INSTITUTIONAL

RESEARCH JOURNAL
The Official Faculty and Staff Research Journal of John B. Lacson Foundation Maritime University (Arevalo) Inc.
Vol. 5 ISSN: 2449-5093 May 2019

TESDA Accredited PACUCOA

Assessment Center Accredited
 INSTITUTIONAL
RESEARCH JOURNAL
The Official Faculty and Staff Research Journal of John B. Lacson Foundation Maritime University (Arevalo) Inc.

Vol. 5 ISSN: 2449-5093 May 2019

EDITORIAL BOARD
Roderick R. Germo, Ph.D.
Brian Gil S. Sarinas, Ph.D. Roberto R. Somosa, Ph.D.
Research Coordinator Capt. Julio B. Lubas
Chief Editor Associate Editors

Man's endeavor involves seeking knowledge and truth. One

EDITOR'S NOTE

way to attain it is to do research. Research stands as a bastion of light

that gives a vivid picture of truth and answers to questions that blur
both the academe and the maritime industry. More knowledge is
being generated and numerous innovations are being done in order
to enhance the maritime education and training among seafarers
and develop tools and equipment needed in the seafaring industry to
ensure safety, security, and clean environment; and most importantly
ensure and promote occupational health among seafarers.
This year’s issue presents five researches of faculty with em-
phasis on Maritime Schools Assessment Program (MSAP) results
for 2018, effect of peer mentoring to students’ attitude towards
Mathematics, impact of counselling to absenteeism, case study of a
struggling student, and difficulties in academic assessment.
Special thanks go to Engr. Roberto Neal S. Sobrejuanite, pre-
vious Administrator of JBLFMU-Arevalo, paper reviewers and edi-
tors, faculty researchers, Mr. Michael Vincent A. Evidente, and Midship-
man Loween John H. Seloterio. Gratitude is also extended to Capt. Alfred
G. Espinosa, Ph.D., our current JBLFMU-Arevalo Administrator, for the
unselfish support in the creation of this journal. Without you all, this
journal would not be a success.
May this journal spread light and inspire everyone to do more
innovations.
Brian Gil S. Sarinas, Ph.D.
Research Coordinator
Chief Editor
 INSTITUTIONAL
RESEARCH JOURNAL

"Research is to see what everybody else has seen, and to think what no-
body else has thought."

-Albert Szent-Gyorgyi
INSTITUTIONAL RESEARCH JOURNAL
John B. Lacson Foundation Maritime University (Arevalo), Inc.

John B. Lacson Foundation Maritime University (Arevalo), Inc.

RESEARCH DEPARTMENT
General Objectives
The University aims to develop and sustain the culture of research
in the academe through mechanisms of developing better enlightened,
committed and capable faculty members with the end view of integrating
research into every aspect of Instruction. Towards this end, the University
has adopted a policy requiring all faculty to conduct research and to submit
at least one research output every three years, while strongly encouraging
non-teaching personnel to use research as a tool for improving their delivery
mechanisms.

Specific Objectives
1. To conduct research activities and programs which are intended
to improve the research capability of faculty and staff researchers.
2. To conduct researches, programs, and activities on quality
education & training in maritime and business related courses, health, safety,
security, and environmental protection, preservation, and conservation.
3. To determine the work performance of graduates of the institution,
trace their career paths, and identify obstacles as well as contributory factors
towards a successful career and professional fulfillment in the discharge of
their role in the various development efforts of society.
4. To identify innovative teaching methods and processes and the
use of technology for the enhancement of excellence and competitiveness
in education and training.
5. To identify research topics which align with specific disciplines
and research thrusts of the institution and organizations such as IAMU,
TRANSNAV, IMEC, PNEE, PSERE, etc. and to maximize research
production among faculty and staff.
6. To determine the impacts of the STCW ‘78 as amended on
Maritime Education and Training.
7. To sustain publication of refereed research journals and
newsletters.
8. To pursue other research programs and projects, when needed, as
they relate to the thrusts of the institution.

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Table of Contents
Article Page

Review of the Performance of the JBLFMU-Arevalo

Students in Maritime School Assessment
Program for 2018 ..................................................................... 1

Peer Mentoring: A Teaching Strategy in Improving

Students’ Attitude Towards Mathematics ................................ 24

Minimizing Grade 11 Students' Absenteeism

Through Counselling ............................................................... 34

Freedom from the Chains

of Pain: A Case Study .............................................................. 42

Difficulties Encountered in Seamanship 1

During Academic Assessment ................................................. 53

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Review of the Performance of the JBLFMU-Arevalo

Students in Maritime School Assessment
Program for 2018

Pamela R. Ganza and 2/M Jerry A. Alingalan

Abstract
This descriptive study was conducted to assess the performance of JBLFMU
– Arevalo BSMT student takers for MSAP 2018. The study used the scores
of all the BSMT students that took the MSAP examination for 2018 taken
from the JBLFMU – Arevalo Deans’ Office of the BSMT Department.
The descriptive statistics used were frequency, percentage, mean and
standard deviation while the inferential statistical tool used was the t-test
for independent samples test set at .05 level of significance. The assessment
results indicated that the scores obtained in the recent 2018 MSAP varied
and had an above average remarks. In the Achievement Test, both BSMT
scholar and non-scholar students who took the MSAP examination earned
low scores in the Mathematics subject. Meanwhile the results for Aptitude
Test showed that both BSMT scholar and non-scholar students obtained
high and above average rating. In the Technical Test, it showed that BSMT
non-scholar students have better scores. BSMT scholar students attained
the highest mean score among the Aptitude Test in the Number and Letter
Series. The second highest scores of BSMT student MSAP takers for
2018 were obtained from the Technical Test category. All components of
the Technical Test showed that the percentage rate attained by the BSMT
student MSAP takers were above average. All three categories such as
Achievement Test, Aptitude Test and Technical Test indicated that there
were significant differences from the results of BSMT scholar students and
BSMT non-scholar students. In Achievement Test subjects the result showed
that there was a significant difference in the overall scores of BSMT scholar
and non-scholar students. There were significant differences in English and
Mathematics while there was no significant differences between the scores

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of BSMT scholar and non-scholar students in Science. On the other hand

however, the overall results of the Aptitude Test showed that there was a
significant difference in the scores achieved by the BSMT scholar and non-
scholar students which can be inferred that even though BSMT student
MSAP takers of 2018 attained higher scores in the Aptitude Test, the scores
varied from each other. Out of the four subjects included in the Technical
Test, there were significant differences for Watchkeeping with Colreg and
Navigation and with no significant differences for Cargo Handling and
Stowage and Safety and Environmental Protection. Based on the results
stated above, this study concluded that the BSMT scholar students obtained
higher scores than the non-scholar students. Furthermore, the results showed
that both the BSMT scholar and non-scholar students found Mathematics
under the Achievement Test as the most difficult subject. Aside from this,
the BSMT non-scholar students also experienced difficulties in Science
which also under the Achievement Test category. From the given results, it
is recommended that both BSMT scholar and non-scholar students should be
given more intensive review in the Mathematics subject. In addition, BSMT
non-scholar students must also focus in Science where they also found
difficulty. The BSMT student MSAP takers need to maintain the results that
they obtained in MSAP 2018 while more improvements are needed with
the skills in the Technical Test. Lastly, the BSMT non-scholar MSAP takers
should be given more attention especially in the review.

Introduction
The Maritime School Assessment Program (MSAP) is a yearly
nationwide standard academic assessment exam intended for regular second
year students taking up Bachelor of Science in Marine Transportation (BSMT)
and Bachelor of Science in Marine Engineering (BSMarE). The assessment
for regular second year students of BSMT and BSMarE is implemented
by the Manila-based Philippine-Japan Manning Consultative Council,
Inc. (PJMCCC) and it is fully supported by the International Mariners
Management Association of Japan (IMMAJ) in Tokyo, Japan. IMMAJ is

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an association composed of 96 Japanese ship owners. MSAP counts in

IMMAJ which some of its members are the largest shipping companies in
the world such as Mitsui-OSK Lines, NYK Lines and K-line. More than
30,000 Filipino seafarers are employed by IMMAJ. The association of 65
Filipino manning companies are IMMAJ members who control the PJMMC
that provide seafarers to vessels owned (MSAPreview, 2013; PJMCC, 2011;
MSAP Examination, 2017; Marino Forum, 2008).
The MSAP is also supported by the members of the Philippine
Association of Maritime Institution (PAMI) as well as some non-members.
Maritime schools which participated in the past exercises have seen the
Program’s merit as it gives them required feedback as to the strong points
that they have and the areas they should improve on. The MSAP also
gives the maritime schools a level playing field in terms of recruitment/
employment of the students/graduates (MSAPreview, 2013).
The Government, particularly the Department of Labor and
Employment (DOLE), the Overseas Workers Welfare Fund (OWWA)
and the Commission on Higher Education (CHED), has likewise showed
support to the Program.
The goals and objectives of MSAP in conducting the assessment
are the following: 1. To assess the performance of BSMT and BSMarE
students presently enrolled in maritime schools via a standard academic
test which covers English, Mathematics and fundamental Deck/Engine
Technical subjects. 2. To benchmark Philippine Maritime Schools against
industry set-standards of academic performance for maritime students based
on the examination results, and 3. To assist maritime schools identify their
strengths and areas of improvement based on the performance of students
who took the examination (MSAPreview, 2013).
Also, the top student performers in the MSAP results will have
benefits such as three (3) months accredited shipboard training onboard
the T/S Kapitan Felix Oca with a monthly stipend of USD60.00 for 120
MSAP passers who are accepted to the IMMAJ-PJMCC Cadetship Training
Program (CTP); Nine (9) months fully subsidized shipboard training on

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board a Japanese vessel with a monthly stipend of USD 235.00 for those
who are qualified in three (3) months accredited shipboard training onboard
the T/S Kapitan Felix Oca; financial incentive from government through
the Overseas Workers Welfare Administration (OWWA). As an example,
OWWA allocated funds in order to assist top MSAP passers in 2007 and
2008 to defray expenses during their 3rd year of maritime education.
Additionally, manning companies, who are the end-users of the graduates
from maritime schools, have committed to give preference to MSAP
qualifiers when recruiting additional cadets for their ship owner principals
(Marino Forum, 2010).
The subjects included in the MSAP for BSMT are: Terrestrial
Navigation; Collision Regulation; Cargo Handling and Stowage and for
BSMARE are Electro-Technology; Engineering Materials; and Machine
Tools. While subjects that are taken by both both BSMT and BSMARE are
(MSAPreview, 2013):
1. English – Usage, Vocabulary, and Comprehension
2. Mathematics – Computation, Conversion and Measurement,
Basic Algebra, and Plane Trigonometry
3. Ships, Ship Routines, and Construction (Seamanship I)
4. Basic Safety
The scores obtained by the takers in the MSAP will be accredited
to the schools where they are currently enrolled. In the past years, MSAP
takers of JBLFMU-Arevalo have made significant remarks. The most recent
is the 2018 results where the BSMT students who took the exams had the
most excellent results in the years that JBLFMU-Arevalo, Inc., has joined
in the MSAP. Due to this fruitful results, this study aimed to know the key
points where the students made a lot of improvement in order to continue
the results that they currently obtained.
This study was conceptualized to create trending in the MSAP
results of the BSMT students for the last five years; identify the weak area
of discipline of students; and possibly, create appropriate intervention.

