1

WOMEN SEAFARERS AND THEIR IDENTITIES COURSE MARITIME

CHOOSING BSMT AS A COURSE: ITS EFFECT TO FEMALE SEAFARERS

CHAPTER I INTRODUCTION From the start of human existence, learning has been the forefront of mans move towards the future. The researchers think that success with every endeavour has been rooted in how man handled each and every situation with his learned habits. When mans quest for excellence and drive for education evolved, his learning and study habits also improved through time, and tested in every aspect of evaluation possible. With every change in mans environment, the rate of achieving success also varies; this is where the relationship of study habits and academic performance will come into play. In March 2006, reports state that the student enrolment in the Philippines for both Marine Transportation and Marine Engineering courses has suffered a dramatic decline as compared over the past five years. Philippines CMS Crew Management Services Manager listed a dropout rate from 0.06 percent to a high of 0.30 percent. In the same report, a decrease in the number of graduates for the same period reached a record from 0.03 percent to a high of 0.41 percent. Among these graduates, only 7.6 percent took the licensure examination of which 71 percent passed. These facts showed the current issues affecting the maritime education in the Philippines. The role of education in nation-building is vitally recognized. Every year, millions of students are enrolled in different courses of specialization to realize their individual dreams. With the advent of technological innovations and contemporary teaching strategies, the education system of the country is overly affected. Maritime education in the Philippines is just a fragment of the generally problematic education system of the country. Most researchers agree that the education system and conditions of the country is among the most popularly and widely

written research subject. The concept of poverty is always connected with education. Education, ironically, was also deemed as the antidote of poverty. With this thought reverberating in mind of every Filipino student, it is then necessary to pay particular attention to the state of education in the country. On this case, the maritime education system is under explication and scrutiny. The Philippine Institute for Development Studies (PIDS) in a published press release states that the country possesses comparative advantages in maritime education among the APEC regions. It is surprising to know that the Philippines is the primary source of world-class seafarers yet the educational system is faced with various challenges that sprouted from both societal and institutional setup and conditions. According to an article published by the () (2005), the Philippines plays a stellar function in the international shipping and maritime industry with its position as the principal supplier of seafarers. The successful placement of Filipino marine officers and seafarers on various foreigngoing marine transportations such as passenger luxury cruise ships offered lush employment for thousand of Filipinos. For the record indicated in the same article, one of five ocean going seafarer is a Filipino while three in ten international ships employ Filipino seafarers. It was also identified that Norwegian flagged and controlled ships are the biggest employers with about 25,000 Filipino sailing the seven seas on their ships, out of 139,000 reported sea based countrymen. The Philippines has the largest supply of seafarers at around 28% (, 2005). With these identified figures, it is safe to claim that Filipino seafarers are breaking racial boundaries and identity issues among foreign oceans with their innate ability to excel as world-class seafarers. Similarly, the country is an active member of IMO and belongs to the so-called White List. The maritime industry of the country has a national policy supported by both State-run and

State-private enterprise-sea-farer sector partnerships particularly in promoting the market competitiveness and welfare of the Filipino seafarers (, 2006). More often than not, the performances of the Filipino seafarers are rooted in their early higher education experiences. Today, there are numerous maritime schools that offer marine courses such as Bachelor of Science in Marine Transportation (BSMT) and Bachelor of Science in Marine Engineering (BSMarE) or similar short-term maritime related courses such as basic seamans course. According to , there are 118 maritime schools in 1998 led by the state-managed Philippine Merchant Marine Academy (PMMA) situated in various regions of the country. These maritime schools are down to 76, a 36 percent decrease, wherein 42 were closed due to the failure to comply with the International Maritime Organization (IMO) standards. These maritime schools strictly follow the IMO model courses as promulgated by the 1978 convention on Standards of Training, Certification and Watchkeeping for seafarers (STCW), as amended in 1995, and are the only ones allowed by our government to conduct and administer baccalaureate courses with 3-year academics plus 1 year supervised shipboard apprenticeship for deck and engine cadets. The Commission on Higher Education (CHED) recognized and accredited these maritime courses offered by duly authorized academic institutions. On November 12, 1999, the CHED released the names of maritime schools it deemed to have passed the IMO-STCW standards (, 2000). This raised another controversy on how CHED came up with their evaluation protocol. Aside from legitimate maritime schools, there are maritime training centers that should be accredited by the Maritime Training Council (MTC). Both CHED and MTC monitor the educational environment of the future world-class Filipino seafarers. Maintaining the premier position of Filipino seafarers poses a difficult challenge to face as the emerging competitors from other continents are making their own way up the maritime

