TREATMENT BETWEEN NSA AND REGULAR

MARITIME STUDENT IN UCLM

By:

Bendanillo, Troy

Cabahug, John Michael

Lauron, Deybi F.

Requieron, Rieniel
 Statement of the Problem

Results and Discussion

Over View
Summary of Findings

Conclusion

Recommendations
 Statement of the Problem
THIS STUDY AIMS TO ANALYZE THE TREATMENT BETWEEN NSA AND
REGULAR MARITIME STUDENTS IN UNIVERSITY OF CEBU LAPU–LAPU
AND MANDAUE. THE RESULT OF THIS STUDY WILL SERVE AS THE BASIS
FOR RECOMMENDATION.
SPECIFICALLY, THE STUDY SEEKS TO ANSWER THE FOLLOWING QUESTIONS:

1. WHAT IS THE DEMOGRAPHIC PROFILE OF THE RESPONDENTS IN TERMS OF:

1.1 YEAR LEVEL

1.2 GENDER

1.3 STUDENT TYPE

1.4 PROGRAM
 2. WHAT IS THE TREATMENT GIVEN TO NSA AND REGULAR

MARITIME STUDENTS IN TERMS OF:

2.1 ACADEMIC SERVICES

2.2 STUDENT SERVICES

2.3 FEEDBACK AND COMPLAINT

2.4 DISCIPLINE

3. IS THERE A SIGNIFICANT RELATIONSHIP BETWEEN THE

PROFILES OF THE RESPONDENTS AND THE TREATMENT TO ITS

RECIPROCAL EFFECTS?

4. BASED ON THE STUDY'S FINDINGS, WHAT RECOMMENDATION

MAY BE PROPOSED?
 CHAPTER 2

Results and Discussion

THIS CHAPTER PRESENTS, ANALYZES, AND INTERPRETS THE DATA GATHERED BY THE

RESEARCHER TO ANALYZE THE TREATMENT BETWEEN NSA AND REGULAR MARITIME

STUDENTS IN UNIVERSITY OF CEBU LAPU–LAPU AND MANDAUE. THE RESPONDENTS IN

THIS RESEARCH WERE THE BACHELOR OF SCIENCE IN MARINE TRANSPORTATION

PROGRAM AND THE NORWEGIAN SHIPOWNERS ASSOCIATION (NSA) AT THE UNIVERSITY OF

CEBU LAPU-LAPU AND MANDAUE. HE INTERPRETATIONS ARE PRESENTED BELOW.

 Table 1
Profile of the Respondents

Profile of the Respondents

Indicators f %
Year Level
1st Year 3 6

2nd Year 42 86
3rd Year 4 8
Gender

Male 45 92
Female 4 8
Student Type

NSA 6 12

Regular 43 88
Program

BSMT 49 100

: THE TABLE PRESENTS THE PROFILE OF THE RESPONDENTS, SHOWING THE FREQUENCY AND PERCENTAGE OF YEAR
LEVEL, GENDER, STUDENT TYPE, AND PROGRAM.
Table 2

Treatment Given to NSA and Regular Maritime Students

Indicators Regular NSA
2.1 Academic Services
1. I receive personalized academic advising and mentoring. 86% 100%
2. I have access to modern and well-equipped laboratories 95% 100%
88% 83%
3. I am provided with innovative and effective methods in teaching.
4. I have access to academic resources. 91% 83%
93% 100%
5. I am satisfied with the availability of specialized maritime courses.
72% 100%
6. I receive adequate support for academic projects and research.
7. I find it easy to seek academic assistance from faculty. 84% 100%
8. I benefited from regular updates and improvements in the
91% 100%
curriculum.
9. I am provided with industry-relevant internships and training
79% 100%
opportunities.
10. I have sufficient access to academic advising sessions. 84% 100%
Aggregate Mean 86% 97%
2.2 Student Services
1. I have access to comprehensive career counseling services. 79% 83%

