i

Career Motivation Among Maritime Students

A Thesis Presented to the Senior High School Department

Lyceum of the Philippines University- Batangas

Alagao, Alexavier Durmann Spy R.

Beredo, Denverjames E.
Cortez, Christian Z.
Villas, Van Daryll D.
and
Niño Philip L. Perculeza, LPT, MBA

2022
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APPROVAL SHEET

In partial fulfillment of the requirements for the course Inquiries,

Investigations, and Immersion, this thesis entitled “Career Motivation among
Maritime Students” is submitted by Alagao, Alexavier Durmann Spy R., Beredo,
Denverjames E., Cortez, Christian Z., Villas, Van Daryll D and hereby
recommended for the oral examination.

__________________________
Niño Philip L. Perculeza, LPT, MBA
Research Adviser

Defended in oral examination before a duly constituted panel with a grade

of ____________.

Panel of Examiners

__________________________
Vivian A. Perez, LPT, PhD
Chairman

__________________________ __________________________
2/M Adiebert Cornejo Hanna Katrine E. Razonable, LPT
Member Member

Member

Accepted in partial fulfillment of the requirements for the K to 12 Enhanced

Basic Education Curriculum.

__________________________
Vivian A. Perez, LPT, PhD
Principal
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THESIS ABSTRACT

Title : Career Motivation Among Maritime Students

Total Number of Pages : 37

Authors : Alagao, Alexavier Durmann Spy R.

Beredo, Denverjames E.

Cortez, Christian Z.

Villas, Van Daryll D.

Perculeza, Niño Philip L.

Type of Document : Thesis

Name and Address : Lyceum of the Philippines University- Batangas

of the Institution Capitol Site, Batangas City

The seafaring courses in the country are often associated with successful

courses, which is why plenty of students choose this as their preferred profession

in the future. Choosing a course that potentially pledge a high wage, however,

does not guarantee success. In fact, students often make this mistake when it

comes to choosing their future profession because of this kind of expectation. In

turn, some students gamble the risk of choosing the wanted course . The study
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aimed to assess the factors that enabled maritime students to choose their

profession. Specifically, this study sought to describe the profile variables of the

respondents in terms of; sex, a family member with maritime experience, gross

monthly income, employment status of parents; to identify the motivating factors in

taking the course; and proposed a marketing strategy that would help students

choose their desired specializations effectively. This study is descriptive in nature.

It was participated by 235 freshmen maritime cadets at a certain maritime academy

in Batangas City computed. It made use of an adopted questionnaire as its primary

data gathering instrument which has two parts. The needed data were encoded,

tallied, and interpreted using different statistical tools such as frequency

distribution, ranking, weighted mean, and F-Test; and were further analyzed and

interpreted through PASW version 19 using 0.05 alpha levels. From the results, it

was concluded that the respondents often selected the maritime career because

of the university having good connections with many companies in the industry

and the training and internships in the logistics that is practically useful in the career

path. Moreover, choosing a course for a future career that is based on a number

of factors is the problem that was most encountered by the respondents. Various

recommendations were posted by the researchers including a proposed plan of

action that promotes a plan of action to help freshmen maritime cadets in choosing

the seafaring course

Keywords: Motivation, Freshmen Maritime Cadets, Seafaring

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ACKNOWLEDGEMENT

The researchers would like to sincerely appreciate the people who have

helped the researchers in this research, from the contacts of each section in

handing out questionnaires to those who keep reminding their schoolmates to

answer the survey. If it weren’t for the determined assistants of the researchers, it

would have been a difficult feat in finishing this research.

The researchers would like to thank the researchers’ families for

understanding and giving them support to finish this research. Although difficult at

first, it is through the efforts of the parents in pushing their children to support this

research that made this possible.

The researchers would like to thank the research adviser of this group, Sir

Niño Philip Perculeza, for guiding the researchers and always giving his utmost

best in producing quality results. They would also like to thank the Dean of a certain

maritime academy in Batangas City for letting them conduct surveys online. Lastly,

they would like to thank the statistician for assisting the researchers who calculated

the data of this research.

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TABLE OF CONTENTS

Title Page i

Approval Sheet ii

Thesis Abstract iii

Acknowledgement v

List of Tables

List of Appendices

Introduction 1

Objectives of the Study 4

Literature Review 4

Methods 8

Design 8

Participants 8

Instrument 8

Procedures 9

Data Analysis 9

Ethical Consideration 10

Results and Discussion 11

Conclusion 33

Recommendations 33

References 35

Appendices 37
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LIST OF TABLES

Table 1 Percentage Distribution of the Respondents’ Profile 10

Table 2 Spending Habits with Regards to Basic Necessity 16

Table 3 Difference Responses Between Motivation In 29

Taking the Course When Grouped According to Profile

Table 4 Proposed Plan of Action to Help Students in Choosing a 32

Course from their Motivation

LIST OF APPENDICES

1. Letter to the Respondents

2. Questionnaire

3. Curriculum Vitae

4. Plagiarism Test

5. Statistical Output
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INTRODUCTION

The seafaring course in the country is often associated with a successful

course, which is why plenty of students choose this as their preferred profession

in the future. Choosing a course that has the potential of high wage does not

guarantee success. In fact, students often make this mistake when it comes to

choosing their future profession because of this kind of expectation. In turn, some

students gamble at the risk of choosing the wanted course. It is significantly

important to give it your all because in choosing a profession, you need to learn

what you’re fully capable of and try to sync it with the profession that you choose

or try to seek. Students may not have all of the information they require while

choosing a professional route, but having suggestions and giving them enough

information to contemplate for clears uncertainty for future decisions making Some

even ask guidance for wise decision-making some like a father, for example,

maybe a mentor, a former employer, or a teacher.

Students may like one component of a career but are unaware of the

additional responsibilities of that line of work. Some students may want to be

Marine Engineers or Deck Officers because they appreciate the mechanical

workings of engines or the view from the deck, but they may be unaware of the

amount of learning necessary to become a seafarer. Furthermore, students may

not be interested in all careers in their field of study. Professional fairs, job

shadowing, and internships are examples of tools that might assist students in

deciding on a career path. These tools can present students to alternative career

fields or sections within a profession that they were previously unaware of.
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Choosing a job path is an important aspect of a young person's life. Students'

career choices will have an impact on how they live the rest of their lives. Many

people attend college without knowing what professional track they wish to pursue.

Before students can choose a professional track, they ought to experience what

that career entails.

Students' job choices are influenced by a variety of social influences, most

notably the parents as immediate family members who play an active part in

determining the best education for their children. Students choose their jobs

according to the needs of their families. In the Philippines, families often prefer

academic education to vocational education as it is perceived by the students and

parents as an insignificant course with low yields in academic performance. In a

study conducted by Xing and Rojewski (2018), it can be seen similarly among

Asian families, particularly Chinese and Filipino families that it is common for them

to pick a course that is academic in nature as it is seen as a more self-efficient

than those who pick vocational courses.

