JOURNAL OF MARITIME RESEARCH

Vol XXI. No. II (2024) pp 260–266

ISSN: 1697-4840, www.jmr.unican.es

Motivation And Expectation of Freshmen Cadets in Maritime Education at

Saint Joseph Institute of Technology
A.J.D. Acabal1 , I.D. Allego1 , F.T. Grendula1,∗ , R.S. Magto1 , R.I. Mangahoc1 , M.D.G. Mernilo1 , A.M. Pareñas1

ARTICLE INFO ABSTRACT

Article history: The study aimed to determine the relationship between motivation and expectation of 1 st year cadets
Received 15 Jan 2024; in pursuing maritime education at SJIT. The respondents are BS Marine Transportation and BS Marine
in revised from 25 Jan 2023; Engineering 1 st year cadets of the academic year 2022-2023 where complete enumeration sampling was
accepted 21 Mar 2024. used to determine the respondents of the study. The research used frequency, percent, weighted mean
and Pearson r as statistical tool in data analysis. The findings of the study showed that financial goal
Keywords:
and career/professionalism are strong indicators of motivation than family influence. The results also
Motivation, Expectation, Maritime
showed that cadets expectations in pursuing maritime education is at a very high extent. The correlation
Education.
between levels of motivation and expectation indicates that financial goal and career/professionalism
has a strong positive correlation while family influence has a weak positive correlation.
© SEECMAR | All rights reserved

1. Introduction. to create the framework for the nation’s effective maritime ed-
ucation and training. Nowadays, the youth dream big as far as
The maritime industry is vastly known for its importance in their imaginations could reach. They want to go beyond the
world trade which is greatly influential to students that want to farthest destination. They plan the best for their future and for
get into maritime education. Republic Act No. 10635 governs their family. Seafaring remains to be enticing to Filipinos who
maritime education in the Philippines and acknowledges its im- are young resulting in students’ enrollment in maritime courses
portance for both national development and safety. Through significantly high making an average of 51,917 enrollees per
a number of laws and regulations, such as Republic Act No. annum, both BSMT and BSMarE from the years 2000 to 2008
9295, which establishes the foundation for domestic shipping (Abila, 2016).
growth and contains requirements for marine education, the ma- Most students pursue maritime courses because it’s a job
rine Industry Authority (MARINA) governs this industry. In that can earn more than other professional jobs. Currently, a
order to guarantee the caliber of the education given to seafar- third officer or fourth engineer in Taiwan can earn a monthly
ers, MARINA Circulars 2014-01 and 2018-01 create regula- salary of around US$5,000 on board in mostly large ocean-
tions on training standards, certification, and the accreditation going ships. This salary gap is attractive to some young people
of maritime training institutes. Additionally, the Philippines is seeking to improve their family’s financial status. Those who
in compliance with international training standards for seafarers have strong expectations to earn more will take such a job to
thanks to its adherence to the International Convention on Stan- improve their families’ financial condition (Sung et al., 2019).
dards of Training, Certification, and Watch keeping for Seafar- Additionally, interest also plays a big factor in students who
ers (STCW Convention). These legal documents work together want to choose career paths and it keeps them motivated to
learn in line with maritime education. Some maritime students
1 Maritime
show levels of interest in their enrolled degree program, agreed
Academy. Saint Joseph Institute of Technology, Butuan City.
∗ Corresponding strongly that the maritime profession will take their employ-
author: Felizardo. T. Grendula. E-mail: fe-
[email protected]. ment abroad, the maritime profession will bring them to differ-
ent places in the world since it is the true nature of their profes-
 A.J.D. Acabal et al. / Journal of Maritime Research Vol XXI. No. II (2024) 260–266 261