status ladder. The Philippine government could not be complacent and contented with the present share of sea-based labor of some 16% but will need to strive to capture more and increase in number. There is still room for improving competence and employability of Filipino compatriots. Should the government will go the extra mile to keep them abreast with fast paced technological innovations and advances in shipping. And to make these things more possible, studying the enrolment trends of the maritime courses in the country is of great help. At present, the Philippines is the prime source of internationally renowned seafarers and seamen (, 2006). said that the international maritime industry extensively recognized the country as a source of competent seafarers with a natural likeness to the sea, qualities of cultural adaptability, general technical competence, and English proficiency. Meanwhile, (2001) said that maritime education in the Philippines is among the best in the Asia-Pacific region and even the world. Despite the issues faced by maritime schools and institutions in the past decades, the maritime education system of the country could be claimed as outstanding. According to the () (2002) a central ISO-certified State organization that is in-charge on planning for the deployment of seafarers for foreign flag vessels, the Filipino seafarer is cited among worlds competent mariners. Now, there are again problems in the maritime education of the country. How will we sustain such recognition if the maritime education is repeating its history of downgrading method of instruction? The Philippines is also running-out of highly skilled marine officers (, 2006). With the growing problems, the maritime industry in cooperation with State-identified institutions, various mechanisms were designed and implemented to continuously maintain the Filipino seafarers world-class reputation. In March 2006, reports state that the student enrolment in the Philippines for both Marine Transportation and Marine Engineering courses has suffered a dramatic decline as compared

over the past five years. Philippines CMS Crew Management Services Manager listed a dropout rate from 0.06 percent to a high of 0.30 percent. In the same report, a decrease in the number of graduates for the same period reached a record from 0.03 percent to a high of 0.41 percent. Among these graduates, only 7.6 percent took the licensure examination of which 71 percent passed. These facts showed the current issues affecting the maritime education in the Philippines. The role of education in nation-building is vitally recognized. Every year, millions of students are enrolled in different courses of specialization to realize their individual dreams. With the advent of technological innovations and contemporary teaching strategies, the education system of the country is overly affected. Maritime education in the Philippines is just a fragment of the generally problematic education system of the country. Most researchers agree that the education system and conditions of the country is among the most popularly and widely written research subject. The concept of poverty is always connected with education. Education, ironically, was also deemed as the antidote of poverty. With this thought reverberating in mind of every Filipino student, it is then necessary to pay particular attention to the state of education in the country. On this case, the maritime education system is under explication and scrutiny. The Philippine Institute for Development Studies (PIDS) in a published press release states that the country possesses comparative advantages in maritime education among the APEC regions. It is surprising to know that the Philippines is the primary source of world-class seafarers yet the educational system is faced with various challenges that sprouted from both societal and institutional setup and conditions. According to an article published by the () (2005), the Philippines plays a stellar function in the international shipping and maritime industry with its position as the principal supplier of seafarers. The successful placement of Filipino marine officers and seafarers on various foreign-

going marine transportations such as passenger luxury cruise ships offered lush employment for thousand of Filipinos. For the record indicated in the same article, one of five ocean going seafarer is a Filipino while three in ten international ships employ Filipino seafarers. It was also identified that Norwegian flagged and controlled ships are the biggest employers with about 25,000 Filipino sailing the seven seas on their ships, out of 139,000 reported sea based countrymen. The Philippines has the largest supply of seafarers at around 28% (, 2005). With these identified figures, it is safe to claim that Filipino seafarers are breaking racial boundaries and identity issues among foreign oceans with their innate ability to excel as world-class seafarers. Similarly, the country is an active member of IMO and belongs to the so-called White List. The maritime industry of the country has a national policy supported by both State-run and State-private enterprise-sea-farer sector partnerships particularly in promoting the market competitiveness and welfare of the Filipino seafarers (, 2006). More often than not, the performances of the Filipino seafarers are rooted in their early higher education experiences. Today, there are numerous maritime schools that offer marine courses such as Bachelor of Science in Marine Transportation (BSMT) and Bachelor of Science in Marine Engineering (BSMarE) or similar short-term maritime related courses such as basic seamans course. According to , there are 118 maritime schools in 1998 led by the state-managed Philippine Merchant Marine Academy (PMMA) situated in various regions of the country. These maritime schools are down to 76, a 36 percent decrease, wherein 42 were closed due to the failure to comply with the International Maritime Organization (IMO) standards. These maritime schools strictly follow the IMO model courses as promulgated by the 1978 convention on Standards of Training, Certification and Watchkeeping for seafarers (STCW), as amended in 1995, and are the only ones allowed by our government to conduct and administer baccalaureate

courses with 3-year academics plus 1 year supervised shipboard apprenticeship for deck and engine cadets. The Commission on Higher Education (CHED) recognized and accredited these maritime courses offered by duly authorized academic institutions. On November 12, 1999, the CHED released the names of maritime schools it deemed to have passed the IMO-STCW standards (, 2000). This raised another controversy on how CHED came up with their evaluation protocol. Aside from legitimate maritime schools, there are maritime training centers that should be accredited by the Maritime Training Council (MTC). Both CHED and MTC monitor the educational environment of the future world-class Filipino seafarers. Maintaining the premier position of Filipino seafarers poses a difficult challenge to face as the emerging competitors from other continents are making their own way up the maritime status ladder. The Philippine government could not be complacent and contented with the present share of sea-based labor of some 16% but will need to strive to capture more and increase in number. There is still room for improving competence and employability of Filipino compatriots. Should the government will go the extra mile to keep them abreast with fast paced technological innovations and advances in shipping. And to make these things more possible, studying the enrolment trends of the maritime courses in the country is of great help. At present, the Philippines is the prime source of internationally renowned seafarers and seamen (, 2006). said that the international maritime industry extensively recognized the country as a source of competent seafarers with a natural likeness to the sea, qualities of cultural adaptability, general technical competence, and English proficiency. Meanwhile, (2001) said that maritime education in the Philippines is among the best in the Asia-Pacific region and even the world. Despite the issues faced by maritime schools and institutions in the past decades, the maritime education system of the country could be claimed as outstanding.

