CHAPTER 1

INTRODUCTION

Background of the Study

The maritime industry is a critical component of the global economy, with over 90%

of world trade conducted via sea routes. Safety at sea remains a paramount concern,

given the hazardous nature of maritime operations. Maritime cadets, the future

professionals of this industry, play a crucial role in maintaining and improving safety

standards. Their response to emergency situations is vital, not only for their own

safety but also for the safety of their vessels, cargo, and the marine environment. This

study aims to analyze maritime cadets' responses to emergency situations to enhance

safety awareness on a global and domestic scale, and to identify gaps in current

training and preparedness.

The maritime industry faces unique challenges, including harsh weather conditions,

mechanical failures, and the risk of human error. According to the International

Maritime Organization (IMO), the human element is a contributing factor in the

majority of marine accidents. Effective emergency response training is essential to

mitigate these risks. Safety awareness and preparedness among maritime cadets can

significantly reduce the incidence and impact of emergencies at sea.

Domestically, the effectiveness of maritime training programs can vary widely. In

countries with a robust maritime tradition, such as Norway and Japan, cadets undergo

rigorous training that includes extensive simulation exercises and real-life emergency

drills. Conversely, in countries with emerging maritime industries, training may be

less comprehensive, focusing more on theoretical knowledge than practical

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application. This disparity can lead to differences in how well cadets are prepared to

handle emergencies, impacting overall safety outcomes.

Despite international and domestic efforts, gaps in emergency preparedness among

maritime cadets remain. A study by Magramo et al. (2020) highlighted that even with

advanced training tools, there is often a lack of emphasis on soft skills such as

decision-making, leadership, and stress management during emergencies.

Additionally, there is a need for continuous improvement in training programs to keep

pace with technological advancements and emerging threats, such as cybersecurity

risks in maritime operations.

Understanding and improving maritime cadets' responses to emergency situations is

crucial for enhancing safety awareness and preparedness. By analyzing both global

and domestic training practices, this study seeks to identify best practices and areas

needing improvement. Bridging the gap in emergency preparedness will not only

safeguard lives and property but also promote a culture of safety within the maritime

industry.

Significance of the Study

The results of the study will be of great benefit to the following:

This study holds significant value for the Philippine Merchant Marine Academy

(PMMA) as it seeks to enhance the institution's training programs by providing

empirical data on the effectiveness of current emergency response training. By

identifying strengths and weaknesses in the cadets' preparedness, the PMMA can

tailor its curriculum to address gaps and ensure that its graduates are well-equipped to

handle emergency situations at sea. This can enhance the academy's reputation as a

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leading maritime training institution, producing highly competent and safety-

conscious seafarers.

For PMMA cadets, this study is crucial as it directly impacts their safety and

professional development. The findings will provide insights into their current level of

preparedness for emergency situations, highlighting areas that need improvement.

Enhanced training programs based on the study's recommendations will ensure that

cadets are better equipped with the necessary skills and knowledge to respond

effectively to emergencies. This not only increases their personal safety but also

boosts their confidence and competence as future maritime professionals.

PMMA Safety Officer Instructors will benefit from this study by gaining a deeper

understanding of the effectiveness of their teaching methods and training programs.

The study's findings will offer valuable feedback on how well cadets are internalizing

and applying their training in simulated and real-life emergency scenarios. Instructors

can use this information to refine their teaching strategies, incorporate new

techniques, and emphasize critical areas that require more focus. This continuous

improvement in instructional quality will lead to more effective training and better-

prepared cadets.

Future Researchers will find this study to be a valuable resource as it contributes to

the existing body of knowledge on maritime safety training and emergency

preparedness. The study's methodology, findings, and recommendations can serve as

a foundation for further research in this field. It will provide future researchers with a

comprehensive understanding of the current state of emergency response training

among maritime cadets, highlighting areas for potential investigation and

development. Additionally, it can inspire comparative studies across different

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maritime academies globally, fostering a broader understanding of best practices in

maritime education and training.

Statement of the problem

The primary objective of this study is to assess the response of maritime

cadets to emergency situations and to evaluate their level of safety awareness. This

evaluation aims to identify strengths and weaknesses in current training programs at

the Philippine Merchant Marine Academy (PMMA) and propose improvements to

enhance safety preparedness. To achieve this, the study seeks to answer the following

main research question:

1. What are the factors affecting the level of safety awareness of the third-class

midshipmen?

2. What is the knowledge of 3cl midshipmen about safety in case of emergency

situations.

A. Do the third-class midshipmen know the different types of emergency situations?

B. Are they aware about the use of safety equipements and tools used in an

emergency?

C. Are they aware of the safety regulations and standards set by the PMMA that

ensure safety measures

3. What are the improvements we can propose to enhance awareness of the cadets in

emergency preparedness

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1.4 Scope and Limitations of the Study

This study "Maritime Cadets' Response to Emergency Situations Improving Safety

Awareness" focuses specifically on 3rd class (3CL) BSMT and BSMAR-E Marine

cadets S.Y 2023-2024. The aim of this study is to assess the efficiency of emergency

response training programs targeted to this 3CL cadets and suggest opportunities for

improving safety protocols and training methods in PMMA. The goals include

measuring 3CL cadets' present level of safety awareness, analyzing their responses to

simulated emergency scenarios, and determining the impact of personalized

instruction on safety awareness and response efficacy. The research will collect data

through surveys, and simulated emergency drills, with both qualitative and

quantitative analytic approaches used to assess the 3CL BSMT and BSMAR-E

cadets’ performance. However, the study encounters limit in terms of sample

representativeness because it is limited to 3CL cadets at PMMA.

Theoretical Framework:
This study utilized three interrelated theories due to their accurate relevance

to the research topic of the Third-Class Cadet’s Awareness of Emergency Situations

and; an analysis to improve safety awareness.

