
Within Groups 1 0 4

54.94 99.00
Total 7 0
Based on the table, the result revealed that there is no significant difference
between the preferred factors of the Marine Transportation students to the enhancement
of their proficiency in bridge watchkeeping when regards to their age. With the P-value
of 0.143, there is no sufficient ground to reject the null hypothesis.

As mentioned above, age of respondents ranges from 19 years old to 25 years old.
With the used of statistical tool, the significant difference when grouped according to age
will be identified. The result shows that there is no significant difference to the preferred
study habits and learning techniques of the Marine Transportation students when grouped
according to their age. Ebersole & Farrington (2017) highlight that motivation might be
more critical than age for e-learning success. Older adults with strong motivation can
overcome challenges with technology by utilizing metacognition skills. Therefore,
Marine Transportation student have the same preferred study habits and learning
techniques in enhancing their ability and proficiency in bridge watchkeeping no matter
how old they are.
 30

Table 5
Significant Difference of the Preferred Factors by the Marine Transportation
Students when Grouped According to their Gender

Gender Mean SD df t stat p-value Interpretation

Male 2.981 0.758
8 -2.372 0.045 significant
Female 3.371 0.355
Based on the table, the result revealed that there is a significant difference
between the preferred factors of the Marine Transportation students to the enhancement
of their proficiency in bridge watchkeeping when regards to their gender. With the P-
value of 0.045, there is a sufficient ground to reject the null hypothesis.

Majority of the respondents were male and only six (6) percent of the total
number of respondents were female, the distribution of respondent’s gender may a reason
to reject the null hypothesis and having a significant difference between the observed
study habits and learning techniques of the respondents when grouped according to
gender. We can’t increase the distribution of female respondents since the population of
Marine Transportation students are majority male.

Through rigid examination the survey result says that female respondents engaged
more in active learning study habits compared to male respondents. It denotes that female
Marine Transportation students may exhibit better performance than males in memory
tasks involving spaced repetition, retrieval practice, and elaboration. There are few
potential studies that support this information. The "affect intensity hypothesis" suggests
that females demonstrate superior memory function because they have a more intense
emotional response to experiences, which helps facilitate encoding of the memory trace,
according to Med (2018). The "cognitive style hypothesis" proposes that females encode
events in greater detail, whereas males tend to encode the "gist" of events. This may be
due to differences in hemispheric activation, with the right hemisphere biased towards
processing the overall "gist" and the left hemisphere biased towards processing finer
details, based on the study of Loprinzi (2018). Females may exhibit superior performance
on verbal learning tasks due to gaining more new items across trials, rather than
differences in retaining information, compared to males, as mentioned by Frith (2018).
 31

Therefore, in combination of neurological, cognitive, and social factors may contribute to

the observed sex differences in memory tasks involving spaced repetition, retrieval
practice, and elaboration.

The result also shows that female Marine Transportation students are more
engaging to organization and planning compare to male Marine transportation students
such as creating study schedule, setting goals, keeping organized notes and materials, and
Find a quiet and comfortable study environment. According to Bharati et al. (2021),
Female students tend to have better study habits compared to male students. They are
more likely to make an outline of chapters before reading, refer to a dictionary when
needed, and discuss studied topics with others by asking questions. Additionally, female
students are more likely to score higher on the Interaction dimension of study habits,
indicating that they actively engage with the material and seek support from others. These
habits suggest that female students are more proactive in their approach to studying and
utilize various strategies to enhance their learning experience. Yusuff (2018) states that
female students are more likely to engage in intellectually driven activities like goal
setting and study planning, which can facilitate constructive learning and better academic
achievement. Therefore, female students generally exhibit more effective study habits,
including creating detailed study plans, setting academic goals, maintaining organized
notes and materials, and finding suitable study environments. These habits likely
contribute to their stronger academic performance relative to male students.