sion, and they find working in the maritime sector stimulating mentioned in this chapter, provided the researcher with valu-
and challenging (Aguado et al., 2015). The environment and in- able insights and important information in conforming to the
fluence of young people may lead them to pick in pursuing mar- assumptions of the main variables of the present study and will
itime courses. The location of a home or place of upbringing assist in substantiating the findings of the study.
in which most traditional areas often continue to be significant Several researchers have highlighted factors affecting moti-
from which seafarers may be recruited. vation and expectation. Foremost, Laguador (2014) espoused
Moreover, the majority of recruits have a seafaring family that some environmental factors, most notably their parents,
member who is often their source of information regarding ca- have a significant impact on students’ career choices. It is al-
reers at sea. The influence of family and the use of extended ready part of Filipino culture to consult with parents about this
family connections in the member states in each country were decision because they are the ones who will be providing fi-
quite different. For example, in Greece, where family connec- nancial support for their children’s education. In this matter,
tions are used to help gain employment, while in countries like parents voices and opinions are incredibly powerful. However,
the UK are much less evident, although present (Barnett et al., it is still a part of the study’s question whether students are con-
2006). Family influence could also be a relevant factor that tinuing to follow what their parents want them to be, even if
leads maritime students motivated in pursuing maritime educa- it is not their choice, or whether they are the ones to decide
tion. for themselves. Considering the social environment and how
This study examines the satisfaction levels of 2nd-year cadets the importance of the maritime profession in contributing to the
at Saint Joseph Institute of Technology Maritime Education and economic growth of society and country is an important aspect
Training in both online and face-to-face learning modalities. to investigate in the study. It also emphasized the significance
Previous research has shown that face-to-face learning gener- of deciding on a college degree program. Aimed to determine
ally leads to higher satisfaction due to greater social presence, the profile of maritime students in terms of the type of senior
while online learning is perceived as lacking in this aspect. high school attended and program preference; to figure out how
However, the impact of satisfaction on students’ motivation and much of the variables influence the preference of maritime stu-
learning outcomes suggests a potential link between satisfac- dents in choosing the college degree program in terms of behav-
tion with social presence and interaction and academic perfor- ioral, environmental, and personal aspects; to test the difference
mance. Despite various studies highlighting the differences in in the extent of the aforementioned factors when grouped ac-
satisfaction between the two modalities, there remains a lack of cording to profile; and to test if there is an association between
research exploring how these differences manifest in the con- the type of senior high school attended and program preference;
text of the 2nd-year cadets’ academic performance. Therefore, and to test if there is an association between the type of senior
this study aims to gather data on the level of satisfaction regard- high school attended (Ghosh & Fouad, 2016).
ing social presence and interaction in both modalities and how Research shows that individuals’ career decision-making self-
it correlates with the cadets’ performance in class. efficacy is mostly influenced by their families. Families are
very influential in shaping their children’s interests and val-
ues, developing self-concepts, and giving positive and negative
2. Review of Literature and Studies. perspectives on professions (Halim et al., 2018). Additionally,
parents’ education levels might have a moderating effect on the
Motivation is shown as a catalyst for a seafarer to do bet- impact of the students’ family influence, the career decision-
ter work and stay with the sector for a longer period. Stud- making competence of the students, and on the effect of aca-
ies show a positive parallel between motivation and employee demic satisfaction levels of the students on the happiness of
retention. ‘Motivating’ factors which include benefits, salary, students, as educated families are more knowledgeable, experi-
accomplishments, opportunity, promotion, and growth must be enced, and competent in terms of life, education, professions,
offered tosatisfy the employee at work (Wadhwa & Ma- and career paths. In some cases, the high education level of
hadevan, 2019). According to (Weintrit & Neumann, 2013), the parents causes high expectations of the children. This situ-
the great majority of young people’s motives for choosing a ation shows a decrease in the happiness of some children who
profession were determined by economic, social, and psycho- cannot meet these high expectations (Chi et al., 2019). More-
logical factors. It has been statistically proven that if a stu- over, family influence is one of the most crucial mechanisms
dent chooses a profession based on his emotions, interest in the during career decisions. We found a significant positive rela-
profession and understanding of the benefits of professions, his tionship between family influence and Career Decision Self-
studies are more effective than if he chooses a profession by Efficacy (CDSE). Most of the literature considers family as a
accident or influenced by his/her family or relatives. coping mechanism during career decisions, and family influ-
Meanwhile, an essential component in attaining positive learn- ence has a positive association with CDSE. Parents’ attitudes
ing outcomes of fulfilling the objectives of quality instruction in towards essential decisions of their children enable children to
educational institutions is the motivation of students to study. perceive their support and overcome the challenges during the
The struggle of the students to learn the courses of Maritime process. Trying to provide support without any coercion can
Education will result in a domino effect on their behavior to ac- contribute to children’s correct career decisions (Nota et al.,
complish their task with passion for brilliance (Atienza et al., 2016).
2017). The related literature, as well as concepts and studies In the context of passion to reach expectations, Sogor (2021)
 A.J.D. Acabal et al. / Journal of Maritime Research Vol XXI. No. II (2024) 260–266 262