Situation Awareness (SA) Theory

Understanding how cadets perceive and respond to dynamic emergency

scenarios is crucial. This theory, as proposed by Endsley, (2019), focuses on the

cadets’ ability to comprehend their environment, anticipate future events, and make

effective decisions under pressure. This theory underscores the importance of the

operator’s ability to maintain accurate situation awareness to make effective decisions

during emergencies. The theory highlights the cognitive processes involved in

emergency situation awareness, such as attention, perception, and working memory,

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which are critical for cadets to assess the situation accurately and respond promptly.

Moreover, the theory emphasizes the impact of environmental factors, stress levels,

and system complexity on cadet’s situation awareness and decision-making abilities

during emergencies. Integrating Endley’s Situation Awareness Theory, can optimize

training approaches, enhance safety protocols, and improve cadet’s preparedness for

emergency situations.

Distributed Situation Awareness (DSA) Theory

As discussed by Stanton et al. (2019), the Distributed Situation Awareness

(DSA) Theory, is a critical lens through which to examine how cadets within a team

share and coordinate their understanding of emergency situation. This theory implies

the collective nature of situational awareness, highlighting the importance of effective

communication and collaboration among cadets to maintain a comprehensive

awareness of the evolving circumstances. Understanding the principles of DSA

Theory within the context of cadet training can enhance the effectiveness of

emergency preparedness strategies and contribute to improved safety awareness

within the cadet training environment.

Social Cognitive Theory

According to Social Cognitive Theory, developed by Albert Bandura, focuses

on how individuals learn from observing others and their environments. This theory

emphasizes the role of observational learning, self-efficacy, and reinforcement in

behavior change. In the context of safety awareness, theory can instrumental in

improving safety practices by fostering a culture of learning, modeling, and

reinforcement within organizations. Additionally, Social Cognitive Theory can help to

establish a positive safety culture where safety awareness is valued and prioritized.

Social Cognitive Theory (SCT) started as the Social Learning Theory (SLT) in the

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1960s by Albert Bandura. It developed into the SCT in 1986 and posits that learning

occurs in a social context with a dynamic and reciprocal interaction of the person,

environment, and behavior.

Fig. Theoretical Paradigm

1.7 Definition of Terms

Danger - refers to the likelihood or potential of a hazard to cause harm. It implies a

higher degree of risk and often a more immediate possibility of injury or damage.

Drills - instruction or training in military exercises.

Emergency - sudden, severe situations that demand immediate attention due to their

significant threat to health, life, property, or the environment.

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Emergency drill - practice method to prepare individuals for a potential emergency.

It is a procedure that involves the simulation of emergency circumstances, such as

fire, earthquake, lockdowns, or active shooter incidents, to train individuals to

respond in a real-life scenario.

Emergency plan – is a comprehensive strategy or set of procedures developed by

individuals, organizations, or communities to prepare for, respond to, and recover

from emergencies or disasters.

Hazard - refers to anything that could potentially cause harm, such as physical injury,

health impairment, property damage, or environmental degradation.

Maritime - of, relating to, or bordering on the sea, connected with human activity at

sea.

Onboard training - comprehensive program designed to enhance the skills and

knowledge of crew and officers in maritime operations, ensuring their effective and

safe handling at sea.

Perceive - become aware or conscious of (something); come to realize or understand.

PMMA – Philippine Merchant Marine Academy.

Program Directors - a post in high management. The main responsibilities will be to

plan, carry out, and supervise every operation and initiative.

Risk Assessment - systematic method used to identify potential hazards, analyze and

evaluate these risks, and determine effective methods to eliminate or control them.

Safety awareness - involves understanding potential hazards and risks in an

environment, utilizing knowledge and practices to reduce the likelihood of accidents

and injuries.

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Safety protocols - set of established rules, procedures, guidelines, and measures

designed to ensure the safety and well-being of individuals in various environments or

situations.

Situational awareness - the ability to perceive, understand, and effectively respond

to one's situation. It involves comprehending a given circumstance, gathering relevant

information, analyzing it, and making informed decisions to successfully address any

potential risks, hazards, or events that might occur.

Standardize protocols - established sets of rules, procedures, or guidelines that are

uniformly applied across a particular domain or field.

Third class cadets - 2nd year students in Philippine Merchant Marine Academy.

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 CHAPTER 2

REVIEW OF RELATED LITERATURE

Safety Awareness

Safety awareness is generally described as the comprehensive understanding of what

is happening in the environment and the ability to retrieve, understand, and reuse

available information to enhance team responses to specific situations. It is therefore

clear that safety awareness is closely related to the availability of accurate, complete,

and real-time information about accidents. For emergency applications, data are

usually scattered across closed and open databases, registers, and other data sources,

and the types and amounts of data needed to fulfill all information needs in

emergencies are increasing over time (Leppäniemi et al., 2019). Especially when

operating in unknown indoor environments, safety awareness becomes crucial and

increasingly challenging as limited resources and communication channels become

stretched (Engelbrecht et al., 2021). As stated by Leppäniemi et al. (2019), apart from

challenges related to the development of specific tools for situational awareness, a

cornerstone is represented by the peculiar nature of the information needed in

different phases of the emergency management cycle (i.e., mitigation & prevention,

preparation, response, and recovery).

More recently, Uzuntarla et al. (2020) also stated that part of safety awareness is the

safety culture. "Safety culture (SC) is the ability of an organization to put safety rules

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into practice and successfully manage these in all of the activities and operations. SC

was first mentioned in the report prepared after the explosion of the Chernobyl

Nuclear Power Plant in Chernobyl, Ukraine, in 1986. Studies have shown that safety

culture is actually a subdimension and the reflection of organizational culture. The

belief that safety culture significantly affects health and safety increases in addition to

the studies on this topic. Factors that constitute SC can be classified as safety

priorities, safety communication, safety training, employee participation, fatalism, and

safety awareness. Safety awareness (SA) is the frame of mind that determines the

perceptions and judgments of employees about personal abilities and responsibilities

to avoid risks in workplaces. Safety behavior (SB) is the behavior of an individual by

safety policies and procedures.