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This descriptive study aimed to determine and analyze the MSAP

results of the BSMT students for 2018.
Specifically, this study sought to answer the following questions:
1. What are the mean scores of the JBLFMU-Arevalo MSAP
student takers in the recent 2018 results when taken as entire group and
when classified according to type of scholarship?
2. What are the percentage rate of JBLFMU-Arevalo MSAP student
takers in the recent 2018 results based from the national percentage rate of
MSAP when taken as entire group and when classified according to type of
scholarship?
3. Are there significant differences in the recent 2018 MSAP results
of the JBLFMU-Arevalo between BSMT scholar students and non-scholar
students?
4. What are the mean scores of the JBLFMU-Arevalo MSAP student
takers in the recent 2018 results for the Achievement Test category when
taken as entire group and when classified according to type of scholarship?
5. What are the percentage rate of JBLFMU-Arevalo MSAP student
takers in the recent 2018 results for Achievement Test based from the
national percentage rate of MSAP taken when taken as an entire group and
when classified according to type of scholarship?
6. Are there significant differences in the recent 2018 MSAP results
for the Achievement Test category of the JBLFMU-Arevalo between BSMT
scholar and non-scholar students?
7. What are the mean scores of the JBLFMU-Arevalo MSAP student
takers in the recent 2018 results for the Aptitude Test category when taken
as an entire group and when classified according to type of scholarship?
8. What are the percentage rate of JBLFMU-Arevalo MSAP student
takers in the recent 2018 results for Aptitude Test based from the national
percentage rate of MSAP when taken as an entire group and when classified
according to type of scholarship?

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9. Are there significant differences in the recent 2018 MSAP results

for the Aptitude Test category of the JBLFMU-Arevalo between BSMT
scholar and non-scholar students?
10. What are the mean scores of the JBLFMU-Arevalo MSAP
student takers in the recent 2018 results for the Technical Test category
when taken as an entire group and when classified according to type of
scholarship?
11. What are the percentage rate of JBLFMU-Arevalo MSAP student
takers in the recent 2018 results for Technical Test based from the national
percentage rate of MSAP when taken as an entire group and when classified
according to type of scholarship?
12. Are there significant differences in the recent 2018 MSAP results
for the Technical Test category of the JBLFMU-Arevalo between BSMT
scholar and non-scholar students?

Method
Research Design
Descriptive research design was employed in this study to analyze
the results and to be able to know the strengths and weaknesses of the takers
of the MSAP.

Data Collection
The data used in this study are the results of the BSMT students of
JBLFMU-Arevalo, Inc. in MSAP for the 2018. Data were analyzed using
the Statistical Package for the Social Sciences (SPSS).

Data Analysis
The descriptive statistical tools used were frequency, percentage,
mean, and standard deviation while t-test of independent samples test was
used as inferential statistical tool set at .05 level of significance.

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Frequency was used to identify the number of BSMT scholar

students and non-scholar students who took the MSAP exam for 2018.
Percentage was used to determine the number of proportion of those
who passed the MSAP exam for 2018.
Mean was computed to know the average of the scores of the BSMT
students in the MSAP exam for 2018.
Standard deviation was calculated to show distribution of the scores
for 2018.
t-test of independent samples test was used to determine the
significant difference of the MSAP 2018 results between scholar students
and non-scholar students of JBLFMU-Arevalo.

Results and Discussion

Table 1 shows the assessment results of the BSMT students in the
recent 2018 MSAP examination. The assessment results indicate that scores
obtained in recent 2018 MSAP highly vary. Also, the BSMT scholar student
of JBLFMU-Arevalo obtained higher mean scores compared to the BSMT
non-scholar students.
In the Achievement Test, BSMT scholar students have higher scores
(M=69.55, SD=7.89) than the non-scholar students (M=62.95, SD=9.83)
with a combined total scores (M=66.45, SD=9.43).
The results for Aptitude Test shows that both BSMT scholar and
non-scholar students obtained high scores (M=56.22, SD=5.00) but it is also
evident that the BSMT scholar have better scores (M=57.74, SD=4.57) than
the non-scholar students (M=54.51, SD=4.92) from the total 80 items test.
In the Technical Test, it shows that both BSMT scholar students
and non-scholar students have better scores (M=58.23, SD=6.11) the BSMT
scholar still have higher scores (M=59.83, SD= 6.12) than the non-scholar
students (M=56.42, SD=5.60). The overall MSAP results show that BSMT
scholar students performed better than the non-scholar students.

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Table 1
Mean Scores of the JBLFMU-Arevalo MSAP Student Takers in the Recent 2018
Results When Taken as an Entire Group and When Classified According to
Type of Scholarship

Table 2 shows the JBLFMU-Arevalo rate obtained from the MSAP

examination with its corresponding remarks to determine if the school was
able to pass the 50% allotted national passing rate of the MSAP.
It reveals in the Achievement Test that although the BSMT
student MSAP takers were able to pass the 50% national passing
percentage of MSAP (51.12%), it was only the BSMT scholar
students (53.50%) who were able to pass the allotted 50% national
passing percentage of MSAP based on the percentage rate of BSMT
non-scholar students (48.42%) which is below average.
In the Aptitude Test, it is evident that when combined
together (70.28%), both BSMT scholar students (72.18%) and
non-scholar students (68.19%) have good results and were able
to pass the 50% national passing percentage of MSAP.
Lastly, in the third test category which is the Technical
Test, BSMT student MSAP takers were able to attain an above
average result (58.23%) with combined results of the BSMT
scholar students (59.83%) and non-scholar students (56.42%).
The BSMT student MSAP takers (58.35%) were able to pass the
national passing percentage rate allotted in Academic Test, Aptitude Test
and Technical Test in MSAP examination which is also obvious that the
BSMT scholar students achieved higher percentage rate (60.36%) as
compared to non-scholar students’ percentage rate (56.09%).

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Table 2
Percentage Rate of JBLFMU-Arevalo MSAP Student Takers in the Recent
2018 Results Based from the National Percentage Rate of MSAP When Taken
as an Entire Group and When Classified According to Scholarship

Note. The 50% national percentage rate taken based on the total number of items in each test categories is
the basis of the average allotted by the MSAP to show if the schools that participated in the MSAP examination
were able to accomplish every test category included in the examination.

Table 3 shows the inferential results of BSMT scholar and non-scholar

students from the generated data of MSAP examination for 2018. The table
shows that all three categories such as achievement, t (196) = 5.24, p = 0.00,
aptitude, t (196) = 4.799, p = 0.00, technical, t (196) = 4.073, p = 0.00,
and over-all, t (196) = 6.222, p = 0.00 indicate that there are significant
differences from the results of BSMT scholar and non-scholar students.
This indicates that BSMT scholar perform better than non-scholar students’
based from the mean scores in the results of the MSAP 2018 results.

Table 3
Significant Differences in the Recent 2018 MSAP Results of JBLFMU-Arevalo
Between BSMT Scholar and Non-scholar Students

Note. Asterisk (*) means significant at .05 level of probability.

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Table 4 shows the assessment results of the BSMT student MSAP

takers for 2018 in the Achievement Test that is one of the three test categories
in the MSAP examination. Achievement Test is composed of three subjects
- English, Mathematics, and Science. Achievement Test has a total of 130
items divided into English (50 items), Mathematics (40 items), and Science
(40 items).
English subject results show that combined together, students
have attained the needed scores (M=30.78, SD=4.13) to pass the MSAP
examination in English and BSMT scholar students (M=31.84, SD=3.56)
have higher scores compared to non-scholar students (M=29.58, SD=4.42).
Both BSMT scholar (M=16.14, SD=4.37) and non-scholar students
(M=13.62, SD=4.30) who took the MSAP examination earned low scores
(M=14.96, SD=4.51) in Mathematics subject.
The results for the Science subject show that the combined scores
was unable to reach more than 50% of the total item score in the Science
subject. However, only BSMT scholar students (M=21.57, SD=4.83) have
scores that is more 50% from the total 40 item score. The non-scholar
students have scored lower than the 50% (M=19.74, SD=4.54).

Table 4
Mean Scores of the JBLFMU-Arevalo MSAP Student Takers in the Recent 2018
Results for the Achievement Test Category When Taken as an Entire Group
and When Classified According to Type of Scholarship

Table 5 shows the percentage rate obtained by BSMT student

MSAP takers based from the 50% national percentage rate. Based from
percentage of the mean score of the BSMT scholar (63.68%) and non-
scholar students (59.16%), JBLFMU-Arevalo, Inc. MSAP takers are
above average in the English subject (61.56%). BSMT student MSAP

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takers percentage rate (37.40%) is below average even if you combine

BSMT scholar students (40.35%) and non-scholar students (34.05%)
mean scores since it also shows that both were not able to pass the 50%
national percentage rate in Mathematics subject. In the third subject
which is Science, the BSMT student MSAP takers have above average
percentage rate (51.78%) even though BSMT non-scholar students
percentage rate (49.35%) is below average but scholar students were able
to alleviate this from their attained percentage rate (51.78%). Moreover,
the obtained percentage of the BSMT scholar students (53.50%) plays
a big role to enable the BSMT student MSAP takers to have an above
average percentage rate (51.12%) in the Achievement Test despite the fact
that non-scholar students (48.42%) obtained a below average percentage
rate in Mathematics and Science.

Table 5
Percentage Rate of JBLFMU-Arevalo MSAP Student Takers in the Recent
2018 Results for Achievement Test Based from the National Percentage Rate
of MSAP When Taken as an Entire Group and When Classified According to
Type of Scholarship

Note. The 50% national percentage rate taken based on the total number of items in each subject included in the Achievement
Test is the basis of the average allotted by the MSAP to show if the schools that participated in the MSAP examination
were able to accomplish every test category included in the examination.

Table 6 shows the analysis from the generated data between

BSMT scholar and non-scholar students from the MSAP examination
in 2018. Achievement Test composed of English, Mathematics, and
Science subjects reveals that there are significant differences between
the scores obtained by BSMT scholar and non-scholar students in
English and Mathematics subjects and no significant differences in

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the scores between BSMT scholar and non-scholar students. Table

6 results show that there are significant differences in the overall
scores of BSMT scholar students and non-scholar students as for
English, t (196) = 3.974, p = 0.00, math, t (196) = 4.077, p = 0.00, and
achievement, t (196) = 5.240, p = 0.00. In the Achievement Test Category,
BSMT scholar students contribute more to attain the above percentage rate
of the school in addition, it only signifies that these scholar students also
excel in their academics.

Table 6
Significant Differences in the Recent 2018 MSAP Results of JBLFMU-Arevalo
for Achievement Test Between BSMT Scholar and Non-scholar Students

Note. Asterisk (*) means significant at .05 level of probability.

Table 7 shows the results from the eight subjects that composed the
Aptitude Test in MSAP for 2018. Each subject has a total of ten item test
questions.
First the result obtained from Visual Series has a good result when
combined together (M=6.87, SD=1.08) and BSMT non-scholar students
(M=6.97, SD=1.13) have better scores than scholar students (M=6.78,
SD=1.03) based from their mean scores.
However, in the second subject which is the Visual Discrimination,
still yield good scores when computed altogether (M=6.82, SD=1.22).
BSMT scholar students achieved better scores (M=6.96, SD=1.18) than
non-scholar students (M=6.66, SD=1.25).
On the third subject which is the D’Object Manipulation, both have
remarkable result when combined together (M=6.85, SD=1.94) but BSMT
scholar students dominate in having higher mean scores (M=7.15, SD=1.73)
as compared to non-scholar students (M=6.52, SD=2.12).