According to (2002) a central ISO-certified State organization that is in-charge on planning for the deployment of seafarers for foreign flag vessels, the Filipino seafarer is cited among worlds competent mariners. Now, there are again problems in the maritime education of the country. How will we sustain such recognition if the maritime education is repeating its history of downgrading method of instruction? The Philippines is also running-out of highly skilled marine officers (, 2006). With the growing problems, the maritime industry in cooperation with State-identified institutions, various mechanisms were designed and implemented to continuously maintain the Filipino seafarers world-class reputation. The goal is to identify the whole process of adapting and efficiently utilizing the different learning influences and reasons why did they choose Bachelor of Science in Marine Transportation as their course. All the factors involved will be carefully studied and restudied in order to achieve the different aspects that will determine the influences and reasons why did they choose Bachelor of Science in Marine Transportation as their course. The core of this study is to identify, evaluate and understand the relationship of the students and the influences and reasons why did they choose Bachelor of Science in Marine Transportation as their course, its efficiency and effectiveness and how it would adapt to the effects of technology and innovations in learning and education. Statement of the Problem Main problem:

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The study is to determine why did these women choose Bachelor of Science in Marine Transportation as their course the thesis is entitled : CHOOSING BSMT AS A COURSE: ITS EFFECT TO FEMALE SEAFARERS Specifically, it seeks to answer the following questions: Sub-problem: 1. What is the profile of the students in terms of: a. age b. gender c. year level d. relationship status 2. What are the attitudes towards study habits of the respondents in terms of: a. Teachers b. Classmates c. BSMT Subjects 3. What is are the factors that influence students in liking BSMT course? a. Teachers

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b. Classmates c. Subjects 4. What is are the factors that influence students in disliking other course? a. Teachers b. Classmates c. Subjects 5. Is there a significant relationship between study habits and academic performance of students in BSMT course? Hypothesis Null Hypothesis There is no direct significance in the relationship of study habits with the academic performance of the students in BSMT Course. Objectives of the Study The main objective of this study is to provide essential information to students, educators, parents and other significant readers on the factors that influence school student in taking up BSMT. Secondary objectives include:

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1.

To determine the different influences that affects the students academic performance.

2.

To evaluate the level of knowledge acquired and through different learning methods that affects the BSMT academic performance of the respondents.

3.

To identify the factors that influence why did they choose Bachelor of Science in Marine Transportation as their course.

Significance of the Study This study was carried out to determine the factors that influence student on why did they choose Bachelor of Science in Marine Transportation as their course l. This study will contribute on the following: Students The findings of this study will assist students and provide them with better understanding on how to study their lessons more effectively and efficiently use available resources which can greatly increase the chance of absorbing more knowledge and information; therefore, this would serve as guide to achieve better BSMT subjects academic performance. Teachers The findings of this study would give valuable background information that may bring about change and improvement in teaching and educating strategies. The instructors can motivate the students properly by making them appreciate their potential as a learner.

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The result of this study could provide a better understanding with regards to the teacher student relationship, strengthening it instead of creating gaps and differences which evidently creates a void in the learners path to success. It would also make the teacher aware that there are factors that influence the students and why did they choose Bachelor of Science in Marine Transportation as their course Administrators The findings of the study would provide factual information on the factors on teaching and learning process that affects the students academic performance so as to adapt effective policies and programs recommendation to ensure maintenance and profound utilization of good study habits among students in BSMT subjects. Scope and Limitations This study deals mainly with the question why did they choose Bachelor of Science in Marine Transportation as their course 1. to be able to indicate the history and meaning of BSMT course the researchers go to the library and research for the history and meaning of BSMT course; 2. they also visited website of this subject; 3. also the researchers has able to spread questionnaires to people that is involved in their topic; 4. listing only important information is the first thing they do; 5. secondly the researchers edited the data they gathered;

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Conceptual Framework The concept was derived from Lourdes A. Dagdag of Winning Strategies for Study, Thinking and Writing Skills and Victorina O. Acero of Principle and Strategies of Teaching. The researchers come out with this concept for it allows the students to adeptly go about the arts of studying. It shows how different factors may or may not be of significance to the success of the learner. Some changes will be adapted from the framework of but it will not lose its essence, a detailed approach will be observed to simplify understanding of the study. According to Dagdag, Desirable study skills includes careful management of time, correct choice of study area, effective reading, quality writing, selective yet accurate note taking, improved concentration, successful test taking, relating well to instructions and wise use of study system. Such behavior is not only through in human beings where the animalistic nature is concerned but animals as well, as they operate on the instinctive or sensitive level. According to Dr. Victorina Acero, All learning begins with things around us. They may be objects, persons or phenomena that we experience or that we became aware of through any of our five senses. The S-R bond or stimulus-response bond as explained in behavioristic psychology holds that every stimulus elicits an automatic response Such behavior is not only through in human beings where the animalistic nature is concerned but animals as well, as they operate on the instinctive or sensitive level. However, such reactions may not always be true in situations where human beings behave on a higher or rational-moral level.

