Grammarly Result

Report: Student Engagement and Academic Performance Among Maritime Students
Student Engagement and Academic

Performance Among Maritime
Students
by Ucmetcro Secretariat
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Student Engagement and Academic

Performance Among Maritime
Students
CHAPTER 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale of the Study

Student Engagement is the quality of interaction between students in various
learning systems, situations, events, and individuals. Various factors
significantly impact students' performance on specific variables in their
academic journey. It highlights the essence of attention and curiosity on
distinguished topics that may tackle their interests, stands, and perspectives
in a particular manner. This variable involves steps of learning progress that
unveil active participation, practical experience, and worth-sharing learnings of
a student. It is defined as a student's engagement with an entity or individuals
within the academic domain, potentially influencing numerous facets of the
student and their surroundings.
Academic performance is the evaluative measure of a student's successful
completion of both short-term and long-term assignments designated for
assessment. Various influential factors impact a student's academic
performance, cultivating a competitive spirit and a dedication to fulfilling
academic obligations within specified timeframes. The concept of academic
performance revolves around how grades effectively quantify the diverse
individual outcomes attainable, with tests, practical exams, and quizzes

serving as crucial supporting factors. These assessments emphasize actions

that showcase performance, offering insight into the extent of a student's
academic achievements within a specific or broader course as they pursue
their educational aspirations.
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As mentioned by a local study about the Student Engagement and Academic
Performance of Students of Partido State University by Delfino (2019), The
study unearths a distinctive level of student engagement encompassing
behavioral, cognitive, and emotional dimensions, profoundly reflecting a
vibrant commitment to academic pursuits. These were evident in the robust
weighted mean scores, with behavioral engagement at approximately 59.4%
(2.97 on a scale of 1 to 5), cognitive engagement at approximately 55.4% (2.77),
and emotional engagement at approximately 54.6% (2.73). The significant
positive correlation (r = 0.166, p = 0.004) further emphasized the symbiotic
relationship between student engagement and academic performance,
indicating that higher engagement levels correlate with about 16.6% improved
academic outcomes. These findings underline the crucial role of student
engagement in influencing academic success within the unique context of
Partido State University, necessitating tailored strategies to enhance
engagement and promote academic achievements in this academic setting.
Based on the international study about The Effects of Student Engagement on
Academic Achievement Among College Students by Brallier (2020), This
research study emphasizes the pivotal role of student engagement in improving
academic achievement, with a multidimensional framework highlighting its
importance in learning, academic performance, persistence, retention, and
overall achievement. Notably, positive correlations are found between overall
college GPA and factors such as ACT scores, study behaviors, and grit,
underscoring the impact of engagement.

To employ hierarchical multiple regression analysis, one must systematically

investigate the relationship between a dependent variable and several
independent variables; the study delves into the intricate relationship between
various dimensions of student engagement and GPA. While recognizing the
1
limitation of a small sample size affecting statistical power, it is crucial to
highlight that cognitive engagement variables did not significantly impact GPA.
In summary, these findings stress the enduring significance of student
engagement in enhancing academic performance, with academic aptitude,
emotional engagement, and study behaviors emerging as influential predictors,
collectively explaining an increasing percentage of the variance in overall GPA,
reaching 57% in the final model.
Coates (2007) stressed that emphasizing the increasing acknowledgment of
the significance of grasping student engagement, addressing disengagement
challenges in tertiary institutions, and exploring factors influencing
engagement and disengagement can offer valuable insights into student
performance, progression, and retention. Assessing engagement proves
functional when appraising the quality of student learning experiences and
determining resource allocation, course content, and delivery decisions.
The decision to investigate the relationship between student engagement and
academic performance among maritime students stems from a personal
passion to unravel the factors influencing academic success. Curious about the
dynamics impacting the fulfillment of academic obligations drive this study. By
exploring the unique context of maritime education, the study aims to assess
key indicators of student engagement and understand how they relate to
academic performance. One recurring problem in student engagement is
discovering generally successful strategies that work for every individual, given
students' different learning styles, backgrounds, and goals. Ultimately, the goal

is to provide insights and strategies to optimize academic success for maritime

students, contributing to a comprehensive approach to learning.
THEORETICAL BACKGROUND
This study assesses engagement and academic performance among maritime

students at the University of Cebu - Maritime Education and Training Centre.
This study anchors itself on the framework provided by four theories: Social