pointed out that many seafarers both in the deck and engine de- 6. Results and Discussion.
partments aspire to achieve the required license, certifications,
and experiences to sail as Captain or Chief Engineer. How-
Table 1: Demographic Profile of the Respondents.
ever, sailing in these ranks isn’t just about responsibility and
authority to make decisions, safety, environmental and security
regulations, but should also entail leadership and motivation of
others through showing life-long learning. They should also be
supporting onboard teams and shoreside colleagues in appeal-
ing to life-long learning. Lifelong learners often want to share
their passions and motivations with others and use their collab-
oration and creativity for the development of the mariners they
lead and manage.

3. Framework.

Source: Authors.

Table 1 presents the frequency and percentage distribution

of the students’ demographic profile. The result showed that out
of 112 respondents, 79 (70.5%) are students belongs to the age
of twenty years old and below, while 33 (29.5%) are students
4. Objectives of the Study.
ranging the age of twenty years old and above. This means that
most of the students in Maritime Academy are young adults.
The study aimed to determine whether motivation relates In addition, the findings revealed that out of 112 respondents,
to expectation of freshmen cadets in the Maritime Education 104 (92.9%) are male while 8 (7.1%) were female. This im-
and Training Center. Specifically, it endeavored to answer the plies that majority of the respondents are male and they are the
following: most dominant gender taking up maritime education courses.
Furthermore, the result showed that 94 students (83.9%) took
1. Reveal the profile according to course and year level BSMT while 18 students (16.1%) took BSMarE. In summary, it
2. Verify the extent of motivation can be deduced that majority of the respondents took up BSMT
program in Maritime Academy.
3. Determine the extent of expectations
4. Test if motivation is a correlate of expectations Table 2: Motivations of the students in pursuing maritime edu-
cation in terms of: Family Influence.

5. Methodology.

The researchers utilized a descriptive-correlational research

design to investigate the motivation and expectation of first-year
cadets pursuing maritime education at the Saint Joseph Institute
of Technology (SJIT). The descriptive method was used to de-
scribe the students’ motivation and expectation, while the cor-
relational method aimed to determine if there was a significant
relationship between these two factors. The research was con-
ducted at the SJIT Maritime Education and Training (SMET)
campus in Nasipit,. The respondents consisted of 112 first-year
cadets enrolled in the Bachelor of Science in Marine Trans-
portation (BSMT) and Bachelor of Science in Marine Engineer-
ing (BsMarE) courses for the academic year 2022-2023. The
research instrument used was an analysis questionnaire com-
prising various types of questions, including open-ended and Source: Authors.
closed-ended, with a 5-point Likert scale to measure opinions,
attitudes, and behaviors. Table 2. focused on students’ motivations to pursue mar-
 A.J.D. Acabal et al. / Journal of Maritime Research Vol XXI. No. II (2024) 260–266 263