Generally, Female Marine transportation students are often more concerned about
their studies than male Marine transportation students due to various factors highlighted
in some studies. Study of Hassan and Hassan (2016) suggest that female students tend to
perform better academically, with higher grades and a higher percentage of high-range
marks compared to male students. Furthermore, at the tertiary level, female students are
noted to be more conscientious, disciplined, and committed to their studies compared to
their male counterparts, according to Wrigley-Asante et al. (2023). Overall, a
combination of academic performance, social influences, and admissions policies
contributes to the higher level of concern and dedication to studies observed among
female students compared to male students.
 32

Table 6
Significant Difference of the Preferred Factors by the Marine Transportation
Students when Grouped According to their Year Level

Year Level Mean SD df t stat p-value Interpretation

2nd Year 2.955 0.817
94 -0.651 0.517 not significant
3rd Year 3.053 0.670
Based on the table, the result revealed that there is no significant difference
between the preferred factors of the Marine Transportation students to the enhancement
of their proficiency in bridge watchkeeping when regards to their year level. With the P-
value of 0.517, there is no sufficient ground to reject the null hypothesis.

As stated above that researcher gathered data with the same number of
respondents in each assigned year level to get more accurate result specially in finding
significant differences. With the used of statistical tool, the significant difference when
grouped according to year level will be identified. The result shows that there is no
significant difference to the preferred study habits and learning techniques of the Marine
Transportation students when grouped according to their year level. Year in college
might not be the biggest factor when it comes to studying hard according to Pintrich &
Zusho (2002). Students who are truly motivated and have clear goals for their future,
regardless of year level, are likely to be more conscientious about their studies than
someone going through the motions. This means that the enhancing of the ability and
proficiency in bridge watchkeeping of the Marine Transportation students doesn’t differ
regardless of year level instead it’s about how motivated a cadet/cadette to reach his/her
goals in life.
 33

CHAPTER 3
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary, findings, conclusions, and recommendations
that will help Marine Transportation students enhance their ability and proficiency in
bridge watchkeeping.
SUMMARY
The main purpose of this study was to investigate the specific factors that
contribute to the enhancement of abilities and proficiency in bridge watchkeeping of
marine transportation students at the University of Cebu, Lapu-Lapu, and Mandaue. As
such, this study aimed to answer the following questions:

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

1.1. age
1.2. gender
1.3. year level?

2. To what extent do factors, such as study habits and learning techniques,

contribute to the enhancement of marine transportation student’s proficiency in bridge
watchkeeping?

3. Is there a significant difference in the contribution of the factors to the

enhancement of the proficiency when grouped according to the profile?

4. Based on the findings of the study, what recommendations may be proposed?

The study was a Quantitative Research that aimed to gather substantial

information and data about the study habits and learning techniques that helped marine
transportation students enhance their ability and proficiency in bridge watchkeeping. This
study was conducted at the University of Cebu Lapu-Lapu and Mandaue Campus
(UCLM). The respondents of the study were the marine transportation students. The
researcher randomly picked 100 respondents in total~ 50 students in 2nd-year and also 50
students in the 3rd-year. The researchers were using an instrument in the form of a survey
questionnaire made by the researchers. Afterwards, the survey questionnaires were
distributed randomly to the 2nd-year Deck Cadets and 3rd-year Deck Cadets. After data
 34

gathering, the data grouped and sorted base on the problems in the problem statement.
The statistical tools were used depend on the nature of the question and the answer it
needed. The statistical tools used for this study were frequency count, weighted mean,
and analysis of variance (ANOVA).