2. I find the health services provided by the institution 88% 100%

3. I benefit from robust mental health support services. 84% 100%

4. I am satisfied with the quality of campus housing. 74% 100%

5. I have ample opportunities to participate in extracurricular
67% 100%
activities.
6. I find student financial services to be accessible and helpful. 84% 83%

7. I am provided with sufficient recreational facilities on campus. 84% 100%

8. I feel that the campus security measures are adequate. 88% 100%

9. I have access to well-maintained dining facilities. 79% 100%

10. I can easily access transportation services provided by the
58% 100%
institution.
Aggregate Mean 79% 97%
2.3 Feedback and Complaint
86% 83%
1. I feel the feedback on academic matters is taken seriously.
95% 100%
2. I am aware of the institution's disciplinary procedures.
86% 83%
3. I have an effective platform for voicing concerns and complaints.
91% 100%
4. I am informed about the outcomes of their feedback.
5. I am satisfied with the responsiveness of the administration to their
79% 100%
issues.
91% 83%
6. I feel the suggestions for improvement are considered.
84% 100%
7. I have confidence in the complaint resolution process.
79% 100%
8. I am aware of the procedures for lodging complaints.
9. I feel they can freely express their opinions without fear of
79% 100%
retribution.
84% 100%
10. I receive feedback on the status of their complaints.
Aggregate Mean 85% 95%
2.4 Discipline
1. I believe that the disciplinary policies are fair and just. 86% 83%

2. I am aware of the institution's disciplinary procedures. 95% 100%

3. I feel that disciplinary actions are applied consistently. 88% 100%

4. I believe that the disciplinary process is transparent. 86% 83%

5. I am satisfied with the fairness of the disciplinary hearings. 91% 100%

6. I am treated equally in disciplinary matters. 91% 83%

7. I am aware of their rights regarding disciplinary actions. 95% 83%

8. I believe that there is no bias in the disciplinary system. 91% 100%

9. I feel safe reporting violations of conduct policies. 93% 100%

10. I am informed of disciplinary decisions in a timely manner. 95% 100%

Aggregate Mean 91% 93%

NOTE: THIS TABLE DEMONSTRATES THE AGGREGATE MEAN OF THE TREATMENT GIVEN TO NSA AND
REGULAR MARITIME STUDENTS
 TABLE 3
Overview of the percentage of the treatment administered to both NSA and regular maritime students

Treatment Given to NSA and Regular Maritime Students

Indicators Regular NSA

86% 97%
2.1 Academic Services
79% 97%
2.2 Student Services

85% 95%

2.3 Feedback and Complaint

91% 93%
2.4 Discipline
NOTE: THE PERCENTAGE OF THE TREATMENT ADMINISTERED TO BOTH NSA AND REGULAR MARITIME
STUDENTS.
 Table 4
The relationship between the profile of the student and treatment given to NSA and Regular maritime
students.

Relationship between the profile of the student and treatment given to NSA and Regular Maritime Students