Furthermore, the construct of this study aimed to cadet's safety awareness. According

to the journal of Roslan et al. (2022), safety awareness among school students is

fundamental to preventing injuries and illnesses (Kadir et al., 2020). A low level of

safety awareness can affect the high rate of accidents (Hakimi et al., 2019). Accident

rates can also be reduced if students comply with essential aspects of school safety

rules by increasing safety awareness (Mardziah, 2019). The same was also stated by

Abdullah et al. (2021) that students' commitment to complying with safety practices

could increase their awareness towards good safety. Meanwhile, Abdullah and Abd

Aziz (2020) emphasize that safety awareness should be developed to the highest level

possible to foster a healthy and safe environment for all students. Furthermore, when

the students realize that there will be an impact on the risk at school, they will directly

deal with safety problems by following safe safety practices. Looking at the

importance of safety awareness in ensuring safety in schools (Zitty et al., 2019), it is

indispensable to conduct a study on student awareness of safety at school. The results

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of this study will enable school organizations in SMT IT Al Qudwah Musi Rawas to

consider various alternatives, including efficient and effective strategies to

continuously increase the level of safety awareness among students (Kadir et al.,

2021).

The focus of this study is the construct of safety awareness. Safety awareness is a

person's responsibility and commitment to following safe work procedures. Safety

awareness also reminds a person of impending danger and shows the willingness to

act to control any danger (Mohamed et al., 2020). Safety awareness is vital in an

organization because the level of safety of students can be determined and ensure that

they are always alert when they are in a risky situation (Holt & Allen, 2019).

Management is responsible for ensuring a safe and disease-free environment. Safely

controlling the environment is more accessible than controlling student behavior

towards safe task activities (Hassan, 2021). One plausible explanation is that

civilizations could grow and reach the highest level of social stratification by

reasoning human behavior, as humans play an important role in the formation of

civilizations and nation-states (Abdullah, 2022). The level of safety awareness in an

organization can be measured by assessing a person's knowledge, understanding, and

involvement in aspects of safety management (Nik Raihan et al., 2019). Therefore,

safety awareness must continually be improved. This is because accidents can be

avoided if the level of safety awareness among students is high (Abdullah & Abd

Aziz, 2020).

The requirement from the International Maritime Organization (IMO) regarding an

environment-friendly approach has prompted ship owners and shipbuilders to ensure

their vessels comply with the regulations. Green shipyards, incorporating best

practices and technology, can reduce the pollution generated during vessel

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construction. This paper investigates the current trends of green shipbuilding and

proposes potential practices for green shipyards. A systematic review was conducted

using publication databases such as Scopus, Science Direct, and Taylor & Francis

from 2010 to 2022. It can be concluded that most studies have been discussing the

Industry 4.0 (I4.0) technologies to be implemented in the shipyard where 16 potential

practices and technology-based in the green shipyard were identified. This study also

found that automation is the most discussed topic in I4.0 technologies followed by an

alternative fuel (LNG/LPG-fueled engines) and 3D printing and design. Furthermore,

the study on green shipbuilding attracted the attention of China and Spain as these

countries have published most papers. This study will help Malaysian shipbuilders

and stakeholders to have a better view regarding the green shipyard concept and

related practices and technology (Md Daud et al., 2024).

On Factors that Affect Safety Awareness

According to Vinodkumar and Bhasi (2019), the implementation of policies,

strategies, procedures, and activities for employees' safety reflects the safety

management practices at the workplace. These practices benefit organizations by

improving safe working environments and influencing employees' safety behavior.

Safety management practices encompass six elements: management commitment,

safety training, employee involvement, safety rules and procedures, safety

communication and feedback, and safety promotion policies (Vinodkumar & Bhasi,

2020). The Occupational Safety and Health Management System (OSHMS) has

provided a systematic, coordinated, and effective approach to managing safety and

health issues in the workplace. OSHMS encourages organizations to constantly

identify safety and health risks, reduce possible accidents, continuously improve

safety and health, and comply with laws and regulations (ILO, 2021). These efforts

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aim to enhance organizational competitiveness, productivity, and employee welfare

(Vinodkumar & Bhasi, 2020). However, the effectiveness of OSHMS in an

organization requires full commitment from all parties, including employers and

employees.

Safety commitment, management commitment, and safety rules and procedures are

crucial for accident prevention (Vinodkumar & Bhasi, 2020). Similarly, Griffin and

Neal (2020) stated that safety knowledge and safety motivation are essential elements

for increasing safety performance. Safety awareness among employees also serves as

a main indicator for safety practices (Wu, Liu, & Lu, 2022), safety climate, and safety

behavior (Lu & Yang, 2019). Safety awareness helps individuals realize the

importance of following safety policies to ensure their safety and health. By adhering

to these policies, the accident rate can be reduced. Individuals with a high degree of

safety awareness are able to recognize dangerous situations and take appropriate

actions to avoid risks (Endsley & Garland, 2019). According to Holt (2020), safety in

the workplace means the absence of danger. Reducing risks in the workplace will

lower the likelihood of accidents. This underscores the importance of creating a safe

environment free from the risk of accidents (Shaain, Bakar, & Hashim, 2021).

Everyone must prepare and be aware on how to act in any emergency so that nothing

will be taken by surprise. Just like an Earthquake, where it always strikes when least

expected. Earthquake can happen anywhere- at home, work or school. Awareness on

the different safety features of the university is important for each student for them to

know

on what they are going to do, and where they will go in an event of an earthquake

Sanchez, M. P., Ardiente, H. J., Causapin, J. M., Garcia, K., Mondoñedo, B. J., &

Sendrijas, N. J. (2019)

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More recently, Zohar and Polachek (2021) highlighted that safety climate, defined as

shared perceptions of the importance of safety in the workplace, plays a significant

role in promoting safety awareness. A positive safety climate fosters a culture where

safety is prioritized, leading to higher levels of safety awareness among employees.