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The fourth subject, Number and Letter Series, brought amazing

remarks (M=8.78, SD=1.09) for both BSMT scholar students have their
highest mean score (M=8.88, SD=0.97) among the Aptitude Test which is
also higher than the mean score of BSMT non-scholar students (M=8.67,
SD=1.24).
These remarkable performance continues to show in the fifth
subject – Numerical Aptitude. It produced good result as a whole (M=8.17,
SD=1.16) however, BSMT scholar students have its second highest mean
score (M=8.42, SD=1.03) in this part while non-scholar students (M=7.89,
SD=1.24) also have high mean scores.
For the sixth subject under Aptitude Test which is Word
Discrimination, both BSMT scholar (M=6.04, SD=1.36) and non-scholar
students (M=5.67, SD=1.60) struggle to have good scores though both also
got mean scores which more than 50% of the items enable them to have a
mean score higher than the 50% needed mean score (M=5.86, SD=1.49).
In the second from the last subject which is Word Analogy, it
obtained a good mean scores together (M=6.60, SD=1.05) and still BSMT
scholar students have higher mean score (M=6.77, SD=1.01) than BSMT
non-scholar students (M=6.41, SD=1.07).
Lastly, the BSMT scholar attained good mean scores (M=6.74,
SD=1.93) while non-scholar students found difficulty (M=5.73, SD=2.02)
in the Science Aptitude subject and also combined together (M=6.27,
SD=2.03). The exemplary results of BSMT scholar students (M=57.74,
SD=4.57) and non-scholar students (M=54.51, SD=4.92) made a good
standing for the whole BSMT student MSAP takers (M=56.22, SD=5.0).

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Table 7
Mean Scores of the JBLFMU-Arevalo MSAP Student Takers in the Recent 2018
Results for the Achievement Test Category When Taken as an Entire Group
and When Classified According to Type of Scholarship

D’Object

Table 8 shows the percentage rate obtained by the BSMT student

MSAP takers based on the 50% national percentage rate of MSAP for
2018.
For Visual Series, the BSMT student MSAP takers have an
above average percentage rate (68.70%) taken from both BSMT scholar
(63.68%) and non-scholar students which have both an above average
percentage rate based from the 50% national percentage rate of MSAP
which obviously show that the BSMT non-scholar students obtained
higher percentage rate than scholar students.
Second, the result for Visual Discrimination shows that BSMT
scholar students (69.60%) were able to have higher percentage rate in
terms of mean score percentage from non-scholar students taking notice
(66.60%) that they both have above average percentage rate but of

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course, together attained above average (68.20%). In the third subject

which is the D’Object Manipulation, both BSMT scholar (71.50%) and
non-scholar students (65.20%) achieved an above average percentage
rating and were able to produce an above average percentage rating
combined together (68.50%).
BSMT scholar (88.8%) and non-scholar students (86.70%) yield
the highest percentage rate in the fourth subject which is the Number &
Letter Series (87.80%).
This remarkable result was attained with high percentage rate
(81.70%) in Numerical Aptitude Subject even though the percentage
rate of BSMT scholar students (84.20%) is higher as compared to non-
scholar students (78.90%).
The percentage rate obtained by BSMT student MSAP takers
(58.60%) in Word Discrimination Test is not that remarkable as compared
to Number & Letter Series and Numerical Aptitude but BSMT scholar
students (60.40%) and non-scholar students’ percentage rate (56.70%)
are still above average.
It was followed by Word Analogy where BSMT scholar (67.70%)
have an above percentage rate and still higher than non-scholar students
(57.30%) even if together have an above average percentage rate
(66.00%).
The last subject that completes the Aptitude Test is the Science
Aptitude. The BSMT scholar students with the percentage rate (72.18%)
is still better than BSMT non-scholar students (57.30%) even though
altogether they have passing percentage (62.70%).

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Table 8
Percentage Rate of JBLFMU-Arevalo MSAP Student Takers in the Recent 2018
Results for Aptitude Test Based from the National Percentage Rate of MSAP
When Taken as an Entire Group and When Classified According to Type of
Scholarship

D’Object

Note. The 50% national percentage rate taken based on the total number of items in each subject included in the Aptitude
Test is the basis of the average allotted by the MSAP to show if the schools that participated in the MSAP examination
were able to accomplish every test category included in the examination.

Table 9 shows that from the eight subjects that are under the
Aptitude Test, there are no significant differences from the scores between
BSMT scholar students and non-scholar students in Visual Series,
t (196) = -1.219, p = 0.224, Visual Discrimination, t (196) = 1.770,
p = .078, Number and Letter Series, t (196) = 1.352, p = 1.352, and Word
Discrimination, t (196) = 1.764, p = 0.079.
While there are significant differences between the scores of BSMT
scholar and non-scholar students in D’Object Manipulation, t (196) = 2.324,
p = .021, Numerical Aptitude, t (196) = 0.844, p = 0.001, Word Analogy,
t (196) = 2.456, p = 0.015, and Science Aptitude, t (196) = 3.602, p = 0.00.

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It shows that results vary depending in the subjects taken by the

BSMT students MSAP takers of 2018. However, the overall results of the
Aptitude Test show that there are significant differences in the results of
the scores achieved by the BSMT scholar and non-scholar students which
will make into account that even though BSMT students MSAP takers of
2018 attain higher scores in the Aptitude Test, the scores vary from each
other. The results indicate that both BSMT scholar students and non-scholar
students attained high scores but it still shows that BSMT scholar students
perform better.

Table 9
Significant Differences in the Recent 2018 MSAP Results of JBLFMU-Arevalo
for Aptitude Test Between BSMT Scholar and Non-scholar Students

D’Object

Note. Asterisk (*) means significant at .05 level of probability.

Table 10 displays results of the subjects in the Technical Test

known as Seamanship. These subjects are the major subjects for the course
Bachelor of Science and Marine Transportation. The results indicate that
this test category has the second highest scores of BSMT student MSAP
takers for 2018. Technical Test is composed of Deck Watching with Colreg,
Cargo Handling and Stowage, Navigation, and Safety and Environmental
Protection where each has a total of 25 test items.
In the Deck Watchkeeping with Colreg, BSMT student MSAP
takers (M=14.89, SD=2.56) attained a good mean score taken from the mean
scores of BSMT scholar (M=15.23, SD=2.51) and non-scholar students
(M=14.51, SD=2.56) which also show that it is the BSMT scholars who are
still in the lead.

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Next, the Cargo Handling and Stowage results show that BSMT
scholar students (M=14.19, SD=2.28) have higher mean score than non-
scholar students (M=13.87, SD=2.26) which is a great help in improving the
mean score for BSMT student MSAP takers (M=14.04, SD=2.28).
For Navigation, the result shows that the mean scores of BSMT
scholar (M=14.96, SD=2.56) and non-scholar students (M=13.15, SD=2.44)
are not far on the first two subjects same with the combined mean score of
both (M=14.11, SD=2.66).
Lastly, in Safety and Environment Protection, the mean scores of
BSMT scholar (M=15.45, SD=2.24) and non-scholar students (M=14.89,
SD=2.00) show that the scores of MSAP takers improve especially when
they are combined together (M=15.19, SD=2.15).

Table 10
Mean Scores of the JBLFMU-Arevalo MSAP Student Takers in the Recent 2018
Results for the Technical Test Category When Taken as an Entire Group and
When Classified According to Type of Scholarship

Table 11 shows the percentage rate of the BSMT student MSAP

takers of 2018 based from the national percentage rate of the MSAP
examination. The BSMT student MSAP takers were able to have an above
average percentage rate (53.56%) which is also a result of both BSMT
scholar (60.92%) and non-scholar students (58.04%).

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A slight deviation in the percentage rate of BSMT student MSAP

takers (56.16%) is obtained in Cargo Handling and Stowage taken from
both BSMT scholar (60.92%) and non-scholar students (55.48%).Along
with the first two components of Technical Test, the Navigation results
have a percentage rate of above average (56.44%) which is not far enough
from the results of BSMT scholar (56.76%) and non-scholar students
(52.60%).
The last component is Safety and Environmental Protection
shows that it is the highest percentage rate attained by the BSMT
student MSAP takers (60.76%) it is evidently above average with
of course because of the high percentage rate of BSMT scholar and
non-scholar students (59.56%). All subjects of the Technical Test
show that the percentage rate attained by the BSMT student MSAP
takers is (59.83%) and non-scholar students (56.42%).

Table 11
Percentage Rate of JBLFMU-Arevalo MSAP Student Takers in the Recent 2018
Results for Technical Test Based from the National Percentage Rate of MSAP
When Taken as an Entire Group and When Classified According to Scholarship

Note. The 50% national percentage rate taken based on the total number of items in each subject included in the Technical
Test is the basis of the average allotted by the MSAP to show if the schools that participated in the MSAP examination
were able to accomplish every test category included in the examination.

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Table 12 shows the inferential results between BSMT scholar and

non-scholar students. Out of the four subjects included in the Technical
Test, the scores between BSMT scholar and non-scholar students have no
significant differences in Cargo Handling and Stowage, t (196) = 0.986,
p = 0.325 and Safety and Environmental Protection, t (196) = 1.829, p =
0.069 but there are significant differences in the scores between BSMT
scholar students and BSMT non-scholar students in the Watchkeeping with
Colreg, t (196) = 2.0, p = 0.047 and Navigation, t (196) = 5.078, p = 0.00.
Based from the previous results in the mean scores in the Technical Test, it
is evident that BSMT scholar students have higher scores than non-scholar
students which mark in having significant differences in the results obtained
by the two groups.

Table 12
Significant Differences in the Recent 2018 MSAP Results of JBLFMU-Arevalo
for Technical Test Between BSMT Scholar and Non-scholar Students

Note. Asterisk (*) means significant at .05 level of probability.

Conclusions
1. BSMT scholar students performed better in the MSAP
examination for 2018 compared to non-scholar students in Achievement
Test, Aptitude Test and Technical Test.
2. BSMT scholar students’ scores have greater contribution in
passing the 50% national percentage of JBLFMU-Arevalo.
3. The BSMT scholar students performed better in Achievement
Test, Aptitude Test and Technical Test which composed the MSAP 2018 for
these kinds of students were already identified to have excellent academic
records.

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4. Both BSMT scholar and non-scholar students attained the lowest

score in Mathematics in all subjects under Achievement Test.
5. The mean scores of both BSMT scholar and non-scholar students
in 2018 MSAP examination merely reach the 50% national percentage
rate of MSAP in the Achievement Test and both have below average in the
Mathematics subject.
6. BSMT scholar and non-scholar students have a remarkable result
in the Aptitude Test. Among the three categories in the MSAP examination,
both BSMT scholar and non-scholar students attained the highest mean
score in the Aptitude Test.
7. Though BSMT scholar students were already identified to perform
better in the recent MSAP 2018, the Achievement Test showed that scores
obtained by these students helped to maintain the above average rate of
the school where the non-scholar students have lower results. These only
indicate that the results were dominated by the BSMT scholar students
since they have strong academic foundation.
8. The BSMT student MSAP takers of 2018 obtained the highest
percentage rate in the three categories in the Aptitude Test.
9. Technical Test is the second hardest category among the
Achievement Test, Aptitude Test and Technical Test in the MSAP 2018
10. Both BSMT scholar and non-scholar students found Aptitude
Test as easiest one for they both have earned high scores in it however, it
showed that BSMT scholar students still excel more because these students
were already identified in terms of their academic performance in school.
11. Same with the Achievement Test, the BSMT scholar and non-
scholar students have scores in Technical Test which barely reach the 50%
national percentage rate of MSAP for 2018 but have higher mean scores
and higher percentage rate.
12. Lastly, the Technical Test showed that both BSMT scholar
and non-scholar students were struggling in this category though they
considered this as less difficult than the Achievement Test but the BSMT
scholar students’ scores were far higher than non-scholar students.