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Figure 1.

Paradigm Paradigm of Learning Process Learning Process Learning Outcome Rational / Moral Route NO

MIND
Intellect / Will Personal Meaning YES

Environment Senses

Stimulus

Response

CHANG E IN BEHAVI OR

PER SON

A - Learning Style

B - Venue For Studying - Duration of Studying

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Discussion of the Paradigm of Learning Process Whenever a person studies, learning process always happens wherein he rationalizes and activates his own moral route therefore learning outcomes follows. Learning outcomes are the ones that are realized by the person who studies himself. It is the ones that he had done reasoning carefully through his mind. In studying, the intellectual mind has always its own personal meaning that bounces off into two outcomes; these are the negative and the positive outcomes. The negative outcomes (NO) means that the person who studies did not absorbed what he is reading. He could not get the information properly therefore resulting in a negative learning outcome. A positive outcome comes with a response which means that the person who reads understands what he is rationalizing. It starts with his presence of mind that involves the factors that made him concentrate properly in studying; these are the environment and his own senses. When these two factors affects the persons mind properly, his stimulus activates and responds to what he is thinking therefore change of the persons behavior happens. Its either he agree or disagree to what he is thinking and what he is absorbing. Learning Styles, venue for studying and duration of studying are the three factors that contributes to how a person intellectual mind or will rationalizes in learning something from the content that he is rationalizing.

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Definition of Terms ACADEMIC PERFORMANCE is the progress of an individual regarding school works that will be graded according to the students input and output. CONCENTRATION is the focus of mind or resources and direction of all thoughts or effort towards one particular task, idea, or subject. EDUCATORS PERFORMANCE is the mastery and credibility of an educator in providing knowledge and information with respect to his field of teaching. LEARNING FIELD is a closed or open room setting where a learner and an educator exchange knowledge. READING is an activity where a student reads on a material that may or may not be significant on is academic performance. STRATEGY is the plan and direction that leads both learner and educator to a better result of academic performance. STUDY AREA is a place where a student goes and uses for studying. STUDY HABITS are he unique way students deal with their school responsibilities or works that would result to a good academic performance. S-R BOND is the Stimulus Response bond. It shows how learners would react to certain stimulus during periods of learning.

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TEST TAKING is also called an assessment is the connection between the test definition and the actual taking of the test by the students. TIME MANAGEMENT is a set of principles, practices, skills, tools, and systems that work together to help students to get more value out of their time with the aim of improving the quality of life. WRITING is the act of the one who writes may it be a meaningful letter or characters that constitute readable matter or a literary composition.

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CHAPTER II REVIEW OF RELATED LITERATURE Related Readings Marine Education in the Philippines The Philippine education system, according to the report of of () (2001), is classified under nine clusters of disciplines for both undergraduate and graduate degrees and diploma. These nine clusters of discipline are Agriculture Education, Business and Management Education, Engineering and Architecture, Health Profession Education, Humanities, Social Sciences and Communication, Information Technology, Maritime Education, Science and Mathematics, and Teacher Education. Under the Maritime Education, the following fields or disciplines included are Naval Architecture and Marine Engineering, Marine Transportation, Marine Engineering, and Basic Merchant Marine Course. The maritime education in the country was faced by different stages of transition from its challenging beginnings up to the current state of opulence. A news report from (1992) stated that maritime education is the oldest educational system in the country. This claim is attributed to the geographic characteristics of the Philippines. Consisting of 7,107 islands and islets depending on tides, the country has a long coastline which is 235,973 square kilometers, longer than the United States (, 2002). With this fact, it is historically indicated that early ancestors already travel from islands to another by using boats and other water transportation made available at the early times. Thus, the Filipinos are culturally and historically innate or accustomed to marine navigation.

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Maritime education also experienced downfalls characterized with downgrading quality of marine education and the need to meet quality standard requirements imposed by CHED and the IMO or the international maritime industry in general. The CHED, being the immediate institution that evaluates the quality of instruction in maritime schools, conducts evaluation procedures to see to it that both national and international requirements on maritime education are met. There have been controversies (, 2000) especially in the classification of marine schools and training centers who reached acceptable level of standards. In March-April 2001, the published an online article specifying on 37 institutions who complied with Standards for Training, Certification and Watchkeeping ( 95) as based in a memorandum circular issued by the CHED on March 2. Based on surveys conducted by the MTC, there are an estimated 118 schools offering BS Marine Transportation and BS Marine Engineering courses today. MTC executive director said the number is slightly lower than the 127 schools in 1996 and 15 less than the total 133 in the early 90s. As the condition of general education in the country complicates, the marine education is not an exemption. newspaper ( 2006) reported the 7th Asia-Pacific Manning and Training Conference at the Philippine Plaza Hotel, where Maritime Academy of the Asia and the Pacific (MAAP) president said that maritime education needs reforms. Such reforms must be centered to maritime academies all over the nation. The reforms include the following: inclusion of leadership training in their curriculum to boost Filipino seamens chances, lowering of attrition rate of enrollees and mixing out better trained graduates. Marine Engineering A ship's crew is divided into two distinct sections: those who navigate the ship and those who maintain and control the machinery and carry out all repair functions on-board. The former