Furthermore, Morrow et al. (2021) found that regular safety training programs, which

include interactive and practical components, significantly enhance employees' safety

awareness and their ability to identify and mitigate hazards.

Technological advancements also contribute to improving safety awareness. Virtual

reality (VR) and augmented reality (AR) training programs have been shown to

provide immersive and effective safety training experiences. For example, Fang et al.

(2022) demonstrated that VR-based safety training significantly improves hazard

recognition and safety awareness among construction workers. These technologies

allow employees to experience realistic simulations of hazardous situations without

the associated risks, thereby enhancing their preparedness and response to real-life

dangers.

In educational settings, safety awareness is equally important. According to Kadir et

al. (2020), safety awareness among school students is fundamental to preventing

injuries and illnesses. A study by Abdullah et al. (2021) noted that students'

commitment to safety practices increases their awareness of safety and reduces

accident rates. Developing a high level of safety awareness in educational

environments ensures that students are vigilant and knowledgeable about safety

practices, which helps in creating a safe and healthy learning environment (Roslan et

al., 2022).

On Effectiveness of Training to Critical Situation

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Training for critical situations is essential to ensure that individuals are well-prepared

to respond effectively to emergencies. According to Ford and Schmidt (2020),

emergency response training programs must equip responders to promptly detect the

onset of an emergency, assess its demands, and respond effectively. This emphasizes

the importance of how well individuals can transfer knowledge, skills, and attitudes

(KSAs) learned in training to real-world performance. The ability to apply learned

behaviors effectively during actual emergencies is crucial for the success of

emergency response tasks (Ford & Schmidt, 2020).

Training content needs to cover a wide range of scenarios to prepare responders for

various types of emergencies. However, it's not just the breadth of training content

that matters but also the depth of knowledge and skill building that contributes to

expertise. Researchers have found that individuals with similar levels of experience

may perform differently based on the depth of their learning. Depth of expertise

includes highly proceduralized and principled knowledge, well-organized and

structured mental models, and well-developed self-regulatory systems (Ford &

Schmidt, 2020).

Differences in expertise type—routine versus adaptive—have significant implications

for successful skill application in real-world performance. Routine expertise is

effective for well-known and predictable tasks, while adaptive expertise is crucial for

novel and complex situations. Developing both types of expertise ensures that

responders can handle a variety of emergency scenarios effectively (Ford & Schmidt,

2020).

Recent studies have expanded on these findings, emphasizing the role of realistic

training environments. Eltahir and Ganesan (2021) found that simulation-based

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training significantly enhances the preparedness of emergency responders by

providing a safe space to practice responses to various emergency scenarios. These

simulations help bridge the gap between theoretical knowledge and practical

application, improving responders' confidence and competence in handling real

emergencies (Eltahir & Ganesan, 2021).

Furthermore, training programs that incorporate technology, such as virtual reality

(VR), have shown promising results. According to Fang et al. (2022), VR-based

training can enhance the realism of training scenarios, allowing responders to

experience and react to lifelike emergencies. This immersive approach helps in

developing both routine and adaptive expertise, ensuring responders are well-

equipped to handle diverse and unpredictable situations (Fang et al., 2022).

The importance of continuous and progressive training is also highlighted in the

literature. Burke et al. (2019) emphasized that ongoing training is necessary to

maintain and improve emergency response skills. Regular refresher courses and

advanced training modules help responders stay updated with the latest techniques

and protocols, ensuring their readiness for any emergency (Burke et al., 2019).

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 Conceptual frameworks

The purpose of this conceptual framework is to illustrate the key relationships

between the elements of that system, and to hold and organize together the ideas

comprising abroad.

INPUT PROCESS

OUTPUT
1. What are the factors affecting
the level of safety awareness of
the third-class midshipmen?

2. What is the knowledge of 3cl

midshipmen about safety in case
of emergency situations.
Improved Safety
A. Do the third-class midshipmen Awareness of
know the different types of the Third-class
emergency situations? Survey midshipmen
Questionnaire
B. Are they aware about the use of
safety equipements and tools used
in an emergency? Improved Safety
Statistical Tool Programs and
C. Are they aware of the safety Trainings
regulations and standards set by
the PMMA that ensure safety
measures
3. What are the improvements we
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can propose to enhance awareness
of the cadets in emergency
preparedness
Figure 1. The study's conceptual framework depicts the interaction between research

variables through input, process, and output.

CHAPTER 3

RESEARCH METHODOLOGY

This chapter provides an overview of the theoretical and conceptual

framework, research design, instrumentation, and data analysis methodology.

3.1 Research Design

The researchers would like to utilize a "Descriptive research design," which is

a theory-based design in which the researcher is primarily concerned with describing

the issue of the investigation. It is used in case studies, naturalistic observations,

surveys, and so on. This method entails data gathering, analysis, and presentation. It

allows the researcher to properly communicate the problem statement so that others

can better comprehend the need for this type of research. Without a precise problem

statement, you are conducting exploratory rather than descriptive research.

3.2 Location of the Respondents

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 The research will be carried out at the Philippine Merchant Marine Academy

in San Narciso, Zambales, during the academic year 2023-2024. The Philippine

Merchant Marine Academy is completely committed to being a leading career

development and education center for maritime students. Dedicated to creating a high-

quality, internationally competitive maritime sector. The Philippine Merchant Marine

Academy (PMMA), the pioneer institution in maritime education in the country is

supported by government funds with help from the shipping industry. It is the proud

mother of the finest Filipino merchant marine officers. For many years, it has

produced many master mariners, chief engineers, shipping executives, naval officers,

excellent educators and trainors now serving in marine and maritime related industries

in their country and abroad.

Figure 2. A map of San Narciso, Zambales, indicating the location of the Philippine

Merchant Marine Academy, where the research will be carried out.

