Our Lady of Fatima University DATE COMPLETED SIGNATURE OF THE

College of Maritime Education PROPONENT

Valenzuela City
Philiippines

Research Proposal Capsule

WAING KLYDE VINCENT MOSCOSO
ANTOR VLADYMIR ESPLANA
BANTOGON PAUL MICHAEL MAGBATA
Proponents CEPEDA JOHN MICHAEL OGA
DICAL MELVIN PORMENTO
PAEL MARC ANGELO MABALATAN

Last Name First Name Middle Name

Field of
Specialization MARITIME EDUCATION

Research Approach
Quantitative
Research Method
Descriptive
Research Design
Research Descriptive,Short term
Attributes Research Technique
Survey (Questionnaire, Interview)
Research Domain
Maritime Education
Delineated Factors

Project Title The Impact of Learning Experiences of Marine Engineering Graduates In utilizing Marine
(as proposed by the Laboratory Equipment during their Cadetships Onboard
candidate)
Project Title
(as redirected by the Research
Professor)
Project Intellectualization
(Who, Where and When) Student Researcher, OLFU Maritime, First Semester (2023 — 2024)

Abeysiriwardhane, A., Lutzhoft, M., & Ghosh, S. B. (2021). Learning and Learning-to-Learn
by Doing: An Experiential Learning Approach for Integrating Human Factors into
ISI Journals Reviewed Maritime Design Education. Maritime Technology and Research, 3(1), 31–48.
( Follow the APA Style )
[Link]

Care, E., Kim, H., Vista, A., & Anderson, K. (2022, March 9). Education system alignment for
21st century skills | Brookings. Brookings.
[Link]
skills/
 De, H., & Nalupa, V. (2022). Challenges and opportunities for maritime education and training
Challenges and opportunities for maritime education and training in the 4th industrial
revolution in the 4th industrial revolution. World Maritime University, The Maritime
Commons: Digital Repository of the World Maritime University (p. page 6).
[Link]

Galanakis, K. (2023, December 28). PART I: Predicting and forecasting trends in the seafaring
and recruitment business for the next decade. Linked in.
[Link]
decade-galanakis-ee7mf

Mahmud, M. M., & Wong, S. F. (2022). Stakeholder’s perspectives of the Twenty-First Century
skills. Frontiers in Education, 7. [Link]

Renganayagalu, S. K., Mallam, S., Nazir, S., Ernstsen, J., & Haavardtun, P. (2019). Impact of
simulation fidelity on student self-efficacy and perceived skill development in maritime
training. TransNav: International Journal on Marine Navigation and Safety of Sea
Transportation, 13(3), 663–669. [Link]

Scanlan, J., Hopcraft, R., Cowburn, R., Trovåg, J., & Lützhöft, M. (2022). Maritime Education
for a Digital Industry. Department of Maritime Studies, Western Norway University of
Applied Sciences (p. 27). [Link]
content/uploads/2022/08/[Link]

Tusher, H. M., Sharma, A., Nazir, S., & Munim, Z. H. (2021). Exploring the current practices
and future needs of marine engineering education in Bangladesh. Journal of Marine
Science and Engineering, 9(10), 1085. [Link]

1. What is the relevance of marine laboratory equipment learning experiences on campus

for marine engineering graduates during their cadetship on board?
Research Questions
( Indicative typologies:s
descriptive, exploratory, 2. Why is it essential for marine engineering graduates to engage with marine laboratory
explanatory ) equipment while on campus, during their cadetship onboard?
 3. How does hands-on training with marine laboratory equipment during their academic
program influence the skill enhancement and readiness of graduates in marine
engineering for their future careers?

Prior Knowledge in
utilizing marine lab
Impact of equipment
Learning
Experiences of
Marine Technical skills
Engineering and problem-
Simulacrum/ Paradigm Graduates solving ability

Confidence and
preparation for
upcoming maritime
engineering careers

H1 –- Prior laboratory experience helps graduates develop adaptability, which is

essential for effectively transitioning from controlled laboratory settings to the
Research Arguments dynamic shipboard environment.