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Recommendations
1. The summarized results of the mean scores show that there is
a need of intensive review in the Achievement Test and Technical Test
Categories but BSMT non-scholar students should improve more in the
Achievement Test.
2. The overall results can be inferred that there is significant
differences on the results between BSMT scholar and non-scholar students
and from the mean scores, we need to improve the review done in the
BSMT non-scholar students.
3. In the Achievement Test, Mathematics should be given emphasis
in both BSMT scholar and non-scholar students as well as in Science. The
BSMT non-scholar students need to improve their knowledge to attain the
above average prescribed as the national percentage rate of MSAP.
4. Specifically, in the results of each subjects, we can recommend
that both BSMT non-scholar should be given more attention in reviews
since there are still differences under Achievement Test.
5. The result shows in the Aptitude Test that BSMT student MSAP
takers have high scores which yield an above average rate in all subjects.
It is recommended to maintain the review and the learning offers in the
subjects for this Test.
6. Though in Aptitude Test, there are subjects where the results
between BSMT scholar students and BSMT non-scholar students indicate
that there are no significant differences but there are also subjects such as
Watchkeeping with Colreg, and Navigation where the BSMT non-scholars
should be improved.
7. In the third test which is the Technical Test, both BSMT scholar
and non-scholar have similar results with Achievement Test. However, all
the subjects under Technical Test having an above average percentage rate
should be given more attention too in the review and also improvement in
teaching for the skills.
8. In the Technical Category, it reveals that half of the subjects in
this category reveals that there was no significant difference but still, there
are also subjects like Watchkeeping with Colreg and Navigation, where
BSMT non-scholar will have to focus more.

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References
Marino Forum. (2015). Current Situation of Shortage of Maritime
Officers. The Maritime Human Resource Institute, Japan.
Retrieved from http://www.maritime-forum.jp/en/asia/index.
html
Marino Forum. (2010). Experts Meeting on Improving the Quality of
Seafarers in Asia (in Tokyo, Japan). The Maritime Human Resource
Institute, Japan. Retrieved from http://www.maritime-forum.jp/en/
asia/index.html
Marino Forum. (2008). Sixth ASEAn-Japan Transport Ministers Meeting
(in Manila, Philippines). The Maritime Human Resource Institute,
Japan. Retrieved from http://www.maritime-forum.jp/en/asia/index.
html
Maritime Forum. (2010). The Maritime Human Resource Institute,
Japan. Retrieved from http://www.maritime-forum.jp/en/asia/index.
html
MSAPreview. (2013). What is Maritime School Assessment
Program (MSAP)? Retrieved from http://msapreview.
blogspot.com/2013/01/what-is-maritime-school-assessment.
html
MSAP Examination. (2017). MSAP Examination 2017 Top 80 Deck
Cadets and Top 60 Engine Cadets. Retrieved from https://www.vma.
edu.ph/Press%20 Release/msap-examination-2017-top-80-deck-
cadets-and-top-60-engine-cadets
PJMCC. (2011). PJMCC Implements Fourth Maritime School Assessment
Program (MSAP). Retrieved from http://www.balitangmarino.com/
news_view. aspx?news ID=4511&subcode=AJSU&AspxAutoDete
ctCookieSupport=1

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Peer Mentoring: A Teaching Strategy in Improving

Students’ Attitude Towards Mathematics

Mary Joy M. Anas and 2/M Josito Cordero

Abstract
This research design aimed to determine the improvement of students’
attitude towards Mathematics before and after peer mentoring through one
group pretest-posttest design. The respondents were the 30 Grade 11 student
mentees of JBLFMU-Arevalo. They were selected through a purposive
sampling. A researcher-made questionnaire composed of 20 statements about
the attitudes of the students towards Mathematics was used as an instrument.
The questionnaire had undergone content validity and reliability-testing
with a coefficient of 0.79 using Cronbach alpha. Mean, standard deviation,
and Wilcoxon signed ranks test set at .05 level of significance were used as
statistical tools. The results of this study revealed that the students’ attitude
towards Mathematics in pretest and posttest was “Positive.” This means
that students were confident enough and can solve mathematical problems.
There was also a significant difference in students’ attitude before and after
peer mentoring. Thus, peer mentoring has a positive impact to the students
in terms of their attitude towards Mathematics.

Introduction
Teachers use a variety of strategies/methods in nurturing and
facilitating learning that suits the specific objectives and the outcomes to
be achieved as well as to meet the needs of the students. These strategies
may have different effect or impact on the student’s ability and attitude
most especially to those freshmen students shifting from high school to a
university. First-year students have to organize their own learning, manage
their new social networks and friendships, and adjust to the requirements
of university styles of learning and teaching (Pascarella and Terenzini,

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2005; Leidenfrost, Strassnig, Schutz, Carbon, and Schabmann, 2014). The

transition or changes that students are likely to experience are some of
the factors that have been found to affect their well-being which include
feelings of insecurities, decreased self-esteem, and an increased workload
(Bowman, Bowman, and Delucia, 1990; Grant-Vallone and Ensher, 2000).
The literature on mentoring remains “less useful than one might
hope because fundamental, conceptual, and theoretical issues have been
skirted.” There were lots of findings but the explanations were very few
(Bozeman and Feeney, 2007; Mathipa and Matlabe, 2016).
Peer mentoring, as one of the strategies in teaching, is a method
where teachers act as facilitators throughout the process, guiding learners
with meta-cognitive questions, and learners actively construct knowledge
by defining learning goals, seeking information to build upon prior
knowledge, reflecting on the learning process, and participating in active
group collaboration (Barrows, 1996; Navallasca, Dumaicos, and Atanacio,
2017).
Overall, it is claimed that ‘student-centered’ or ‘new’ learning
environments have the potential to improve this educational outcome for
students in higher education (Lea, Stephenson, and Troy, 2003; Navallasca
et al., 2017). According to Grant-Vallone and Ensher (2000) in Lowery,
Geesa, and McConnell (2018), peer mentoring provided higher levels of
psychosocial than instrumental support, but did not reduce stress. According
to Davis (2003), Outcome-based education (OBE) gets close to learning
in which decisions about curriculum are determined by the exit learning
outcomes that the students should put on view at the end of the course.
Peer mentoring describes a relationship where a more experienced
student helps a less experienced student, improve overall academic
performance, and provides advice, support, and knowledge to the mentee
(Colvin and Ashman, 2010; Collier, 2017).
In the past, mentoring was considered a type of apprenticeship
for graduate education. Recently, however, mentoring is now increasingly
regarded as a strategy for undergraduate classroom enrichment and retention
(Casey, 2013).

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Since Mathematics is a domain that can raise anxiety among

individuals, we continue to find ways to make it more understandable to
students. (Ozdemir and Gur, 2011; Unlu, Ertekin, and Dilmac, 2017).
This study was conceptualized due to the attitudes of the Senior
High School (SHS) students towards Mathematics based on their grade. It
attempts to improve the student’s attitude towards Mathematics using peer
mentoring.
Generally, this study aimed to determine the improvement of
students’ attitude towards Mathematics before and after peer mentoring.
Specifically, this study sought answers to the following questions:
1. What is the attitude of the students towards Mathematics before
and after peer mentoring is applied?
2. Is there a significant difference in the students’ attitude towards
Mathematics before and after peer mentoring is applied?

Method
Research Design
This study used a one group pretest-posttest design which ascertained
the students’ attitude towards Mathematics. It also aimed to test if peer mentoring
has an effect to the students’ attitude towards Mathematics.

Participants
The participants of this research were the 30 Grade 11 student
mentees of JBLFMU-Arevalo which were selected through purposive
sampling. The researchers identified the low performing students in Math
class during the second semester of school year 2018-2019 and were the
respondents of the study. They were taken as one group. These low performing
students were determined through their performance in Mathematics based
on their grades that are below average (82 and below).

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The performance in Mathematics was based on the capability and

achievement of student towards Mathematics while the attitude towards
Mathematics was more likely generating the feeling of interests, involvement
and uses of Mathematics in their real-life conceptualization.
The mentors were the researchers and a Math teacher of SHS
Department of this University.

Instrument
A researcher-made questionnaire was based on Dequito (2006)
which is composed of 20 statements about the attitudes of the students towards
Mathematics. This had undergone validity and reliability-testing with a
Cronbach alpha coefficient of 0.79.
The study was conducted during the first week of the fourth quarter in the
second semester of the school year 2018-2019 for a duration of two weeks (every
Wednesday). The intervention of peer mentoring was designed for a six to eight
weeks of session but it had only a two weeks duration due to time constraint.

Data Collection
The data needed for this study was gathered through the use of a validated and
reliability-tested researcher-made questionnaire consisting of 20 items. The process
of peer mentoring through OBE approach is shown in Figure 1.

Figure 1. Peer mentoring process through OBE approach.

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According to the schematic diagram, the peer mentoring process

applies the principles of Objective-Based Education or OBE approach.
The peer mentoring was used as a strategy in order to achieve the specific
objective with the support of learning activities that are facilitated. It
consists of the mentor and the mentee. The mentor acts as the mentee’s
facilitator, guide, and support. The mentee participates during the
sessions through questioning, sharing of own experiences and difficulties,
and answering the assessments given by the mentor. The mentor and
the mentee do the brainstorming, problem sets and group work in their
sessions as the OBE approach tends for the learning outcomes of the
students that also applies with its principles.
Open forum (clarity on focus)
It is important that the peer mentor know about their
mentees’concern, experiences and difficulties so that it will clearly focus
on what the mentee’s should know and understand about the subject. In
order to be clarified with the topics to be discussed, the session begins
with questioning “What are your concerns in the subject? In which topic
do you have a difficulty?”
Discussion (designing down)
In the discussion, it started with introducing the specific objectives
of the lesson to be achieve. Then, the mentor gave some examples of
the certain topics and solved it on the board. The mentee participated
during the discussion by asking questions related to the discussion. It is
expected that mentors achieved the learning outcome that has to be done
with the mentees. The materials used are whiteboard marker and eraser.
Problem sets (high expectation)
The mentees are given an appropriate task with a set of problem
that aligned with the objectives of every discussion. These are the
seatwork or exercises to practice and enhance their ability doing such
techniques or methods in solving. The materials used are paper, pen and
whiteboard marker.
Group work (expanded opportunities)
There are some activities that are given by groups. These group
activities are to develop and improve their attitude by cooperating with

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the task assigned to them and participate with their group-mate. The
materials used are paper, pen and w h i t e b o a r d m a r k e r.
The mentor prepared the topics and lessons to be discussed by
the peer mentors. They used a whiteboard marker and a paper-pencil
worksheets with the specified objectives. The activities and discussion
that provided by the mentor was evaluated by the subject coordinator
of the Mathematics Department. The peer mentor are grade 11 students
who participated in Mathematics Trainers Guild. They were selected as
the peer mentor by the recommendation of their trainer in MTG and as
they agreed to render mentoring in the school.
The peer-mentoring session is scheduled in their vacant time,
preferably on Wednesdays. The objective of the peer mentoring is to
improve the attitude of those students who are less knowledgeable
towards mathematics. These low performing students were determined
through their performance in Mathematics based on their grades that
are below average (82 and below). The intervention lasts for two weeks
during the second semester of school year 2018-2019.

Data Analysis
The researchers utilized the mean to determine the students’
attitude towards Mathematics before and after peer mentoring.
The mean scale, description, and indicators for the students’ attitude
towards Mathematics are as follows:

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Standard deviation was used to determine the students’ homogeneity

in their attitude towards Mathematics.
Wilcoxon signed ranks test was used to determine the significant
differences in the students’ attitude towards Mathematics before and after
peer-mentoring. The alpha was set at .05 level of significance.

Results and Discussion

Table 1 shows the students’ attitude towards Mathematics in pretest
and posttest which is “Positive.” This indicates that students can solve
mathematical problems easily and confident enough to solve them. These
results are similar to the study of Yara (2009) that students’ attitudes towards
mathematics were positive and that many of them considered mathematics
as a worthwhile and an essential subject which can help them in their future
career.
The results for the students’ attitude towards mathematics before
and after peer mentoring rely on the mean scores. The mean scores had a
difference between the pretest and posttest. These indicates that after peer
mentoring, students had more time to practice and gave extra attention to
study Mathematics so they could understand better. It is not just what the
students can solve mathematical problems but also on how they solve and
apply.
These also reflects that peer mentoring makes a difference from
their attitudes towards Mathematics most especially in the complicated
topics. It is very important in the learning process towards Mathematics that
the learners should also be associated, understand and being comfortable
to be with in order for them to feel connected and can relate with their
experiences.

