ABSTRACT
This thesis examines the expectations and motivation of
students pursuing maritime education. The research objective
is to determine the factors influencing students' decision to
enter the field and to investigate the relationship between
their expectations and motivation. The study employed a
descriptive-quantitative
research
design,
utilizing
a
researcher-made
questionnaire
as
the
data
collection
instrument. The survey targeted 84 randomly selected firstyear maritime students from various locations. The findings
indicate that students in maritime education demonstrate high
levels of motivation and possess strong aspirations for their
educational journey and future careers. Their motivation
stems from a combination of personal aspirations, a practical
passion for traveling, a desire for independence, and the
potential for financial success. Parental influence and the
development of leadership skills also play significant roles
in motivating students, while the impact of peers and
advertising appears to be relatively minimal. Students hold
high expectations for their maritime education, emphasizing
practical experience, collaboration, program completion,
qualifications
for
career
advancement,
and
academic
excellence. The study establishes a positive and significant
relationship between motivation and expectation among
maritime students, suggesting a causal link between the two.
The findings underscore the importance of nurturing student
motivation and aligning educational practices with their
expectations. The conclusions highlight the significance of
student motivation in maritime education and its impact on
students' expectations and outcomes. The study recommends
that educational institutions recognize and leverage the
motivating factors identified to enhance student motivation
and align their practices with students' expectations.
TABLE OF CONTENTS
TITLE PAGE . . . . . . . . . . . . . . . . . . . . .
i
APPROVAL SHEET . . . . . . . . . . . . . . . . . . .
ii
ACKNOWLEDGEMENT. . . . . . . . . . . . . . . . . . .
iii
ABSTRACT . . . . . . . . . . . . . . . . . . . . . .
iv
TABLE OF CONTENTS. . . . . . . . . . . . . . . . . .
v
LIST OF TABLES . . . . . . . . . . . . . . . . . . .
vii
Chapter
1
Page
THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale . . . . . . . . . . . . . . .
1
Theoretical Background . . . . . . . . .
3
Review of Related Literature . . . . . .
7
Review of Related Studies . . . . . . .
10
Legal Bases
12
THE PROBLEM
Statement of the Problem . . . . . . . .
14
Statement of the Null Hypothesis . . . .
14
Significance of the Problem. . . . . . .
14
Scope and Delimitation of the Study . .
15
RESEARCH METHODOLOGY
Research Design . . . . . . . . . . . .
17
2
3
Research Environment . . . . . . . . . .
17
Research Participants . . . . . . . . .
18
Research Instrument . . . . . . . . . .
18
Research Procedure . . . . . . . . . . .
19
Statistical Treatment . . . . . . .
19
DEFINITION OF TERMS . . . . . . . . . . . .
21
PRESENTATION, ANALYSIS, AND INTERPRETATION OF
DATA
SUMMARY
OF
FINDINGS,
CONCLUSION,
AND
RECOMMENDATION
23
SUMMARY . . . . . . . . . . . . . . . . . .
30
FINDINGS . . . . . . . . . . . . . . . . .
31
CONCLUSION . . . . . . . . . . . . . . . .
33
RECOMMENDATIONS . . . . . . . . . . . . . .
36
REFERENCES . . . . . . . . . . . . . . . . . . . . .
41
APPENDICES
Appendix A -
Letter to the Dean of the College
of Maritime Affairs . . . . . . .
44
Appendix B -
Letter to the Registrar . . . . .
45
Appendix C -
Letter to the Respondents . . . .
46
Appendix D -
Questionnaire . . . . . . . . . .
47
RESEARCHER’S BIODATA . . . . . . . . . . . . . . . .
49
LIST OF FIGURES AND TABLES
Table
Page
1
Motivation of Students . . . . . . . . . . .
23
2
Expectation of Students . . . . . . . . . . .
26
3
Results of Significance Test of Relationship
on the Maritime Students’ Motivation and
Expectation . . . . . . . . . . . . . . . . .
28
Chapter 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale
Graduating students from secondary schools may not have
a solid decision on where to go in college and what degree
program they may take. They are planning to enter college
without a clear idea of what career to pursue for their future
(Ramirez & Dizon, 2014). They may sometimes consider the
people
and
environment.
the
information
Several
factors
they
may
received
affect
the
within
their
decision
of
students and parents, and it can be a good source of insight
for private higher education institutions to offer quality
services that will suit the needs, expectations, and demands
of the community. Academic institutions sought to observe the
requirements of the customers, prospective students, and
other
clients
like
industry
partners
when
preparing
an
educational program (Hrnciar & Madzík, 2013).
In the Philippine setting, maritime education is one of
the most enrolled courses chosen by high school graduates.
The maritime education industry is a growing industry that
has experienced exponential growth over the past decade. This
has led to a substantial increase in the number of new
2
entrants into this market and an increase in demand for
qualified professionals. The industry is also experiencing
increasing competition from other industries, such as tourism
and
leisure,
which
are
currently
experiencing
declining
demand. As a result, there is an increasing need for qualified
professionals who can meet the labor needs of this expanding
market, thus, this becomes a strong motivator in pursuing
maritime education.
Maritime education is a field that requires discipline,
patience, and a work ethic. Students who are not willing to
endure these challenges can find it difficult to earn an
education in this field. Students need to have motivation and
expectation when they enter into maritime education where
motivation is the mental drive to pursue something that piques
interest and expectation is the assumption that something
will happen or be achieved. In pursuing maritime education,
students are expected to have a high level of motivation and
expectation for their studies. You need to make sure that you
are ready for the challenges that come with this field.
Based
on
the
foregoing
statements
above,
these
situations led the researchers to study the factors leading
to the motivation and expectation of maritime students in
pursuing maritime education.