FINDINGS
The following are the findings of the study:

1. The gathered data shows that respondent's age ranges from 19 years old to 25
years old, and only 6 out of 100 respondents were female.
2. In terms of study habits, Marine Transportation students observed most in having
dedicated study time, setting goals, and keeping notes and materials organized as
a factor that helped them in enhancing their ability and proficiency in bridge
watchkeeping.
3. In terms of study habits, Marine Transportation students observed least in spaced
repetition, retrieval practice, elaboration, and avoiding procrastination as their
study habits to enhance their ability and proficiency in bridge watchkeeping.
4. Regarding learning techniques, Marine Transportation students learned most in
viewing pictures, watching videos, and learning from text-based materials in
enhancing their ability and proficiency in bridge watchkeeping.
5. Regarding learning techniques, Marine Transportation students learned least in
listening podcast, audiobooks, and role playing in enhancing their ability and
proficiency in bridge watchkeeping.
6. Based on the treated data, majority of the Marine Transportation students
sometimes observe in all study habits and leaning techniques presented by the
researcher.
7. Based on the results, there is a significant difference in the study habits and
learning techniques observe by the Marine Transportation students when grouped
according to their gender.
8. The results show that there is no significant difference in the study habits and
learning techniques observe by the Marine Transportation students when grouped
according to the age, and year level.
 35

CONCLUSIONS

Drawing from the findings of the study, the Marine Transportation students at the
University of Cebu Lapu-Lapu and Mandaue campuses did not always observe the study
habits and learning techniques that may be able to help them enhance their ability and
proficiency in bridge watchkeeping. Marine Transportation students were just grabbing
what was there and not frequently finding ways to improve their academic performance.
The findings also show that the majority of the Marine Transportation students at the
University of Cebu Lapu-Lapu and Mandaue were visual learners and not auditory
learners; through that, they preferred discussion to be more visual to understand the
subject matter and easily absorb the information related to their field.

The findings of this study indicate that marine transportation students' proficiency
in bridge watchkeeping is influenced by their study habits and learning techniques, which
can be understood through the lens of situational awareness theory. The conclusions
drawn from this study align with the situational awareness theory, which emphasizes the
importance of perceiving, comprehending, and projecting environmental cues for
effective decision-making in dynamic, time-pressured situations. By introducing
situational awareness training into the curriculum, educational institutions can better
prepare marine transportation students for the cognitive demands of bridge watchkeeping,
thereby enhancing their overall competence and safety during maritime operations.

RECOMMENDATION

On the basis of the aforementioned conclusions, the following are recommended:

The University of Cebu shall conduct a symposium that focuses on having study
habits and learning techniques as part of being a student in this institution. It also a good
idea to talk about study habits and learning techniques during the student’s orientation for
them to be able to choose and think what study habits or learning techniques they will use
throughout the academic year.
 36

The Maritime Faculty can have the idea to give to its educators about the
modalities they will use in teaching that is preferred by the majority of the maritime
students that base of them it is the most effective way for them to easily understand and
master the subject matter.

It is significant as a Maritime Student to plan trying other ways of learning in

enhancing their ability and proficiency. Maybe the ways they are using in the present
gives them a backward impact, instead of comprehending the lesson easily, it’s now the
reason to have a gap and misconception about the subject matter.

Future Maritime Students that are planning to enter this field, the findings of
this study will give them an idea what are the study habits and learning techniques that
are frequently use by the maritime students in this academic year and to try it for their
selves to determine what might become an effective factor for their learning, so that as
early as possible they already build a perfect match of study habits and learning
techniques for their learning as a future maritime students.

The findings can open an idea for Future Researchers to conduct studies
regarding on "Adaptive Learning Strategies for Enhancing Situational Awareness in
Marine Transportation" and "Bridging the Gap: Improving Maritime English Proficiency
for Enhanced Bridge Watchkeeping" to enhance the ability and proficiency of the
Maritime Students.
 37

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 40

APPENDIX A

Transmittal Letter
 41

APPENDIX B
Informed Consent
Informed Consent for the Study on Enhancing the Proficiency of Marine Transportation
Students during Bridge Watchkeeping: Key Factors for Success

Name of Principal Investigator: Parillo, Alfie B.