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probably studied and finished Marine Transportation and the latter is Marine Engineering. Both work hand in hand in order to maintain safety of the vessel and its content. In most maritime academies, the program description of this course includes ship engine maintenance and overall onboard ship conduct. A marine student is trained to be worthy seafarers by instilling values like sense of responsibility, discipline and competence to become Marine Engine Officer. The products of this course become the members of a ship's crew that work on the maintenance of the propulsion and other systems onboard the vessel. They also deal with the hotel facilities of the vessel such as the sewage, lighting, air conditioning and water systems. Marine engineers deal with massive fuel transfers and require training in firefighting and first aid. They also work with the ship's boats and other nautical tasks especially with cargo loading/discharging gear and safety systems. On special cases, the marine engineer is involved in the new design and construction of complicated naval systems like naval architecture or ship design. The subjects included in Marine Engineering program ranges from marine power plants, thermodynamics,

hydromechanics, and electronic technology. Other job opportunities for graduates of this course aside from Marine Engine Officer include Engine Cadet, Chief Engineer, Shipping Executive, Port Engineer, Training Center Engineer, and Teacher of Marine Engineering subjects among others. Marine Transportation Marine Transportation, for most maritime institutions, refers to the study of ship operations and overall onboard ship conduct. A Marine Transportation student is armed with the sense of responsibility, discipline, awareness of safety, and competence characteristic of a

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Marine Deck Officer. Generally, Maritime Transportation students learn the process of manning and navigating vessels. They also deal with specific cargo discharge function particularly deck officers and deck workers. In this program, the students are trained to be knowledgeable in ship operations including ship handling, navigation, meteorology, cargo handling and stowage, and communications. Aside from the mentioned position, the Marine Transportation graduate can work as Deck Cadet, Master Mariner (or Marine Deck Officer), Port Captain, Shipping Executive, Harbor Pilots, Marine Consultant, and Teacher of Marine Transportation subjects among others. Philippine Merchant Marine Academy (PMMA) The PMMAs history could be accessible through their website. Meanwhile, (2007) provided a comprehensive history and was adapted in this research study. In January 1, 1820, Spanish Colonials institutionalized formal maritime education with establishment of Escuela Nautica Manila and inaugurated on April 5, 1820 in its initial location, at Calle Cabildo in Intramuros, Manila. In 1863, the school was relocated to Calle San Juan de Letran, then to Calle de Palacio in 1884 and then to Binondo, Manila in 1898. It was closed during the Philippine Revolution and eventually reopened after the American Occupation on December 15, 1899 as the Nautical School of the Philippine Islands. It was moved again into the U.S. Navy Warehouse at Calle Sta. Elena in San Nicolas with Spanish as the medium of instruction. Later on, it was converted into the Philippine Nautical School. In 1913, it was reopened upon representations of progressive firms and was placed under the Philippine School for Arts and Trades located at Aroceros St., Manila, then later moved to Roberts St., Pasay City. During

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the Second World War, classes were suspended but these were reopened by the Japanese. During the liberation, it was placed under the supervision of Capt. . In 1963, R.A. 3680 converted the Philippine Nautical School into the Philippine Merchant Marine Academy and changed its course offerings into B.S. degrees. It was relocated at Fort Bonifacio, Makati City in 1968. From then on, it was placed under the Department of Transportation and Communications. In 1996, it was placed directly under the supervision of the Commission on Higher Education (CHED). On February 2, 1998 PMMA was transferred to San Narciso, Zambales. Today, the PMMA is a premier maritime institution in the Philippines and operated by the Philippine Government under the supervision of the CHED. Students are called "midshipmen" but are often also referred to as "cadets". The academy offers courses for Bachelor of Science degrees in Marine Transportation and Marine Engineering. Both are four-year residency courses consisting of a three-year period of academic studies (1st, 2nd and 4th year) and one year apprentice training (3rd year) on board commercial vessels plying the international sea lanes as deck or engine cadets. For those who wish to reach the upper echelons of the maritime industry, the academy also offers Master's degree courses in Shipping Business Management and Maritime Education. Aside from addressing the academic requirements of the midshipmen, the curriculum also provides training for their leadership and discipline. The leadership and discipline training scheme is military oriented. Such approach is deemed necessary considering the uniqueness of the marine profession which requires the highest degree of leadership, discipline and integrity. As a result, graduates of PMMA are automatically commissioned as Ensign in the Philippine Navy and the Philippine Coast Guard. Related Studies