3
Theoretical Background
According
to
Victor
Vroom’s
Expectancy
Theory
of
Motivation, an individual’s motivation is affected by their
expectations about the future. Specifically, Vroom says that
an individual’s motivation is affected by how much they value
any reward associated with an action (Valence), how much they
believe that by putting effort into something they will be
able to generate good results (Expectancy), and how much they
believe that generating good results will result in a reward
(Instrumentality). It’s important to note that rewards could
be intrinsic or extrinsic. Extrinsic motivations are external
things such as money and promotion. Intrinsic motivations are
internal
things
achievement.
such
as
a
sense
of
fulfillment
and
The value of what the students are learning
provides higher motivation and gives a strong foundation to
perform their responsibilities and work harder in achieving
their goals.
The maritime program in the Philippines is one of the
well-known college degrees for male students who aspire to
higher salaries while working aboard. Based on the enrolment
data from the Commission on Higher Education for 2018-2019,
the Maritime program has 87,960 enrollees or 2.7 percent from
pre-baccalaureate to doctoral programs as of June 30, 2019,
4
out of 3,212,542 enrolled students in all levels and programs
of
all
HEIs
in
the
Philippines
which
makes
it
as
9th
discipline group with the highest number of enrollees.
There are many factors leading to the motivation and
expectation
of
maritime
students
in
pursuing
marine
education. One such factor is the need for maritime education.
There is a shortage of professionals in the industry, and
there
is
a
need
for
more
professionals
with
the
right
credentials to work in this industry. Another factor is
associated with the demand for marine professionals who have
acquired skills and knowledge that will help them perform
their
jobs
well.
Finally,
some
factors
contribute
to
motivation such as self-esteem, financial stability, as well
as personal growth and development.
Vroom says that an individual’s motivation is a product
of several factors:
Valence is how much they value the
potential rewards associated with the specific results or
behaviors. Expectancy is how much they believe that their
additional effort will help them achieve the target results
of behaviors. Instrumentality is how much they believe the
rewards will appear should they achieve the desired outcomes
or behaviors.
Vroom's expectancy theory of motivation is a set of ideas
in psychology that explain how people are motivated by their
5
goals and expectations. It is heavily based on the work of
Edward Thorndike, who developed the law of effect and the law
of requisite conditions.
The preparation of maritime students during college
defines their future success in the maritime profession.
Identifying the interest of the learners as an important
factor of success in college is described in this study.
On the other hand, Self-determination theory focuses on
different
orientations
of
motivation
that
influence
the
quality of engagement (Deci & Ryan, 1985). According to the
theory, motivation can differ not only in strength but also
in orientation. The orientations of motivation refer to the
different reasons that give rise to an inclination for an
individual to do something.
Students can be motivated to learn a new skill because
they gain their parents’ approval or because learning the
skills
is
necessary
for
their
dream
job.
Based
on
the
orientations of motivation, the theory categorizes motivation
into several types. Motivation is also influenced by one's
past experiences, beliefs, and values. Many students who
pursue maritime education have learned from their families or
other adults who were active in the industry that they wanted
to work with at some point in their lives.
6
Article XIV Section 5
paragraph 3 of the 1987
Constitution of the Republic
of the Philippines
Expectancy Theory of
Modification
An individual’s motivation
is affected by their
expectations about the
future. (Victor Vroom, 1964)
“Every citizen has a right to
select a profession or course
study subject to fair,
reasonable, & equitable
admission and academic
requirements.”
Self-determination Theory
Article XIV Section 5
paragraph 2 of the 1987
Constitution of the Republic
of the Philippines
Motivation can differ not
only in strength but also in
orientation.
(Deci & Ryan, 1985)
“Academic freedom shall be
enjoyed in all institutions
of higher learning.”
Freshmen Maritimes Students
Motivation and Expectation
of Freshmen Students in
Pursuing Maritime Education
Recommendations
Figure 1. Theoretical and Conceptual Framework
7
Review of Related Literature
The motives of choosing the profession of the great
majority of young people were determined by economic, social,
and psychological factors (Kalvaitiene, 2011). Students must
be provided with all pertinent information to be able to steer
them
in
financial
this
and
crucial
decision.
intellectual
Parents’
capacity,
preferences,
employability,
and
program offerings in schools within the locale, among others,
are just some of these considerations.
family
members,
both
nucleus
and
It was claimed that
extended,
influenced
students' choice of careers (Mtemeri, 2017).
It is proved statistically that if the student chooses
a
profession
profession,
following
and
his
emotions,
understanding
of
interest
the
in
the
advantages
of
professions, his studies are more effective, than if he or
chooses a profession accidentally or is influenced by his/her
family or relatives. The factors directly associated with an
individual's aspirations include educational, vocational, and
quality-of-life issues (Alcantara, 2015). The word aspiration
cannot be simply defined as individual dreams or ambitions.
Students’
aspirations
are
derived
from
a
combination
of
educational goals, vocational endeavors, and perhaps, most
importantly, their sense of self as it relates to what they
feel is important elements to success in lifestyles of their
8
choosing.
Learners
are
encouraged
and
challenged
when
teaching strategies or instructional methodologies cater to
their
sphere
of
interests
and
values.
Maritime
students
belong to the determination category where they try their
best to have high/good grades for future employment, to become
a ship captain in the future no matter how hard it is, and to
have their own set of objectives and direction to achieve a
better future. Students who are interested in the seafarer
profession are attracted by the good salaries, but for them,
a
good
salary
is
not
the
most
important
aspect
of
the
profession: stable employment and traveling now reached an
even higher level of importance (Fernandez, 2014).
On
the
other
hand,
the
most
important
discouraging
factor was difficulties in family life, it seems that students
interested in the profession are already more aware of the
possibility of having a family life, even if they are still
afraid of the difficulties of working the ship. Students still
perceive the seafarer profession as an isolating one, it seems
that
they
are
afraid
of
the
lacking
connectivity
with
relatives and friends through the internet on board. Young
people are not motivated to follow a seafaring career due to
several reasons they will be far from their family and friends
for long periods and stressful work in challenging conditions
(Dragomir,
2014).