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3.3 Respondents and Sampling Technique

Choosing an effective sampling technique for investigating marine response to

emergency circumstances with the goal of enhancing safety awareness is determined

by a variety of factors, including the research objectives, the population of interest,

available resources, and the level of precision required. Thus, the researchers will use

the stratified sampling technique.

Stratified sampling is a sampling approach that divides a population into

homogeneous subgroups known as ‘strata' and then selects individuals at random

from each category for study. Stratification is the process of dividing a population into

groups prior to sampling. The strata must be mutually exclusive, and no member of

the population can belong to more than one.

3.5 Research Ethics

This research is concerned with the participants' well-being. The researchers advised

the participants of their rights, as they were told during the process, in order to protect

their rights. The researchers have considered ethics, such as protecting each

individual's privacy and personal information in accordance with the school's data

security policies. The sensitive information collected from the participants' records

will be treated with the utmost care and secrecy. The participants and the researchers

reached an oral agreement, as well as a letter providing detailed information on the

subject and their assurance of interest in the study. Furthermore, participants have had

access to their rights, such as: The participants have the right to information. He/she

can ask for details which they deem to be necessary before, within and after the

process of data collection. The participants have the right to determine whether he/she

wishes to be recorded. They can refuse and/or accept, depending on request. The

participants have the right to provide information on a later time. If he/she is not

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confident with their answer, they can appeal to the researchers to give their response

on a later time. The participants have the right to refuse. If he/she agreed to take an

interview, then wants to decline the agreement for whatever reason, they are free to do

so. The participants have the right to their own personal information. He/she may ask

to hide their name, and/or exclude any personal information from being written on the

published paper, then the research must follow.

The researchers had chosen the respondents based on the criteria that the third class

midshipmen of both from Bachelor of Science in Marine Transportation and Bachelor

of Science in Marine Engineering of Philippine merchant marine academy that

undergo safety courses in preparation of their onboard training that will make them

very capable in answering our specific questions.

Courses Population Percentage Sample

BSMT 168 47.3% 89
MAR-E 187 52.7% 96

TOTAL 355 100% 185

Table 1. Respondents of the Study

Sample size was calculated by using Raosoft sample size calculator (Raosoft,

2014) with 95% confidence level and 5% margin of error. Raosoft calculator is an

online form that computes the minimum number of necessary samples to meet the

desired statistical constraints. It is an advantage to use online forms such as Raosoft

because of its improved accuracy from validation, save time and money, timeless

results, increase response rate, and eliminate paper and printing costs.

3.6 Data Collection Procedure

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 The researcher distributed a survey questionnaire. Furthermore, the researcher

collected data from a survey administered to the third-class midshipmen. The study

was completed. Participants received a consent letter. Furthermore, the researcher

described the survey questions in detail, ensuring that participants grasped the issue

and preventing misinterpretation.

Collecting data for research on marine response to situations of emergency

with the purpose of enhancing situational awareness necessitates a thorough approach

that may encompass various methodologies.

1. Surveys: Create and execute surveys to gather quantitative data on maritime cadets

perspectives, experiences, and practices regarding safety awareness and emergency

response. The survey questions could include themes like:

1. What are the factors affecting the level of safety awareness of the third-class
midshipmen?

2. What is the knowledge of 3cl midshipmen about safety in case of

emergency situations.

A. Do the third-class midshipmen know the different types of emergency

situations?

B. Are they aware about the use of safety equipements and tools used in an
emergency?
C. Are they aware of the safety regulations and standards set by the PMMA
that ensure safety measures

3. What are the improvements we can propose to enhance awareness of the

cadets in emergency preparedness

2. Document Analysis: Examine incident reports, emergency response plans, training

materials, and regulatory papers to find patterns, trends, and lessons learned on

situational awareness and emergency response. Document analysis can add context

and background information to other data collection methods.

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3.7 Statistical Treatment of the Data

The statistical treatment of data for researching maritime reaction to situations

of emergency with the goal of enhancing situational awareness include examining

quantitative data obtained from surveys, observations, or other sources.

Thus, this study will employ descriptive research techniques to describe the

characteristics and intricacies of the event under examination, resulting in a thorough

and unbiased description of the observed data and offering a framework for

subsequent analyses and interpretations. This methodological approach enhances the

credibility and validity of the study's findings.

For a clearer interpretation of the data gathered from the survey questionnaire, the

researchers used the following statistical procedure:

1. Simple Percentage The statistic was used in describing the demographic

profile of the respondents in terms of age, gender and course

The formula for computing this statistic is as follows:

P F / N (100)

WHERE: P- computed percent

F-Frequency for each class or category

N-Total number of respondents

100-constant multiplier to change the decimal into percentage

value

2. Weighted Mean This procedure was used to measure the extent by which the

respondents assessed the given research variables

The formula for computing these statistics is as follows:

WM= ∑FW / N

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 WHERE: WM- Computed weighted mean

∑-Summation Symbol

F-Frequency for each option

W-Assigned Weight

N-Total number of frequencies

The following scale was used in interpreting the computed weighted mean.

Weight Scale/Range Description Code

4 3.26-4.00 Strongly Agree SA

3 2.51-3.25 Agree A

2 1.76-2.50 Disagree D

1 1.00-1.75 Strongly Disagree SD

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 CHAPTER IV

RESULTS AND DISCUSSION

4.1 Results and Discussion

Table 2

Factors affecting the level of safety awareness of the third-class midshipmen

Factors Mean Descriptive Rating Rank
Quality of safety training received
1 3.60 Highly Aware 2
Personal experience in handling emergency
3.55
2 situations Highly Aware 7
Clarity of Emergency procedures and
3.54
3 protocols Highly Aware 8.3
Support and encouragement from senior
4 3.54 Highly Aware
officers 8.3
5 Culture of safety promotion within the school 3.57 Highly Aware 4
Adequacy of Emergency Drills and Training
3.54
6 programs Highly Aware 8.3
7 Communication of safety information 3.56 Highly Aware 5.5
Availability of safety equipment and
3.48
8 resources Highly Aware 11
9 Accountability for safety measures 3.56 Highly Aware 5.5
Commitment to continuous improvement in
3.59
10 safety practices Highly Aware 3
Participation in safety drills and training
3.66
11 session in PMMA 1

26 | P a g e
 Average Mean 3.56 Highly Aware

Legend: 1.00-1.75 Strongly Disagree, 1.76-2.50 Disagree, 2.51-3.25 Agree, 3.26-

4.00 Strongly agree

According to the journal of Roslan et al. (2022), safety awareness among school

students is fundamental to preventing injuries and illnesses (Kadir et al., 2020). A low

level of safety awareness can affect the high rate of accidents (Hakimi et al., 2019).