Table 1
Students’ Attitude Towards Mathematics Before and After the Peer Mentoring

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Meanwhile, Table 2 shows that there is a significant difference in

students’ attitude before and after peer mentoring, z = -3.285, p = .001.
This indicates that peer mentoring is an essential strategy to practice for
the students to develop their attitudes towards mathematics which agrees
with the claim of Lea et al. (2003) and Navallasca et al. (2017).

Table 2
Significant Difference in the Students’ Attitude Before and After the Peer
Mentoring

Note. Asterisk (*) means significant at .05 level of probability.

Conclusions
In view of the results, the following conclusions were made:
1. The students have a positive attitude towards mathematics before
and after the peer mentoring, however, their attitude towards mathematics
has improved after the intervention as shown by their higher mean.
2. Peer mentoring marks a significant difference in the students’ attitude
towards mathematics before and after the intervention. Therefore, it has a
positive impact to the students in terms of their attitude in Mathematics.

Recommendations
In the light of the results and conclusions, the following
recommendations are offered:
1. Students are encouraged to participate in peer mentoring activities.
2. Mathematics teachers are encouraged to use peer mentoring as a
teaching strategy.
3. Teachers must determine the academic performance in Mathematics
with the use of peer mentoring.
4. School administrators and curriculum makers may consider
strengthening the implementation of peer mentoring.

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Barrows, H. S. (1996). Problem-based Learning in Medicine
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Bowman, R. L., Bowman, V. E., and Delucia, J. L. (1990). Mentoring in a
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Education and Supervision, 30, 58-65.
Bozeman, B. and Feeney, M. K. (2007). Toward a useful theory of
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Casey, K. (2013). Effectiveness of Peer Mentoring in First-Year Program
Classrooms. Retrieved from https://scholarworks.sjsu.edu/etd_
theses /4262
Collier, P. J. (2017). Why Peer Mentoring is an Effective Approach for
Promoting College Student Success. Retrieved from ERIC database
at https://files.eric.ed.gov/fulltext/EJ1152723.pdf
Colvin, J. W. and Ashman, M. (2010). Roles, risks, and benefits of
peer mentoring relationships in higher education. Mentoring
and Tutoring: Partnership in Learning, 18, (2), 121–134. doi.
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Davis, M. H. (2003). Outcome-based education. Journal of Veterinary
Medical Education, 30 (3), 227-232.
De Vaus, D. A. (2001). Research Design in Social Research. Retrieved
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Dequito, R. D. (2006). Attitude towards mathematics among the 4th year
high students its influence on their achievement in mathematics
IV (Unpublished master’s thesis). University of Iloilo – Phinma
Education, Iloilo City.
Lea, S. J., Stephenson, D., and Troy, J. (2003). Higher Education Students’
Attitudes Toward Student-centered Learning: Beyond ‘Educational
Bulimia’? Studies in Higher Education. Retrieved from http://result
.uit.no/basiskompetanse/wp-content/uploads/sites/29/2016/07/

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Lea-et-al-2003.pdf?fbclid=IwAR3NqJpd7Hfbrj832ii_hFF4-
gxiu1kUPQ02Ol0TCpS VAOYb91LlYpn0wQ
Leidenfrost, B., Strassnig, B., Schutz, M., Carbon, C., and Schabmann,
A. (2014). The Impact of Peer Mentoring on Mentee Academic
Performance: Is Any Mentoring Style Better than No Mentoring
at All? Retrieved from ERIC database at https://files.eric.ed.gov/
fulltext/EJ1043041.pdf
Lowery, K., Geesa, R., and McConnell, K. (2018). Designing a Peer-
mentoring Program for Education Doctorate (EdD) Students: A
Literature Review. Retrieved from ERIC database at https://files.
eric.ed.gov/fulltext /EJ1180067.pdf
Mathipa, E. R. and Matlabe, S. M. (2016). Mentoring: A Key to the
Professional Development of a Teacher. Retrieved from ERIC
database at https://files.eric.ed.gov/fulltext/EJ1177051.pdf
Navallasca, M. C. S., Dumaicos, M. B., and Atanacio, N. F. (2017). The
use of PBL (problem-based learning) in improving the student
performance in navigation 3 (terrestrial and coastal navigation).
Journal of Shipping and Ocean Engineering, 7 (4), 161-167.
Özdemir, E. and Gür, H. (2011). Matematik kaygısı- endişesi ölçeğinin
geçerlik ve güvenirlik çalışması. Eğitim ve Bilim, 36 (161), 39-50.
Pascarella, E. T. and Terenzini, P. T. (2005). How college affects students:
A third decade of research. San Francisco, CA: Jossey-Bass.
Trochim, W. M. K. (2006). Research Methods Knowledge Base. Retrieved
from https://libguides.usc.edu/writingguide/researchdesigns
Unlu, M., Ertekin, E., and Dilmac, B. (2017). Predicting Relationships
Between Mathematics Anxiety, Mathematics Teaching Anxiety, Self-
efficacy Beliefs Towards Mathematics and Mathematical Teaching.
Retrieved from https://files.eric.ed.gov/fulltext/EJ1148432.pdf
Yara, P. O. (2009). Students’ attitude towards mathematics and academic
achievement in some selected secondary schools in Southwestern
Nigeria. European Journal of Scientific Research, 36 (3),

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Minimizing Grade 11 Students' Absenteeism

Through Counselling

Auredlene T. Enriquez and C/M Carlos III D. Victoriano

Abstract
This action research was conducted among the Grade 11 students of John
B. Lacson Foundation Maritime University (Arevalo), Inc. to know the
effect of a positive reinforcement in minimizing the absences of the Senior
High School students. Forty-two students of section Starboard, the advisory
students of one of the researchers in the second semester, school year
2018-2019, were the respondents of the study. The researchers have used
counselling as an intervention. The intervention was applied for six weeks
where the researches had a one-on-one talk with the students every Monday
and Wednesday of the week. Frequency distribution was used to determine
the number of absences before and after intervention and Wilcoxon signed
rank test set at .05 level of significance was used to find if there was a
significant difference before and after the intervention. The results of the
study showed that before the intervention, 18 students were recorded out of
42 as absent for four weeks. Meanwhile, after the intervention, only seven
out of 42 were absent for four weeks. Moreover, there was a significant
difference in the attendance of the students before and after the intervention
which simply means that counselling as an intervention is effective. Hence,
the researchers highly recommend the use of counselling as an intervention
to minimize absenteeism inside the classroom.

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Introduction
A classroom is a good place to transfer teachers’ experiences
to students and provide a better understanding of them. If the student
is present in a classroom, it doesn’t just help the student to understand
the content but also prepare him to provide solution to any situation. It
was believed that the presence in class increases students’ knowledge,
promotes their ideas, and change their attitudes. Thus, class attendance
reduces academic failure. There are also studies that show the factors such
as poor teaching methods, non-usefulness of contents, class overcrowding,
lack of students’ participation in class discussions are the reasons for
students’ absenteeism. Teasley (2004) also suggests that absenteeism is
significantly affected by socioeconomic status. His research implies that
higher rates of absenteeism are associated with lower socioeconomic
status. It is suggested that the increase of stressors in low socioeconomic
homes plays a contributing role to low attendance rates.
Recently, students’ absence is one of the increasing problems
in senior high schools and if the teacher does not check the attendance,
some of the students do not come to class even once. Absent students
may have difficulty meeting the graduation requirements. As educators
strive to increase academics, the more important attendance becomes.
Cunningham (2010) noted that in today‘s classroom, the shift is to use
hands-on activities and actively engage students; however, when students
have poor attendance, it can be detrimental to their education.
Attendance in classrooms is made compulsory to ensure
continuity in the student’s learning process. When the students are
regularly absent from their class, there will be an adverse effect on their
academic performance. This is because frequent absences may lead to
missing out on vital information, facts and instructions that result in a
partial understanding of a topic, submission of incomplete work and poor
participation in class activities. Some schools order to give students a
particular attendance percentage in order to appear for exams. Therefore,
it is important that parents should ensure that their children attend classes.
Chronic school absenteeism is defined as missing 10 percent or
more of a school year as a result of any variety of reasons. Absenteeism, or
school nonattendance, is an international issue affecting most primary and

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secondary schools to some degree. Pellegrini (2007) argued that school

nonattendance can affect the productivity of the school environment as
well as the emotional, academic, and career success of non-attending
students. Additionally, absenteeism is often a symptom of a larger issue,
and generally, this issue is the barrier to school attendance. Existing
research tends to address absenteeism by utilizing an intervention method
that is grounded in the larger issue thought to be the cause of absenteeism.
For example, if the factor causing absenteeism is thought to be family-
related, a family-based intervention would be used to address absenteeism.
Similarly, if there are school-based issues that are seemingly affecting
attendance rates, school-based interventions are implemented.
The method of addressing the greater issue related to attendance
is effective because it treats absenteeism as a symptom and not the main
problem. Schultz (1987) believes that addressing the greater issue, the
symptom of absenteeism decreases. Despite this strength, this method of
addressing absenteeism is not always generalizable, easily implemented,
or readily accessible to all those struggling with school attendance.
In order to transfer teachers’ knowledge, the presence of students
is necessary in the classroom. There are numerous studies on the causes
of absence, however, the strategies of its reduction have not been yet
investigated and this study intends to address this issue.
This study will be conducted with the following reasons: First,
there is a lack of research that examines the effects of an intervention that
addresses absenteeism across all variables leading to attendance issues.
Lastly, it is a must to give insight on ways to improve student attendance
since the need to keep students in school and off the streets is imperative.
This research wanted to find out if counselling is an effective
intervention against absenteeism among selected Senior High School
students.
In particular, this study aimed to answer the following questions:
1. How many students are involved in absenteeism before the
intervention?
2. How many students are involved in absenteeism after the
intervention?
3. Is there a significant difference in the number of absenteeism
before and after the intervention?

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Method
Research Design
The effectiveness of counselling as an intervention for addressing
chronic absenteeism was studied using an action research as a design.
This study was addressed using the action research design since it was
implemented within a school setting, identified a problem, identified
a population, implemented a possible solution to a problem, and then
analyzed the results. Specifically, the researchers have identified
chronic absenteeism as a problem, pinpointed students struggling with
absenteeism, implemented counselling as an intervention, and then
analyzed the results using descriptive statistics. The counselling with
the researchers took place every Monday and Wednesday of the week
to lessen the chronic absenteeism of students in Grade 11-Starboard of
John B. Lacson Foundation Maritime University (Arevalo), Inc. for six
weeks.

Respondents
This study monitored the attendance of Grade 11 Starboard with
a total of 42 students. This section was observed to have absenteeism
problem; thus, a purposive sampling technique was used. Only 18
respondents were used due to chronic absenteeism.
Meanwhile, the counselling as intervention was applied for six
weeks after a four-week monitoring of absences before the intervention
and another four weeks to monitor the absences after the intervention to
determine if the intervention is effective and if there is a difference that
will take place. The intervention took place every Monday and Wednesday
of the week. It includes individual interview with students, meeting with
parents and self-enrichment activities for students. Through counselling,
the researcher found out the factors of the chronic absenteeism and also
provided ways on how to deal with it depending on the factors given by
the students.

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Instrument
The instrument used was the four-week attendance sheet of the
students before the intervention and another four-week attendance sheet
after applying the intervention and the topics to be discussed for the
counselling. Ideally, this intervention could help students to be more
successful and keep the school in good standing.