As cited by the U.S. Department of Education (2015) in Harackiewicz et. al

research in 2016, students will want the chosen course and will be motivated to

pursue the course when they see value in it. Students who see benefits in the

chosen course impact differently and generate self-interest when it is going well

for them. It is critical for the institution to determine the students' willingness to

pursue the program, where the interest can be used as a good indicator of career

choice so that if problems arise in their academic performance as a result of their

negative attitude, the findings of this study can be used to explain the situation.
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The interest of the students is an important factor that could measure their

willingness of the students to pursue the program. The interest in the program

contributes to the student’s career choice and is a great measure even though

problems may arise within the students’ academic performance.

This only entails that a personal decision in choosing a maritime

specialization is an important factor for a good career. It was emphasized by

Richter (2016) as cited by Agena et al (2017), that the education and training of

seafarers is a main factor of the maritime industry, as it maintains and develops

the level of knowledge and skills in the maritime sector and guarantees maritime

safety. That is why the maritime education view and perspective of this study

brings into the careful selection of program or degree to take in college, which can

translate into meaningful outcomes supported by the interest of the learners.

Good career choice sometimes depends on how critical thinkers and keen

observers the students are. Most of them are still confused and undecided

regarding what is the best course they are going to take and practice after

graduation. With all this said, the research was conducted for useful information

for academic institutions to understand how important career planning is for

students. This will serve for other freshmen students as an eye opener for greater

opportunities they are yet to see or unlock. Through with the help of this research,

students will be able to exhibit values, dedication, and willingness among their

chosen specialization.
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OBJECTIVES OF THE STUDY

The study aimed to assess the factors that enabled maritime students to

choose their profession.

Specifically, this study sought to describe the profile variables of the

respondents in terms of: sex, family member with maritime experience, gross

monthly income, employment status of parents; to identify the motivating factors in

taking the course; and to propose an action plan that would help students choose

their desired specializations effectively.

LITERATURE REVIEW

Motivating Factors

Many of the contexts in which children and teens participate are based on

their parents' choices. As a result, parents' decisions about where to live, what to

give materially and relationally in the house, and how to manage children's out-of-

school time have an impact on their development in ways that are important for

subsequent success in the workplace. This will have an impact on a student's

decision-making process since he or she will grow reliant on what his or her

parents want. It also causes the student's primary developmental goals, such as

major selection, class selection, and career ambitions, to be delayed (Lupas &

Farin, 2021).

According to a study by Baum-Talmor (2020), one of the common reasons

for seafaring is the good salary that can be earned for the hardships on board. This

is further supported in a variety of studies from seafaring countries like the

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Philippines. Another factor why students are motivated in taking this course is the

fact that it is practical and occupational-oriented by nature, meaning this course

poses great opportunities in terms of socio-economic stability. This suggests that

the role of economic status is a crucial factor in students pursuing maritime

careers. The reputation of the school and the networks within the industry,

easiness of obtaining good academic grades, and practice-oriented (which is a

feature of maritime courses) are also motivating factors in enrolling in a maritime

program. The undergraduates often overlook important factors such as their

chance of being employed, their interest in the said courses, and other alternatives

(other courses) despite the lack of knowledge in the maritime field. Moreover, it is

more interesting in this study that postgraduates are neither influenced by family

members, friends, or colleagues, contrary to other sources.

As stated by Lau et al., (2021, p. 2) Even though discussions of automatics

and robots raise certain concerns, human personnel continue to be a key factor in

the turbulent and competitive business context. Following the 9/11 terrorist attacks,

the need for highly qualified marine logistics specialists skyrocketed. As a result,

one of the major components that make up the basics of the marine business is

selecting the "appropriate talent." Despite the fact that the maritime sector is one

of the world's economic upholders, a key issue threatens the industry's long-term

viability: a talent deficit and a lack of new generations inspired to enter the labor

market in the coming decades. In response to changes in the industrial structure,

now is the moment to evaluate marine curricula and adapt the settings of higher

education institutions.
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According to Davy and Noh (2016, p. 84), intrinsic motivation is increased

when students are encouraged to do things that they want and need at the same

time. This can be done in various ways like promoting and reminding the rue

essence or purpose of seafaring. It can be seen if they are motivated when they

attend most if not all of their classes and their academic performance. Meanwhile,

extrinsic motivation is easier to perceive as many maritime students do this career

mainly for financial reasons. And even after achieving the financial gain or career

gain, most mariners stop seafaring and instead do something with the financial

gains like start a business. In terms of academic performance relating to extrinsic

motivation, students perform better in contrast to intrinsic motivation factors. This

can affect their performance in training and their long-term performance onboard

ships. To produce the greatest onboard employees and maintain high levels of

safety, motivation should be regarded an important part of training. This will

provide a steady supply of highly motivated personnel who will constantly perform

at their absolute best. Trainees and employees that have strong degrees of

intrinsic drive are more likely to achieve in their chosen occupations. They will be

the heroes that perform their commitments and boost the image of the marine

industry despite the conditions or hardships they endure.

As stated by Tarnapowicz & Matuszak (2015, p. 84) the advancement of

maritime technology has resulted in an increasing demand for skilled Marine

Electro Automation officers monitoring electric equipment and ships' professional

activities. The increasing automation of marine systems and the specificity of the

work of electro-automatic officers make the profession sought in the labor market
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and the graduates of this profession find employment immediately. This makes it

one of the go-to courses for maritime students. All electrical specializations must

be well-understood by the electro-automatic officer (electrical machinery, electrical

circuits, and equipment, metrology, computer systems, energy systems, power

electronics). It is critical to understand how appliances and mechanical systems

work. The uniqueness of the profession is further enhanced by the fact that Marine

Electro Automation works alone. Three or four mechanics are required for medium-

sized ships. They might share professional difficulties that need to be handled with

one another. Engineers in the field of marine electro-automation must be able to

solve issues on their own. For financial reasons, support services are rarely

utilized. And because of the large number of marine transportation students and

the specialized nature of labor required aboard the ship, marine engineering has

been selected by students for easy employment, despite now knowing the

challenges it poses in the future.

Another motivation that affects the decision-making of maritime students is

the popularity of the course. As Mathebekase (2018) puts it, “Most Filipino youths

aspire to become seafarers from an early age because seafaring is a popular

profession in the Philippines”. Hence, many seafarers in the Philippines already

foresaw this as an option in their future careers where many of them will change

their perspectives or pursue their dreams from their youth. However, not many

students understand the true nature of this work. Nguyen et al. (2014) as cited by

Mathebekase (2018), theorized that students in general really do need a thorough

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orientation in all types of careers, especially labor-intensive and far-from-home

careers as they will have to commit to this with their entire lives.

METHODS

Design

Due to the nature of the study, the researchers decided to employ a

descriptive design. McCombes (2020) have mentioned that descriptive research

aims to accurately and systematically describe a population, situation, or

phenomenon. The researcher does not control or manipulate any of the variables,

but only observes and measures them.

