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BARRIERS TO LEARNING MACHINE SHOP EQUIPMENT AS PERCEIVED BY

MARITIME STUDENTS

A Thesis
Presented to
The College of Maritime Education Faculty
University of the Visayas
Cebu City

In Partial Fulfilment
Of the Requirements for the Degree
BACHELOR OF SCIENCE
In Marine Engineering/Marine Transportation

ARNEE FRANCIS A.ARAGON

KENNETH JAY TABOADA
KAY TORRESZERNA

MARCH 2017
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ABSTRACT

The main purpose of this study was to determine the barriers to learning Mashop

equipment as perceived by marine students in terms of physiological, safety and belongingness.

The findings will serve as basis for facilitative learning among the students. This study used

descriptive method of research in determining the barriers to learning Mashop Equipment as

perceived by the marine students of University of the Visayas. Descriptive method of research is

making an analysis and interpretation of present situation with regards to barriers to learning

Mashop Equipment.

Findings of the study showed the extent of the barriers to learning Mashop equipment as

perceived by marine students in terms of Physiological ,Safety, and Belonging have an overall

weighted mean shows that the respondents strongly agree. It means that they strongly agree on

interest to learning and encouragement and being inspired to study and familiarize equipment

will be necessary in learning and the individual would be motivated to learn since the hunger is

satisfied and it paves the way that they will be nourished with learning. They feel secured and

safe in the environment which promotes learning and feels that they belong to the group which

motivated them to learn more about the subject matter. Their beliefs and practices were

necessary in learning and the students feel loved and cared about and that they were valued as

individuals, and they developed a favourable self-image.

We concluded that the extent of the barriers to learning Mashop equipment as perceived
by marine students in terms of Physiological ,Safety, and Belonging were strongly agree that
when the barriers of learning will be address then motivation and aspiration to excel in their
study will be easier.
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Chapter I

THE PROBLEM

Introduction

Learning is a continuous process. The ability of the student to learn in the classroom is

not simply a question of motivation. The student’s availability to learn depends largely on their

motivation. The personal desire to achieve results and improve the knowledge, regardless of the

material being studies, is one of the most important factors in their ability to learn. This study is

all about Machine Shop Equipments that are commonly use in conducting activities for all

Marine Engineering students. This study was chosen by the researchers to know the barriers to

learning of the marine students which causes poor performance or why do some students feel

uninterested towards the subject.

All students need instruction that is a good match for both their motivation and

capabilities as to teaching that accounts for interests, strengths, weaknesses, and limitations;

approaches that overcome avoidance motivation; structure that provides personalized support

and guidance; instruction designed to enhance and expand intrinsic motivation for learning and

problem solving. Some students also require added support, guidance, and special

accommodations, especially those who have become disengaged from classroom instruction

(Brille, 2014).

Maritime students learning depend on the instructors who are conducting the class. The

instructor is responsible for an interactive classroom for the entire class period so that the

students may not be bored and stay focus on the activities and topics given by the instructor .
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Theoretical Framework

The study is anchored on Maslow’s Hierarchy of Needs. According to Maslow’s

hierarchy of needs, self-actualization comes top of the list in the essential needs that they require

to learn. A lack of motivation is a major barrier to student’s learning and without the desire to

achieve, students often end up doing the bare minimum amount of work in the classroom,

enough to get up but not enough to really enhance their learning.

Maslow's (1954) hierarchy of needs is a motivational theory in psychology comprising a

five tier model of human needs, often depicted as hierarchical levels within a pyramid. Maslow

wanted to understand what motivates people. He believed that people possess a set of motivation

systems unrelated to rewards or unconscious desires. Maslow stated that people are motivated to

achieve certain needs, and that some needs take precedence over others. The most basic need is

for physical survival, and this will be the first thing that motivates our behaviour. Once that level

is fulfilled the next level up is what motivates them, and so on (McLeod, 2010).

This five stage model can be divided into deficiency needs and growth needs. The five

stage model are self-actualization, esteem, love/belonging, safety and physiological. But we only

focus on the three of them which are physiological, safety and belonging for they match on the

study's problem. Unfortunately, progress is often disrupted by failure to meet lower level needs.