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In the Philippines, the literatures on maritime education are limited to academic reference materials including textbooks and course materials. Research studies are more or less tackled by selected individuals and institutions. There had been little research conducted and published in relation to maritime education and related aspects. The conduction of this study is then right and timely especially in providing useful body of knowledge to the chosen area of study and specialization. Maritime education in the Philippines is among the best in the Asia-Pacific region (, 2001) and even the world. This is evident on the study sponsored by Philippine APEC Study Center Network which performed a benchmarking action on the countrys maritime and nursing education particularly in its best practices (, 2001). In the said study, Ramirez identified the outstanding qualities of the Philippine maritime education such as the composition of maritime bachelor degree, which consists of general education, specialization courses and one-year apprenticeship; English as the medium of instruction; and the emphasis on character and values necessary for students who serve locally and internationally. Such values and attitudes are reflected on the culture of discipline, hard work and team work are essential characteristics of Filipino servicemen. This research study was used by PIDS in the press release to build on the promising reputation of the maritime education system in the country. On the results of the Seafarers International Research Centre (SIRC) survey in 2003 (, 2005), it reveals that of the total number of Filipino seafarers manning various ships across the globe. For the record, a measly 8.5% were senior officers, 21.5% were junior officers, and most or 70% were ratings. On the same survey, it was noted a marked decline from 11% in the share of senior officers and from 24% in the share of junior officers from its 2000 survey. Its

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significant share, however, in the over all market has undoubtedly remained a key to the supplydemand equation of maritime labor. Yet, the history and development of maritime education in the country is documented by nationwide newspapers. Issues, problems, solutions, and all matters of the maritime education and maritime industry are publicized through daily news and correspondence. An article from Manila Chronicle (1992) reported that maritime education is the oldest educational system in the country as based on the geographic characteristics of the Philippines. Similarly, the (1993) documented the training of merchant ship officers in order to equip them for effective maritime services to be rendered. It has been identified that the country is the number one supplier of able seafarers for international shipping fleet. In the earlier decades, the problem of Philippine educational system specifically maritime education emerged and became complicated. A news report from in June 1993 stated the problem of downgrading of maritime education blamed on Department of Education, Culture and Sports (DECS), now Department of Education (DepEd). Meanwhile, a report published in in July 1997 claims that schools for sailors are substandard as according to CHED (, 1997). (1997) affirmed the statement of CHED by quoting Maritime League that the value of maritime education is deteriorating. With the identified problems in the maritime education of the country, the DECS revises the curricula (, 1997). This is to address the emerging issues that affect the overall condition of the maritime education in the country. In November 1997, the published a report on the participation of the country and its selected delegates on a 3-day (December 2-4) general meeting of the Association of Maritime Education and Training Institute in Asia Pacific (AMETIAP) in Singapore. This could be among the states solution to the budding problems facing the maritime education system and maritime industry as well as way to accumulate body of knowledge that

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are useful to the general condition of maritime industry in the Asia-Pacific and the world. An editorial from published last November 26, 1997 discusses the issue of maritime education in keeping its standards for quality professionalism. This is to emphasize the need of creating quality standards towards Filipino students who will become seafarers in the future. Due to the conditions of the maritime schools and institutions in the country and the problems that affect maritime education system, the Malacaang warned school administration to go to sea or sink (, 1997). This prompts schools to upgrade their teaching strategies and all related factors on the maritime education system. As the condition of the maritime education worsens, a report from early in 1998 claimed that RP may no longer be majour source of world's seamen. (1998) also reported that the poor schooling of the maritime students threatens jobs for Filipino seamen. It is indicated that with the budding need of maritime services worldwide, it requires more qualified Filipino seamen (, 1998). To attain this vision, the enhancement of maritime education and training seamen effectively would help. As the government implements quality assurance strategies to address the problem, a report from in July 1998 states that the CHED conducted evaluation of maritime school standards and identified names of schools that passed according to the IMO requirements. CHED authorities continued to monitor maritime school standards. Two years later, these evaluation activities created controversy as reported by (2000). To further enhance maritime education and training, the Asian Maritime University cited a new education concept, according to the in February 1999. This includes the improvement on curriculum and integration of latest technological innovations in the maritime education and training of student.

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The CHED and the National Association of Maritime Schools and Training Institutes, in a report written in (April 1999), recognized that the inclusion of the country to the IMO White List endangers maritime schools. Because of the requirement of achieving IMO standards, maritime schools are faced with the challenge of improving instructional techniques and materials or let the CHED recommend or impose closure to educational institutions who fails to ameliorate into acceptable standards. The CHED phased out maritime programs of schools who failed in quality standards evaluation (, August 2001). After reviewing their curricula and with the objectives to maintain excellence in maritime education, maritime degree in 32 identified schools is barred due to their inability to comply with prescribed standards (, 2001). Similarly, the (2001) newspaper reported 44 maritime courses were phased out by CHED. The newspaper acknowledged specific schools while the newspaper is on maritime courses. Aside from constant evaluation of maritime school standards and with the need to restructure and enhance maritime schools and their standards, (May 1999) reports that the CHED sets review to the countrys maritime programs offered in various maritime schools. In line with the improvement measures, a textbook program for maritime education was set (, June 1999). of and set this textbook development and production program as an associated activity and in cooperation to the national governments efforts of improving the maritime education system of the Philippines. With the robust efforts of enhancing maritime education system and training in the country, the (2000) reports the country on hitting excellence in maritime training. The improved maritime education condition in the Philippines paved way for more maritime business and opportunities both locally and internationally like the ones offered by Netherlands (, 2001). Results of the yearly efforts of making a quality maritime education reap its fruit when Filipino seafarers are reported to be highly demanded for