Participants

Selected students from a maritime institution in Batangas City will take part

in the research. It resulted in such a sample size from a population of with a 50%

response distribution, a 5% margin of error, and a 95% confidence level.

Freshmen maritime students are often confused or uncertain about their

chosen courses. That being the case, the freshmen students are appropriate for

the researchers’ study. The following participants will be given a survey form from

their respective advisers.

Instrument

The instrument has three parts containing the two major variables of the

research, namely: motivating factors in taking the course and curricular preference.
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Having a 0.92 Cronbach’s Alpha, the adapted questionnaire was from Lau, et al

(2021) Maritime Undergraduate Students: Career Expectations and Choices. The

researchers used a 4-point Likert-type scale ranging from strongly agree to

strongly disagree.

Procedures

After the proposal and approval of the topic and instrument, the researchers

are to gather information from related research, books, and articles from the library,

other educational institutions, and the internet, to gather information about this

topic. In this process, the researchers have found articles and sources about the

topic that would support their findings in the study. Lastly, the researchers will

distribute the questionnaires to the respondents and will interpret the data that they

will obtain from the respondents with the use of statistical analysis.

Data Analysis

The needed data were encoded, tallied, and interpreted using different

statistical tools. The following surveys will be sorted by course from google docs

and statistical software, such as PASW version 19 using 0.05 alpha levels will be

used to get results. The data encoded was ranked accordingly to the results from

the Likert scale found in table 2. The frequencies were calculated depending on

the percentage of each variable. The significance of table 1 was tested using the

F-value test, and P-value test, with a corresponding verbal interpretation.

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Ethical Consideration

This research study will observe ethical considerations such as voluntary

participation and informed consent. To make sure that the respondents chose to

participate willingly, and they will be fully informed of the procedures of the said

research project and any potential risk, these principles will be followed by the

researchers. Through these, the ethical standards will protect the confidentiality

and anonymity of the respondents.

RESULTS AND DISCUSSION

Table 1
Distribution of the Respondents’ Profile

Profile Variables Frequency Percentage (%)

Sex
Male 228 97.02%
Female 7 2.98%
Family Member with Maritime Experience
No Experience 149 63.40%
With Experience 86 36.59%
Gross Monthly Income of the Family
Up to 25,000 137 58.30%
25,001 to 35,000 42 17.87%
35,001 to 45,000 23 9.79%
45,001 and above 33 14.04%
Employment Status of Parents
Both are full time employed 48 20.43%
Only one is full time employed 108 45.96%
Both are part-time employed 14 5.96%
Only one is part-time employed 34 14.47%
Both are unemployed 33 14.04%

In terms of sex, there are 228 male freshmen, maritime students, in a

selected university which got the highest rank with a percentage of 97.02, and 47

female freshmen maritime students got the lowest rank with a percentage of 2.98.
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Seafaring is undoubtedly a male-leaning career as this table of profile

presented that more than 97 percent of students who were surveyed chose to be

a seafarer are males while less than 3 percent of the students are females. This is

most likely because the career is viewed as labor-intensive, and as a matter of

fact, biological men are far stronger than biological women.

The table also shows that more than half of the students have seafarers in

their families, which can also explain the high influx of students choosing the

seafaring career. Factors including family legacy, social status of the family, and a

promising secured future result in many people choosing this career, especially

those students who are nearly marginalized during this pandemic. According to the

table, the majority of their families only acquire less than 45,000, which gives us a

pretext that students who are nearly marginalized see this career as an opportunity

to raise themselves out of poverty.

Men are often associated with the words strong, brave, courageous,

diligent, and attentive. These masculine traits are often seen by the general public.

However, the forgotten truth that the fact that they are still human, meaning they

are still vulnerable to hardships just like other people on earth, should be

addressed to why they still chose this career path. On the other hand, females

when associated with seafaring, are a minority who chose this career path to travel,

live a better life, organizing, and office work suit them best, which is evident in the

results of the survey. There are also reports even from the late 20 th century to this

date, women do not want this career path as they are subject to sexual harassment
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and poor labor conditions, which suggests why only a few females wish to pursue

this career (Kitada, 2021).

According to Kitada (2017), males had traditionally dominated seafaring

careers as women tend to experience labor-related problems such as sexual

harassment and discrimination at work. Although the numbers of seawomen are

growing exponentially, the problems that persist in this career suggest why there

are only a few women who would like to pursue this career. Male seafarers on the

other hand see this as an example of masculinity. According to the International

Chamber of Shipping (2021), there are currently an estimated twenty-four

thousand women serving as seafarers which only contributes approximately less

than 2% of the total workforce of 1.89 million.

The table further indicates that out of 235 respondents that were asked

about their family members with maritime experience, only 86 or 36.59% of them

answered yes while the other 149 or 63.40% of respondents do not have family

members who had experience in the maritime industry. This explains that more

than half of the maritime students in a certain university chose seafaring as a

career most likely because they aspired to become seafarers while the other half

most likely chose seafaring as a career due to the influence of their relatives of

becoming just like them. As more than half of the respondents chose to be a

seafarer, they most likely knew why they want this career rather than being

influenced by their relatives.

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The third indicator in the table states the family’s gross monthly income. It

is seen that 137 or 58.30% of the respondents receive less than 25,000 pesos

monthly which makes up more than one-half of the respondents while the second

group of income (the 25,001 to 35,000 pesos) came in second with 42 or 17.87%

respondents. The fourth group of respondents (the 45,001 and above) surprisingly

came in third with 33 or 14.04% response while coming in last is the third group

(the 35,001 to 45,000 pesos) income bracket with 23 or 9.79% of the respondents.

The third indicator states the average income of each family of the

respondents in which more than half are earning exactly or less than 25,000 pesos

per month while the second group of respondents earns between 25,001 to 35,000

pesos per month, while the third group earns 35,001 to 45,000 pesos per month

while the last group of participants earn 45,001 and above respectively. The social

divide is persistent in terms of financial inequality. People can assume that families

in the Philippines earning less than 25,000 pesos are struggling hard in financial

aspects which gives us a clue that people in the middle class and upper class are

the ones who can sustain their needs without any heavy worries. Meanwhile, the

people of the middle and upper class in the society have a high chance of attaining

the education they want and could provide for such. That is why many people see

the seafaring career as an alternative remedy for poverty as financial reasons are

also a motivating factor why many students often choose this course and often

overlook the outcomes of choosing this course.

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According to Lalu (2020), the Philippines’ average salary is among the

world’s lowest. With an average salary of 15,000 pesos per month, it is hard to

imagine how these families manage their children’s educational and financial

needs. It is also worth noting that the Philippines is a developing country suffering

from low labor wages and poor career security. All of these worsened in the Covid-

19 pandemic when millions of Filipinos lost their job due to companies terminating

employees for the sake of their survival. The average salary of Filipino seafarers

per contract ranges from 305,000 pesos to more than 1 million pesos (AMOSUP,

2019), and compared to most of the land-based jobs, seafaring ultimately pays

greater. Putting the facts together and the results are apparent that financial

reasons are a factor of choosing such course.