Seafaring
is
attractive
for
young
9
generations due to the salary. There are also some gender
differences: Males are more attracted by the salary and
respect of the profession, while females are more attracted
by traveling and are discouraged by health and risk issues.
The driving force of eagerness of the students to surpass
the challenges of a certain college degree can be associated
with the level of their interest in the program. Interest is
an
intrinsic
motivational
factor
that
stimulates
the
enthusiasm of a person to perform better or more than what is
expected of him to accomplish. Expectancy Theories connect
thought and motivation and are explanations of behavior that
focus on people’s expectations of success in reaching a goal
and
their
need
for
achievement
as
energizing
factors
(Miranda, 2008).
Motivation starts with a person's goal, or what they
want to accomplish (Locke, 1981). They then consider what
would need to happen for them to achieve that goal and how
much effort it would take them. From this, they determine how
motivated they are to achieve their goal. If they're too
focused on achieving their goal but don't know how much effort
it will take, then they may not be as motivated as if there
was some unknown factor that could delay or even prevent them
from achieving their goal.
10
The
two
basic
types
of
motivation
are
intrinsic
motivation and extrinsic motivation (Ryan & Deci, 2000).
Intrinsic motivation refers to a disposition to engage in a
task
for
one’s
inner
pleasure.
An
example
of
intrinsic
motivation is a student reading a history textbook for fun.
It is human nature for people to engage in activities that
they are intrinsically interested in. Intrinsic motivation
often leads to high levels of engagement and performance (Deci
& Ryan, 2000). Thus, it takes several factors that influence
a person in choosing his course in college.
Review of Related Studies
Schiefele in 1991 defined interest as a content-specific
motivational characteristic composed of intrinsic feelingrelated and value-related valences. It was emphasized by
Ainley in 2002 that specific patterns of individual interests
and how they influence student engagement with learning have
not been well researched. As well as the need to identify
students’ specific patterns of individual interests, it is
important to determine how individual interests at different
levels of generality might differentially influence student
learning.
Students’
interest
in
learning
is
associated
with
anxiety to learn. Interest is fundamental in any individual’s
11
choice
task.
manifestation
events,
or
A
of
characteristic
different
plans.
A
feature
differences
student’s
of
interest
toward
interest
in
is
a
actions,
academic
achievement will induce him to behave and act in a certain
way in his studies (Ogbuanya & Owodunni, 2013).
Identifying the level of interest of the students to
pursue a certain program of study may help
explain the
succeeding
or
behavior
developing
the
positive
negative
attitude of the students as related to academic life (Ramirez,
2014).
Interests
may
vary
also
according
to
personal
experiences (Smith, 2002).
One of the significant decisions in life one must make
is choosing a course to take in college for its effect on the
person is a lifetime. Often, students are faced with a lot of
options and considerations before they can finally make up
their minds. In the study of Dayao and Almario in 2018
forwarded that further research on the reasons why students
choose a course, or a school may be considered to help
graduating students in selecting a course. Course and school
selection decisions will most likely define their future
success. Also, the geographical location of schools was cited
as quite influential in the options for jobs by students. The
same study also revealed that peers influenced students’
choices of careers through peer advice and encouragement.
12
Indeed, enough time and research must be allocated to this
critical phase in one’s life.
Legal Bases
As
course
we
delve
selection
into
and
the
factors
career
influencing
choices,
it
is
students'
crucial
to
acknowledge and appreciate the legal bases established by the
Philippine Constitution.
The 1987 Constitution of the Republic of the Philippines
establishes a framework that guarantees every citizen's right
to select a profession or course of study. As stated in
Article XIV Section 5 Paragraph 2 of the 1987 Constitution of
the Republic of the Philippines:
"Academic freedom shall be enjoyed in all
institutions of higher learning."
Academic freedom is the freedom of teachers, students,
and academic institutions to pursue knowledge wherever it may
lead,
without
democratic
undue
country,
or
the
unreasonable
Philippines
interference.
exercises
As
a
academic
freedom of the students and teachers to make improvements and
actions in the field of education that inclines along with
the interest of the students to pursue their chosen careers.
Moreover, as stated in Article XIV Section 5 Paragraph
3 of the 1987 Constitution of the Republic of the Philippines:
13
"Every citizen has a right to select a
profession or course of study, subject to
fair, reasonable, and equitable admission
and academic requirements."
Thus, students can exercise their freedom and right to
pursue their chosen careers along with their interests. The
Philippine government prioritizes education as it provides
scholarships
and
reasonable,
and
requirements.
free
tuition
equitable
fees
subject
admission,
and
to
fair,
academic
14
THE PROBLEM
Statement of the Problem
This
study
aims
to
determine
the
expectations
and
motivation of students in pursuing maritime education.
Specifically,
this
research
answers
the
following
questions:
1. What are the expectations of students when pursuing
maritime education?
2. What are the motivating factors for students pursuing
maritime education?
3. Is
there
a
expectations
significant
and
relationship
motivations
of
between
students
the
pursuing
maritime education?
Statement of the Null Hypothesis
There
is
no
significant
relationship
between
the
motivation and expectation of maritime students in pursuing
maritime education.
Significance of the Study
This study is deemed to benefit the following groups of
people:
Maritime Students.
This study may help the students to
possess information about the possible factors leading to
15
motivation
and
expectation
to
pursue
their
maritime
education.
Parents. The data of this study may help the parents to
guide their children in choosing a course in college.
Marine
Instructors.
approaches,
establish
This
can
effective
tailor
their
communication
teaching
channels,
address student challenges, enhance student engagement, and
continue
their
empowers
marine
professional
teachers
development.
to
create
an
This
knowledge
optimal
learning
environment and support the success of their students in their
marine education journey.
PMI
Administration.
The
findings
will
guide
administrators in curriculum development and foster stronger
ties with the maritime industry, ultimately contributing to
the growth and effectiveness of marine education programs.
Education
Sectors.