Cognitive Theory, Self-Determination Theory, Flow Theory, Expectancy-Value

Theory, and Community of Inquiry (CoI) framework Theory.
Social Cognitive Theory, formulated by Albert Bandura, is a fitting theoretical
framework for understanding student engagement and academic performance
1
among maritime students. According to Schunk and DiBenedetto (2023b),
Social cognitive theory, a modern perspective on learning, highlights the
importance of learning from the social environment. Bandura's conceptual
model for social cognitive theory illustrates reciprocal interactions among
personal, behavioral, and social/environmental variables. The theory
underscores the crucial roles of vicarious, symbolic, and self-regulatory
processes as individuals strive to cultivate a sense of agency. Early studies on
modeling supported the significance of vicarious processes in learning and
performance. A critical personal variable is self-efficacy, a factor that
researchers have demonstrated to impact and be impacted by motivation and
learning. The theory implies several implications for instruction, and future
research needs to explore methodological refinements, cross-cultural
relevance, and integration with technology.
The Community of Inquiry (CoI) Framework Theory, developed by Garrison,
Anderson, and Archer, offers a compelling theoretical foundation for exploring
student engagement and academic performance among maritime students.
This framework emphasizes the interconnectedness of the three key elements:
cognitive presence (the process of critical thinking and knowledge
construction), social presence (the educational experiences), and teaching
presence. In the maritime education context, where students often engage in
online or blended learning environments, the CoI framework becomes
particularly relevant. It enables researchers to explore how the quality of online
interactions, depth of critical discourse, and the effectiveness of teaching

strategies influence student engagement and academic performance.

Understanding how the CoI framework operates in the unique context of
maritime education can provide valuable insights into optimizing online and
blended learning environments to enhance maritime students' educational
1
experiences and outcomes.
Self-determination theory, pioneered by Deci and Ryan, offers a compelling
theoretical framework for exploring student engagement and academic
performance among maritime students. MSEd (2022) states that self-
determination theory proposes that individuals are motivated intrinsically and
seek to fulfill three core psychological needs: competence, connection, and
autonomy. This internal drive towards growth and fulfillment is vital in
promoting psychological wellbeing and a sense of self-control in one's life.
Expectancy-value theory, a psychological framework developed in education,
offers a pertinent theoretical background for exploring student engagement
and academic performance within the maritime education context.
Jacquelynne Eccles and colleagues pioneered the expectancy-value theory,
which emphasizes that people's choices related to achievement result from a
combination of their expectations for success and their subjective assessment
of task value within specific domains. According to Drew (2023), Expectancy
pertains to an individual's belief in their potential success in a task, akin to the
concept of "locus of control" or self-concept. Those expecting success are
more likely to achieve it due to their self-belief, affecting their persistence and
resilience. On the other hand, value, categorized into attainment value, intrinsic
value, utility value, and cost, examines the importance, enjoyment, usefulness,
and perceived sacrifices associated with a task. The theory asserts that high
Expectancy and substantial task value align with motivation and task
completion. Ultimately, the interplay of these psychological and subjective

elements significantly influences an individual's approach to and success in

various tasks. In essence, expectancy-value theory emphasizes the critical
roles of competence-related beliefs and values in elucidating children's
motivation, a premise substantiated by ample research evidence.
1
Expectancy.
The inextricable link between students' expectations and their self-
perceptions requires students to have confidence that they can succeed with
appropriate effort. Students must confidently believe that, with appropriate
effort, they can achieve success. Confidence in success with the right effort is
essential for students. Without hope, motivation is lacking. Cross and
Steadman (1996) discuss three motivational theories that address student
expectations: Self-efficacy theories (Bandura, 1977, 1982; Corno & Mandinach,
1983) propose that students' beliefs about their ability to succeed at a learning
task carry more significance than their actual skill levels or difficulty.
Attribution theory (Weiner, 1974, 1985, 1986) suggests that students attribute
success or failure to various factors, such as ability, effort, luck, fatigue, and
the ease or difficulty of the exam, their perceptions of why they have
succeeded or failed in the past shape their belief. For example, suppose
success depends on attributes over which they have control (effort). In that
case, students are more likely to have confidence than when success depends
on external conditions over which they have no control (difficulty of the exam).
Locus involves attributing failure or success to causes internal or external to
the learner, stability pertains to attributing the cause as permanent or
temporary, and controllability involves determining if the learner can influence
success or failure and shape students' understanding. Finally, self-worth
models propose that people are strongly motivated to preserve their self-
worth. When students fail, they would prefer to question and have others