The fourth indicator in the table is the employment status of parents. The

predominant option in this table is the second option in which 108 or 45.96% of the

respondents selected only one of the parents are full-time employed. The first

option got second place, both are full-time employed, had 48 or 20.43% of the

respondents. Coming in third place is the fourth option, only one is part-time

employed, had 34 or 14.47% of the respondents. The fifth option came in fourth

place with almost similar results as the fourth option, both are unemployed, with

33 or 14.04% of the respondents. The third option came in last place with the least

number of responses, both are part-time employed, with 14 or 5.96% of the

respondents.

It is no surprise that the unemployment rate in this research is higher than

anticipated, with 14.04% of the respondent’s families being unemployed. Only

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about 66% of the respondents can be labeled as “less vulnerable” as they can be

safeguarded from the educational-financial crisis that was brought about by this

pandemic and poverty. The onslaught of the Covid-19 pandemic can be seen in

this research as only a few are fully employed that could guarantee a better future

while less than half are at risk of falling into the poverty line.

According to Montacute (2020), employees that lost their job during this

pandemic resulted in apprenticeships or most generally known in the Philippines

as part-time jobs. These types of jobs do not guarantee long-term benefits which

is why it is a risky way of social mobility. With the impact of the Covid pandemic,

employees switching to part-time jobs, and unequal career opportunities can entail

that the freshmen maritime students see the maritime career as one an escape

from the financial struggle they are in. The academic performance of those from

the lower socioeconomic class is comparable to the middle and high-economic

class as they do not have access to the necessary technology which is required in

this new setup of learning with 34% of the families being not able to provide the

educational needs of the students. In correlation to the survey as seen in the table

above, with identical results, nearly 34% of the respondent’s parents are either

unemployed or in a part-time job. This entails that these families are at risk of falling

into the poverty line in which they cannot provide for the education of these

maritime students.
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Table 2
Career Motivation Factors

Weighted Verbal
Indicators Rank
Mean Interpretation
1. Great interest in the courses held within this
2.15 Agree 9
faculty
2. Increase knowledge in logistics and
2.09 Agree 5
maritime industry through faculty training
3. It is accredited by a professional entity in
2.13 Agree 8
logistics and/or in the maritime industry
4. The university provides training and
internships in the logistics and maritime 2.06 Agree 2
industry
5. High probability of getting hired and/or in
the maritime industry after graduating from the 2.12 Agree 7
university
6. Departments within the university have
good connections with many companies in the 2.04 Agree 1
industry
7. Courses are more practical than theoretical
2.18 Agree 12
or academic
8. I trust to be successful in this program
2.08 Agree 3
through my academic performance
9. It is easy for me to get good grades in this
2.33 Agree 17
faculty
10. All exams are easy to pass 2.51 Disagree 19
11. There is a high chance of getting a
2.30 Agree 16
scholarship or financial support
12. The fees are affordable 2.49 Agree 18
13. The university has a good reputation 2.09 Agree 4
14. The high quality of the department 2.11 Agree 6
15. Student support facilities (library,
2.16 Agree 11
accommodation facilities, etc.)
16. I have friends or colleagues who have
2.28 Agree 14
enrolled in the university with me
17. I have friends or family members who
2.30 Agree 15
have encouraged me to enroll in this faculty
18. I want to be associated with the maritime
tradition of my city (shipping, crewing, port, 2.15 Agree 9
etc.)
19. I think the earnings of those employed in
these industries are higher than those who 2.25 Agree 13
work in the economic field
Composite Mean 2.20 Agree
Legend: 3.50 – 4.00 = Strongly Disagree; 2.50 – 3.49 = Disagree; 1.50 – 2.49 = Agree; 1.00 –
1.49 = Strongly Agree
 17

Table 2 shows that the respondents disagreed that these motivating factors

are indicators that are expressed by the freshmen maritime students, with a

composite mean of 2.80. The researchers will examine and interpret the first five

selected lowest-ranking motivators and five selected highest-ranking motivators

based in this table.

Career motivation has a significant effect on the academic and career

performance of the students. These are some of the important factors that

determine the performance level of employees. Examining these causes of

motivation will help an institution to understand its students better. These motives

may explain the positive or negative performances of students in the maritime

academy. Academic performance is driven by the willingness of the student and

their interest in learning this specific course. It should be also noted that there are

always different types of motivating factors. Hence, students with long-term goals

and a positive outlook in life make this academic track more interesting and in turn,

enable the institutions to know what drives these students in choosing this career

path. With positive results coming from the students, it is enthusiastic to say that

the respondents agree with the following indicators as shown in the table above.

Academic performance is one of the measurements in studying the factors

of maritime career motivation. Among these factors are the easy submission of

requirements, financial, ease of education, scholarship attainment, family

influence, quality training, career insight, good reputation of the institution,

affordability of education, and good institutional partners. These would serve as a

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research standpoint for the researchers to determine what drives the students in a

certain maritime academy.

Table 2 shows the motivating factors among maritime students. The item

which states that all exams are easy to pass obtained the lowest weighted mean

score of 2.51, verbally interpreted as “Disagree”. The exams, for this reason, will

be defined as to what is known as requirements. These drive the students in taking

the maritime course as seen in Table 2. Choosing a maritime school with the

maritime course in mind and submitting the requirements is the first step in getting

into a maritime school. Just pass the requirements and wait for further

announcements, it looks simple as that. Hence, maritime courses are often applied

since it is easy to submit requirements. However, this motivating factor might soon

change.

According to The Commission on Higher Education or CHED (2022), many

students who enroll in maritime courses are not proficient enough to work onboard

ships. This includes the failure to pass the academic, social, and health standards

imposed by shipping companies. In this regard, the European Maritime Safety

Agency (2022) as cited by Cahiles-Magkilat (2022) stated that maritime education

and training in the country, education, and maritime authorities propose stricter

requirements for maritime schools. EMSA has noted these deficiencies as far back

as 2006. With these new standards imposed, this might make future maritime

students reconsider their choices in selecting a course as new policies and

standards are tightening.

 19

On the good side, however, this will ascertain that most of all maritime

graduates in the Philippines will have higher competencies and will reach the

standards of international seafaring than that in other countries and this new

system could filter out students who are not capable or qualified in this profession.

In an organization, understanding one another and showing compassion for others’

feelings are great contributors to creating a collaborative group and/or workforce.

Most studies show that organizations that heavily bank and rely on collaborative

processes are directed to success. One way to understand others in an

organization is through an effective means of communication. This is anchored on

one another’s strong interpersonal skills. This is the skill that is used to interact

with others properly.

The second lowest motivating factor for students in choosing the maritime

course is the financial factor. It is verbally interpreted as “agree” with a weighted

mean of 2.49. Students who consider the financial factor in enrolling in maritime

courses reflect two things. One is the financial gain they will have after graduation

and the financial cost of enrolling in this course. Both of which are compelling

motivating factors in choosing a maritime career.

Students who enroll in this course often anticipate the high tuition fee.