itime education and how family support played a significant (4,60) was related to the statement that having a lot of money
role in shaping their decisions. The highest mean score (4,46) would enable students to help their families, demonstrating a
was obtained in the indicator measuring students’ motivation strong motivation to pursue maritime courses if their financial
to pursue maritime courses due to financial support from their situation improves. This finding aligns with Sung et al.’s (2019)
families, indicating a high level of motivation (”Strongly Agree”). study, which found that many students choose maritime careers
This finding aligned with a previous study by Kalvaitiene et.al due to the potential for higher earnings compared to other pro-
(2011), which found that economic and social support were ma- fessions, aiming to improve their families’ financial status. On
jor factors influencing young people’s career choices. Students the other hand, the indicator with the lowest mean score (4,21)
who choose a profession based on their emotions, interest, and was associated with high salary being a crucial factor in ca-
understanding of its benefits tend to be more effective in their reer choice, indicating that students are highly motivated by the
studies compared to those who select a career by chance or prospect of a lucrative maritime career. The study also men-
influenced by family. On the other hand, the indicator with tioned that currently, positions like third officer or fourth engi-
the lowest mean score (3,37) was related to students’ motiva- neer in Taiwan can earn a monthly salary of around US$5,000
tion to choose maritime education because of family members’ on large ocean-going ships, reinforcing students’ aspirations to
influence, especially those who are seafarers, sharing stories secure financial stability for themselves and their families in the
about life at sea. These students were moderately motivated maritime sector (Sung et al., 2019). Abila (2016) also supports
(”Slightly Agree”). This suggests that while some students are this perspective, stating that students plan for their future and
influenced by the presence of seafarers in their family, it does their families, aiming to elevate their family’s financial status
not exert a strong motivational impact. The study also men- with the high salary opportunities offered by the maritime in-
tioned that family connections play a role in helping family dustry.
members gain employment in the maritime industry, as sup- Reflected in Table 4 are the mean distribution of the level of
ported by Barnett et.al’s (2006) findings. motivations of the students in pursuing maritime education con-
sidering career/professionalism dimension. The data revealed
Table 3: Motivations of the students in pursuing maritime edu- that all indicators were rated to “Strongly Agree”. The overall
cation in terms of: Financial Goal. weighted mean of 4.52 was rated to “Strongly Agree” which
indicates Highly Motivated.

Table 4: Motivations of the students in pursuing maritime edu-

cation in terms of: Career / Professionalism.

Source: Authors.

Table 3 presents the mean distribution of students’ motiva-

tions for pursuing maritime education based on financial goals.
All indicators received a rating of ”Strongly Agree,” indicat-
ing a high level of motivation. The overall weighted mean of
4.43 also signifies ”Strongly Agree” with the interpretation of
Highly Motivated. The indicator with the highest mean score Source: Authors.
 A.J.D. Acabal et al. / Journal of Maritime Research Vol XXI. No. II (2024) 260–266 264

The data on table 4 focused on students’ motivations for other hand, the indicator with the lowest mean score (4,31) per-
pursuing maritime education, with the indicator ”I am moti- tained to students’ expectation of achieving high grades. Al-
vated and confident to pursue maritime education to get seri- though students strongly agreed that high grades are impor-
ous about my life, goals, and career path” receiving the highest tant, their mindset regarding grades was not overly significant.
mean score of 4.61, indicating a strong motivation (”Strongly While grades can be valuable for employment purposes, the re-
Agree”). This suggests that students were highly motivated to search suggests that students prioritize other aspects of their ed-
pursue maritime courses because they are committed to their ucation and career goals. Chi et al. (2019) suggest that high ex-
life, goals, and career path. Similar findings from Aguado et al. pectations from parents can sometimes lead to decreased hap-
(2015) indicated that maritime students show a high level of in- piness in students who cannot meet those expectations. Addi-
terest in their degree program and have positive perceptions of tionally, Chen and Cheng (2018) emphasize the importance of
the maritime profession, anticipating employment abroad and a rational and fair learning evaluation system that aligns with
diverse experiences worldwide. Additionally, many seafarers students’ personal goals and aspirations, particularly regarding
aspire to obtain the required licenses and certifications to ad- high-quality employment opportunities.
vance in their careers, as highlighted by Sogo (2021). The indi-
cator with the lowest mean score of 4.44 was related to the state-
ment ”I’ve always been motivated to pursue this career since Table 6: Levels of Motivation as correlates to Expectation.
it’s what I’ve always wanted to do,” also signifying a high level
of motivation (”Strongly Agree”). This indicates that students
pursue maritime education because it aligns with their desired
career path, motivating them to work in the maritime sector,
as supported by Weintrit & Neumann’s (2013) study, which
highlighted that young people’s career choices are influenced
by economic, social, and psychological factors. The study con-
cluded that some students pursue maritime education because it
is genuinely what they have always wanted to do in their lives.