The
outcome
of
the
study
can
comprehend the possible steps in improving educational system
in guiding students to choose their career.
Future Researchers.
This study may provide relevant
information that could be used as a basis for further research
on the topic.
Scope and Delimitation
The scope of the study includes first-year maritime
students at PMI Colleges Bohol who are interested in pursuing
16
maritime education. The study specifically focuses on their
motivation
and
expectations
in
relation
to
maritime
education. The research was conducted within the confines of
PMI Colleges Bohol and did not extend to other institutions
or locations. The participants were selected randomly, but
the sample size was limited to 84 students. The research
instrument used in the study was a questionnaire that measured
motivation
and
expectation,
but
other
potential
factors
influencing motivation and expectation were not explored. The
study was also limited to the data collected through the
questionnaire
and
did
not
methods of data collection.
incorporate
other
sources
or
17
RESEARCH METHODOLOGY
Research Design
The researchers used a quantitative research design.
Quantitative research focuses on collecting data that can be
objectively measured and analyzed using statistical methods.
This data is typically numerical and allows for precise
comparisons and statistical inferences. In data collection,
the researchers’ tool was taken from the study entitled
“Motivation and Expectation in Pursuing Maritime Education”
by Bayadna, John Cedric C., Cortez, Joshua Miguel C., Espina,
Erwin C., Gonato, John Maurille, Quibal, Hairal R., and
Tierra, Jayson Bryant O.
Research Environment
The locale of the study is the PMI Colleges Bohol. It is
a
private,
non-sectarian,
co-educational
institution
of
higher learning in Tagbilaran City, Bohol, Philippines and is
part of the PMI Colleges system. It offers marine courses
such as Marine Transportation, Marine Engineering and Customs
Administration. With its main building at Carlos P. Garcia
Avenue, it has an extension campus at Tomas Cloma Avenue,
Barangay Taloto, Tagbilaran City.
18
Research Participants
The participants of the study were 84 First year maritime
students randomly selected who are interested to participate
in the study.
Research Instrument
The researchers utilized the questionnaire from the
study
entitled
Maritime
“Motivation
Education”
by
and
Bayadna,
Expectation
in
John
C.,
Cedric
Pursuing
Cortez,
Joshua Miguel C., Espina, Erwin C., Gonato, John Maurille,
Quibal, Hairal R., and Tierra, Jayson Bryant O.
To
calculate
the
Expectation
of
the
respondents
in
pursuing the Maritime Courses, the scale will be used:
To
3.25 - 4.00
-
Very high expected
2.50 - 3.24
-
High expected
1.75 - 2.49
-
Low expected
1.00 - 1.74
-
Very low expected
calculate
the
Motivation
of
the
respondents
pursuing the Maritime Courses, the scale will be used:
3.25 - 4.00
-
Very high motivated
2.50 - 3.24
-
High motivated
1.75 - 2.49
-
Low motivated
1.00 - 1.74
-
Very low motivated
in
19
Research Procedure
The
researcher
obtained
permission
from
authorities
before conducting the study by sending letters to the Dean of
Maritime
Affairs.
Upon
approval,
the
study
will
be
immediately started.
The
encoded
researchers’
using
Google
set
of
Forms.
survey
The
questionnaires
final
set
of
was
encoded
questionnaires was forwarded to our respondents through any
available
social
media
platforms.
The
respondents
are
required to go online with their full willingness at their
preferred time through any device at their convenience to
answer the survey.
Statistical Treatment
After the questionnaires are answered and retrieved, the
data was computed using IBM SPSS Statistics Trial Version. In
the analysis and interpretation of the data, the following
formulas will be used:
1. Weighted
Mean.
This
is
used
to
identify
the
key
factors that drive motivation and understand the areas
of
focus
for
meeting
students'
expectations
in
maritime education.
2. Standard Deviation. This is used to determine the
variability or dispersion in the data and better
20
understand
the
distribution
and
variability
of
responses for each item.
3. Pearson-Product Moment Correlation. This formula is
used to assess the relationship between motivation
and expectation among maritime students in pursuing
maritime education. It is a statistical measure that
determines the strength and direction of the linear
relationship
between
ranging from -1 to +1.
two
continuous
variables,
21
DEFINITION OF TERMS
To ensure common understanding of key terms, the following
definitions are given.
Apprentice. Someone who has agreed to work for a skilled
person for a particular period and often for low payment, to
learn that person's skills.
Apprenticeship. A system for training a new generation of
practitioners
of
a
trade
or
profession
with
on-the-job
training and often some accompanying study.
Bachelor of Science in Maritime Engineering. A four-year
degree program that centers on the construction, operation,
and maintenance of different kinds of marine vessels such as
cargo ships, cruise ships, fishing boats, battleships and
submarines.
Bachelor of Science in Maritime Transportation (BSMT). A
four-year
undergraduate
degree
program
which
leads
to
a
professional career in the maritime industry, as a marine
deck officer.
Competition. A situation in which someone is trying to win
something or be more successful than someone else.
Expectation. Defined as believing that something is going
to happen or believing that something should be a certain
way.
22
Marine
teaches
Transportation.
prospective
Explains
shipmates
the
business
skills
and
navigation
skills
and
technical expertise needed to begin a marine career.
Motivation.
factors
that
Motivation refers to the internal or external
drive
and
direct
an
individual's
behavior
towards achieving a particular goal or outcome.
Profession. A job or work of people by virtue of having
completed a required course of studies and/or practice.
Seafaring. Seafaring refers to the act or profession of
traveling or working on the sea, typically as a sailor or
crew member on a ship or boat.
23
CHAPTER 2
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter provides an analysis of the data collected
from first-year Bachelor of Science in Marine Transportation
(BSMT) and Bachelor of Science in Marine Engineering (BSMarE)
students
at
PMI
Colleges
Bohol
for
A.Y.
2022-2023.