According to Table 2, the affordability of fees is seen as the second least motivating

factor in choosing a maritime career. Many students tend to enroll in schools or

courses that suit their budget or what is prescribed to them by their parents due to

financial strains. According to Denning (2019), “students may change their

 20

enrollment or re-enrollment in response to additional financial aid” and this may be

the case for most students who are enrolled in the maritime courses. Without

proper educational financing, maritime students who are in a bad financial situation

have a high chance of dropping out, graduating late, or switching to different

courses/schools, that is why many students choose this course as a cheap

alternative to most courses in other different universities.

Students in maritime schools often presume a high salary after they

graduate. That context itself is misleading and that mentality should be stopped.

According to Sung et al. (2019), it has been proven many times that seafaring is

indeed a wealthy career and many students see this as the main aspiration in

pursuing maritime education. They are also ready to endure the grueling long

months at sea just to provide their family with a better life. However, as much as it

is true on paper, many maritime cadets regret taking this course after realizing the

dissatisfaction they have after a long time being absent at sea. In relation to this

study, this puts the students in a certain maritime academy at risk of spending their

resources in a poor vision of their future. Hence, it is important to not make the

generous pay an inspiration of choosing a course as it has a heavy price to pay

especially to the mental health of the individual. This clearly and strongly suggests

that despite their motivation in choosing the maritime course, they have what

drives them in doing so, particularly in giving their loved ones a better future so

that the same scenario won’t happen to them again.

As a continuation of the financial factor, this correlates to the subject

through the cost of education. Table 2 suggests that the affordability of education
 21

is part of the second motivating factor for maritime students. Many students think

that with the affordability of education, they can pursue the course they want.

Hence, many maritime students chose to enroll in this course or in a specific

maritime academy due to the affordability of maritime education (Amoako et. al,

2020). This gives them the opportunity to carry on with this course with little worry

about the budget. The affordability of education affects the livelihood of families as

well. That is why a certain maritime school that has a maritime education affordable

enough for the people who live in municipalities or areas with low income or

families with low income has a high chance of pursuing the wanted education.

Increasing the transparency of school bills also plays a role in enhancing budget

management of needy families but also by gaining insight into the affordability of

education.

According to Penne et. al (2021), the cost that parents need to make to fulfill

the essential needs of a child differ across ages and countries. In the circumstance

of this study, many Filipinos aim to have the cheapest education since the socio-

economic lives of Filipino households are below average, being around 15,000

pesos minimum per household (Lalu, 2020). Parents no doubt are trying their best

to give their children the best education they need. However, this burden varies on

the ages of the parent, child, and the school in which the child is supposed to go.

Thus, it is a motivating factor for maritime students as this factor gives them a clear

sight of the value of enrolling in a maritime course and gives them one less problem

to worry about.
 22

The third lowest indicator in table 2 is the ease of maritime education with

a weighted mean of 2.33 which is verbally interpreted as “agree”. One of the

motivators for maritime students is that maritime education is easily attainable.

Students with this mindset clearly do not understand the nature of this career.

Hence, many students are misled that seafaring as a career is easy.

However, based on the results in taking the license exams, a high

percentage of students do pass. This situation persuades many students to believe

that maritime education is easier compared to other courses. According to the

Maritime Industry Authority or MARINA (2020), only 79 out of 88 or 89.77% of the

examinees from a certain maritime academy in Batangas City passed the licensure

exam during 2020.

This entails that maritime education is relatively easy when determination

and focus are based on this certain result alone. It should be added that the course

itself academically can be relatively easy, but it's the career itself that is difficult as

other seafarers experience first-hand.

The motivating factor which is scholarship attainment obtained the fourth-

lowest weighted mean score of 2.30 or verbally translated as “agree”. College is

one of the most expensive things to pay when you are a parent, especially on

private school families with low income, these families use a lot of their possible

earnings just to pay for tuition fees which is why scholarship is extremely important

to them and getting a loan on banks might be out of the question because they

only choose the ones who have stable earnings. Furthermore, it is also not ideal
 23

to use the student's labor earnings because it is mostly only on minimum wage

which might still help but only minimally. That is why a scholarship is a must-have

for students who are at risk of going below the poverty line.

Although scholarships are a huge aid for students to pay for their tuition,

they are still insufficient for students with modest incomes who aim to be seafarers,

forcing them to pick alternative courses that better fit their budgets or for worst

possibly making them drop out as stated by Montoya et. al (2018) college

education that requires more years of training and higher tuition fees per year

displays a higher dropout rate. Given the tight credit constraints, students from

households below the median earnings rely strongly on government scholarships

and publicly sponsored loans to finance their higher education.

The educational institutions provide, by far, the most relevant source of

funding. Although universities offer loans and scholarships to attract outstanding

students at the top of the admission test score distribution, according to table 2, a

large number of students believe they have a good probability of receiving a

scholarship at this specific institution, which may have influenced their decision to

pursue this course.

In support of the indicator in table 2, Yusuf et. al (2017), stated that

“availability of financial aids/scholarships does not affect the student’s decision in

choosing higher education.” The same can be said for the results of this research

as having a scholarship and financial aid is not a high chance despite being the

fourth indicator of why students choose this course.

 24

The fifth lowest item got a weighted mean of 2.30 which verbally translates

to “agree”. It states that the respondents have friends or family members who have

encouraged them to enroll in this course. With this said, most maritime students

in this certain maritime academy are influenced by relatives and friends and ought

to seek this course as their own choice. Many family members and friends play a

drastic role in maritime students’ lives. They can influence them to the point of

choosing a future career.

Some students start without any care in the world not worried about the

courses they would pick when they eventually grow up but as they grow older, they

learn how to listen to the opinions of others and family members or colleagues are

the ones they talk to the most thus making them the most influential peoples in a

student’s life and their words are what the students follow or get ideas from and

possibly making them the one's that eventually lead the students to choose a

specific career.

As shown in Table 2, many students say that they choose this course

because they do not wish to assemble with someone they know, but rather they

have a basic understanding of the chosen course. The way the parents talk about

careers is likely to have a bearing on how children choose careers. However, the

bias of the language and the emphasis when talking about particular careers over

others could lead a child to choose a certain career.

According to Mtemeri (2019), parents influence career choices in a number

of ways, for example, parental support and encouragement. Parental involvement

 25

in the choice of schools and colleges contributed to careers that children eventually

choose. Other family members such as siblings and other extended family

members had a crucial influence on students’ career trajectories. Children choose

certain careers to please their parents. Parental influence also comes in different

forms which include parental actions, parental values, and beliefs, parental

connectedness, and expectations.

As stated above, good institutional connections are the utmost motivating

factor students take into consideration as seen in Table 2 with a weighted average

of 2.04 which interprets as “agree”. Having good institutional connections or

collaborations among institutions greatly impacts one's education. Most institutions

are highly motivated to conduct partnerships because they share interests in

students' success. Departments within the university having good connections with

many companies in the industry is one indicator that motivates maritime students

in pursuing the course.