Accident rates can also be reduced if students comply with essential aspects of school

safety rules by increasing safety awareness (Mardziah, 2019). The same was also

stated by Abdullah et al. (2021) that students' commitment to complying with safety

practices could increase their awareness towards good safety.

Understanding the factors that influence third-class midshipmen's safety awareness is

critical for establishing effective training programs and instilling a safety culture in

maritime academies. Quality training and education, good leadership and mentorship,

personal experiences, and supportive institutional policies all help shape

midshipmen's safety awareness. By addressing these issues, maritime institutions can

improve the safety of their trainees, equipping them to negotiate the intricacies of the

marine environment with increased awareness and commitment to safety.

It shown that safety awareness of third-class midshipmen at the Philippine Merchant

Marine Academy (PMMA) is primarily determined by their involvement in safety

drills and training sessions, the quality of safety instruction received, and their

dedication to continually safety practice development. Active participation in practical

drills and training sessions ensures that midshipmen are familiar with safety standards

and emergency procedures, making them better prepared and responsive in real-world

circumstances. The quality of safety training, which includes comprehensive and

well-structured programs, is critical to developing strong safety knowledge and

27 | P a g e
abilities. Furthermore, a strong commitment to continuous development in safety

practices promotes a proactive approach to safety, pushing midshipmen to frequently

update and enhance their safety knowledge and abilities, thereby maintaining high

standards of safety awareness throughout their training.

Table 3

Knowledge of 3cl midshipmen about safety in case of emergency situations

A. Different types of emergency situation
Mean Descriptive Rating Rank
I am aware of the different types of emergency
situations that can occur on the PMMA campus.
1 3.75 Highly Aware

I can identify the following types of emergency

situations:
2 Fire emergencies 3.78 Highly Aware 1
Medical emergencies
3 3.72 Highly Aware
4
4 Natural disasters (e.g., earthquakes, typhoons) 3.77 Highly Aware 3.5
Security emergencies (e.g., active shooter, bomb
3.67
5 threat) Highly Aware 5
6 Evacuation situations 3.77 Highly Aware 3.5
Average Mean 3.74 Highly Aware

Legend: 1.00-1.75 Strongly Disagree, 1.76-2.50 Disagree, 2.51-3.25 Agree, 3.26-

4.00 Strongly agree

Safety commitment, management commitment, and safety rules and procedures are

crucial for accident prevention (Vinodkumar & Bhasi, 2020). Similarly, Griffin and

Neal (2020) stated that safety knowledge and safety motivation are essential elements

for increasing safety performance. Safety awareness among employees also serves as

a main indicator for safety practices (Wu, Liu, & Lu, 2022), safety climate, and safety

behavior (Lu & Yang, 2019).

Third-class midshipmen at the Philippine Merchant Marine Academy (PMMA) have a

high level of safety awareness since they understand how to manage many types of

28 | P a g e
emergency scenarios. Familiarity with various situations, such as fires, natural

disaster, evacuation scenarios, and medical emergencies, improves their capacity to

respond successfully and efficiently. The complexity and breadth of their training in

these scenarios ensures that midshipmen not only understand the exact procedures for

each type of emergency, but also develop a general sense of preparation and

confidence. This complete understanding of emergency protocols is critical in shaping

their overall safety awareness since it provides them with the skills and knowledge

needed to properly manage crises and maintain safety standards on board.

Table 4

Knowledge of 3cl midshipmen about safety in case of emergency situations

B. Awareness about the use of safety equipment
and tools used in an emergency
Mean Descriptive Rating Rank
I know how to use the fire extinguisher
1 3.72 Highly Aware 2
2 I am confident using a first aid kit. 3.63 Highly Aware 4
I am aware of the location of emergency
3.73
3 exits. Highly Aware 1
I have practiced using emergency equipment
4 3.57 Highly Aware
during drills. 7
I believe the emergency equipment provided
3.62
5 is effective. Highly Aware 5
I feel comfortable helping others use
3.68
6 emergency equipment Highly Aware 3
I have received training on how to use
3.59
7 emergency equipment. Highly Aware 6
I check the emergency equipment regularly to
3.51
8 ensure it is functional Highly Aware 9
I would use the emergency equipment
3.54
9 without hesitation in an emergency. Highly Aware 8
Average Mean 3.63 Highly Aware

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 Legend: 1.00-1.75 Strongly Disagree, 1.76-2.50 Disagree, 2.51-3.25 Agree, 3.26-

4.00 Strongly agree

Personal Protective Equipment is a personal use tool designed to neutralize certain

accidents and to protect against possible diseases caused by working conditions

(SOUZA, 2019) Protective equipment is an effective tool for minimizing occupational

injuries, accidents and other hazards present in the workplace (BALKHYOUR et al.

2019).

Third-class midshipmen at the Philippine Merchant Marine Academy (PMMA) have a

high level of safety awareness due to their extensive knowledge and confidence in

using safety equipment and tools in emergency scenarios. Midshipmen are trained to

use fire extinguishers effectively, allowing them to respond quickly and reduce fire

threats. Their trust in utilizing first aid supplies allows them to provide prompt

medical attention, which is critical in keeping minor injuries from worsening.