H2 –- Individual variations in learning styles and prior knowledge will determine how
learning experiences affect problem-solving abilities and technical skills among
graduate.

H3 –- Positive learning experiences increase the confidence and preparedness of marine

engineering graduate for future careers.

As the maritime sector embraces automation and sustainability, there is an increasing

demand for marine engineers who possess both theoretical knowledge and practical abilities.
Introduction (Galanakis, K. 2023). Modern ships offer advanced technology and automation systems,
T-rends
I-ssues prompting requests for a change in maritime education toward practical learning and real-world
O-bjectives application to theoretical principles (De, H., & Nalupa, V. 2022). Today, maritime cadetships
C-ontribution
also continue to evolve, adapting to the changing landscape of the maritime industry.
Technological advancements have led to a focus on digital navigation and engineering skills,
while globalization has opened doors to international collaborations and training opportunities
(Scanlan, J et al. 2022).

Technology has significantly benefited teaching and learning in recent years,

particularly after the pandemic. However, concerns may persist over the implementation of a
 quality academic program, particularly the apprenticeship training program for each maritime
trainee, which should be the final phase in the formation of a quality merchant marine officer.
When these marine graduates are deployed and thrown into the real world, issues about their
skills may arise as a result of a disconnect between the training program and the job. According
to Care et al. (2022), education systems must provide 21st-century learning experiences as well
as new learning areas that include applicable abilities and skills. These graduates' competencies
are extremely valuable to maritime companies. Mahmud and Wong (2022), said that the most
essential abilities for employment are critical thinking, digital literacy, and creativity. These
important abilities are consistent with 21st-century capabilities.

This study aims to determine if marine engineering graduates effectively apply the
knowledge they gained throughout their academic studies to practical situations encountered
during their onboard cadetship. It intends to examine the practical application of classroom
learning in real-life situations encountered in the maritime environment. The study will also
investigate the effectiveness of practical, hands-on learning encounters in utilizing marine
laboratory equipment on campus, during the cadetship of marine engineering graduates. This
research seeks to understand practical benefits of these interactions, providing insights into how
they develop graduates' abilities and competency in applying theoretical knowledge to actual
circumstances faced in their maritime careers. Furthermore, the study aims to assess how the
utilization of marine laboratory equipment on campus, influences marine graduates’ confidence
and preparedness for their prospective careers in marine engineering.

Beyond providing new knowledge and information, this study seeks to make significant
improvements at many levels of the maritime education and training sector. This study's findings
can help marine engineering graduates build more targeted skill-building programs and training
efforts. This might, in turn, provide graduates with a more comprehensive skill set and enhance
their confidence when they join the workplace (Tusher, H. M. et al. 2021). For marine
engineering professors, the analysis of student experiences and difficulties onboard might
provide useful insights into real-world skill needs. This study may be used to improve methods
of teaching, update curriculum content, and guarantee that graduates have the practical skills and
knowledge required by a company. The data on students' impressions of their university
preparation can help the Maritime Department at Our Lady of Fatima University build a more
effective curriculum that bridges the gap between academic knowledge and practical application.
This, in turn, may boost the institution's reputation for delivering industry-ready graduates.

Review of Literature Renganayagalu, S. K., et al. (2019) performed a research investigating how simulation
fidelity affects the self-efficacy and perceived skill improvement of marine engineering students
 (Please attached the in maritime training. This research, featured in the TransNav, International Journal on Marine
literatures included in the
study) Navigation and Safety of Sea Transportation, highlights the crucial role of simulator training in
the maritime education and training (MET) sector. This sector typically uses simulators to
develop skilled seafarers with the necessary technical, procedural, and operational abilities. The
research emphasizes the importance of simulators in the marine sector for training purposes.
Simulators with high realism may accurately replicate actual work situations, providing
significant advantages without the hazards and expenses of on-the-job training.