question their effort (they are "lazy") rather than their ability (they are "dumb")
(Brown & Weiner, 1984; Cross, 2001). Based on this model, it is easier to
understand why some students do not even try to accomplish a task if they
believe there is a low probability that they will be successful. Covington (1993)
1
found four typical student patterns that resonate with the experience many
college teachers have interacting with students in the classroom. Success-
oriented students are serious learners who want to perform well, and they
usually do. They are predisposed toward engagement, as they enjoy learning for
learning's sake. They find personal satisfaction in challenging assignments
because they are accustomed to success and can preserve their perceptions of
self-worth even after occasional failure. Overstrivers are also successful
students and will take on challenging tasks, but they are only partially
confident in their ability and consequently worry constantly about their grades
and performance. Anxious that each new learning task will be the one that
exposes the lower levels of ability that they have so far been able to conceal,
they compensate by expending a great deal of effort to ensure that they do
succeed. Failure-avoiders also experience anxiety, but due to past experiences
of not always succeeding in school, there is a fear that failing at a particular
learning activity would demonstrate to themselves and others that success is
unattainable. To preserve their sense of self-worth, these individuals avoid
tasks that are too challenging. Finally, failure-accepting students have become
so accustomed and resigned to academic failure that they feel hopeless. They
respond to learning tasks with indifference (school is irrelevant and unworthy
of their efforts) or even antagonism, and they are neither satisfied with success
nor dissatisfied with failure (Cross & Steadman, 1996, pp. 79-84). In short, they
have disengaged from the learning process. Although the role of Expectancy
has received considerable attention in the study of student motivation, "value"

is still a critical variable. Students make the sacrifices necessary to get a

college education because they believe in the value of learning, the value of the
degree, or both. Therefore, in our efforts to promote student engagement, it is
helpful to look at what the research says about how value influences student
1
motivation.
Value.
Students are more likely to complete a task if they value the activity. The
expectancy-value model differentiates task value into four components:
attainment value (Le., the importance of doing well), intrinsic value (i.e.,
personal enjoyment), utility value (i.e., perceived usefulness for future goals),
and cost (i.e., competition with other goals) (Eccles et al., 1983). For college
teachers, these different components of value likely ring true. Some students
will value a task because they want to achieve it, while others will enjoy it.
Some will value a task because they believe it will help them in their future
careers. Others will value it because they value other tasks less. These value
constructs are also related to other theories of motivation. Self-determination
theory, for example, suggests that, at times, we engage in behavior simply
because we want to (Deci & Ryan, 1985, 2002). Environments fostering intrinsic
motivation fulfill three inherent needs:
autonomy (the ability to self-determine actions and methods)
competence (the cultivation and application of skills to navigate and influence
the surroundings)
relatedness (establishing social connections and affiliations with others)
Students are likely to be motivated in courses that promote these three
characteristics. Csikszentmihalyi's (1993, 1997) concept of "flow" describes
deep intrinsic motivation states that sound like deep engagement. When
individuals experience flow, the merging of action and awareness occurs,

absorbing them so much in the task that irrelevant stimuli disappear from
consciousness, worries, and concerns. Temporarily suspending worries and
concerns occurs when individuals are absorbed in the task during the flow
experience. Individuals lose track of time as it passes faster, making the
1
activity worth doing for its own sake.
According to Delfino (2019b), the students' behavioral engagement in the
university was high (2.97). Among its indicators, getting a good grade was rated
very highly, with a mean of 3.62. It was followed by staying up on the readings
with a mean of 3.27 (high) and receiving prompt written or oral feedback on
academic performance from faculty with a mean of 3.20 (high).
The three lowest-rated indicators were raising "my hand in Class," with a mean
of 2.33 (low), participating in a small group discussion, with a mean of 2.47
(low), and doing all the homework problems, with a mean of 2.77 (high).
Affective engagement: liking for learning, which consists of four items (e.g., 'I
like what I am learning in school'), and (b) behavioral engagement: effort and
persistence, which includes nine items (e.g., 'If I have trouble understanding a
problem, I keep working at it until I think I have solved it'). Thornberg et al.
(2020)
An analysis of inter-item correlations demonstrated that the two items with the
highest correlation were "I willingly respond to questions when presented in
class" and "I engage in class discussions" (r = .77). Item-total statistics
indicated that removing the item "I attend scheduled class meetings regularly"
would enhance reliability from .89 to .87. However, removing any other item
would decrease reliability to as low as .85. Considering that the initial reliability
value of .87 was deemed satisfactory, all items were retained (Günüç & Kuzu,
2014)

All the students in this group wanted to learn new skills and concepts in their
classroom and enjoyed doing challenging classwork. Moreover, they all showed
that they asked for help when needed, supported their classmates, and
enjoyed doing group activities. However, they also wanted good marks and
1
grades compared to other students. Saeed and Zyngier (2012)
Bomia (n.d.) defines student engagement as students' inclination, necessity,
desire, and impetus to participate in and succeed actively in the learning
process.
To improve the delivery of online courses, instructors should utilize pedagogical
strategies that maximize learning and engagement opportunities. Going beyond
the acquisition of cognitive skills, instructors must employ pedagogical
strategies that enhance learning and engagement in online classes.
Engagement pertains to individuals' attitudes toward classroom experiences
and lifelong learning. Gray, J., & Diloreto, M. (2016).
Affective factors influencing student engagement encompass attitude,
personality, motivation, effort, and self-confidence (Mandernach et al., 2011).
According to Jaggars and Xu (2016), positive correlations exist between the
quality of interaction within the course parameters and student grades in
online courses.
Evaluating student engagement and considering these affective aspects allows
instructors to plan lessons and activities more effectively, encouraging active
participation in learning and coursework (Mandernach et al., 2011).
Additionally, students perceive a direct correlation between participation and
improved grades, as indicated by a survey where 72% believed that increased
classroom involvement would lead to academic improvement. Furthermore,
56% of students felt that their math knowledge and understanding would
improve with more frequent participation. The Likert Scale responses showed