Awareness of emergency exit locations is critical for safe and timely evacuations, and

regular drill participation ensures that midshipmen are familiar with emergency

procedures and equipment, allowing them to respond more instinctively and

effectively.

Belief in the effectiveness of emergency equipment, such as life-saving appliances

and firefighting instruments, strengthens their confidence in the tools at their disposal.

Feeling comfortable assisting others in using emergency equipment promotes a

collaborative environment in which safety is a shared responsibility. Comprehensive

training ensures that midshipmen are well-prepared to deal with a wide range of

emergency situations, from fires to medical crises. Regular checks on emergency

equipment to verify functionality emphasize the importance of maintenance and

readiness, ensuring that tools are always operational when needed.

30 | P a g e
Finally, the ability to deploy emergency equipment without hesitation demonstrates a

high level of confidence and preparedness, which is critical for effective disaster

response. Collectively, these characteristics considerably improve midshipmen's

safety awareness and preparedness, ensuring that they can handle emergencies

competently and confidently.

Table 5

Factors affecting the level of safety awareness of the third-class midshipmen

C. Awareness about the safety regulations and
standards set by the PMMA
Mean Descriptive Rating Rank
I understand the safety regulations and
1 standards set by the PMMA. 3.74 Highly Aware 1
The training provided by the PMMA meets
International Maritime Organization (IMO) 3.70
2 standards. Highly Aware 2
I feel confident in my ability to perform
emergency procedures due to the training 3.60
3 received. Highly Aware 9.5
Regular safety drills (e.g., fire drills, abandon
4 3.59 Highly Aware
ship drills) are conducted effectively. 10
The PMMA maintains a safe and healthy
environment on campus and aboard training 3.67
5 vessels. Highly Aware 3
Personal Protective Equipment (PPE) is
3.55
6 always available and in good condition. Highly Aware 11
I am knowledgeable about the International
Safety Management (ISM) Code and its 3.62
7 application Highly Aware 7.5
Emergency response plans cover a wide range
3.64
8 of potential scenarios. Highly Aware 5
I have received adequate training in the use of
life-saving appliances and firefighting 3.65
9 equipment Highly Aware 4
The PMMA's Safety Management System
(SMS) is well-communicated and understood 3.60
10 by all cadets. Highly Aware 9.5
I feel prepared to assist others in using
3.62
11 emergency equipment during an incident. 7.5
Average Mean 3.63 Highly Aware

Legend: 1.00-1.75 Strongly Disagree, 1.76-2.50 Disagree, 2.51-3.25 Agree, 3.26-

4.00 Strongly agree

31 | P a g e
Uzuntarla et al. (2020) stated that part of safety awareness is the safety culture.

"Safety culture (SC) is the ability of an organization to put safety rules into practice

and successfully manage these in all of the activities and operations.

Several significant elements influence the safety awareness of third-class midshipmen

at the Philippine Merchant Marine Academy (PMMA). To begin, midshipmen are

aware of the safety regulations and standards established by PMMA; understanding

these guidelines ensures that they are familiar with the unique protocols and

expectations of their training environment. Second, PMMA's training, which satisfies

International Maritime Organization (IMO) standards, guarantees that midshipmen

receive education and practical skills that are consistent with globally accepted safety

practices, thereby increasing their readiness for international maritime operations.

Third, PMMA's commitment to maintaining a safe and healthy environment on

campus and onboard training vessels develops a safety culture, allowing midshipmen

to exercise and witness safety measures in real time, emphasizing their value. Finally,

sufficient training in the use of life-saving appliances and firefighting equipment is

critical; hands-on experience with these items ensures that midshipmen are proficient

and confident in their usage during emergencies, which considerably improves their

overall safety. PMMA successfully boost the safety awareness and readiness of its

midshipmen because of these factors.

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 Table 6

Improvement can be proposed to enhance safety and Emergency awareness.

Suggested Improvements Frequenc
y Percentage Rank
Comprehensive training materials
1 131 70.4% 2
2 Experienced safety instructors 103 55.4% 3
3 Frequent drills and practical sessions 139 74.7% 1
Others; Please specify
4 1 0.5
4
Total 374

One plausible explanation is that civilizations could grow and reach the highest level

of social stratification by reasoning human behavior, as humans play an important

role in the formation of civilizations and nation-states (Abdullah, 2022). The level of

safety awareness in an organization can be measured by assessing a person's

knowledge, understanding, and involvement in aspects of safety management (Nik

Raihan et al., 2019). Therefore, safety awareness must continually be improved. This

is because accidents can be avoided if the level of safety awareness among students is

high (Abdullah & Abd Aziz, 2020).

Several significant improvements might be suggested to increase third-class

midshipmen's safety and emergency awareness. First, increasing the frequency of

drills and practical sessions would provide midshipmen with adequate hands-on

experience, allowing them to practice and internalize safety protocols, resulting in

more automatic and effective responses during genuine situations. Second, the

creation and distribution of comprehensive training materials that comprehensively

cover numerous emergency scenarios and precise safety regulations would provide

midshipmen with a strong foundation of important knowledge, and tailored guidance.

Third, hiring experienced safety instructors with deep maritime expertise will

33 | P a g e
significantly improve training quality by providing practical insights, real-world

experiences. Implementing these upgrades would significantly improve the safety

What are the factors affecting the level of safety awareness of the third-class

midshipmen?

2. What is the knowledge of 3cl midshipmen about safety in case of emergency

situations.

A. Do the third-class midshipmen know the different types of emergency situations?

B. Are they aware about the use of safety equipements and tools used in an

emergency?

C. Are they aware of the safety regulations and standards set by the PMMA that

ensure safety measures

3. What are the improvements we can propose to enhance awareness of the cadets in

emergency preparedness

34 | P a g e
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

5.1 Findings

Third-class midshipmen at the Philippine Merchant Marine Academy (PMMA)

demonstrate a thorough understanding of the factors that influence their safety

awareness. Their active involvement in PMMA's safety drills and training sessions

provides practical experience while maintaining safety rules. High-quality safety

training guarantees that they are well-prepared to deal with emergency circumstances.