Table 5: Expectation of the students in pursuing maritime edu-

cation.

Source: Authors.

The table presents the Pearson correlation analysis of the

entire model, indicating a significant relationship between the
levels of motivation and expectation among students. The data
reveal that there is a significant correlation between family in-
fluence and expectation, with a Pearson correlation coefficient
of .361** at a 0.01 (2-tailed) level of significance. Further-
more, financial goals and expectation show a significant corre-
lation with a Pearson correlation coefficient of .649**. Simi-
larly, career/professionalism also exhibits a significant relation-
ship with a Pearson correlation coefficient of .624** at a 0.01
(2-tailed) level of significance. These findings imply that the
levels of motivation are significantly correlated with expecta-
Source: Authors. tion, thereby leading to the acceptance of the hypothesis. Pre-
vious studies highlight the importance of parental expectations
The study revealed that the indicator with the highest mean in influencing children’s academic standards, as perceived by
score (4,63) was related to students’ motivation to share their the children themselves (Yamamoto & Holloway, 2010). Addi-
knowledge and skills with others who have similar dreams. This tionally, some young individuals are enticed by the opportunity
indicates that students have a very high extent of motivation to improve their family’s financial situation, which can impact
in wanting to share their expertise with like-minded individ- their career expectations (Chen et al., 2015). The research find-
uals. This finding aligns with Sogor’s (2021) assertion that ings further indicate that students are aware of various internal
supporting lifelong learning and fostering collaboration among and external factors that influence their current job expectations
mariners is crucial for their development and growth. On the (Paa & McWhirter, 2000).
 A.J.D. Acabal et al. / Journal of Maritime Research Vol XXI. No. II (2024) 260–266 265

Conclusions. promote the inclusion of more women in maritime education to

increase female representation.
The following conclusions were drawn from the study: Regarding levels of motivation, it is important to acknowl-
1. The study found that the majority of students in the Mar- edge that the majority of first-year cadets are highly motivated
itime Academy were young, with males being the domi- in choosing maritime education. However, it is also important
nant gender enrolled in maritime education courses. Ad- to recognize that external factors, such as family support and fi-
ditionally, most respondents chose to pursue the Bachelor nancial considerations, significantly influence their motivation.
of Science in Marine Transportation (BSMT) program. For the expectation result, it is important to note that first-
2. Regarding the levels of motivation among students, the year cadets have high expectations for their maritime education.
following conclusions were drawn based on the highest However, it is also important to encourage a broader range of
weighted mean scores: expectations among cadets to ensure a more diverse set of aspi-
rations.
(a) Question number two, which assessed the students’
Future researchers should conduct further investigations into
motivation to pursue maritime education due to fi-
the drivers behind first-year cadets’ pursuit of maritime educa-
nancial support from their families, received a value
tion and their expectations. They should also encourage other
of ”Strongly Agree” rating and indicated a high level
maritime institutions to explore similar research to generate in-
of motivation. This suggests that students were highly
sights beneficial to the maritime industry.
motivated to pursue maritime courses because their
parents financially supported them.
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