Field Researchers: Aguilar, Jan Christopher

Laquinon, Earl John
Nambatac, Rolie

Name of Organization: UCLM BSMT Department

Name of Proposal: Enhancing the Proficiency of Marine Transportation Students during

Bridge Watchkeeping: Key Factors for Success

This Informed Consent Form has two parts:

 Information Sheet (to share information about the research with you)
 Certificate of Consent (for signatures if you agree to take part)

You will be given a copy of the full Informed Consent Form

PART I: Information Sheet

Introduction
The University of Cebu is a successful grantee of the Discovery on this
Quantitative Research study and aided by the Marine Transportation office for the
research study entitled: “ENHANCING THE PROFICIENCY OF MARINE
TRANSPORTATION STUDENTS DURING THEIR BRIDGE
WATCHKEEPING: KEY FACTORS FOR SUCCESS.” In this study, the University
of Cebu Lapu-Lapu and Mandaue Campus is the lead institution, with the BSMT
department. In line with this, we are inviting you to be a respondent/participant of this
 42

research study and request you to spare few minutes of your time for a discussion and to
answering the survey questionnaire at your convenient time and place. However, you do
not have to decide immediately whether or not you will participate in this study since you
are given the right to choose or consult anyone in which you are comfortable with about
the research, If there are contents in the interview guide that you do not understand and
find confusing then feel free to contact and inform the researchers. Rest assured that all
the answers/responses that you will provide will be treated with utmost confidentiality.

Purpose of the research

The reason of the study titled Enhancing the Proficiency of Marine Transportation
Students during Bridge Watchkeeping: Key Factors for Success likely rotates around
understanding and evaluating the information and mindfulness of second-year and third-
year marine transportation students with respect to the factors that responsible for their
learning. This study aims to determine Marine Transportation students' study habits and
studying techniques that they believe will help them understand the lesson and improve
their ability.

Type of Research Intervention

This research involves 2nd and 3rd year BSMT students to be interviewed (face to
face) using a survey questionnaire provided by the researchers.

Participant selection
The participants of this study will be 2 nd-year and 3rd-year BSMT students
officially enrolled at the University of Cebu Lapu-Lapu Mandaue in the academic year
2023-2024. A total of 100 participants will be selected from all BSMT sections using a
systematic random sampling method to avoid bias. The characteristics of the respondents
are also exhaustively chosen in order to ensure the reliability and validity of the response
we get for this study.

Voluntary Participation
Your participation in this research is entirely voluntary. Your decision to
participate or not will not affect your reputation in the school where you are connected.
You also have the right and the freedom to change your decision later and to stop
participating even if you agreed earlier and this will not be taken against you.

Procedures and Protocol

 43

In this research study you will be asked to answer a survey questionnaires

provided during the discussion to be conducted by the researchers during your free and
convenient time. The instructions in the survey questionnaire will be read aloud by the
researchers and after that you can answer the survey. The information recorded is
confidential and no one else except the researchers will have access to the copy of the
data, which will be destroyed after 6 months.
To ensure that you will be able to have full understanding of the purpose of the
study, the proponent will first explain the objectives of the study and the intended
benefits in participating in this investigation.

Duration
The duration of the research is four months. During the data collection phase, the
researchers will request for an appointment with the group for a survey in your
convenient time and place. The survey will last for 5-minutes to 10-minutes. Your
engagement as a participant will only take once.

Risks
During the survey you may read questions regarding your perception and you find
the questions too hard to understand and not aware of what is it to be more specific, if
you do not like to answer some of the items because you are not comfortable with them
your decision will be respected and you do not have to give reasons for not responding,
or for refusing to take part in the survey. Furthermore, be assured that the responses that
you will provide will not be shared.

Benefits
The findings of this study will contribute to understanding the factors that is
responsible for the enhancement of marine transportation students’ learning ability during
their academic years.
Specifically, the result of this study is beneficial to the maritime students,
instructors, maritime industry, school administration, researchers and future researchers.