Furthermore, their commitment to ongoing improvement in safety standards

demonstrates their drive to fostering a solid safety culture. Overall, these

characteristics show the midshipmen's proactive approach to safety

They are also knowledgeable about many forms of emergencies and skilled at

utilizing safety equipment and tools required during crises. Furthermore, their

awareness of PMMA's safety regulations and standards demonstrates their

commitment to following safety protocols. Overall, their preparedness and

proficiency demonstrate their commitment to safety excellence.

They have recommended a solution to improve safety and emergency awareness:

increase the frequency of drills and practical sessions. This recommendation

emphasizes the value of hands-on experience in training midshipmen for real-world

emergencies. Midshipmen can improve their response abilities and reinforce safety

standards by undertaking more regular drills. Implementing this modification is

consistent with the midshipmen's commitment to continuous improvement in safety

standards.

35 | P a g e
5.2 Conclusion

In conclusion, third-class midshipmen at the Philippine Merchant Marine Academy

(PMMA) demonstrate remarkable safety awareness and preparedness. Their extensive

understanding of the factors affecting safety awareness, active involvement in safety

drills, and commitment to high-quality safety training demonstrate their proactive

approach to ensuring maritime safety standards. Furthermore, their understanding of

various crises, competency with safety equipment, and adherence to PMMA safety

requirements demonstrate their dedication to safety excellence. The request to

increase the frequency of drills and practical sessions emphasizes their dedication to

continual development in safety measures. Overall, their proactive approach,

extensive training, and dedication to development bode well for creating a safer

maritime environment under their leadership.

5.3 Recommendation

The Researchers recommend that:

1. Complete Training Materials:

- Provide complete training materials on many aspects of marine safety, such

as emergency procedures, navigation, firefighting, and personal safety.

- Use multimedia tools like films, interactive presentations, and simulations to

increase engagement and knowledge.

- Use real-life case studies and examples to demonstrate the value of safety

36 | P a g e
 protocols and processes.

- Ensure that training materials are continually updated to reflect the most

recent rules and best practices

2. Regular Assessment, Feedback, and Continuous Improvement:

- Conduct regular examinations, both written and practical, to evaluate cadets'

comprehension and application of safety procedures.

- Give cadets constructive criticism based on their performance in training

exercises and examinations.

- Encourage cadets to conduct self-assessment and reflection exercises to

discover areas for growth.

- Create a feedback mechanism via which cadets can submit comments and

insights into how safety instruction might be improved.

- Regularly review and adapt training programs in response to feedback,

lessons learned from accidents, and changes in rules or industry standards.

3. Regular Drills and Practical Sessions:

- Conduct regular safety drills that simulate various emergency scenarios,

including as fire and earthquake.

- Emphasize hands-on training on operating safety equipment such as First aid

equipment’s and fire extinguishers

- Encourage teamwork and clear communication during drills to enable

coordinated emergency responses.

- Use realistic simulation technology to simulate emergency situations and

improve the realism of practical training exercises.

2. Regular Assessment, Feedback, and Continuous Improvement:

- Conduct regular examinations, both written and practical, to evaluate cadets'

37 | P a g e
 comprehension and application of safety procedures.

- Give cadets constructive criticism based on their performance in training

exercises and examinations.

- Encourage cadets to conduct self-assessment and reflection exercises to discover

areas for growth.

- Create a feedback mechanism via which cadets can submit comments and

insights into how safety instruction might be improved.

- Regularly review and adapt training programs in response to feedback, lessons

learned from accidents, and changes in rules or industry standards.

3. Regular Drills and Practical Sessions:

- Conduct regular safety drills that simulate various emergency scenarios,

including as fire and earthquake.

- Emphasize hands-on training on operating safety equipment such as First aid

equipment’s and fire extinguishers

- Encourage teamwork and clear communication during drills to enable

coordinated emergency responses.

- Use realistic simulation technology to simulate emergency situations and

improve the realism of practical training exercises.

4. Seminars:

- Organize seminars and workshops where safety experts, industry professionals can

share their thoughts, experiences, and best practices.

- Cover a wide range of safety subjects, such as risk management, human factors, and

regulatory compliance.

- Promote a culture of lifelong learning by encouraging cadets to actively participate

in seminars, ask questions, and engage in discussions.

38 | P a g e
- Use technology to organize virtual seminars and webinars, making them more

accessible to a larger audience and accommodating remote learning environments.

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 Curriculum Vitae

Name: ESTOLANO, JERICHO V.

Date of Birth: 13 JANUARY 2000

44 | P a g e
Original Batch: 2023

Course: BS in Marine Transportation

Section: Mars section

Company: ALPHERA

Name: MOJICA, ALFRED JOSHUA R.

Date of Birth: 05 APRIL 2000

Original Batch: 2023

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Course: BS in Marine Transportation

Section: Mars section

Company: CROSSWORLD (EFNAV)

Name: PARAISO, JHON DARYL T.

Date of Birth: 06 JANUARY 2001

Original Batch: 2023

46 | P a g e
Course: BS in Marine Transportation

Section: Mars section

Company: VSHIPS INSW

Name: FERNANDO, JACOB B.

Date of Birth: 27 OCTOBER 1999

Original Batch: 2023

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Course: BSMT

Section: MARS

Company: STATUS

Name: PEÑONES, JOHN RENZY A.

Date of Birth: 5 NOVEMBER 2000

Original Batch: 2023

Course: BSMT

Section: MARS

48 | P a g e
Company: THENAMARIS PHILIPPINES INC.

Name: FELIPE, MARC ANGELO V.

Date of Birth: 26 FEBRUARY 1999

Original Batch: 2023

Course: BSMT

Section: MARS

Company: STATUS MARITIME CORP

49 | P a g e