Data Collection
Data was collected from the four-week attendance before and
after the intervention through one-on-one counselling every Monday
and Wednesday with students, and with parents, struggling with chronic
absenteeism for a period of six weeks. These students were not receiving
any other support services within the school setting and might have
ordinarily been overlooked.

Data Analysis
Frequency distribution was used to determine the number of
absences before and after the intervention. Meanwhile, Wilcoxon signed
ranks test was used to determine if there was no significant difference
in the absences before and after the intervention set at .05 level of
significance.

Results and Discussion

Table 1 shows the total number of students involved in absenteeism
and the total absences for four weeks before the intervention. The study
revealed that only 18 students had been absent out of 42 students from
Grade 11-Starboard where eight of the students have five absences (44.4%).

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Table 1
Students’ Absences Before Intervention

While the Table 2 shows that after the intervention was applied,
there were only five students who have two absences (27.8%).

Table 2
Students' Absences After Intervention

The observed difference in the absenteeism before and after

counselling has been reduced. On the other hand, the intervention was
effective for some respondents but there were some who did not have a
change in absenteeism rates.

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Moreover, Table 3 has a significant difference in the number of

absenteeism before and after the intervention, z = -3.76, p = 0.00. This
proves that counselling as an intervention minimized absenteeism of
Grade 11-Starboard. This supports the study of Kearney and Graczyk
(2013) that individual counselling, such as Cognitive Behavior Therapy,
was effective in decreasing absenteeism.
Thus, the intervention was effective in improving the attendance
of the students. Addressing the primary issue affecting absenteeism
greatly helped in achieving the positive results of this study since
according to Teasley (2004) that the primary issue is a huge component
to school nonattendance, and when addressed, decreases absenteeism
accordingly which was proven in this study.

Table 3
Significant Difference in the Number of Absenteeism Before and After the
Intervention
z

Note. Asterisk (*) means significant at .05 level of probability.

Conclusions
The results of the study demonstrated that using an approach
such as counselling to increase students’ attendance was effective in
reducing the number of absences of the students.
The study found that meeting with the students and their parents
during the scheduled day every week for six weeks and providing self-
enrichment activities increased students’ attendance.
Furthermore, the students were motivated during and after the
intervention was applied.

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Recommendations
The following recommendations were drawn:
1. Instructors must apply counselling upon the early signs of
chronic absenteeism to increase the school attendance of the students
which greatly affects their academic standing.
2. It is imperative to reach these at-risk students early using
counselling to ensure that students attend school on a regular basis since
it is necessary for them in reaching their full potential.
3. Instructors must provide other forms of interventions such as
positive reinforcements like immediate rewards and incentives for
students to attend school with higher frequency.
4. Some interventions must be used to target a particular factor
causing absenteeism after it was addressed. Students struggling
with absenteeism are often struggling in more than one facet of life.
Therefore, addressing absenteeism becomes a channel through which we
can provide support and encouragement to students in need.

References
Cunningham, C. (2010). Poor School Attendance Can be Damaging.
Retrieved from h ttp://www.examiner.com/search/
Kearney, C. and Graczyk, P. (2013). A response to intervention model to
promote school attendance and decrease school absenteeism. Child
Youth Care Forum, 43, 1-25. doi:10.1007/s10566-013-9222-1
Pellegrini, D. (2007). School non-attendance: Definitions, meanings,
responses,interventions. Educational Psychology in Practice, 23 (1),
63-77. doi: 10.1080/02667360601154691
Schultz, R. (1987). Truancy: Issues and interventions. Council for
Exceptional Children, 12 (2), 117-130.
Teasley, M. (2004). Absenteeism and truancy: Risk, protection, and best
practice implications for school social workers. National Association
of Social Workers, 26 (2), 117-127.

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Freedom from the Chains

of Pain: A Case Study

Joanna Jacinth R. Ferrer and 2/M Nicolas Tuares

Abstract
The objective of this qualitative case study was to document the struggles of a
maritime student. It also aimed to help the case by identifying his difficulties
and problems, identifying the root cause or causes of his problems and
presenting possible solutions which would help him in his journey towards
self-development and improvement. This case was identified through a
mock job interview, a performance task in the Reading and Writing class,
and a case suggestion by a concerned friend who knew what he was going
through. It was finalized when the case himself approached the researchers
desperately asking for help. Through a series of interviews, teacher
observation and monitoring and testimonies of his closest friends and the
use of triangulation for the reliability of the gathered data, the causes of
his problems were identified. The longing for a motherly love, the feeling
of betrayal, the unresolved trust issues, and the hatred towards God were
the reasons for his addiction to his temporary escape which were alcohol,
cigarette and sex. Then, he was given proper guidance. He was monitored
like how a son should have been monitored by a mother. He was encouraged
to become a better man. Today, he rarely smokes, occasionally drinks
alcohol, becomes faithful to his newly found love and thrives to help others
who are struggling like him. This study has been conducted since October
of 2018 until May 2019. However, the monitoring will continue in the future
until the right time comes.

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Introduction
“Young people need models, not critics.” – John Wooden
Today’s budding generation, the youth or widely referred to as
“millennials”, show different behaviors and perceptions towards living
their lives. The youth want to become more independent. They want to
make their own decisions and live their lives the way they want it to
be. They want less guidance and supervision from parents, guardians or
sometimes teachers.
Erik Erikson’s Theory of Psychosocial Development emphasized
that ages 12 to 18, or the adolescent stage, is a stage where the adolescent
searches for his sense of self and personal identity, through an intense
exploration of personal values, beliefs, and goals (Mcleod, 2018).
Adolescence, which is a transitional period between late childhood and
the beginning of adulthood, involves sexual maturity in terms of hormones
and physical development of the body. This is characterized by an increase
in the complexity of group interactions and social behavior (Lerner
and Steinberg, 2004 in Choudhury, Blakemore, and Charman, 2006).
Adolescence is a period of development and consolidation of the social
self, of one’s identity and understanding of the self in relation to the social
world (Coleman and Hendry, 1990 in Choudhury et al., 2006). Anecdotal
evidence and self-report data suggest that children seem to become
progressively self-conscious and concerned with other people’s opinions
as they go through puberty and the period of adolescence (Steinberg,
2005 in Choudhury et al., 2006). The psychosocial context of adolescents
is markedly different to that of children and adults. Relationships with
peers, family and society go through distinct changes during this time.
Adolescents begin to assert more autonomous control over their decisions,
emotions and actions, and start to disengage from parental control. At the
same time, the school context involves an intense socialization process
during which adolescents become increasingly aware of the perspectives
of classmates, teachers and other societal influences (Berzonsky and
Adams, 2003 in Choudhury et al., 2006).
In the implementation of the K to 12 program of the Department
of Education, John B. Lacson Foundation Maritime University (Arevalo),
Inc. offered a Senior High School program for the teens who would like

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to become seafarers. Thus, the Pre Baccalaureate Maritime stands was

offered. This program caters mostly completers of Grade 10. These are the
youth mostly in their teens. As JBLFMU – Arevalo is located in a remote
area of the city, most of the students especially those living in the towns
of Iloilo and provinces in Panay prefer to rent a room where they can stay.
Most of the students experience full freedom for the first time and some of
them are lured to the temptations of vices lobbying around the dormitories
or boarding houses.
As JBLFMU – Arevalo also followed DepEd’s curriculum for
the Senior High, Reading and Writing as a subject was also offered. In
this course, one of the final performance tasks is a mock interview. The
mock interview intends to prepare students for company selection and job
applications. However, this is not only meant for the technicalities but this
also gives a chance for the teachers to identify students who need help.
In one of the mock interviews, an applicant for deck cadetship,
opened up how he was inspired to become a seafarer. He also mentioned
about his father, step-mother and how much he missed his two mothers.
Two weeks after, the same student returned and asked for help, hence, this
study.
This study was conceptualized due to the following reasons: First,
the case needed help badly; secondly, the causes of his behavior should be
identified and solutions to his problems should be presented immediately;
and lastly, documentation of such cases is important to help the teachers
and the guidance office deal with such cases. Moreover, the university
and the guidance office could design programs for students who are also
struggling mentally and emotionally.
Thus, this study would like to explore the present situation of this
case, the causes of his behavior, and the possible solutions.
Specifically, the study would address the following questions:
1. What is the present situation of the case? What are the problems
of the case?
2. What are the possible causes of his behavior?
3. What are the strategies that may solve the problem?
4. What are the improvements of the case when the strategies are
applied?

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Method
Research Design
This is a qualitative study specifically case study that would
require direct involvement from the participant. Case study refers to “an
in-depth, detailed study of an individual or a small group of individuals
resulting in a narrative description of behavior or experience” (Center for
Innovation in Research and Teaching, n.d.). This study focused on one
case at a time and tried to document the experiences of the case. It also
looked into solutions of the issues through counselling or any strategy
possible.

Participant
A Senior High School student of John B. Lacson Foundation
Maritime University (Arevalo), Inc. is the participant (case) of this
study. He became a prospect for case study when he was recommended
for guidance and counseling by a close friend. The need for this case
was strengthened with his revelations during the mock interview of the
Reading and Writing class and was finalized when he personally asked the
researchers for help.

Instrument
A set of guide questions was prepared for the participant. It
deals with his existing situation, the possible causes of his actions and
the possible solutions to his problems. Observation by the teacher and
testimonies from his closest friends will be used to document his progress.

Data Collection
The case was identified through subject – teacher and friend
recommendations. With permission granted, the participant was observed
and interviewed. The data were gathered through observation, interview
and testimonies which were triangulated and analyzed. His issues and
problems were identified. The causes of his behavior were also presented.
Counselling followed. The participants’ improvement was monitored.

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Data Analysis
Themes were generated to answer the research questions. Using
the answers during interviews, the observation of the researchers, and the
testimonies of those who were close to him, his existing situation and
the causes of the problems were identified, triangulated and analyzed.
After counselling, he was interviewed again and the answers from the
interview, the observation and the testimonies of his friends were the bases
of data analysis. The common themes were generated and the progress
was identified as well.

Results and Discussion

From the exchange of conversations with the participant Tim (not
his real name), the testimonies of his friends, and the observation of the
researchers, the following results were drawn:

Present Situation of the Case and Problems of the Case

The case, Tim, a 17 year old male Senior High student of John
B. Lacson Foundation Maritime University was observed to be silent in
the class but active outside the classroom with his close friends. He was
holding a significant position in his homeroom but he was not found to
be diligently performing his duty. He missed a lot of his classes since
September 2018 and a concerned friend, Thon (not his real name)
approached the researchers to share his concerns regarding Tim. He
witnessed how the case was throwing himself to club parties with alcohol
and cigarettes almost every night.
“He has mental illness. He also admits it. He’s so addicted to sex.
He engages even with those he did not even know.” – Thon (September 5,
2018)
Thon had frequently gone with him to a local bar where they spent
the night getting drunk and smoking. This had gone for weeks and months.
Thon would send photos and provide information of what they were up to
and where they were.

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During the Mock Job Interview which was a requirement for a

Reading and Writing Class, Tim was able to personally share a bit of his
struggles to the subject teacher who was also the researcher. Two weeks
after the interview, on the 6th of October, he finally started the conversation
which led to this study and his journey to identifying the reasons of his
actions and to becoming a better person. He started it with:
“Ma’am, is it that bad to be an attention seeker?” – Tim (October
6, 2018)
He was constantly asking for affirmation and he was manifesting
a confused mindset.
Tim: Sorry, Ma’am. I’m a bit tipsy.
Researcher: Are you drunk?
Tim: A bit, Ma’am.
Researcher: Do you do this often?
Tim: Yes. I want to change but it’s really not working.
Interview Transcript (October 6, 2018)

Tim had been struggling with his own behavior the past few
months. Because of this, he was willing to be helped. For the next three
months, he would be in constant monitoring and observation.