Reimbursements
You will not be provided with any payment or monetary remuneration if you will
take part in this research. All the materials for the survey will be provided by the
researchers.
 44

Confidentiality
All the data and responses that you will provide in this investigation will not be
shared to other people and will be kept confidential. Your information and other
information collected from this research will be put away and no one, except the field
interviewers and the researchers will be able to have access to it. Any information about
you will have a number/code on it instead of your name. Only the field
interviewers/researchers will know your number/code. All the documents related to this
investigation will be placed in the cabinet with a lock and key and will not be shared with
or be given to anyone except the research proponents.

Sharing the Results

At the conclusion of this study on Enhancing the Proficiency of Marine
Transportation Students during Bridge Watchkeeping: Key Factors for Success, the
findings will be disseminated to key stakeholders involved in maritime education and
policymaking. This includes sharing the results with the Maritime Industry Authority,
Department of Education, and other relevant maritime bodies in the Philippines.
Furthermore, a comprehensive report will be submitted to the Commission on
Higher Education (CHED) as a final requirement for the completion of this research
project under the auspices of CHED. The dissemination will not be limited to academic
channels; the results will be presented in relevant maritime conferences and colloquia to
contribute to the broader knowledge base in the field.
The researchers are committed to transparency and knowledge-sharing, and
therefore, the research outcomes will be made publicly available through publication.
Interested parties, including the maritime community, educators, and policymakers, will
have access to the insights gained from this study.
If you have specific preferences regarding how and when you would like to
receive updates or a copy of the report, please feel free to communicate your preferences.
Your valuable input during any interviews or focus group discussions will be handled
with the utmost confidentiality, but the broader results are intended to benefit and inform
various stakeholders in the maritime sector.

Right to Refuse or Withdraw

You may choose not to participate in this study. Your decision to participate or
not will not affect your employment with the school that you are connected with either as
principal, teacher or student. You will still benefit from the proposed Learning
 45

Management System (LMS). It is also of primordial importance that you must know that
you may stop from participating in the focus group discussion/interview at any time.

PART II: Certificate of Consent

I have read the foregoing information, or it has been read to me. I have had the
opportunity to ask questions about it and any questions that I have asked have been
answered to my satisfaction. I consent voluntarily to participate in this research.

Print Name of Participant__________________

Signature of Participant ___________________

Date ___________________________
Day/Month/Year

If Illiterate
A literate witness must sign (if possible, this person should be selected by the participant
and should have no connection to the research team). Participants who are illiterate should
include their thumb-print as well.

I have witnessed the accurate reading of the consent form to the potential participant, and
the individual has had the opportunity to ask questions. I confirm that the individual has
given consent freely.

Print Name of Witness_____________________ AND Thumb Print of the

Participant

Signature of Witness ______________________

Date ________________________
Day/Month/Year
Statement by the researcher/person taking consent
I have accurately read out the information sheet to the potential participant, and to the best
of my ability made sure that the participant understands that the following will be done:
 46

1. Focus group discussion/interview

2. Record the proceeding of the interview
3. Manually record other responses/ answers during the interview

I confirm that the participant was given an opportunity to ask questions about the
study, and all the questions asked by the participant have been answered correctly and to
the best of my ability. I confirm that the individual has not been coerced into giving consent,
and the consent has been given freely and voluntarily.

A copy of this ICF has been provided to the participant.

Print Name of Researcher/Person Taking the Consent_______________________

Signature of Researcher /Person Taking the Consent__________________________

Date ___________________________
Day/Month/Year
 47

APPENDIX C

Survey Questionnaire

ENHANCING THE PROFICIENCY OF MARINE TRANSPORTATION STUDENTS

IN BRIDGE WATCHKEEPING: KEY FACTORS FOR SUCCESS

I. Demographic Profile

Name (optional): ___________________________ Age: __________ Sex: ___________

Year Level

 Second year
 Third year

II. To what extent do factors, such as study habits and learning techniques,
contribute to the enhancement of marine transportation student’s proficiency
in bridge watchkeeping?