Life experiences, including divorce and loss of job may cause an individual to fluctuate between

levels of the hierarchy. Therefore, not everyone will move through the hierarchy in a uni-

directional manner but may move back and forth between the different types of needs (McLeod,

2010).

Physiological (Personal)
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The basic need is the physiologic needs and if the physiologic needs are meet, and then

the individual would be motivated to learn since the hunger is satisfied and it paves the way that

they will be nourished with learning. The needs that are usually taken as the starting point for

motivation theory are the so-called physiological drives. The student’s interest in learning and

the motivation of the students to be encourage and inspired on the equipment.

Safety (Environmental)

Safety and security, it is important students should feel secured and safety in the

environment which promotes learning and feels that they belong to the group which motivated

them to learn more about the subject matter. Once the individual feels that he or she belongs to a

group and feel safe, then it uplifts the morale of the individual which contributes to productivity

and efficiency and in the process contributes to the growth and makes the individual self-

actualized when his goal and objectives are realized. It is where the individual is available to

learn. In terms of safety needs, there are several factors that teachers can consider to help make

learners feel safe. A feeling of safety can be derived from a routine or a predictable world. As

teachers, it is important to establish a routine in your learning environment. Clearly define

procedures and rules for your learners. Provide an agenda for the day so learners know what to

expect. Learners will feel they have more control over the learning environment by simply being

aware of what to expect during instruction. In addition, learners should feel psychologically and

emotionally safe within your learning environment. The teacher should provide an environment

where learners feel at ease to take risks—answering questions, asking questions, or sharing their

thoughts, without fear of ridicule from other learners. Learners will also want to establish trust

with the teacher.

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Belonging (Social, School, Cultural)

In order to help satisfy love and belongingness needs, as well as self-esteem needs, a

learner will want to feel loved and cared about. They often seek this fulfilment from teachers or

other personnel. The teachers ensure that learners know they are valued as individuals. Teachers

must take advantage of every opportunity to reinforce positive learner behaviour and self-esteem.

Let learners know that they are appreciated, the effort they are making during your time together

in your learning environment. This reinforcement will aid in a learner’s development of a

favourable self-image.

Irrespective of the evidence to the contrary, the curricula and the structure of our schools

are based on the assumption that children who come to school have had their physiological and

safety needs met at home. Students, upon entering school, are immediately expected to learn

curriculum. Successful mastery of school work is expected to foster the children's sense of self-

worth, which in turn will enable them to join the community as "responsible citizens." Children

are required, as it were, to learn their right to belong.

This is the appropriate theory chosen since it addresses the learning problems of these

students which is very important in order to develop their self-esteem and make them self-

actualize through ensuring that they are properly motivated thus resulting in the enhancement of

learning. It paves the way to achieve self-actualization in which the students are ready to learn.

Barriers should need to be overcome to facilitate learning among the students in the case of the

present study which is the barriers to learning Mashop equipment in which the students need to

understand and be familiar with the different facilities and equipment needed. In relation to the

study, there are only three aspects considered such as the physiological, safety and belonging

since it is the aspects that are touched with the present undertaking on barriers on learning
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machine shop equipment. However, the more you understand the basic needs of each student, the

more likely you are to help remove obstacles from learning so that learning can be enhanced and

maximized.
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HIERARCHY OF NEEDS
(Maslow, 1954)

3rd Year Maritime Students

BARRIERS TO LEARNING

Belonging
Physiological Safety (Social, school and
(Personal) (Environmental) cultural)
- Interest to learning - Environment - Beliefs and Practices
conducivefor learning - Cultural values
- Encourage and
- Facilities for quality - Interaction
inspired to study learning - Teacher- student
and familiarize - Innovative and relationship
equipment creative environment - Team teaching
- Physical structure to - Innovativeness and
fit learning Strategies

RECOMMENDATIONS

Figure 1. Schematic Diagram of Conceptual Framework

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Statement of Purpose

The purpose of the study is to determine the barriers to learning Mashop equipment as

perceived by marine students. The findings will serve as basis for facilitative learning among the

students.