Another motivation for partnering is that partners share interests and

desires for specific outcomes. According to Ingenhoff and Marschlich (2022), when

an organization develops and demonstrates relationships with a well-established

institution that is beneficial or fitting for the students, it is more likely to be perceived

as “conforming to the social norms and expectations”. A partnership's shared aim

or vision can be founded on a variety of factors, including good linkages and

interactions between institutions. While partnerships between students and

institutions have the potential to be promising, it can be difficult to find driving forces

for maritime students. Hence, partnerships can provide opportunities for growth if
 26

they are carefully structured and nurtured. Partner institutions and students mend

strained links and learn from each other, and address issues that are of common

concern to everyone involved.

The second most motivating drive for maritime students in choosing this

course is the quality training on maritime students with a weighted mean of 2.06 is

verbally interpreted as “agree”. Many maritime students prioritize the quality of

training in enrolling in a maritime course. One of those reasons is the usefulness

of these trainings to their future career. Without the good experience that are

needed onboard a ship, many of the students will be lost and therefore now be

able to be proficient in this line of work. With time and technology progressing day

by day, the types and quality of training become more available and effective. With

these new risk-free systems implemented in maritime schools, it will no doubt

motivate students to pursue this career.

According to Mallam et al. (2019), the increasing advancements in

simulation-based training allow students to be more interactive and therefore

imitate the actual working environment. These systems are one step to making the

students realize their motivation in choosing a maritime career. As simulators

imitate the working environment, this allows the students to reflect on what will

happen to them if they pursue this career in the future. Simulators like AR

(augmented reality), VR (virtual reality), and MR (mixed reality) are beneficial for

the students to learn as these are risk-free environments, meaning they can

experience the simulation of the career without actually working onboard.

The impacts of these training are also sought upon the maritime students.
 27

As mentioned before, proficiency in one’s work is important to not be lost. These

types of training assure students to either boost their confidence or improve their

seafaring skills. According to Al Shahin (2017), results show that Mallam et al.

(2019) position about training on simulation is true and gives the students a taste

of what is to come, therefore solidifying the findings of both types of research that

are related to table 2. Simulations do have significant impacts on students and can

make students “become the most qualified” or rethink their life decisions.

Table 2 proposes that the third motivating factor for maritime students is

career insight is verbally interpreted as “agree” with a weighted mean of 2.25.

Maritime students should have a clear career insight to prevent culture shock in

complex situations as some senior officers are not really welcoming to junior

officers. This is also a situational problem as Truter (2021) states that being a

lawyer is nothing like those in the acting industry. Relation to the seafaring careers

also involves “reading, analyzing, and critical decision making” which is crucial in

being a seafarer. When onboard ships as part of being the lowest ranking officer,

it also coincides with the fact that the “spare time is not actually free time but rather

a time to catch up on most paper works”, which is true in most cases in seafaring.

Students with good insight into their chosen courses have most likely

determined their motivating factors. This keeps the students focused and resolute

to their long-term goals and guarantees these students to pursue this career later

in life. However, many students, in general, choose certain courses due to factors

like financial, family influence, and career insight, which could vary from student to

student. According to Yusuf et. al (2017), a university with up-to-date facilities, low
 28

cost of education, influence from peers, and wide programs offered are the key

reason why students want to go to college. In correlation to table 2 as seen above,

the same can be said as true as the factors do agree with the same terms with the

aforementioned research. Students do in fact take into consideration the facilities,

cost of education, influence from peers, and the programs offered.

Contrary to the result of the survey, maritime students do not believe that

this career is motivated by money, and the students agree that they will be hired

after graduation with high wages in mind. However, the source correlates with the

survey as positive and negative realizations within the maritime industry change

as time passes by. And being a seafarer may be met with complex situations along

the way, oftentimes being lectured from one’s mistakes that make this a varying

experience.

As mentioned above, culture shock is an experience with adverse effects in

the workplace. If negativity surrounds the students, the insight before and after the

experience at work may become significantly different. According to Walker (2020),

law students had their expectations “wiped out by reality” as to what they really

perceived. With that being said, this applies to the seafaring career in which a very

toxic workplace challenges the students to consider pursuing this course. In such

a highly competitive career path, one must be able to, as Truter (2021) puts it; able

to adjust themselves in the nature of their work-life as well as individual lives as it

may not return to the normal that is primarily perceived.

The last variable to be discussed belonging to the high-ranking motivators

has a weighted mean of 2.09 which is the good reputation of the institution. The
 29

maritime student should have a university with a good reputation because a

school's good reputation is frequently more important than its actual quality, it is

one of the needs of every student since it indicates the university's perceived

excellence, which influences prospective students' decisions to enroll at the

institution.

According to Garvanova (2020), the importance of reputation in selecting

and recommending a university’s comprehensive endeavor can be stated for

reputation building and strategic management in a university information

ecosystem. A good reputation of a university defines the good behavior, attitude,

and background of the students which is true not even in the maritime course even

in all courses a good reputation of the university must be needed.

The importance of reputation in selecting and recommending a university

comprehensive endeavor can be stated for reputation building strategic

management in a university information ecosystem is proven to be true by the

results in Table 2, the accreditation of professionals, providing of quality education,

and the professionalism of the faculty proves that the institution has a stable

reputation when it comes to its faculty, students, and its governing body

(Garvnova, 2020)

Table 3
Difference Responses Between Motivation In Taking the Course When
Grouped According to Profile
Profile Variables F-value p-value Interpretation
Sex 1.520 0.219 Not Significant
Family Member with Maritime
23.160 0.000 Highly Significant
Experience
Gross Monthly Income 4.770 0.003 Significant
 30

Employment Status of Parents 0.910 0.460 Not Significant

Legend: Significant at p-value < 0.05
Table presents the different responses between motivation in taking the

course when grouped according to profile. It was observed that there was a

significant difference on motivation in taking the course when grouped according

to family member with maritime experience since the obtained p-value of 0.000

was less than the alpha level of 0.05. Those who has a family member with an

experience have a greater assessment on motivation in taking the course. Also, it

was observed that there was a significant difference on motivation in taking the

course when grouped according to gross monthly income of the family since the

obtained p-value of 0.003 was less than the alpha level of 0.05. Those family

whose monthly income were 45 001 and above have greater assessment on

motivation in taking the course. The reason behind why it is not significant in basing

the motivation in choosing the maritime career simply does not reflect in the sex of

the respondents. Contrary to the results, Kitada (2021) states that “some women

do not want this career path as they are subject to sexual harassment and poor

labor conditions”. With varying results depending on the location of the seafarers,

it may affect the outcomes of further research. Family members with maritime

experience are considered significant to a few factors. Harackiewicz et. al (2016)

stated that the willingness in choosing their selected course can either be from the

influence of the parents or their own interest in deciding in choosing their course.

The Gross Monthly Income of the Family is interpreted as significant. This can be

connected with the second profile Family Member with Maritime Experience since

most of the respondents have a seafarer relative. Gross Monthly Income can
 31

significantly influence a person’s choice in choosing a career. In contrast with the

results from table 2 however, affordability ranks as one of their least concerns.