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employment in international shipping line and general maritime industry (, 2001). As a matter of fact, in December of 2001, more than 10,000 listed jobs are waiting for Filipino sailors in Norwegian ships for employment (, 2001). (2002) reports on the Philippines' state-funded maritime education and training institutions to listen to the appeal of President Gloria Macapagal-Arroyo for cost reduction, savings, job generation and global competitiveness in maritime education and maritime industry. This is according to Secretary , Presidential Assistant for Education. Again, the history of maritime education in the Philippines may happen again. With this, (2006) suggests that the government and the industry must be aware of the potential problems that may arise. The deficiencies must be identified and standards are also revised. He said that shortcuts must be stopped now and given concentration on education rather than the revenue generation must be instituted.

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CHAPTER III METHODOLOGY This chapter presents the methods and procedures used in the study. It also discusses the researchers instruments used in gathering data in order to answer specific problems presented in Chapter I and the statistical treatment of the data to be gathered. Locale of the Study The study is conducted inside the premises of a certain institution who accept female in the BSMT course. This helped the researchers identify and evaluate the variety of study methods being used by the said population. The Respondents The respondents were selected using convenience non-random sampling due to their availability as well as the researchers. Research Design The research is a combination of a descriptive-quantitative design. The descriptive method is designed for the investigator to secure responses to questions that are factual and practices of which the respondents are presumed to have knowledge. The research is geared towards the fulfillment of a common goal that included the study habits of the respondents in relation to their BSMT subjects academic performance. This

descriptive design was used as the method of research since it describes the nature of a prevailing conditions and practices, and seeks accurate description of activities, objects, persons and

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processes. This method is believed to be the most appropriate in securing evidences about the present condition of a group of persons, class or events and may involve conduction, analysis and measurement. The researcher decided to utilize the descriptive method because the study tried to find out the present facts, concerning the present status of the study habits of high school students in relation to their academic performance in their Professional Learning subjects. Moreover, descriptive method gives quality and meaning to facts that are currently going on in the field. In addition, this method was used because the study was concerned with the analysis of the present conditions that will lead to the identification of weaknesses or problems and, consequently, find the appropriate solutions. The Sampling Procedure Using convenience sampling, the respondents were selected because of their availability as well as the availability of the researchers. Data Gathering The data gathering procedures were divided into 3 phrases: PHASE I - The letter of consent was given to the researchers' adviser for approval and then to the deans. Upon approval, the letter of consent will be handed personally to the level coordinator and to the different class advisers. PHASE II - After the letters have been given to the different level coordinators and class advisers, the researchers then started the data gathering. PHASE III After the data had been gathered, it will be submitted for analysis, and interpretation. Research Instrument

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The researchers developed a questionnaire that helped them to collect the needed data or information, to answer the aim or the purpose of the study. Construction of the Questionnaire The questionnaire was constructed on the basis of the concepts and ideas gathered from professional reading materials, published and unpublished theses related to the study. The first draft of the questionnaire was presented to their adviser for his comments and suggestions. Suggestions were properly considered for the improvement of the instrument. It contained the following parts: Part I dealt on the profile of the respondents on age and gender, Educational level, relationship status and Part II revealed the factors that influence students take up BSMT course. Treatment of the Data The researchers tallied and tabulated the data manually. The data and information

gathered from the questionnaire and documents from the Central Office were reported using the following descriptive statistics. Percentage. This was utilized in reporting the profile of the respondents specifically on age and gender. Weighted Mean. To answer questions number 2 a and 2 b, weighted mean was used. Below is the scale that was used. Weighted Mean 3.26 4.00 2.51 3.25 Description Rating Always Sometimes

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1.76 2.50 1.00 1.75 The formula used was:

Maybe Never

Where: WA TW N Weighted Average Total Weight Total no. of respondents

Mean. Mean was used for the central tendencies of the scores in ages of the respondents and for questions 2c, 3a, 3b, 3c, and 3d. The formula used was: M = fx n Where: M mean f frequency x - age and/class mark of duration of studying N no. of cases CHAPTER IV RESULTS AND DISCUSSION

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TABLE I Respondents of the study YR LEVEL 1st year A 1st year B 2nd year 3rd year 4th year TOTAL RESPONDENTS 42 18 42 30 18 150 % 28% 12% 28% 20% 12% 100%