Specifically, it seeks to answer the following inquiries:

1. What is the extent of the barriers to learning Mashop equipment in terms of:

1.1 physiological

1.1.1 Interest to learning and

1.1.2 Encourage and inspired to study and familiarize equipment ?

1.2 safety

1.2.1 Environment conducive for learning

1.2.2 Facilities for quality learning

1.2.3 Innovative and creative environment and

1.2.4 Physical structure to fit learning

1.3 Belonging

1.3.1 Beliefs and Practices

1.3.2 Cultural values

1.3.3 Interaction

1.3.4 Teacher- student relationship

1.3.5 Team teaching and

1.3.6 Innovativeness and Strategies ?

2. From the findings, what recommendations can be proposed?

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Significance of the Study

Identifying and determining the barriers to learning Mashop Equipment as perceived by

the marine student has a profound impact to the following:

Marine Students. They are the direct recipients and whatever findings will be the basis

to ensure facilitative learning of Mashop equipment which equipped them with the necessary

knowledge, attitude and skills.

Maritime Instructors. They are presented with the real challenge to ensure that these

marine students to have the familiarity of the Mashop equipment which is a good preparation for

them for higher learning which is very important when they are on board and know the

importance of these equipment and their functions.

Researchers. It will serve as an enlightenment and enrichment in understanding more

about the importance of knowing the barriers to learning in order to come up with measures to

deal with the barrier and promote learning Mashop equipment.

Future Researchers. This study will serve as an added reference if they make researches

similar in nature.
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DEFINITION OF TERMS

Terms are defined as how it is used in the study:

Mashop Equipment. It refers to the different materials and facilities in the Machine

Shop in which the marine students should have knowledge and familiarity as to its uses and

function which include maintenance and repair.

Physiological. It refers to the personal needs such as interest, motivation and study habits

of the maritime students.

Safety. The term refers to the environmental condition that tend to affect the learning of

the maritime students.

Belonging. This refers to the social, school and cultural factors that tend to affect the

learning of the maritime students.

Barriers. This refers to the obstacles and hindrances of learning Mashop equipment

among marine students of University of the Visayas as to physiological, safety and belonging.

Learning. It refers to the process of acquiring information needed in learning Mashop

Equipment.
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Chapter II

REVIEW OF RERLATED LITERATURE AND STUDIES

Chapter II gives the review of literature and studies that have direct bearings to the

present study.

Barriers to Learning

These are the barriers to learning as to social and cultural issues, environment and

emotional factors affecting learning (Hurlock, 2012).

Social and Cultural Factors. One of the barriers to learning is social and cultural factors.

School students have poor social skills often fall behind in their learning as they are not able to

communicate as effectively as others. Of course, not all types of learning requires students to be

social, but in the early years in particular, the ability to listen, respond and empathize with other

people are all important learning skills. Cultural difference exists and it is important to deal with

difference in order to meet halfway and ensure learning among the students. The culture in

which a student grows up can also have a bearing on their ability to learn. As pointed in

Maslow’s hierarchy of needs, belonging is one of the most essential learning needs. The

relationships that they form with their parents, friends and teachers all feed into their ability to

learn. As humans, they are hugely influenced by the people around them and during their first 5

years, their principal influences are their parents or guardians. The beliefs that their parents hold

and the cultures that they embrace can heavily influence how they learn as student. (Hurlock,

2012).
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The maritime schools in the Philippines ensures that students marine students

will be trained to achieve familiarity and awareness on the different machines such as in electro

technology, auxiliary machineries, marine power plant, marine maintenance, repair and assembly

of shipboard plant and equipment. With the awareness and familiarity paves the way through

ensuring competencies when they are on board ship equipped with the needed knowledge, skills

and attitudes (Philippine Nautical and Technological College, 2016).

In the local scenario, it has become a common observation that students still need to be

disseminated with information to ensure familiarity with Mashop equipment caused by their

inability to know the uses of the particular machine and they are vulnerable to risks associated

with lack of information about the equipment since it is very important when they are on board

ship to prevent accidents and harms that could be a threat (Locsin, 2010).

There are barriers impending their ability to access learning. It includes social and

cultural barriers such as peer pressure and family background. Practical and personal barriers

such as transport, time, disability, caring responsibilities and lack of access of information.

Emotional barriers such as lack of self-esteem or confidence due to low skill, levels and negative

personal experience of learning, previously undetected or unaddressed learning disabilities

(Hurlock 2012). The purpose of the study is to know the barriers to learning Mashop Equipment

as perceived by marine students. This study is useful to maritime education because the results of

this study can be use to improve the teaching techniques of the maritime instructors and for the

students who wants to learn diligently.