Possible Causes of Behavior

The following are the identified root causes of his problems:
First is the Lack of Motherly Love (Mom Issues). He had been
longing for a love only a mother can give.
“I am seeking for my mother’s attention. But, she is not here.
Literally. Not here. She died when I was a year and a month… She shouldn’t
have left me… Like every time I think of her, I feel so damn destroyed. That
every time is every day. It’s just that sometimes I can’t take it. It hurts so
much... I grew up with someone whom I thought was my mother but she

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was just my yaya. And, she left me too, leaving me behind a step mom… I
don’t have a mom… It hurts so much. It’s killing me.” – Tim (October 6,
2018)
This was the pain, which according to him, was not visible to
his friends and classmates. He had been considered as a happy go lucky
guy by his classmates but deep inside he was wounded and bound by the
chains of pain of losing a mom he cannot even remember.
Secondly, because of his loss, he blamed God for his situation.
“There isn’t any room for mercy in this world, maam. I can prove
it. I do hate God… so much for taking my mom away.” – Tim (October 6,
2018)
He blamed God for letting his mom succumb to an illness even
before he was able to identify her. He believed he would not have felt the
pain and undergo the struggles if only his mom were around. He still could
not accept the fact that he lost his mom and that he was angry because he
would never feel how it was to be loved by a mother.
Moreover, he felt betrayed. He grew up with a babysitter whom
he thought was his mom. He could not believe that he believed this lie for
many years. However, when he was in Grade VI, she also died. He was
devastated because he was again left alone without a mother figure. He
cannot help but question himself what kind of person he was that not a
single mother figure would stay with him. He blamed God for this and this
placed him in the dungeon of self-destruction and dark temporary escape.
Due to these circumstances, he was afraid of letting people get into
his life. He had unresolved trust issues. He would not easily trust anyone.
When someone tried to penetrate his life, he would shut the person out.
He was not welcoming to new real friends and even new relationships. He
had difficulty trusting anyone and this was one of the reasons he played
with women.
“They left me. All of them. That’s why I don’t trust women. That’s
why I play with them. All of them. I broke up with the girl I trust because
I’m scared she’ll leave me. I cheated a lot because I’m scared she’ll leave
me soon like others did.” – Tim (October 6, 2018)
In addition, he revealed that he became addicted to sex. His body

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would long for it. He would go to bars, pick up girls he barely knew and
would engage in sexual intercourse on the very night. This had gone at
least twice a week since he lived far away from his father’s watch. He then
pushed the women away because he did not want a serious relationship
where there was a possibility of him being left alone again. This went on
until November 2018.
Furthermore, he believed he was not deserving to be loved. He
thought that he had wronged a lot of women. He even thought that even
his mother and babysitter intentionally left him. This led to him believing
that he was not worth loving and that no one could love him for who he is.
“She’s someone that could sacrifice everything for me (referring to
an ex-girlfriend whom he considered his third love, the biological mother
being the first love and the babysitter, second). And, I don’t deserve that…
She doesn’t deserve me. She needs better guys.” – Tim (October 6, 2018).
The effects of his negative mindset and constant reminder of the
pain led him to look for temporary escape. He thought that if he did these
things, at least for a short period of time, he forgets the pain that had been
haunting him. He resorted to drinking alcohol. If he got drunk, he claimed
he could not feel the pain. He also resorted to smoking which he said made
him calm down. The worst was when he resorted to sex so that at least
for a short time, he would feel the pleasure and happiness. This addiction
led to a medical condition. On November 2018, he was diagnosed with a
sexually transmitted infection (STI). He suffered for two months without
medication. This had been one of his many wake up calls. His academics
also suffered. He got failing grades during the third quarter due to his
absences.

Strategies that may Solve the Problem

These were the actions taken by the researchers in order to help
the participant. First, the problems were identified. Then, the participant
was closely monitored just like how a parent would check on his children.
Then, the trust of the participant was earned. This was a key to gaining
accurate information and giving accurate guidance as well. He was also

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constantly reminded to lessen his resorting to his vices and was encouraged
to become a better person. Throughout the process, the researchers
believed in the philosophy:
“Make a difference ONE LIFE at a time, in small ways that you
know because it will someday result to BIG and GREAT RESULTS.”
Improvements of the Case when the Strategies were Applied
Eight months after the participant first approached the teacher
with a heavy burden, now he is living at least with peace in his heart.
He drinks alcohol only on special occasions, rarely smokes, and becomes
faithful to a new girlfriend who also became his strength in continuing his
journey to become better each day.
“Before he felt that only getting drunk and smoking could entertain
him. Yes, he had a lot of friends but at the end of the day, he kept to himself
what he felt. He never told anyone or personally asked for help because
he thought everyone was hard to trust. He also lived with a belief that in
this world, you have to be your own hero. But now, I am happy because he
already knows how to trust. He also realized that even without alcohol or
cigarette, he can still be happy and satisfied. Every time he has a problem,
he learns to open up and seek advice. During the five months of our
relationship, I witnessed how he became matured and how he grew as a
man. He now accepts his mistakes and he keeps himself busy finding ways
he could return the favor.” – Care, his present girlfriend (May 6, 2019)
Indeed, he is a good man who was bound by the chains of pain of
his past, and the women who scarred him altogether but now he is freed,
unshackled from the misery of his losses and is taking his time enjoying
what this beautiful life has to offer.

Implications
Based on the findings, the following implications were drawn:
Aspiring young seafarers, maritime students like Tim should be
given a chance with life. They should be helped and guided until they
can make right decisions on their own. The value of Godliness and even
the core values of the university: the IPLEDGE should be embedded in

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the hearts of these students as they will be left on their own once they are
employed in the field. For sure, constant temptations will be around them.
They should be trained to choose their actions wisely and responsibly.
Like Tim, seafarers are prone to temptation of unfaithfulness on
board due to homesickness. However, if our graduates are disciplined,
they would be able to ignore the urge to engage in sexual activities outside
marriage.
Secondly, teachers should be quick in identifying students who
need help. The earlier the problem of the case is identified the higher is the
chance for the formulation of the right and appropriate resolution.
Like Tim, if he was not helped at this time, he could have done
worse and he could have acquired worse illnesses brought by his sex urges.
Furthermore, if it is difficult for the teachers to spare time helping
a student, the teacher concerned must bring this case to the guidance office
for help. The guidance counsellors are more equipped with knowledge on
how to deal with different and complicated cases.

Recommendations
The results of this study laid the bases for the following
recommendations:
1. Students should not be embarrassed with their struggles but
instead seek help and advice from their teachers and guidance counsellors.
They are not the only ones struggling and help is just around the corner.
2. The teachers may use this study as a reference for future cases
and inspiration to help struggling students. They should be able to use any
means possible in salvaging the lives of the youth who are going towards
self-destruction. Sometimes, what these teenagers need is just a Word of
Encouragement or Affirmation. Words are powerful. May teachers use this
to their advantage and rescue the future seafarers who are full of potential
and passion.
3. The peer facilitators can also use this study to understand the
differences of each student and try to find ways in reaching out struggling
students of JBLFMU-Arevalo.

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4. The guidance office can make this case a reference for future
cases. It can also develop programs which could help students cope with
the difficulties in life.
5. More case studies be documented for future reference of
struggling students.

References
Berzonsky, M. D. and Adams, G. R. (2003). The Blackwell handbook of
adolescence. Oxford: Blackwell.
Center for Innovation in Research and Teaching. (n.d.). Case Study
Method. Grand Canyon University, Arizona. Retrieved from https://
cirt.gcu.edu/ research/developmentresources/research_ready/
descriptive/case_study
Choudhury, S., Blakemore, S., and Charman, T. (2006). Social cognitive
development during adolescence. Social Cognitive and Affective
Neuroscience, 1(3), 165–174.
Coleman, J. C. and Hendry, L. (1990). The nature of adolescence. 2nd ed.
Florence, KY. Taylor & Frances/Routledge.
Lerner, R. and Steinberg, L. (2004). Handbook of adolescent psychology.
2nd ed. New York: Wiley.
Mcleod, S. (2018). Erik Erikson’s Stages of Psychosocial Development.
Developmental Psychology. Retrieved from https://www.
simplypsycho logy.org/Erik-Erikson.html
Philippine Statistics Authority (PSA). (2018). One in Ten Young Filipino
Women Age 15 to 19 is Already a Mother or Pregnant with First
Child (Final Results from the 2013 National Demographic and
Health Survey). Retrieved from https://psa.gov.ph/content/one-ten-
young-filipino-women-age-15-19-already-mother-or-pregnant-first-
child-final-results
Steinberg, L. (2005). Cognitive and affective development in adolescence.
Trends in Cognitive Sciences, 9, 69 - 74.

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Difficulties Encountered in Seamanship 1

During Academic Assessment

Grail D. Funtanilla and 2/M Joel J. Malaya

Abstract
This survey research aimed to determine the difficulties encountered by
the students in Seamanship I Academic Assessment. The respondents were
chosen through stratified proportional random sampling. Respondents
should be officially enrolled first year, second year and third year students
in the second semester of school year 2018-2019 and have taken the
Academic Verification Section’s exam in Seamanship I. A researcher-
made questionnaire, which underwent thorough content validation
and reliability testing, was utilized to acquire the needed information.
Frequency, percentage and rank were used as tools to analyze the data.
The results of the study revealed that the most common difficulty
encountered by the students in Seamanship I during academic assessment
is the graphics found in the assessment. Graphics and illustrations were
unclear and confusing and the time allotted for the exam was not enough.

Introduction
Assessment is a vital process in diagnosing the students’ learning
needs and determine students’ interests to make the judgment about their
learning process. Students and teachers can use the information gained
from the assessment to determine the next teaching and learning steps
whether there is a need to change or to customize the teaching plan. This
is a way for an institution to compare performance across a spectrum and
across populations. Also, this encourages the understanding of teaching as
a formative process that evolves over time with feedback and input from
students (Lynch, 2016).
According to Black and William (2005) recent researches indicate
that effective formative assessment is a key factor in improving students’

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standard of achievement. Teachers need to know about their students’

progress and difficulties with learning so that they can adapt their work to
meet their needs which vary from one student to another.
Learning is driven by what teachers and students do inside the
classroom (Black and Dylan, 2005). It is vital that teachers provide
effective activities for students to fully learn and be able to meet the
academic competencies. Meanwhile, students are expected to be actively
participative inside the classroom to make most of the learning process.
In John B. Lacson Foundation Maritime University (Arevalo),
Inc., the Academic Assessment Center, now known as the Academic
Verification Section, serves as the primary external sector incharge for
the administration and development of assessments given per semester
to BSMT students, and sees to it that they provide a quality assessment
to acquire reliable results. The Academic Assessment Office implements,
supervises and monitors all aspects of academic assessment of both
knowledge and skills in STCW - related subjects, specifically the required
competencies and skills as stipulated in STCW Code. With the help of
the results, there is a possibility for a need to have a reflective evaluation
of assessment practices based on the fast and ever-changing context of
learning theories and disciplines. Also considering the improvement in
the quality of the assessment, classroom instruction of teachers and other
external factors that affect the way the assessment is being administered
(Segers, Dochy, and Cascallar, 2003).
John B. Lacson Foundation Maritime University (Arevalo), Inc.
has been known globally for producing highly equipped mariners. Before
the students are sent to the real maritime industry, JBLFMU-A sees to
it that every year students’ knowledge and skills are assessed in various
competencies mainly in their Navigation and Seamanship subjects, both
considered to be the core subjects of Marine Transportation course. The
assessment is administered every end of the semester, and students are
obliged to take and pass the assessment before proceeding to the next
semester and year level.
This study was conceptualized because of the results from the
recent assessment conducted by the Academic Assessment Center last
October 4, 2018. The result of the assessment shows that the first year had

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a general total percentage of 62%, which unfortunately did not make it to

the expected passing percentage of 75%. This became the primary reason
for the study to be conducted.
Generally, this study aimed to determine the difficulties
encountered in Seamanship I Academic Assessment Center.
Specifically, this study sought answers to the following questions:
1. What are the top three difficulties encountered by the students in
Seamanship I academic assessment as an entire group and when classified
according to year level?
2. What are the other difficulties encountered by the students in
Seamanship I academic assessment?