Furthermore, this chapter aims to examine the significance
relationship of the respondents' responses regarding their
motivation
and
expectations
in
pursuing
the
Maritime
Education. This will be divulged in the succeeding tables
below.
TABLE 1
Motivations of Students
N= 84
ITEMS
1. Parents
2. Peers
3. Advertisement
4. Dreams of
better future
5. Practically
passion for
travelling
6. To develop
leadership
7. To become
independent
8. To earn big
money
9. Professionalism
10. Health
MOTIVATION
M
SD
Interpretation
3.55
2.93
2.71
.782
.788
.858
Very High Motivated
High Motivated
High Motivated
Ran
k
5
9
10
3.82
.470
Very High Motivated
1
3.36
.723
Very High Motivated
7
3.32
.824
Very High Motivated
8
3.43
.796
Very High Motivated
6
3.65
.668
Very High Motivated
3
3.56
3.69
3.40
24
.717
.620
Very High Motivated
Very High Motivated
4
2
.48171
Very High Motivated
24
M = mean
SD = Standard deviation
Mean Interpretation:
1.00 – 1.74  Very Low Motivated
1.75 – 2.49  Low Motivated
2.50 – 3.24  High Motivated
3.25 – 4.00  Very High Motivated
Table 1 provides valuable insights into the motivation
sources of students pursuing maritime education. The survey
results
on
the
motivation
of
students
pursuing
Maritime
Education provide valuable insights into the factors that
drive their interest and commitment to this field. The data
reveals that students' motivations are primarily influenced
by their personal aspirations and future goals.
According to the survey results, the item with the
highest rating is item 4, dreams of a better future, with a
mean of 3.82. This finding suggests that students are highly
motivated to pursue maritime education because they see it as
a
pathway
to
achieving
their
long-term
aspirations
and
securing a better future.
Items 10, Health, with a mean of 3.69, and 8, to earn
big money, with mean of 3.65 are the second and third in
rating. This indicates that students are also driven by the
potential financial rewards and the importance they place on
their well-being within the maritime industry.
The survey results further highlight the significance of
factors such as parental influence, with mean of 3.55, the
25
desire for independence, with mean of 3.43, a practical
passion for traveling, with mean of 3.36, and developing
leadership skills, with mean of 3.32. These findings align
with the studies discussed in the literature background,
which
emphasized
the
role
of
parental
support,
personal
interests, and the pursuit of leadership opportunities in
motivating students to pursue maritime education.
On
the
other
hand,
the
items
2
and
3,
peers
and
advertisement, with mean of 2.93 and 2.71, respectively,
received lower mean scores and ranks, indicating that the
influence of peers and advertising on student motivation in
this context is comparatively less significant.
Overall, the total mean score of 3.4024 and a standard
deviation of 0.48171 depict a consistent and high level of
motivation among students pursuing maritime education. The
results highlight the multifaceted nature of motivation, with
various factors contributing to students' enthusiasm and
drive. This suggest that students pursuing Maritime Education
are highly motivated by their dreams of a better future, the
potential for financial success, a focus on health and wellbeing, parental support, the desire for independence, and
opportunities for leadership development.
26
TABLE 2
Expectations of Students
N= 84
ITEMS
M
SD
1. To study hard
3.33
.683
2. To have high grades
3. To be able to
graduate in
maritime program
4. To pass the board
exam
5. To complete
training
6. To be fluent in
English
7. To go on
apprenticeship
8. To become an
officer someday
9. To share my
knowledge and
skills with other
who share the same
dreams
10. To improve
leadership
3.23
.665
3.67
.665
3.52
.591
3.67
.627
3.31
.760
3.69
.490
3.55
.666
3.69
.490
3.61
.560
EXPECTATION
3.5262 .43909
Inter.
Very High
Expected
High Expected
Very High
Expected
Very High
Expected
Very High
Expected
Very High
Expected
Very High
Expected
Very High
Expected
Very High
Expected
Very High
Expected
Very High
Expected
Rank
7
8
2
5
2
6
1
4
1
3
M = mean SD = Standard deviation
Mean Interpretation:
1.00 – 1.74  Very Low Motivated
1.75 – 2.49  Low Motivated
2.50 – 3.24  High Motivated
3.25 – 4.00  Very High Motivated
Table 2 indicate that students enrolling in Maritime
Education have high expectations across various aspects of
their educational journey. The overall mean score of 3.5262
suggests a "Very High Expected" descriptive interpretation.
This
implies
that
students
have
strong
aspirations
desires related to their maritime education and career.
and
27
The top-ranked items, Items 7 and 9, which are “to go on
apprenticeship" and "to share my knowledge and skills with
others who share the same dreams," indicate that students
highly value practical experience and collaboration with
like-minded individuals. These expectations reflect their
desire to apply their knowledge, gain hands-on training, and
contribute to the maritime industry.
Additionally, the items 3 and 5, "to be able to graduate
in the maritime program" and "to complete training" rank
second. This suggests that students prioritize successfully
completing their educational program and training, which
highlights their determination and commitment to achieving
their maritime education goals.
Other expectations include item 4, 8, and 10, which are
“to improve leadership,” to become an officer someday,” and
“to pass the board exam," ranked third, fourth, and fifth in
the results. These findings indicate that students aspire to
acquire the necessary qualifications and skills for career
advancement in the maritime industry, demonstrating their
motivation to excel and take on leadership roles.
The
results
also
reveal
that
the
students’
value
academic excellence, as evidenced by their expectations to
"study hard" and "have high grades." This indicates their
28
recognition of the importance of academic performance in
their maritime education and future career prospects.
The
survey
results
suggest
that
students
entering
Maritime Education have strong expectations and motivations
for their educational journey. They are driven to succeed
academically, acquire practical skills, contribute to the
industry, and pursue leadership roles. These findings align
with
the
literature
on
student
expectations
in
similar
educational contexts, further supporting the validity of the
survey results.