that 75% of students rated their participation below five and their math ability
at five or below. In contrast, students who rated their participation at five or
above also rated their math ability above average, highlighting a direct
correlation between participation rates and perceived achievement levels (Tang
1
et al., 2019).
Student engagement, linked to improved achievement, persistence, and
retention, is crucial in student learning outcomes and cognitive development.
Disengagement predicts dropout in secondary and higher education (Finn,
2006; Kuh et al., 2008; Ma et al., 2015; Finn & Zimmer, 2012).
Ongoing disagreement surrounds whether there are three components
(affective/emotional, cognitive, and behavioral) or four components, with the
addition of agentic engagement (Reeve, 2012) and social engagement
(Fredricks et al., 2016). There is also confusion about whether the terms
'engagement' and 'motivation' are interchangeable (Reschly & Christenson,
2012).
Student engagement is viewed as energy and effort in action, observable

through various indicators (Appleton et al., 2008). Richardson and Swan (2003)
found that students who perceived high overall social presence also reported
high levels of perceived learning and satisfaction with the instructor. They
underscored the significance of prioritizing interaction between students and
instructors.
Although it is widely acknowledged that a single definition cannot cater to all
stakeholders (Solomonides, 2013), and it is impractical for any project to
encompass every sub-construct of student engagement (Kahu, 2013), each
research undertaking should commence with a precise definition based on

their interpretation (Boekaerts, 2016), each research project needs to begin

with a clear definition of their understanding (Boekaerts, 2016).
Coates (2007, p. 122) characterizes engagement as "a comprehensive concept
designed to encompass significant academic as well as specific non-academic
1
facets of the student experience." It includes active and collaborative learning,
involvement in challenging academic tasks, constructive communication with
academic staff, enriching educational experiences, and a sense of validation
and support from university learning communities.
Specific dimensions of engagement, such as participation, time devoted to
tasks, and the quality of effort, have consistently been associated with positive
outcomes (Drawing from a range of scholarly works including Astin (1984,
1999), Braxton et al. (2000). synthesized this evidence into seven effective
practices for undergraduate teaching and learning: Contact between students
and staff, engaging in active learning, receiving timely feedback, allocating
sufficient time to tasks, setting high expectations, valuing diverse learning
styles, and fostering collaboration Engagement among students is significantly
influenced by academic challenges, a central aspect of the engagement
construct (NSSE 2002, 10). Notably, specific disciplines are perceived as more
challenging than others. Interactions with staff members substantially impact
learning, mainly when they occur outside the classroom and cater to individual
student needs (Pascarella & Terenzini, 1991; Hausmann et al.). Additionally,
involvement in extracurricular activities has shown a positive correlation with
improved outcomes (Pascarella & Terenzini, 1991).
Participation in a learning community has been associated with considerable
increases in engagement, as indicated by research (Indiana et al. for
Postsecondary Research 2002; Pike, 1999; Pike et al., 1997; Zhao & Ku, 2004).
Interactions with diverse peers within and outside the classroom have been

positively correlated with various personal and social benefits (Antonio et al.,
2004).
Magolda (2005) distilled "best practice" guidelines from NSSE data of well-
performing institutions regarding student leadership:
1
• understanding and embracing the organization's mission, history, and
culture
• recognizing collaboration as essential
• improving group performance by focusing on quality over quantity
• creating win-win scenarios for organizational members and the students
they serve
• strengthening the organization by empowering its members
• celebrating essential events, transitions, and passages
Raza et al. (2019). Students differ in how they respond to the learning activities
presented by their instructors, as some students exert significant effort,
whereas others respond very casually. The statistical results suggest that the
current study affirms a positive and direct correlation between the case-based
learning approach and the four facets of student engagement. The findings
highlight that using case-based learning material while teaching enhances
behavioral, emotional, cognitive, and agentic engagement among university
students. Similarly, case-based learning boosts the motivation of Case-based
learning university students with increased interest and self-regulated
learning, leading them toward improved learning performance. It is further
discovered that agentic engagement was conceptually different from the three
other three facets of student engagement, including behavioral, cognitive, and
emotional engagement, and it encompasses the constructive contribution of
students, which implies that case-based material should be designed to
ensure the self-contribution of students in order to provoke active learning. The