Method
Research Design
Descriptive method of research was employed in this study using
the survey as a technique. Survey research is the collection of data attained
by asking individual questions either in person, on paper, by phone or
online (Rouse, 2017).

Respondents
The respondents of the study were the 303 BSMT students enrolled
in the second semester, school year 2018-2019 in the first, second, and
third year levels. Stratified proportional random sampling was employed
in getting the final number of respondents.
The respondents were taken as an entire group and then grouped
according to year level (first, second, and third year) as shown in Table 1.

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Table 1
Distribution of Respondents

Instrument
The instrument used to gather data was a researcher-made survey
questionnaire. This had underwent content validity and reliability testing.
Since the questionnaire used was dichotomous type, the reliability tool
used was the Kuder-Richardson 20 with a coefficient of 0.72 using SPSS.
The first part of the questionnaire contained personal data such as
the student’s name (optional) and year level and right after, respondents
were asked to check the columns “Agree” or “Disagree” that corresponds
to their answer. The survey sheet contains 10 statements. Part 2 of the
questionnaire includes a question to elicit other difficulties not mentioned
in the checklist.

Data Collection
Prior to the distribution, the researchers explained to the
respondents the purpose of the study. Respondents were given enough
time to answer the questionnaires. Questionnaires were then collected and
the data were tallied manually on a separate sheet of paper. After tallying,
the data were collated in an organized manner, ready for computation and
analysis.

Data Analysis
Frequency and percentage were the statistical tools utilized in this
study.

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Frequency was used to identify the number of “Agree” responses

marked by the respondents to each item in the checklist.
Percentage was used to determine the proportion of those who
answered “Agree” in the checklist over the total number of respondents.

Results and Discussion

Table 2 shows the difficulties encountered by the students when
taken as an entire group. It was found out that the prevailing difficulties
encountered by the respondents were the graphics of the items in the
assessment are unclear and confusing (f=128, 42%, rank=1), the allotted
time in the assessment and the time the assessment started and ended
(f=104, 34%, rank=2.5), and the assessment started late and ended based
on the scheduled time (f=104, 34%, rank=2.5). This indicates that external
factors can be a factor for students’ difficulty in Seamanship I which also
agrees with the claim of Segers et al. (2003) that external factors affect the
way the assessment is being administered.

Table 2
Difficulties Encountered by the Students in Seamanship I Academic Assessment
When Taken as an Entire Group

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When classified according to year level, the top three difficulties

encountered by first year students in Seamanship I academic assessment
are the graphics in the assessment was unclear and confusing (f=69, 39%,
rank=1), the allotted time in the assessment and the time the assessment
started and ended (f=56, 32%, rank=2), and the assessment started late and
ended based on the scheduled time (f=104, 34%, rank=2.5).
In addition, the following are the difficulties encountered by the
second year students in Seamanship I academic assessment: the graphics
in the assessment was unclear and confusing (f=21, 55%, rank=1), students
did not study before taking the assessment (f=20, 53%, rank=2), students’
time to answer the exam was not enough (f=18 47%, rank=3).
Furthermore, the following are the difficulties encountered by the
third year students in Seamanship I academic assessment: the graphics
in the assessment was unclear and confusing (f=38, 49%, rank=1), the
assessment started late and ended based on the scheduled time (f=35,
45%, rank=2), the allotted time for the exam is not enough (f=30, 39%,
rank=3.5), and students did not study before taking the assessment (f=30,
39%, rank=3.5).
On the other hand, some of the topics included in Seamanship I
assessment questions were not tackled or discussed inside the classroom
was identified as the topmost difficulty encountered by the students.
This was supported by the statement of Respondent 4 who stated some
topics were not taken up so I don’t know how to answer the question and
Respondents 9 and 12 also mentioned questions are not tackled. According
to Black and Dylan (2005) learning and improving students’ standard of
achievement are driven by what teachers do inside the classroom. Taking
necessary measures in order to augment the assessment results greatly lies
on the efforts of a teacher in order to meet the academic competencies
required for the students to learn.

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Table 3
Difficulties Encountered by the Students in Seamanship I Academic Assessment
When Classified According to Year Level

Another difficulty identified was the teachers teaching the subject

Seamanship I. This was further strengthened by Respondents 7 and 13
who said that instructors are not teaching well and missed some topics. In
addition, Respondent 18 mentioned that our teacher focused more on skills
than knowledge so during the assessment we know only a few topics. The
descriptive results agreed to the idea of Black and William (2005) that
learning and raising students’ standard of achievement are driven by what
teachers do inside the classroom.
Moreover, assessor’s not being approachable and accommodating
is another difficulty that students have encountered in Seamanship I
academic assessment. This was supported by the statements of Respondent
26 assessors should be nice and approachable in facilitating the assessment,
Respondent 29 said that assessors in the office are intimidating and

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distracting, and Respondent 35 said that I was uncomfortable of the

assessors while taking the test for they are not approachable and some
of them are talking loudly. Feedback and input from students (Lynch,
2016) can certainly be most beneficial in order to improve the quality of
assessments being given.

Conclusions
Based from the results of the study, the following conclusions
were drawn:
Generally, the most common difficulty encountered by the students
in Seamanship I during academic assessment was the graphics in some of
the items in the assessment was unclear and confusing and the time given
for the assessment was not enough. We can infer that the students need
more time to understand the graphics or illustrations shown in some of the
items in the assessment.
In addition, regardless of the year level, students encountered
almost similar difficulties during the Seamanship I academic assessment
perhaps because they were placed in the same condition and given the
same set of test questionnaires.

Recommendations
The researchers further recommend that:
1. Thorough review of the items in the assessment should be done
specifically focusing on the improvement of the illustrations or graphics
to be more legible.
2. Further researches are to be conducted regarding the other
difficulties that students encounter in the different competencies of the
academic assessment of all year levels.
3. Further researches must be conducted giving emphasis on
content of the assessment subject for item analysis especially to those
school years where students got low percentages.

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4. Finally, this is recommended to be used as an added conceptual

material for teachers and students who study and need to study on the
similar field.

References
Black, P. and William, D. (2005). Inside the Black Box: Raising Standards
Though Classroom Assessment. Retrieved from https://scholar.
google.com.ph
Lynch, M. (2016). The Real Purpose of Assessment in Education. Retrieved
from https://www.theedadvocate.org/real-purpose-assessments-education/
Rouse, M. (2017). Survey Research. Retrieved from https://www.whatis.
techtarget.com/definition/survey-research
Segers, M., Dochy, F., and Cascallar, E. (2003). Optimising New Modes of
Assessment: In Search of Qualities and Standards. Retrieved from
https://www.springer.com/gp/book/9781402012600

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UNIT RESEARCH COMMITTEE

BRIAN GIL S. SARINAS, Ph.D.

Research Coordinator
Chairman

CAPT. JULIO B. LUBAS

Subject Area Head (Seamanship and Navigation)

ROBERTO R. SOMOSA, Ph.D.

Subject Area Head (PE, Soc. Sci. and Research)

MA. LONA T. TURRIGUE, Ph.D.

Subject Area Head (Math, Nat. Sci. and Computer)

RODERICK R. GERMO, Ph.D.

Senior Faculty 1

BERNARDITA S. SOMOSA, Ph.D.

Senior Faculty 2

ROEL A. ALLI, Ph.D.

Professor VI, West Visayas State University
External Consultant

UNIT POOL OF EDITORS

EMILIE C. COO, D.R. Dev.

Language Editor

ERIC M. MADERA, Ph.D.

Statistician

RODERICK R. GERMO, Ph.D.

Statistician

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 THE TEN-POINT AGENDA

The JBLF System professes to commit itself to championing,

attaining, and nurturing the following causes:
1. Excellence in Education and Training
The JBLF System is resolute and uncompromising in its enduring
pursuit of excellence in education and training through regular and
progressive evaluation and accreditation of its dynamic curricular and
training programs.
2. A Strong Research Program
The institution responds to the challenge of having high-calibre
graduates who will be leaders in the workplace to help build the nation by
taking initiatives and leadership in research as it works towards becoming
a maritime research center.
3. A Sustained Technological Environment
The institution maintains an updated, reliable, and efficient
information management system for enhanced delivery of instructional
and other services relative to global technology.
4. Quality, Health, Safety, and Environment Advancements
As an institution that believes in the importance of the overall
wellness of its stakeholders, the JBLF System maintains a milieu that
promotes and secures their wellbeing through its various provisions for a
healthful, safe, and environment-friendly setting.
5. Inculcation of Values
A staunch advocate of inculcating work and personal values in
our clients as these values define and help them in their personal and
professional journey, the university integrates values in the students’
academic and non-academic activities.
6. Pursuit of International Recognition
The JBLF System aims at achieving international recognition
through strong linkages with foreign marine institutions, research
organizations, and shipping agencies and companies as well as its
unwavering and total support of the faculty and students in their quest for
global recognition as researchers and maritime professionals.
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John B. Lacson Foundation Maritime University (Arevalo), Inc.

7. Corporate Social Responsibility

The JBLF System, while it continually charts its course as an
organization through the most appropriate and well-executed strategic
plans, is keen about holding on to its best experiences, norms, and practices,
which characterize its corporate entity and sharing these not only with its
own people but with the rest of the local and global communities.
8. A Competent and Productive Workforce
JBLF System recognizes its workforce as one of its assets. The
institution provides and supports continuous learning and development to
optimize their productivity for the attainment of the Vision and Mission of
the JBLF System.
9. A Dynamic Alumni Involvement
Recognizing the great potential of the alumni as a body in assisting
the institution in its multifarious concerns and responsibilities, the
institution perennially taps this resource through the Alumni Association,
even as it constantly and progressively seeks better ways of engaging them
as an integral unit of the institution.
10. An Effective Financial Management
JBLF System aims to prepare for a long-term financial
sustainability through an efficient and effective use of resources, clear and
transparent financial strategy and a robust financial management system
for the attainment of its vision, mission and objective and the fulfilment of
its commitment to all its stakeholders.

GENERAL AND SPECIFIC OBJECTIVES

General Objective
JBLF System shall continuously develop individuals into
competent, well-rounded individuals who will perform positive roles in
the society.

Specific Objective
JBLF System shall equip the students with the conceptual and
technical knowledge, interpersonal skills and competence required for the
practice of their proffesion by providing them with the discipline oriented
and competency based curricula to develop flexibility and the right attitude
as professional committed to the service of God and country.

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 VISION
We shall be among the globally leading institutions in providing high quality
education and training by 2020.

MISSION
We shall provide quality education and training through instruction, research and
extension, in our unrelenting quest for excellence as a major global supplier of
world-class technical and professional manpower We aim to improve the quality
of life through our thrusts in quality, health, safety, and environment.

QUALITY, HEALTH, SAFETY AND ENVIRONMENTAL POLICY

“To maintain the highest standards of Quality, Health, Safety, Environmental
Protection, and Pollution Prevention in our consistent drive to satisfy and strive
to exceed stakeholders' expectations.”

ADVOCACY CORE VALUES CULTURE

Integrity
Education Resilience
Perseverance
Life Excellence
Loyalty
Progress Agility
Excellence
Discipline Leadership
Discipline
Values
Godliness
Equality