Table II AGE OF THE RESPONDENTS AGES 17-18 19-20 21-22 23- Above TOTAL RESPONDENTS 55 50 35 10 150 % 36% 34% 23% 7% 100%

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AGE OF THE RESPONDENTS

17-18 19-20 21-22 23- Above TOTAL

Table III PEOPLE WHO INFLUENCE YOU TO TAKE UP BSMT COURSE CATEGORIES Parents Teachers Friends No one TOTAL RESPONDENTS 70 45 10 25 150 PEOPLE WHO INFLUENCE THEM % 47% 29% 7% 17% 100%

Parents Teachers Friends No one TOTAL

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Table IV IS BSMT COURSE AN IN DEMAND COURSE FOR THE FILIPINO STUDENTS CATEGORIES YES MAYBE NO TOTAL RESPONDENTS 10 80 60 150 % 7% 53% 40% 100%

IS IT A DEMAND COURSE?

YES MAYBE NO TOTAL

Table V DID YOU CHOOSE THIS BECAUSE OF THE INFLUENCE OF YOU FRIENDS? CATEGORIES YES MAYBE NO TOTAL RESPONDENTS 10 25 115 150 % 7% 19% 74% 100%

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DID YOU CHOOSE IT BECAUSE OF FRIENDS INFLUENCE?

YES MAYBE NO TOTAL

ANALIZATION OF THE TABLES Table I According to the table there are more Year Level A concerned about the topic and that they share their thoughts by answering the researchers questionnaire there are 42 female bsmt student respondents who respond to the researchers survey, right next to them is the same number of 42 female bsmt student respondents which are the students form the second year level. Next is the third year who has 30 respondents and the first year B and the fourth year has also the same number of respondents which is 18. Table II This table shows that there are 36% respondents who are aged 17-18 who response to our survey, 34% were aged 19-20, 23% are age 21-22, and the remaining 7% were aged 23-above. Table III This table shows that parents were the most influential people who influence the students to take the BSMT course, the survey says that 70 respondents were influence by their parents,

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while 45 of the respondents were influenced by their teachers, and 10 of the respondents were influenced by their friends, while 25 of them were not influenced by any person but only by their own decision. Table IV 7% says that it is an in-demand course for them while 53% of the respondents says it could be with a maybe answer and the remaining 40% said that it is not. Table V Table VI shows that 7% were influenced by their friends to take up their course and 19% says maybe they were influenced at all and the remaining 74% is not influenced by anyone.

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CHAPTER V SUMMARY CONCLUSION AND RECOMMENDATION SUMMARY The literatures in international maritime education are always thriving. The need to continue future research in the seafaring industry is always been recognized. There are new developments in every aspect of living and this means that the maritime education and industry is also affected. With this fact, the academic proponents of contemporary maritime education are always on the look out of research topics that will be conducted. It can be claimed that foreign literatures in maritime education is centered in on educational techniques as well as facilities that will affect the entire maritime education and training worldwide. The need to involved early maritime education trends was seldom tackled. Therefore, this research inquiry addresses this identified limitation. Basing on the literatures above, the maritime education its history and further development vary from time to time. It was also noticed that most literatures on marine education are focused on general education as well as professional subjects that are imperative to the overall learning experiences of students and to the teaching of instructors. References for maritime subjects are thriving yet it is outstanding to note that these are written by foreign authors. It could be said that local literatures are scarce or limited within the bounds of social institutions that undergone such researches. The publication of research studies and its results is complicated due to the time constraint and financial challenges. CONCLUSION

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After a thorough findings the following conclusions were made: Students liked all the subject except for BSMT subjects with so many formulas to be familiar with; They are eager to like BSMT subjects as their subject even if its hard; With the proper supervision of teachers especially BSMT subjects teachers student can be guided rightly that BSMT subjects is always a part of us and they need to study it. RECOMMENDATION I recommend this study to be read by the following people: Students The findings of this study will assist students and provide them with better understanding on how to study their lessons more effectively and efficiently use available resources which can greatly increase the chance of absorbing more knowledge and information; therefore, this would serve as guide to achieve better BSMT subjects academic performance. Teachers The findings of this study would give valuable background information that may bring about change and improvement in teaching and educating strategies. The instructors can motivate the students properly by making them appreciate their potential as a learner. The result of this study could provide a better understanding with regards to the teacher student relationship, strengthening it instead of creating gaps and differences which evidently creates a void in the learners path to success. It would also make the teacher aware that there are

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factors that influence the students and why did they choose Bachelor of Science in Marine Transportation as their course Administrators The findings of the study would provide factual information on the factors on teaching and learning process that affects the students academic performance so as to adapt effective policies and programs recommendation to ensure maintenance and profound utilization of good study habits among students in BSMT subjects.

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BIBILIOGRAPHY Lardizabal , Principles and Methods of Teaching ; 1998 edition www.wikipedia.com/teaching Funk and Wagnalls, Company ; Funk and Wagnalls Encyclopedia ; 2004 edition ; education Student News Journal ; Senior edition ; 2002 edition. Sonia Zaide ; Current Issues ; education system in the Philippines ; 1995 edition