The study evaluates two engine room simulators by comparing their realism levels to
determine their impact on the skill development and self-efficacy of second-year marine
engineering students. The results indicate that students prefer immersive training simulators over
conventional training methods due to increased motivation and perceived skill improvement.
The research provides important insights into how simulator fidelity might improve the efficacy
of maritime education and training by combining high-quality training results with practical and
economic factors.

Abeysiriwardhane, A., et al. (2021) conducted a study aimed at embedding Human

Factors (HF) and Human-Centered Design (HCD) principles within the educational experiences
of maritime design students at the Australian Maritime College (AMC). The objective was to
not only raise awareness and understanding among naval architecture students regarding HF and
HCD but also to encourage the application of these concepts in their design projects. Initial
assessments through a classroom survey revealed the baseline knowledge of students on
maritime HF and HCD. Subsequently, a practical onboard survey was carried out during a 7-day
voyage on AMC's research vessel, MV Bluefin, involving five HF-related activities designed to
immerse students in experiential learning scenarios. These activities were meticulously crafted
to align with Kolb’s experiential learning model, emphasizing learning through experience. The
outcomes of this study convincingly highlight experiential learning as an effective educational
paradigm, enhancing learners' comprehension and application of HF and HCD in maritime
design. This approach not only supports various learning objectives but also significantly
impacts the student's ability to integrate theoretical knowledge with practical experience,
underscoring the importance of active learning methodologies in maritime design education.

This chapter outlines the methodology employed in the research, including the design,
Research Methodology instrument, and settings. It describes the sampling, data collection, and statistical analysis
procedures used to address the study's questions, ensuring the validity and reliability of the
findings. The chapter also discusses how the data were analyzed, interpreted, and used to draw
 conclusions, enhancing the credibility and analytical depth of the research. The researcher use a
quantitative research design employing the descriptive research method, focused on providing
detailed descriptions of the current situation. According to Huttleworth (2008), this method
involves observing and describing subject behavior without influencing it. This approach was
chosen for its comprehensiveness compared to other investigation methods, aiding in
highlighting the importance of professional knowledge and skills in the learning experiences of
marine graduates in utilizing marine laboratory equipment during their cadetships onboard. With
"experience is the best teacher" in mind, we're selecting marine engineering graduates as
respondents to accurately assess the impact of learning experiences of marine graduates with
marine laboratory equipment during their cadetships onboard. Surveys will be conducted at Our
Lady of Fatima University in Valenzuela City due to its abundance of marine engineering
graduates. The researchers will use purposive sampling to assess the impact of marine graduates'
learning experiences with marine laboratory equipment during their cadetships onboard,
focusing on a subset of the population at Our Lady of Fatima University in Valenzuela City, with
(50) marine engineering graduates randomly selected as respondents due to their ample learning
experiences. The researchers will respect and consider the opinions of marine engineering
graduates from Our Lady of Fatima University (Valenzuela Campus), as well as other
perspectives that may provide additional understanding, while ensuring the confidentiality of
respondents' personal information. The researchers will use Google Forms with likert scale
questionnaire in online surveys to gather data from respondents, aiming to assess the impact of
marine graduates' learning experiences with marine laboratory equipment during their cadetships
onboard. The researchers will develop a survey instrument to collect data, measuring the impact
of learning experiences during cadetships onboard for marine engineering graduates, alongside
factors influencing their preparedness in these domains. After compiling and analyzing the data
from questionnaires, the researchers presented their findings using pie charts and ensured
precision and accuracy through content analysis, guaranteeing the reliability of the study.

RECOMMENDING APPROVAL REVIEWED BY APPROVED BY

Teresita A. Cruz, MME C/E Antonio F. Ballester Dr, Francis Jay D. Dela Cruz
Research Adviser Dean of the Maritime Education