significant findings concerning the use of case-based learning and its impact
on student engagement suggested that the instructors should use an
appropriate case; they should guide students in analyzing their situation based
on their learning and ensure active participation from them in the form of
1
suggestions, questions, and their action plans.
McInnis and James (1995) developed the concept of 'connectedness' as crucial
for retention and persistence. McInnis (2001) subsequently refined this into
'negotiated' student engagement, giving salience to the interactive and
dynamic nature of SE. McInnis (2005) has argued that robust student
engagement becomes evident when students align with their instructors'
values and learning approaches (academic orientation). It entails investing
substantial time and effort in meaningful educational tasks, collaborating with
peers both within and outside the classroom, confidently delving into ideas
with others, and cultivating an appreciation for perspectives beyond one's own.
The Student Engagement (SE) Survey (Ahlfeldt et al., 2005) adapts specific
items from the National Survey of Student Engagement (NSSE, 2005, 2009,
2010) survey for use at the course level. The SE survey includes 14 critical
questions about course engagement. The target questions are included based
on their relationship to student engagement at the course level, emphasizing
collaborative learning, cognitive development, and personal skills
development. Items in the SE Survey are measured on a scale of 1 (very
little/never) to 4 (very much/often); sample items include: 1. During your Class,
how often have you done each of the following? a. "I asked questions during
Class or contributed to class discussions." Benchmark 1: The Level of Academic
Challenge: Effort: "I was challenged by the overall amount of material to be
learned." "I needed to spend significant time on class material to be
successful."Student/Instructor Expectations: "I set high expectations for my

achievement." Benchmark 2: Student/Faculty Interactions: Access to Contact

with Instructor: "The instructor answered my questions about course
assignments promptly." Quality of Teacher Feedback: "I received helpful
feedback from the instructor on tests and class assignments." Teacher/Student
1
Relationships: The instructor was approachable when discussing class-related
issues. Encouragement/Commitment/Interest I developed enthusiasm and
interest in learning more about class content. Supportive Class Environment
performance in this course was directly related to the positive learning
environment created by the instructor—clarity/Organization. "I understood the
class material because it was presented clearly and well-organized."
Benchmark 3: Active and Collaborative Learning: "I participated actively in
most class learning experiences." Collaborative/Independent Learning: "I
frequently worked with other students to solve problems in Class." Benchmark
4: Enriching Educational Experiences: Diversity Issues, "I was challenged to
reconsider my point of view on some course topics."
Integration/Synthesis/Application of Knowledge: "I developed the ability to
solve real problems in my future profession." Enriching Personal/Professional
Experiences, "developed strong analytical skills for examining issues
presented in Class."
It was seen that the group variances were equal; in other words, there was no
significant difference between the group variances (p = .427). Therefore, the
values in the upper line were taken into consideration. Based on these values, a
notable distinction was observed in the academic achievement scores of the
groups (p = .006, p < .05). As can be seen, the mean difference was positive.
Thus, it was found that the students with high student engagement scores had
higher academic achievement scores, and those with low student engagement
scores had lower academic achievement scores. Lastly, regression analysis

was conducted to determine the extent to which the sub-factors of student

engagement (predictor variables) predict academic achievement (predicted
variable); in other words, the purpose was to determine how academic
achievement was explained.
1
The best model was obtained in the third step. The t-significance values for the
predictor variables were calculated to be lower than p < .05. It was found that
among the predictor variables, cognitive engagement was the most substantial
variable that predicted academic achievement (B = .016), which was followed
by the variables of behavioral engagement (B = .032) and relationships with the
faculty member (emotional engagement-II) (B = .009). As a result of the
regression analysis conducted, the following model equation was obtained.
Achievement= 2.057 + (Cognitive Engagement * .016) + (Behavioral
Engagement * .032) + (Relationships with the Faculty Member (Emotional
Engagement-II) * .009) As can be understood from the values of R and R2
obtained for the model (R = .315; R 2 = .099), the variance explained by the
model was found to be 10%. In other words, the sub-factors regarding student
engagement explained academic achievement with a rate of 10%. The fact that
academic achievement was explained only by student engagement with a rate
of 10% gave an idea about how meaningful student engagement was for
academic achievement.
THE PROBLEM
Statement of the Problem
This study aims to assess the level of student engagement and academic
performance among maritime students at the University of Cebu Maritime

Education and Training Center during the school year 2023-2024.

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Specifically, it seeks to find answers to the following questions:
1. What is the level of student engagement of the respondents?