According to Denning (2019), “students may change their enrollment or re-

enrollment in response to additional financial aid” and this may be the case for

most students who are enrolled in the maritime courses who sees this course as

a financial opportunity. Lastly, the Employment Status of Parents is interpreted as

not significant. The employment status of the respondent’s parents simply does

not pose any significance as many of the respondents have chosen this course

beforehand and the students have found ways in how to sustain their needs. As

Montacute (2020) puts it, many Filipinos are at risk of falling into the poverty line

even before the pandemic, and even now it continues to worsen. How they sustain

themselves however, shrouds in the effort of the students and their families.
 32

Table 4
Proposed Plan of Action to Help Students in
Choosing a Course from their Motivation

Key Result Area Strategies Persons

Involved
1. Academics ● The researchers may give the Students
students a clearer idea that
maritime education isn’t a
relaxing course but poses huge
amounts of stress despite past
significantly high-performance
ratings of maritime students.

● The department may give the

students better experiences on Administrative
campus before setting them up Personnel;
in the real world in order for them Management
to learn that there is more to than
academic knowledge.
2. Career Insight ● The researchers may give a Students
better mindset for expectations in
the maritime career path.

● The department may promote the Administrative &

institutional partners thoroughly, Students
and the reality of seafaring in
order for the students to decide
which is best for their future
careers.
3. Choice of University ● The researchers may promote Students and
an example of a good maritime Parents
school that has good institutional
partners.

● The department should offer

more services to the students in
order for the learning to be better
and continuous and not rely on
outdated or obsolete teachings.
 33

CONCLUSION

From the discussion and interpretation mentioned above, the following

conclusions were drawn:

1. Most of the respondents were males comprising 97% of the

respondents while less than 3% were females.

2. Most of the respondents agreed to the motivational factors as their

reason for choosing to be in the Maritime Profession.

3. Students who have a family member with maritime experience were

highly significant compared with those who have none.

4. Students who belong in high-earning families have significant

differences in their responses and motivating factors compared with other

respondents.

RECOMMENDATIONS

From the conclusions mentioned above, the following recommendations

were drawn:

1. Students may use double caution to those who are not sure about

taking maritime courses before deciding to pursue these courses as this research

proved to be an eye-opener to those interested in the maritime industry and

suggested that money is not just a good or only motivator.

2. Students may choose courses that they believe will make them

successful throughout their college years and would be useful in their profession.
 34

3. The researchers recommend more sample size to accurately define

what the students’ career motivations are and prove that some of the

aforementioned motivating factors can really vary differently according to the

respondents
 35

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Xing, X., &amp; Rojewski, J. W. (2018, August). Family Influences on Career
Decision-Making Self-Efficacy of Chinese Secondary Vocational Students.
Retrieved from https://files.eric.ed.gov/fulltext/EJ1211290.pdf
Yusuf, B. N. M., Ghazali, M. Q. M., & Abdullah, M. F. S. (2017). Factors Influencing
Local and International Students Decision in Choosing Public Higher
Learning Institutions in Northern Region of Malaysia. International Journal of
Social Sciences, 48(1), 29-41.
 38

APPENDICES
 39

APPENDIX A
Letter to the Respondents

Dear Respondents:
Greetings!

We are currently conducting research entitled "Maritime Students' Preference in

Choosing their Specialization.”

In this regard, you were chosen to be one of the respondents for you will contribute
much to the completion of this study.

The success of this study greatly depends on the accuracy of the information that
you will entrust. This will be treated with the utmost confidentiality and will be used
for academic purposes only.

Thank you very much!

Warm regards, Approved by:

Alagao, Alexavier Durmann Spy Niño Philip L. Perculeza, LPT, MBA

Beredo, Denverjames Research Adviser
Villas, Van Daryll
Cortez, Christian Noted by:
Jamie Lee F. Mendoza, LPT, MaEd
Assistant Principal | Research Coordinator

DATA PRIVACY CONSENT

I hereby declare that by signing:

1. I attest the information I have written is true and correct to the best of my personal knowledge;
2. I signify my consent to the collection, use, recording, storing, organizing, consolidation, updating,
processing, access to transfer, disclosure or data sharing of my personal and sensitive personal information
that I provided to LPU-B including its sister schools/ university, industry partners, affiliates, external providers,
local and foreign authorities regardless of their location and/or registration for the purposes for which it was
collected and such other lawful purposes I consent to or as required or permitted by law;
3. I understand that upon my written request and subject to designated office hours of the LPU-B, I will be
provided with the reasonable access to my personal information provided to LPU-B to verify the accuracy and
completeness of my information and request for its amendment, if deemed appropriate, and;
4. I am fully aware that the consent or permission I am giving in favor of LPU-B shall be effective immediately
upon signing of this form and shall continue unless I revoke the same in writing. Sixty working days upon
receipt of the written revocation, LPU-B shall immediately cease from performing the acts mentioned under
paragraph 2 herein concerning my personal and sensitive personal information.

_________________________________
Signature over printed name
Date: _____________
 40

APPENDIX B
QUESTIONNAIRE

Part I: Profile. Kindly shade each of the boxes that correspond to the answers
most applicable to you.

Sex: [ ] Male [ ] Female

Family Member with Maritime Experience:

[ ] With Experience
[ ] No Experience
Gross Monthly Income of the Family (in Pesos):
[ ] Up to 25,000 [ ] 35,001 to 45,000
[ ] 25,001 to 35,000 [ ] 45,001 and above

Employment Status of Parents:

[ ] Both are full time employed
[ ] Only one is full time employed
[ ] Both are part-time employed
[ ] Only one is part-time employed
[ ] Both are unemployed

Part II. Motivation In Taking the Course. Kindly check the box that corresponds
to the answers most applicable to you.

Legend: 4 – Strongly Agree 2 - Disagree

3 – Agree 1 – Strongly Disagree

Indicators 4 3 2 1
1. Great interest in the courses held within this
faculty
2. Increase knowledge in logistics and maritime
industry through faculty training
3. It is accredited by a professional entity in
logistics and/or in the maritime industry
4. The university provides training and
internships in logistics and maritime industry
5. High probability of getting hired and/or in the
maritime industry after graduating from the
university
6. Departments within the university have good
connections with many companies in the
industry
 41

7. Courses are more practical than theoretical

or academic
8. I trust to be successful in this program
through my academic performance
9. It is easy for me to get good grades in this
faculty
10. All exams are easy to pass
11. There is a high chance of getting a
scholarship or financial support
12. The fees are affordable
13. The university has a good reputation
14. The high quality of the department
15. Student support facilities (library,
accommodation facilities etc.)
16. I have friends or colleagues who have
enrolled in the university with me
17. I have friends or family members who have
encouraged me to enroll in this faculty
18. I want to be associated with the maritime
tradition of my city (shipping, crewing, port
etc.)
19. I think the earnings of those employed in
these industries are higher than those who
work in the economic field
 42