Variables Chi-Square p-Value Critical Value Significance Result

Year Level 0.005 0.05 Significant Ho Rejected

Gender 0.560 0.05 Not Significant Ho Accepted

Student Type 0.486 0.05 Not Significant Ho Accepted

.a
Program 0.05 Not Significant No Statistic

NOTE: THIS TABLE DEMONSTRATES THE CHI - SQUARE P VALUE, CRITICAL VALUE, SIGNIFICANCE
AND RESULT
 Summary Findings
TABLE 1
THE TABLE PROVIDES A DEMOGRAPHIC
BREAKDOWN OF 49 STUDENTS FROM THE BSMT
PROGRAM AT THE UNIVERSITY OF CEBU LAPU–
LAPU AND MANDAUE, INCLUDING BOTH REGULAR
AND NSA STUDENTS ACROSS DIFFERENT ACADEMIC
YEARS. THE SAMPLE COMPRISES 3 FIRST-YEAR, 42
SECOND-YEAR, AND 4 THIRD-YEAR STUDENTS,
WITH A GENDER DISTRIBUTION OF 4 FEMALES AND
45 MALES. THE STUDY AIMS TO COMPARE THE
TREATMENT RECEIVED BY NSA AND REGULAR
MARITIME STUDENTS BY ANALYZING FACTORS
LIKE ACADEMIC PERFORMANCE AND RESOURCE
ACCESSIBILITY. UNDERSTANDING THE
DEMOGRAPHIC PROFILE AIDS IN ASSESSING
SAMPLE REPRESENTATIVENESS AND IDENTIFYING
TRENDS WITHIN THE STUDENT BODY. THIS
ANALYSIS CONTRIBUTES TO A COMPREHENSIVE
UNDERSTANDING OF MARITIME EDUCATION
DYNAMICS, FACILITATING INFORMED DECISIONS TO
ENHANCE EDUCATIONAL EXPERIENCES AND
OUTCOMES.
TABLE 2
THE DATA PROVIDES A DETAILED COMPARISON
BETWEEN STUDENTS AFFILIATED WITH THE
NORWEGIAN SHIPOWNERS ASSOCIATION (NSA) AND
REGULAR MARITIME STUDENTS AT THE UNIVERSITY OF
CEBU LAPU–LAPU AND MANDAUE ACROSS VARIOUS
DIMENSIONS, INCLUDING ACADEMIC SERVICES,
STUDENT SERVICES, FEEDBACK AND COMPLAINTS, AND
DISCIPLINE. REGULAR MARITIME STUDENTS TEND TO
EXPRESS HIGHER SATISFACTION LEVELS IN ACADEMIC
ADVISING, ACCESS TO RESOURCES, AND
TRANSPORTATION SERVICES COMPARED TO NSA
STUDENTS. HOWEVER, BOTH GROUPS GENERALLY
REPORT POSITIVE PERCEPTIONS OF ACADEMIC
RESOURCES AND STUDENT SERVICES, WITH SOME
VARIATIONS IN SATISFACTION LEVELS. DESPITE
DIFFERENCES, BOTH NSA AND REGULAR MARITIME
STUDENTS SHOW HIGH LEVELS OF SATISFACTION WITH
DISCIPLINARY POLICIES AND PROCEDURES. ANALYZING
THIS DATA IS CRUCIAL FOR THE UNIVERSITY TO
IDENTIFY AREAS FOR IMPROVEMENT AND TAILOR
SERVICES TO MEET STUDENTS' DIVERSE NEEDS,
ULTIMATELY ENHANCING THE OVERALL STUDENT
EXPERIENCE.
 TABLE 3
THE DATA REVEALS SIGNIFICANT
DIFFERENCES IN TREATMENT BETWEEN
REGULAR MARITIME STUDENTS AND THOSE
IN THE NAVAL SCIENCE AND ADMINISTRATION
(NSA) PROGRAM ACROSS VARIOUS
SATISFACTION RATES. NSA STUDENTS EXHIBIT
NOTABLY HIGHER SATISFACTION RATES IN
ACADEMIC SERVICES (97% COMPARED TO 86%
FOR REGULAR STUDENTS), STUDENT
SERVICES (97% COMPARED TO 79%), AND
FEEDBACK MECHANISMS (95% COMPARED TO
85%). DESPITE BOTH GROUPS EXPRESSING
HIGH SATISFACTION WITH DISCIPLINE (91%
FOR REGULAR STUDENTS AND 93% FOR NSA
STUDENTS), THESE DISPARITIES HIGHLIGHT
AREAS FOR IMPROVEMENT IN THE
TREATMENT AND SUPPORT PROVIDED TO
REGULAR MARITIME STUDENTS. ADDRESSING
THESE GAPS COULD PROMOTE A MORE
INCLUSIVE AND EQUITABLE LEARNING
ENVIRONMENT WITHIN THE INSTITUTION.
TABLE 4
The analysis explores the relationship between student
profiles and the treatment given to students associated with
the Norwegian Shipowners' Association (NSA) compared to
regular maritime students. Utilizing the Chi-Square test, the
study assessed the significance of various variables in
influencing treatment. Results indicate a significant
relationship between students' year levels and treatment,
suggesting notable disparities based on academic progression.
However, no significant relationship was found between
treatment and gender or student type, indicating consistency
in treatment across genders and student categories.
Additionally, no statistical analysis was conducted for
program type. These findings underscore the importance of
considering students' year levels in understanding treatment
variations within the maritime education sector, while further
exploration is needed to elucidate underlying factors
contributing to treatment differences among maritime
students associated with the Norwegian Shipowners'
Association.
 Conclusion
THE ANALYSIS OF THE DEMOGRAPHIC BREAKDOWN AND TREATMENT COMPARISON BETWEEN REGULAR MARITIME STUDENTS AND THOSE