2. What is the academic performance of the respondents?
1
3. Is there a significant relationship between the level of student
engagement and the academic performance of the respondents?
4. What sound recommendation can be raised based on the findings of the
study?
Statement of Hypothesis
Ho: There is no significant relationship between the level of student
engagement and the respondents' academic performance.
.
SIGNIFICANCE OF THE STUDY

The result of this study will benefit the following:
Students. The main goal of this study is to assist maritime students in
understanding the significance of active engagement in improving their

academic performance.
2
Parents. Understanding how their children's engagement in learning affects
their academic success. By recognizing this, they can provide appropriate
support, encouragement, and guidance to enhance their child's engagement
1
and educational performance.
Teachers. Research findings will help teachers discover ways to make maritime
students more engaged in their learning. By understanding what motivates
them, they can tailor their teaching methods to improve their academic
performance.
School Administrators. School administrators can use the research outcomes
to encourage active participation and engagement among maritime students.
In turn, maintaining the quality education of the institution.
Researchers. By understanding the importance of engagement of maritime
students, researchers may help develop strategies and interventions that
improve students' academic performance, resulting in a more productive and
fulfilling educational experience.
Future Researchers. The conducted study could be of great use to future
researchers as a basis for further studies to be conducted in the same field or
about the concepts presented in the study. The results could also open up to
possible developments and innovations to the product soon.

RESEARCH METHODOLOGY
2
This portion discusses the methodologies and variables employed in this study,
such as the research design, study flow, research environment, respondents,
1
instrumentation, procedure, and the statistical treatment or tools utilized to
answer the problems formulated in the study.
Research Design
In this research, the descriptive-correlational research method will be utilized.
As Bhat (2023) described, this approach seeks to elucidate the relationship
between two or more variables without making definitive cause-and-effect
claims. The methodology involves collecting and analyzing data related to at
least two variables to explore their potential connections.
INPUT PROCESS OUTPUT
Figure 1:
The Research Flow
Research Environment
This research study is conducted from one of the University of Cebu's
campuses, the University of Cebu - Maritime Education and Training Center
(UC-METC), founded in 1964 by Atty. Augusto W. Go, the University of Cebu,
previously recognized as the Cebu College of Commerce, is an educational
institution in Cebu City, Philippines. It accommodates a diverse student body of
over 58,000 individuals across its five campuses, ranging from pre-school to
post-graduate students. UC has a track record of consistently producing top
notchers in various Board exams, including those for Engineering, Maritime
Studies, Marine Engineering, Naval Architecture, Nursing, Accounting,
Criminology, and Customs Administration. The school campus is on Alumnos

Street, Barangay Mambaling, Cebu City. Other campuses have varied courses,
2
and only UC-METC focuses on maritime courses such as Bachelor of Science in
Marine Transportation (BSMT), Bachelor of Science in Marine Engineering
(BSMaRE), Bachelor of Science in Naval Architecture & Marine Engineering
1
(BSNAME), and Catering and Stewardship (CS).
Conducting this research at the University of Cebu - METC is relevant for
determining the level of student engagement and academic performance
among maritime students. The aim is to identify specific aspects of the
university that need enhancement, ultimately improving overall student
engagement. The respondents would be aware of the engagement they are
experiencing, and the results could significantly impact the administration and
faculty of the University of Cebu - METC.
Research Respondents
The participants in this study are all college students who are officially enrolled
in NAV 3, 2nd year, 1st Semester at the University of Cebu METC for the
3
academic year 2023-2024 and are pursuing the Bachelor of Science in Marine
Transportation (BSMT). Since they are the ones who are particularly exposed to
these said endeavors, particularly in their everyday tasks at school, maritime
students were chosen as respondents.
The researcher will employ a simple random sampling procedure to identify the
respondents accurately. Since this would help ensure the validity of the results,
the researcher chose a sample size of 359 out of 5635 students enrolled in s.y.
2023-2024. Time and eliminate prejudices. Furthermore, respondents must be
willing to provide their voluntary consent after being informed of the study
procedures.
Inclusion Criteria

Possible respondents must meet the following criteria to be included in this

2
research:
1. Bachelor of Science in Marine Transportations students enrolled in NAV

3 second-year students during the Academic Year 2023-2024 at the
1
University of Cebu - Maritime Education and Training Center.
Exclusion Criteria
Possible respondents must meet the following criteria to be excluded in this
research:
4
1. Students enrolled in the Bachelor of Science in Naval Architecture and
Marine Engineering program at the University of Cebu - Maritime
Education and Training Center during the Academic Year 2023-2024
2. Bachelor of Science in Marine Engineering students at all year levels
from first year, second year, and third year enrolled during the Academic
year 2023-2024 at the University of Cebu - Maritime Education and
3 Training Center.
3. Students enrolled in the Catering and Steward (CS) program at the
University of Cebu - Maritime Education and Training Center during the
Academic Year 2023-2024.
4. Students in the Senior High School program enrolled at the University of
Cebu - Maritime Education and Training Center during the Academic Year
2023-2024.
5. Students in the Primary Education program enrolled at the University of
Cebu - Maritime Education and Training Center during the Academic Year
2023-2024.
6. School Administrators, Faculty, and Staff working at the University of
Cebu - Maritime Education and Training Center.