APPENDIX C
Curriculum Vitae

ALEXAVIER DURMANN SPY R. ALAGAO

Brgy. Tambo, Lipa City, Batangas
0942 273 6818
alexavierdurmannspyalagao@lpubatangas.edu.ph

PERSONAL INFORMATION

Age : 18
Date of Birth : September 21, 2003
Gender : Male
Civil Status : Single
Height : 5’6 3/4”
Weight : 56 kg.
Nationality : Filipino
Religion : Born Again Christian

EDUCATIONAL ATTAINMENT

Senior High School : Lyceum of the Philippines University- Batangas

Academic Track – Pre-Baccalaureate Maritime
2020 – 2022

Junior High School : JCSGO Christian Academy

15th Avenue, Cubao, Quezon City
2019 – 2020

Blue Ridge Christian Academy

Col. Bonny Serrano, Project 4, Quezon City
2017 – 2019

Mt. Stromlo High

220 Badimara St, Waramanga 2611, Australia
2015 – 2016

Primary : University of Southern Philippines Foundation

Salinas Dr., Barangay Lahug, Cebu City
2014 – 2016; 2010 – 2011

Central Philippine Nazarene College

Saint's Mary's Drive, Apas, Cebu City,
2011 – 2014
 43

DENVERJAMES E. BEREDO
Maalbo, Dela Paz, Batangas City
09167461027
beredodenverjames@gmail.com

PERSONAL INFORMATION

Age : 17
Date of Birth : October 18, 2004
Gender : Male
Civil Status : Single
Height : 5’8”
Weight : 82 kg.
Nationality : Filipino
Religion : Roman Catholic

EDUCATIONAL ATTAINMENT

Senior High School : Lyceum of the Philippines University- Batangas

P. Herera Street Batangas City
Academic Track – Maritime Strand
2020-2022

Junior High School : Pedro S. Tolentino Memorial National High

School
Ilijan, Batangas City
2016-2020

Primary : Dela Paz Elementary School

Dela Paz, Batangas City
2010-2016
 44

CHRISTIAN S. CORTEZ
Sto. Niño, Batangas City
0905 276 9321
christiancortez667@gmail.com

PERSONAL INFORMATION

Age : 22
Date of Birth : September 29, 1999
Gender : Male
Civil Status : Single
Height : 5’11”
Weight : 60 kg.
Nationality : Filipino
Religion : Roman Catholic

EDUCATIONAL ATTAINMENT

Senior High School : Lyceum of the Philippines University- Batangas

P. Herera Street Batangas City
Academic Track – Maritime Strand
2015 – 2017

Junior High School : Sto. Niño National High School

Sitio Central, Sto. Niño Batangas City
2011-2015

Primary : Sto. Niño Elementary School

Sitio Central, Sto. Niño Batangas City
2005-2011
 45

Van Daryll D. Villas

Kumintang ibaba, Batangas City
0921 753 4380
vandaryllvillas@gmail.com

PERSONAL INFORMATION

Age : 17
Date of Birth : April 1, 2004
Gender : Male
Civil Status : Single
Height : 5’5”
Weight : 48 kg.
Nationality : Filipino
Religion : Roman Catholic

EDUCATIONAL ATTAINMENT

Senior High School : Lyceum of the Philippines University- Batangas

P. Herera Street Batangas City
Academic Track – Maritime Strand
2021 – 2022

Junior High School : Lyceum of the Philippines university

Sitio Central, Sto. Niño Batangas City
2019-2020

Primary : Casa del Bambino Emmanuel montissori

Contreras Compound Alangilan 4200
Batangas City
2015-2016
 46

APPENDIX D
Statistician Output

Table: Group Statistics

SEX N Me Std. S.E.
an Deviat Mean
ion
ATOTA 1 228 2.2 0.83 0.0
L 1 6
2 7 1.8 0.62 0.2
5 4

Table: Independent Samples

Test
Levene's t-test for Equality
Test for of Means
Equality of
Variances
95%
Confidence
Interval of
the
Difference
F Sig t df Sig. Mean Std. Lower Upp
. (2- Differe Error er
taile nce Differe
d) nce
ATOTA Equal 1.52 0.2 1.14 233 0.25 0.36 0.32 -0.26 0.99
L varian 19 5
ces
assu
med
Equal variances not 1.5 6.6 0.18 0.36 0.24 -0.22 0.94
assumed 8

Table: Group Statistics

FAMI N Me Std. S.E.
LY an Deviat Mean
ion
ATOTA 1 150 2.1 0.72 0.0
L 4 6
2 85 2.3 0.98 0.1
1 1

Table: Independent Samples

Test
Levene's t-test for Equality
Test for of Means
 47

Equality of
Variances
95%
Confidence
Interval of
the
Difference
F Sig t df Sig. Mean Std. Lower Upp
. (2- Differe Error er
taile nce Differe
d) nce
ATOTA Equal 23.16 0 -1.56 233 0.12 -0.17 0.11 -0.4 0.05
L varian
ces
assu
med
Equal variances not -1.43 136 0.15 -0.17 0.12 -0.42 0.07
assumed .2 4

Table:
Descriptives
95% Confidence Interval for
Mean
N Me Std. Std Low Upper Minim Maximum
an Deviat . er Bound um
ion Err Bou
or nd
ATOTA 1 134 2.0 0.76 0.0 1.92 2.18 1 4
L 5 7
2 47 2.2 0.82 0.1 2.01 2.5 1 3.894
6 2 737
3 21 2.4 0.88 0.1 2.02 2.82 1.4210 4
2 9 53
4 33 2.6 0.91 0.1 2.27 2.92 1.1052 4
6 63
Total 235 2.2 0.83 0.0 2.09 2.31 1 4
5

Table: ANOVA
Sum df Mean F Sig.
of Squar
Squa e
res
ATOTA Betwe 9.36 3 3.12 4.7 0.00
L en 7 3
Group
s
 48

Within 151.2 231 0.65

Group 3
s
Total 160.5 234
9

Table:
Descriptives
95% Confidence Interval for
Mean
N Me Std. Std Low Upper Minim Maximum
an Deviat . er Bound um
ion Err Bou
or nd
ATOTA 1 47 2.2 0.85 0.1 1.97 2.47 1 4
L 2 2
2 107 2.1 0.73 0.0 2.01 2.29 1 4
5 7
3 13 2.0 1.11 0.3 1.35 2.69 1 4
2 1
4 35 2.4 1.01 0.1 2.08 2.77 1 4
2 7
5 33 2.1 0.77 0.1 1.89 2.43 1 4
6 3
Total 235 2.2 0.83 0.0 2.09 2.31 1 4
5

Table: ANOVA
Sum df Mean F Sig.
of Squar
Squa e
res
ATOTA Betwe 2.49 4 0.62 0.9 0.46
L en 1
Group
s
Within 158.1 230 0.69
Group
s
Total 160.5 234
9
 49

APPENDIX E
Plagiarism Test Result
50