TABLE 3
Results of Significance Test of Relationship on the Maritime
Students’ Motivation and Expectation
N= 84
Motivation vs
Expectation
Motivation and
Expectation
r
p
.611 .000
Decision
Result
Reject
Ho
Significant
Relationship
Table 3 shows the decision to reject the null hypothesis
since the p-value (.000) is lesser than the significant level
of
0.05.
Thus,
there
is
a
strong
relationship
between
Motivation and Expectation among Maritime Students. We can
conclude that there is a substantial positive relationship
between
the
coefficient
two
of
variables
0.611
based
observed
on
between
the
them.
correlation
Following
29
examination, it became clear that when student interest in
maritime education possibilities increased, so did their
expectations, and vice versa.
It
implies
that
with
increased
motivation
comes
increased academic aspirations, urging educator institutions
to pay close attention to these patterns, preparing them for
success in this field.
30
CHAPTER 3
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of the study, its
findings and the conclusion derived from the data gathered in
a quantitative research approach. This will also serve as a
basis for citing conclusions and formulating recommendations
that are beneficial to Maritime Students.
Summary
The
main
relationship
purpose
between
of
this
study
motivation
is
and
to
explore
expectation
the
among
students pursuing maritime education. It aims to understand
the motivating factors that drive students in this field and
the specific expectations they hold for their educational
journey
and
insights
future
that
can
careers.
inform
The
study
educational
seeks
to
provide
institutions
and
stakeholders in developing effective strategies and support
systems for maritime students. Ultimately, the study aims to
contribute to the existing knowledge on student motivation
and
expectations
recommendations
in
for
the
maritime
improving
industry
educational
and
provide
practices
and
outcomes.
The research design of this study was quantitative,
focusing
on
collecting
numerical
data
that
could
be
31
objectively measured and analyzed statistically. The study
was conducted at PMI Colleges Bohol, a private institution in
Tagbilaran City, Philippines, offering maritime courses. The
participants were 84 randomly selected first-year maritime
students
who
expressed
interest
in
participating.
The
research instrument used was a questionnaire from a previous
study on motivation and expectation in pursuing maritime
education. The questionnaire utilized scales to measure the
level of motivation and expectation, ranging from very low to
very
high.
permission
The
research
from
procedure
authorities,
involved
encoding
obtaining
the
survey
questionnaires using Google Forms, and distributing them to
the participants online through social media platforms for
their convenient response.
Findings
The survey results provide valuable insights into the
motivation and expectations of students pursuing maritime
education.
1. The findings indicate that students in this field are
highly motivated and have strong aspirations for their
educational journey and future career.
2. Regarding motivation, the data reveals that students are
primarily
driven
by
their
dreams
of
a
better
future,
32
practical
passion
for
traveling,
the
desire
for
independence, and the potential for financial success. They
also
place
importance
on
parental
influence
and
the
development of leadership skills. On the other hand, the
influence of peers and advertising on student motivation
appears to be relatively less significant.
3. In terms of expectations, students have high expectations
across various aspects of their maritime education. They
highly
value
practical
experience,
collaboration
with
like-minded individuals, successful program completion,
and
acquiring
the
necessary
qualifications
for
career
advancement. They also emphasize academic excellence, as
seen
through
their
expectations
of
studying
hard
and
achieving high grades.
4. The survey results suggest that students pursuing maritime
education
are
aspirations,
motivated
future
by
goals,
a
combination
financial
of
personal
prospects,
and
personal interests. They have strong expectations for their
educational
succeed
journey,
demonstrating
academically,
contribute
to
the
acquire
maritime
their
practical
industry.
commitment
to
skills,
and
These
findings
highlight the multifaceted nature of student motivation
and the importance of aligning educational practices with
student expectations in the maritime education context.
33
5. These
findings
understanding
have
the
important
dynamics
implications
between
motivation
for
and
expectation among maritime students. It highlights that
students who are highly motivated in their pursuit of
maritime education also hold high expectations for their
educational journey and future career. The findings suggest
a causal relationship between motivation and expectation,
indicating that motivated students tend to have higher
academic aspirations and goals.
In summary, the results indicate a significant and positive
relationship
between
Motivation
and
Expectation
among
maritime students. The findings emphasize the importance of
fostering and nurturing student motivation, as it plays a
crucial role in shaping their educational expectations and
outcomes.
Conclusions
Based on the summarized findings mentioned above, the
following conclusions were made:
1. Students pursuing maritime education are highly motivated,
primarily
driven
by
their
dreams
of
a
better
future,
practical passion for traveling, desire for independence,
and
potential
financial
success.
This
suggests
that
34
students in this field have strong personal aspirations
and goals that drive their interest and commitment to
maritime
education.
It
indicates
that
students
are
motivated by the potential benefits and opportunities that
a career in the maritime industry can offer, such as
financial stability and the ability to explore different
locations.
2. Parental influence and the development of leadership skills
also play significant roles in motivating students. The
influence of parents on students' motivation highlights
the importance of family support and encouragement in
shaping
their
developing
educational
leadership
choices.
skills
The
suggests
emphasis
that
on
students
recognize the value of leadership abilities in the maritime
industry and are motivated to acquire these skills.
3. Peers and advertising have a relatively lower impact on
student motivation in the maritime education context. This
finding implies that students are less influenced by their
peers or external advertisements when it comes to their
motivation to pursue maritime education. Other factors,
such as personal aspirations and future goals, seem to have
a stronger influence on their motivation.
4. Students
have
high
expectations
for
their
maritime
education, including practical experience, collaboration,
35
program completion, qualifications for career advancement,
and academic excellence. This indicates that students have
clear goals and expectations for their educational journey
in the maritime field. They value practical experience,
opportunities for collaboration, and the acquisition of
skills and qualifications that can enhance their career
prospects. The emphasis on academic excellence suggests
that students recognize the importance of achieving high
academic standards in their maritime education.