Direction: Please check () the column that will indicate your answer based on the
indicators below:

Scale Description

4 Always Observed (AO)

3 Sometimes Observed (SO)

2 Rarely Observed (RO)

1 Not Observed (NO)

 48

STUDY HABITS

1. Active Learning 4 3 2 1

a. Spaced repetition

b. Retrieval practice

c. Elaboration

2. Organization and Planning 4 3 2 1

a. Creating a study schedule

b. Setting goals

c. Keeping organized notes and materials

d. Find a quiet and comfortable study environment

3. Time Management 4 3 2 1

a. Dedicated study time

b. Avoiding procrastination

c. Using breaks effectively

LEARNING TECHNIQUES

1. Visual 4 3 2 1
 49

a. Diagram

b. Chart

c. Pictures

d. Videos

2. Auditory 4 3 2 1

a. Listening to lectured discussion

b. Audio books

c. Podcasts

3. Kinesthetics 4 3 2 1

a. Hands-on activities

b. Simulations

c. Role playing

d. Experiments

e. Learning from text-based materials

Thank You for your Response!

50
 51

APPENDIX D

Research Environment
 52

CURRICULUM VITAE

Parillo, Alfie B.

City Add: Sitio Tawagan, Tayud, Consolacion Cebu

Province: Cebu

E-mail Add: [email protected]

Mobile no: 09381134140

PERSONAL INFORMATION

Date of Birth February 16, 2004

Status: Single

Gender: Male

Mother: Olivia B. Parillo

Father: Albaro R. Parillo Jr.

Citizenship: Filipino

Religion: Roman Catholic

EDUCATIONAL BACKGROUND

Year Level School

2022-present Pre-Grad University of Cebu, Lapu-Lapu and

Mandaue

2020-2022 Senior High School Caraga Regional Science High School

2016-2020 Junior High School Amando A. Fabio Memorial National HS

2010-2016 Primary Education Upper Libas Elementary School

 53

CURRICULUM VITAE

Laquinon, Earl John E.

City Add: Sitio Deca Homes Prime Jagobaiao

Province: Cebu

E-mail Add: [email protected]

Mobile no: 09686373814

PERSONAL INFORMATION

Date of Birth April 30, 2002

Status: Single

Gender: Male

Mother: liesly, Laquinon

Father: Elbert Laquinon

Citizenship: Filipino

Religion: Roman Catholic

EDUCATIONAL BACKGROUND

Year Level School

2022-present Pre-Grad University of Cebu, Lapu-Lapu and

Mandaue

2020-2022 Senior High School Jagobiao National High School

2016-2020 Junior High School Lanao Del Norte Provincial Science
and Technology High School

2010-2016 Primary Education Dalama Elementary School

 54

CURRICULUM VITAE

Nambatac, Rolie S.

City Add: Bayanihan Village Basak Pardo Cebu City

Province: Cebu

E-mail Add: [email protected]

Mobile no: 09984767157

PERSONAL INFORMATION

Date of Birth December 02, 2001

Status: Single

Gender: Male

Mother: Ma. Rosalie Nambatac

Father: Rolando Nambatac.

Citizenship: Filipino

Religion: Christian

EDUCATIONAL BACKGROUND

Year Level School

2022-present Pre-Grad University of Cebu, Lapu-Lapu and

Mandaue

2018-2020 Senior High School DVRMNHS

2014-2018 Junior High School University of Visayas Pardo campus

2008-2014 Primary Education DVRMNES

 55

CURRICULUM VITAE

Aguilar, Jan Christopher R.

City Add: Looc Mandaue City, Cebu

Province: Cebu

E-mail Add: [email protected]

Mobile no: 09662553227

PERSONAL INFORMATION

Date of Birth June 06, 2003

Status: Single

Gender: Male

Mother: Judith C. Robido

Father: January S. Aguilar

Citizenship: Filipino

Religion: UCCP

EDUCATIONAL BACKGROUND

Year Level School

2022-present Pre-Grad University of Cebu, Lapu-Lapu and

Mandaue

2020-2022 Senior High School Christ the King College

2016-2020 Junior High School San Joaquin National High School

2010-2016 Primary Education Cagnipa Elementary School