Research Instrument
The researchers will use a researcher-made questionnaire employing a scoring
system to collect data on the performance of maritime students in their
4
classroom engagement. This questionnaire is centered around assessing both
student engagement and academic performance. A survey instrument made by
a researcher to gather particular information or data for their study output is
known as a researcher-made questionnaire, also known as a researcher-
designed questionnaire or a custom questionnaire.
The study aims to gather information about respondents' activities during their
3
classes. The questions in the survey were derived from literature and studies
mentioned in the background using a Likert scale of 4. From the first statement
of the problem (SOP1), the respondents must put a checkmark in the
corresponding box if the respondents are instructed to mark the corresponding
box with either 'Always' (4), 'Frequently' (3), 'Sometimes' (2), or 'Never' (1) for
each statement related to the maritime student's engagement with their
classes, this scale is solely based on a 4-Point Likert Scale. This Likert scale
allows researchers to incorporate four extreme possibilities without a neutral
choice. Here, the various degrees of importance are expressed on a 4-point
Likert Scale.
The respondents will be evaluated using a Likert scaling method to gather data
on different engagements during Class. According to Fleetwood (2023), A Likert

scale serves as a unidimensional scale employed by researchers to gather the

2
attitudes and opinions of respondents. This psychometric scale is frequently
utilized to comprehend perspectives and views on a brand, product, or target
market in response to a specific question or statement.
1
Below is the scaling and interpretation
TABLE 1: SCORING PROCEDURE

3
SCALE
INTERVAL
RESPONSE CATEGORY
INTERPRETATION
4
3.26 - 4.00
Always
Highly Engaged

2.51 - 3.25
2
Frequently
Moderately Engaged
1
2
1.76 - 2.50
Sometimes
Slightly Engaged
4
1
1.00 - 1.75
Never
Not Engaged
TABLE 2: ACADEMIC PERFORMANCE

3
GRADE
EQUIVALENT
INTERPRETATION
1.0
100 - 95
Excellent
1.1 - 1.5
94 - 90
Very Good

2
1.6 - 2.5
89 - 80
Good
1
2.6 - 2.9
79 - 76
Fair
4
3.0
75
Passing

2
Research Procedures
Data Gathering. Survey questionnaires have been employed to gather the data
from the respondents. Transmittal letters are prepared, formally introducing
1
the research purpose and requesting collaboration from UC-METC students.
The letter explains the importance of the study and invites them to participate
voluntarily. Informed consent forms are distributed to students, outlining the
study's objectives, methodology, and assurance of confidentiality. Participants
are given ample time to read, understand, and voluntarily agree to participate.
4
Structured surveys are conducted among maritime students. The survey
consists of a research-made questionnaire for quantitative data. Collected
data is meticulously organized, ensuring accuracy and consistency. Data is
anonymized to protect participant identities. The interpreted data Provide
information about the various engagements students experience during their
classes from a student's perspective. It explores participants' underlying
3
reasons, nuances, and potential suggestions, comprehensively understanding
their engagement. The research findings summarize the identified output,
presenting statistical data and insights. It provides an overview of joint
engagements faced by maritime students during classes. The conclusion
synthesizes the findings, offering insights into the student's level of
engagement and academic performance at UC-METC. It discusses the
implications for the institution, suggesting potential strategies for
improvement and highlighting areas for future research. Recommendations for
addressing these challenges are also presented, ensuring the study
contributes meaningfully to enhancing the academic performance in maritime
education.

Ethical Considerations
The study will use ethical considerations to be prioritized. It is essential to
ensure that participants provide informed consent, indicating their full
4
awareness and understanding of the study. The project's objectives will be
communicated to the participants to facilitate their decision-making about
whether to participate. The main aim of seeking informed consent is to
empower participants to make informed choices regarding their involvement in
the study, fostering transparency and respect for their autonomy.
Voluntariness. Participation in the study is entirely voluntary for the
3
respondents, and they can withdraw at any point during the process. They will
be asked to sign a consent form containing sufficient information and
affirmations about the study to demonstrate the individual participants'
authorization to participate, understand the implications of participation, and
freely choose whether or not to do so. (See Appendix for Consent Form)
Privacy and Anomaly. During the study, respondents' privacy and
confidentiality will be crucial. All participants' responses will be regarded and
treated equally and fairly. All the information will be gathered and kept in strict
confidence. Particular identities will not be utilized in the study's findings or
publications. Instead, a number/code will be substituted to mask their identity.
All of the gathered data will be erased after six months.