5. Motivation
significantly
and
expectation
correlated
are
among
positively
maritime
and
students,
indicating a causal relationship. The strong and positive
correlation between motivation and expectations suggests
that
as
students'
motivation
increases,
so
do
their
expectations, and vice versa. This implies that there is a
meaningful relationship between students' motivation and
their expectations for their maritime education. The causal
relationship indicates that motivated students tend to have
higher academic aspirations and goals.
6. Educational institutions should recognize and leverage the
motivating factors to enhance student motivation and align
educational
practices
with
student
expectations.
Understanding the motivating factors identified in this
study can help educational institutions design strategies
36
to foster student motivation. By recognizing and leveraging
these
motivating
environment
factors,
that
motivation
in
institutions
supports
pursuing
and
maritime
can
create
enhances
an
students'
education.
Aligning
educational practices with student expectations can lead
to
improved
engagement,
satisfaction,
and
ultimately,
better educational outcomes.
7. Fostering
student
motivation
and
addressing
their
expectations can contribute to their success in maritime
education and future careers. Recognizing and nurturing
student motivation can have a positive impact on students'
educational journey and overall success in the maritime
field. By addressing and meeting students' expectations,
educational institutions can better prepare students for
their future careers and increase their chances of success.
Recommendations
Based on the summary of findings and conclusions, the
following recommendations are suggested:
11.
To the Parents. Parents should be encouraged to actively
engage
in
their
children's
educational
decision-making
process, especially when it comes to pursuing a career in
the maritime industry. Institutions can facilitate this by
organizing workshops or information sessions tailored for
37
parents, providing them with valuable insights into the
maritime
within
field
it.
and
By
the
gaining
educational
a
deeper
pathways
available
understanding
of
the
industry and its opportunities, parents can play a crucial
role in guiding and supporting their children in making
informed choices regarding their maritime education.
12.
To the Maritime Students. Students in maritime education
should
maximize
the
comprehensive
career
guidance
and
counseling services provided by educational institutions,
as
they
are
specifically
designed
to
illuminate
the
potential benefits and opportunities within the maritime
industry. By gaining a profound understanding of the longterm prospects and financial stability associated with a
maritime career, students will be spurred on to pursue
their
education
in
this
field.
Additionally,
students
should avail themselves of leadership development programs
or
courses
within
maritime
education
to
refine
their
leadership skills, highly valued in the industry. Actively
participating
in
leadership
activities
and
initiatives
related to the maritime field not only enhances their
abilities but also bolsters their motivation to excel.
Seeking
out
hands-on,
practical
experiences
through
collaborations with educational institutions and industry
38
partners,
such
as
internships,
apprenticeships,
and
experiential learning opportunities, enables students to
gain firsthand exposure to the industry, amplifying their
motivation and deepening their comprehension of the field.
Engaging
in
outside
their
industry
networking
opportunities,
educational
events,
both
institution,
seminars,
or
within
by
and
attending
workshops,
fosters
connections and builds professional networks, fostering
motivation and a sense of belonging within the maritime
community.
seeking
Regularly
additional
strategies
like
assessing
support
rewards,
motivation
when
needed,
recognition,
and
levels
and
leveraging
mentorship
programs implemented by educational institutions, helps
sustain and nurture student motivation throughout their
maritime
education
journey.
Drawing
inspiration
from
success stories of individuals who have pursued maritime
education and achieved remarkable career success, which
can
be
accessed
through
guest
lectures,
alumni
interactions, or online platforms, offers students role
models and tangible demonstrations of the potential rewards
of their educational journey, thus keeping their motivation
intact. Engaging in research projects pertinent to the
maritime
industry
facilitates
intellectual
growth
and
exploration, contributing to the advancement of knowledge
39
in the field, while igniting enthusiasm and motivation
within students. Lastly, students should actively seek a
positive
and
inclusive
learning
environment,
utilizing
mentorship programs, counseling services, and peer support
networks provided by educational institutions to address
any
challenges
or
obstacles
they
encounter,
thereby
promoting sustained motivation, engagement, and overall
well-being.
13.
For PMI Administration. Educational institutions should
review
and
align
the
curriculum
to
meet
the
high
expectations of maritime students. This involves focusing
on practical skills, successful program completion, and
acquiring qualifications for career advancement.
14.
For
Education
networking
Sectors.
It
opportunities
is
for
crucial
maritime
to
facilitate
students
to
collaborate with like-minded individuals, both within and
outside
the
educational
institution.
Encouraging
participation in industry events, seminars, or workshops
will foster connections and build professional networks,
promoting motivation and a sense of belonging within the
maritime
community.
Creating
a
positive
and
inclusive
learning environment is crucial in supporting the diverse
40
needs and aspirations of maritime students. Educational
institutions
should
provide
mentorship
programs,
counseling services, and peer support networks to address
any challenges or obstacles that students may face. A
supportive
environment
engagement,
and
overall
will
promote
well-being
motivation,
among
maritime
students.
15.
For
Future
Researchers.
Promoting
research
and
innovation within the maritime education field provides
students with opportunities for intellectual growth and
exploration. Encouraging students to engage in research
projects related to the maritime industry fosters their
enthusiasm
and
motivation,
as
they
advancement of knowledge in the field.
contribute
to
the
41
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APPENDICES
Appendix A
Letter to the Dean of College of Maritime Affairs
Capt. Josue C. Gesite, MM, MAEM
Dean, College of Maritime Affairs
PMI Colleges Bohol
Tagbilaran City
Sir,
We would like to inform you that we are conducting a
research study entitled; Expectation and Motivation of
Maritime Students In Pursuing Maritime Education” This is in
compliance with our requirement in Research 18.
In this regard, we would like to ask your permission to
allow us to administer our prepared questionnaires to the
selected students at PMI Colleges Bohol. This is to determine
their commitment and availability to render and impart their
skills and expertise with us.
By granting us consent, we seek to ascertain how aware
our responses are of our queries and investigations. Rest
assured that all information will be treated with utmost
confidentiality.