AFFILIATED WITH THE NORWEGIAN SHIPOWNERS ASSOCIATION (NSA) AT THE UNIVERSITY OF CEBU LAPU–LAPU AND MANDAUE PROVIDES

VALUABLE INSIGHTS INTO THE DYNAMICS OF MARITIME EDUCATION. THE STUDY REVEALS A PREDOMINANTLY MALE, SECOND-YEAR

STUDENT POPULATION WITHIN THE BSMT PROGRAM, LAYING THE GROUNDWORK FOR UNDERSTANDING THE COMPOSITION OF THE

STUDENT BODY. IN TERMS OF TREATMENT COMPARISON, WHILE REGULAR MARITIME STUDENTS GENERALLY EXPRESS HIGHER

SATISFACTION LEVELS IN CERTAIN AREAS SUCH AS ACADEMIC ADVISING AND RESOURCE ACCESSIBILITY, NSA STUDENTS DEMONSTRATE

GREATER SATISFACTION WITH ACADEMIC SERVICES, STUDENT SERVICES, AND FEEDBACK MECHANISMS. NOTABLY, DISPARITIES IN

TREATMENT BASED ON STUDENTS' YEAR LEVELS ARE EVIDENT, SUGGESTING THE NEED FOR TAILORED SUPPORT AS STUDENTS PROGRESS

THROUGH THEIR ACADEMIC JOURNEY. HOWEVER, NO SIGNIFICANT DIFFERENCES ARE FOUND BASED ON GENDER OR STUDENT TYPE,

EMPHASIZING CONSISTENCY IN TREATMENT ACROSS THESE CATEGORIES. HENCE, THESE FINDINGS UNDERSCORE THE IMPORTANCE OF

CONTINUOUS EVALUATION AND REFINEMENT OF SUPPORT SERVICES TO ADDRESS DISPARITIES AND PROMOTE INCLUSIVITY AND EQUITY

WITHIN THE MARITIME EDUCATION SECTOR, ULTIMATELY ENHANCING THE EDUCATIONAL EXPERIENCE FOR ALL STUDENTS.
 Recommendations

BASED ON THE FINDINGS PRESENTED IN THE TABLES, THE

STUDY SHEDS LIGHT ON IMPORTANT DISPARITIES IN
TREATMENT BETWEEN REGULAR MARITIME STUDENTS AND
THOSE AFFILIATED WITH THE NORWEGIAN SHIPOWNERS
ASSOCIATION (NSA) AT THE UNIVERSITY OF CEBU LAPU–LAPU
AND MANDAUE. TO ADDRESS THESE DISPARITIES AND ENHANCE
THE OVERALL EDUCATIONAL EXPERIENCE FOR ALL MARITIME
STUDENTS, SEVERAL RECOMMENDATIONS CAN BE MADE.
Thank you