No Harm. The study acknowledges that harm, encompassing physical and

2
emotional aspects like worry, discomfort, uneasiness, loss of confidence, or
invasion of privacy, must not be inflicted upon participants intentionally or
unintentionally during the study procedure. Additionally, confidentiality
1
ensures that any specific data is accessible only to the program researcher and
not to anyone else.
Confidentiality. Guarantees such as recognizing data are prohibited from any
reports or distributed archives.
Trustworthiness of the study. This study is required to give the highest level of
4
reliability, which focuses on ensuring that the results are not altered or
manipulated and includes the necessary factors to reinforce the study's basis.
The research survey utilized a researcher-made questionnaire survey to
establish the legitimacy of the research data. Credibility, transferability,
dependability, and confirmability are the four main components of data
trustworthiness that have been embraced.
3
Reliability of the Research. Reliability will be a criterion for determining
reliability. The researchers will use reliability in this correlational investigation
by assessing the accuracy of the measurements or measuring instruments
used in the study (also referred to as instrument validation). By giving a single
instrument to at least one group of participants, researchers will carry out a
pilot test to demonstrate its dependability. The outcomes of the pilot testing
will be statistically and practically evaluated. If item analysis is required to
change and validate the instrument, researchers will also undertake it.
Treatment of Data. Data treatment in this research paper involves meticulous

analysis involving data cleaning and statistical procedures to acquire
meaningful patterns to provide valuable insights into the field.

Weighted Mean. It will be used to evaluate the student's level of engagement of

2
the respondents.
Frequency and Percentage. It will be used to evaluate the academic
performance of the respondents.
1
Pearson's "r" Correlation. It will be used to evaluate the significant
relationship between the level of engagement and the academic performance
of the respondents.
DEFINITION OF TERMS
To ensure a better understanding of the study, we define the following terms
operationally according to the context used in this study. The following terms
are defined operationally according to the context used in this study.
Academic Performance. Measures the ability of students to complete tasks on
time, which is influenced by several factors. It is measured by grades from
tests, practical exams, and quizzes, which give insight into our achievements
as we pursue our academic goals.
Engagement. It means putting all our focus and effort into our academic work,
practical exams, school performance, and projects to improve our knowledge

and establish opportunities for a promising future in the maritime industry.

2
Maritime Student. A maritime student or a nautical student is a person who is
seeking education and training in the area of marine studies, specifically at the
University of Cebu - Maritime Education and Training Center. These individuals
1
are enrolled in the university's maritime studies program, which is meant to
give comprehensive education in various elements of the nautical sector.

1. Student Engagement and Academic GRADUATE SCHOOL HOLDS Originality

2 Performance of Students of ANOTHER JOURNAL GROUP
DISCUSSIONS LAST AUGUST 1 &
6, 2018 - Partido State University
https://parsu.edu.ph/index.php/n
ews-list/79-graduate-school-
1 holds-another-journal-group-
discussions-last-august-1-6-
2018
2. Specifically, it seeks to find answers to Acne vulgaris Research paper for Originality
the following questions: students
https://campuscrosswalk.org/acn
e-vulgaris/
4
3. are pursuing the Bachelor of Science in 10 sons of Mt. Province graduated Originality
Marine from Philippine Merchant Marine
Academy MADASIKLAN CLASS of
2023 ~ WowCordillera
https://www.wowcordillera.com/2
023/07/10-sons-mt-province-
graduated-from.html
4. Naval Architecture and Marine SGRA in English Originality

Engineering program at the University https://www.aisf.or.jp/sgra/englis
3
of h/2008/?cat=2

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Report: Student Engagement and Academic Performance Among Maritime Students

Student Engagement and Academic

1% of your text matches 4 sources on the web

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Unique Words 23%

Rare Words 43%

Word Length 5.8

Sentence Length 17.2

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Student Engagement and Academic

Rationale of the Study

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serving as crucial supporting factors. These assessments emphasize actions

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To employ hierarchical multiple regression analysis, one must systematically

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is to provide insights and strategies to optimize academic success for maritime

This study assesses engagement and academic performance among maritime

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Cognitive Theory, Self-Determination Theory, Flow Theory, Expectancy-Value

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strategies influence student engagement and academic performance.

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elements significantly influences an individual's approach to and success in

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is still a critical variable. Students make the sacrifices necessary to get a

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Student engagement is viewed as energy and effort in action, observable

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their interpretation (Boekaerts, 2016), each research project needs to begin

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achievement." Benchmark 2: Student/Faculty Interactions: Access to Contact

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was conducted to determine the extent to which the sub-factors of student

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Education and Training Center during the school year 2023-2024.

1. What is the level of student engagement of the respondents?

SIGNIFICANCE OF THE STUDY

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Possible respondents must meet the following criteria to be included in this

1. Bachelor of Science in Marine Transportations students enrolled in NAV

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scale serves as a unidimensional scale employed by researchers to gather the

Below is the scaling and interpretation

TABLE 1: SCORING PROCEDURE

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TABLE 2: ACADEMIC PERFORMANCE

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No Harm. The study acknowledges that harm, encompassing physical and

Treatment of Data. Data treatment in this research paper involves meticulous