Thank you and God bless!
Sincerely yours,
The researchers
Noted by:
Ms. Mary Jean Polinar, LPT
Content Adviser
Approved by:
ENGR. NEIL L. BALLOBAN, RN
Director, General Education
45
Appendix B
Letter to the Registrar
Mr. Nicanor L. Olayvar
Registrar
PMI Colleges Bohol
Tagbilaran City
Sir,
We would like to inform you that we are conducting a
research study entitled; “Expectation and Motivation Of
Maritime Students In Pursuing Maritime Education”. This is in
compliance with our requirement in Research 18.
In this regard, we would like to request a copy of their
record of all the 1st year maritime students both BSMT and
BSMAR-e.
We assure you that all acquired data shall be dealt with
utmost confidentiality.
Thank you and God bless!
Sincerely yours,
The Researchers
Noted by:
Ms. Mary Jean Polinar, LPT
Content Adviser
Approved by:
ENGR. NEIL L. BALLOBAN, RN, MS-Math
Director, General Education
46
Appendix C
Letter to the Respondents
Sir/Madam,
We would like to inform you that we are conducting a
research study entitled; “Expectation and Motivation of
Maritime students in pursuing Maritime Education”. This is in
compliance with our requirement in Research 18.
In this regard, we would like to ask for your time to
answer the questionnaires. Your support and cooperation are
very much needed for the success of this undertaking. Please
be assured that all data and information will be treated with
utmost confidentiality.
Thank you and God bless!
Sincerely yours,
The researchers
Noted by:
Ms. Mary Jean Polinar, LPT
Content Adviser
Approved by:
ENGR. NEIL L. BALLOBAN, RN
Director, General Education
47
Appendix D
Questionnaire
PART I. Demographic Profile of Respondents
Direction: Check the box of the answers you choose.
1.1 Name (Optional):
1.2 Age
18 – 20 years old
☐
21 – 25 years old
☐
Others:
☐
1.3 Sex
Male
☐
Female
☐
1.4 Program
BSMT
☐
BSMar-E
☐
PART II. Research Questionnaire
Direction: Please put check in the space provided that
corresponds in your answer in the following questions listed
below.
4 – Very high motivated
2 - Low motivated
3 - High motivated
1 - Very low motivated
Sources of Motivation of Maritime
4
3
2
students
1. Parents
2. Peers
3. Advertisement
4. Dreams of better future
5. Practically passion for
travelling
6. To develop leadership
7. To become independent
8. To earn big money
9. Professionalism
10.
Health
1
48
4 – Very high expected
2 - Low expected
3 - High expected
1 - Very low expected
Expectation of Maritime students
4
3
2
1. To study hard
2. To have high grades
3. To be able to graduate in
maritime program
4. To pass the board exam
5. To complete training
6. To be fluent in English
7. To go on apprenticeship
8. To become an officer someday
9. To share my knowledge and skills
with other who share the same
dreams
10.
To improve leadership
1
49
RESEARCHER’S BIODATA
PERSONAL
Name
Date of Birth
Place of Birth
Home Address
Parents
Religion
:
:
:
:
:
:
Ulysse Abrau
EDUCATIONAL Background
Elementary
:
name of the school}
{address of the school}
{awards/honor, if there is}
{name of the school}
{address of the school}
{awards/honor, if there is}
{name of the school}
{address of the school}
{awards/honor, if there is}
Bachelor of Science in
Maritime Transportation
PMI Colleges Bohol
CPG Avenue, Tagbilaran City
Junior High School
:
Senior High School
:
Collegiate
:
“Quotes”
50
PERSONAL
Name
Date of Birth
Place of Birth
Home Address
Parents
Religion
:
:
:
:
:
:
Arth Nhel Algodon
EDUCATIONAL Background
Elementary
:
name of the school}
{address of the school}
{awards/honor, if there is}
{name of the school}
{address of the school}
{awards/honor, if there is}
{name of the school}
{address of the school}
{awards/honor, if there is}
Bachelor of Science in
Maritime Transportation
PMI Colleges Bohol
CPG Avenue, Tagbilaran City
Junior High School
:
Senior High School
:
Collegiate
:
“Quotes”
51
PERSONAL
Name
Date of Birth
Place of Birth
Home Address
Parents
Religion
:
:
:
:
:
:
Monevic Anthony Astillo
EDUCATIONAL Background
Elementary
:
name of the school}
{address of the school}
{awards/honor, if there is}
{name of the school}
{address of the school}
{awards/honor, if there is}
{name of the school}
{address of the school}
{awards/honor, if there is}
Bachelor of Science in
Maritime Transportation
PMI Colleges Bohol
CPG Avenue, Tagbilaran City
Junior High School
:
Senior High School
:
Collegiate
:
“Quotes”
52
PERSONAL
Name
Date of Birth
Place of Birth
Home Address
Parents
Religion
:
:
:
:
:
:
Jeno Agbon Banados
EDUCATIONAL Background
Elementary
:
name of the school}
{address of the school}
{awards/honor, if there is}
{name of the school}
{address of the school}
{awards/honor, if there is}
{name of the school}
{address of the school}
{awards/honor, if there is}
Bachelor of Science in
Maritime Transportation
PMI Colleges Bohol
CPG Avenue, Tagbilaran City
Junior High School
:
Senior High School
:
Collegiate
:
“Quotes”
53
PERSONAL
Name
Date of Birth
Place of Birth
Home Address
Parents
Religion
:
:
:
:
:
:
Clint Lester Buling
EDUCATIONAL Background
Elementary
:
name of the school}
{address of the school}
{awards/honor, if there is}
{name of the school}
{address of the school}
{awards/honor, if there is}
{name of the school}
{address of the school}
{awards/honor, if there is}
Bachelor of Science in
Maritime Transportation
PMI Colleges Bohol
CPG Avenue, Tagbilaran City
Junior High School
:
Senior High School
:
Collegiate
:
“Quotes”