Emotional Factors. Indeed, the student’s self-esteem plays an important role in their ability to

learn. The encouragement that they receive from their teachers, parents and friends play an

important role in their emotional learning. If a student adopts a mindset of always trying their
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best and learning from past failures, they will generally have a positive outlook on their ability

to learn. On the other hand, if a student’s internal voice is always telling them that they are not

good enough or that there’s no point in even trying, they are more likely to underachieve in

school.A student’s emotional wellbeing majorly impacts their ability to do well at school.

Students who lack confidence and are afraid to take educated guesses could have emotional

issues that are affecting their learning. There can be a number of emotional factors at play in a

student’s learning including fear of embarrassment, doubt and inadequacy, all of which can lead

to self-sabotaging emotional states. Negative emotions can be reduced by setting expectations,

focusing on the positives and setting goals for the future (Tidbit, 2010).

Personal Issues.On an individual level, students often have personal issues that affect

their learning. For example, students with diagnosed learning difficulties like autism or

Asperger’s syndrome will find certain elements of learning more challenging than others.

Similarly, students with learning impairments like dyslexia may find that their personal barriers

hinder their progress at times.On a practical level, factors such as transport, location, language

and access to resources can all present blocks to learning for some students. For example, school

pupils who don’t speak English as their first language may find following instructions more

difficult than native English speakers. Or students who live in remote locations may find that a

lack of access to resources like the internet plays a big part in their ability to learn.

Factors that Influence Learning

Rosenshine and Furst (2013) identified factors that influence learning. Clarity is one of

the factors which refers to the ability of the learner to clearly see, hear and understand what is

being said. Threats to clarity include small fonts, jargon, slurred speech, obstructions to sight and

ambiguous language. Clarity was found to be the number one factor in improving learning.
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Another is task orientation. It is important for there to be clear instruction regarding just what the

learner is to do. Checklists, procedure sheets and other aids may help the learner stay on task.

People tend to learn better when they are engaged in a task. If they spend time with

introductions, attendance or other housekeeping chores, they have less time to spend on task.

Teachers and presenters who keep guiding their students and audience back to the topic have a

better chance of achieving their objectives. And, lastly, student opportunity (Smith, 2012).

Students and audience members should be given the opportunity to engage the material.

This could mean that the speaker is quiet at times to allow the listener to digest what they have

heard. Or maybe there is an activity where the listener writes something or discusses an issue

with the person next to them. If a hands-on activity is indicated, be sure to budget adequate

time, space, and materials for all participants to adequately engage the material. Furthermore,

student opportunity covers the cognitive opportunities a speaker gives their listeners. For

example, picture one speaker. Some people learn better by listening, some by seeing, some by

doing. Regardless of their best mode of learning, it would help everybody in their audience if

they covered the material in a variety of ways (Smith, 2012).

Another factor is enthusiasm of the teacher. The enthusiasm of the teacher or presenter is

contagious. If they show interest in the topic, their audience is more likely to be interested. If

they apologize for how boring a topic, don’t expect them to stay awake or listen to them to you

any more. But this means that an effective presenter must possess some of the skills of an actor.

If they are not genuinely enthused about the topic, they should exhibit the symptoms of

enthusiasm. Some people learn better by listening, some by seeing, some by doing. Regardless

of their best mode of learning, it would help everybody in the audience if they covered the

material in a variety of ways.For example, if they are teaching workers how to properly install a
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protective hearing device, you might wish to show a short video, use a large illustration of an ear,

hand out a brochure with text and graphics, and have everybody practice. The variety of

approaches has a better chance of changing behaviour than if they had used a single approach

(Smith, 2012).

Attitude is one important building block of a person particularly the students to achieve

their aspirations successfully or sometimes experience hopelessness and dejection. Possessing

the right attitude towards something would mean an exceptional end-result and vice-versa

(Flores, Magdalo and Penalosa, 2015). Changing or enhancing the attitude of the students

towards school related factors would help them achieve the proper way of learning the skills they

need after graduation (Agena, Tuazon and Sayson, 2015).

The investigation made by Holfve Sabel (2010) focused on student attitudes and looks at

school quality from the perspective of affective variables rather than students' knowledge or

abilities. The concept of attitude includes ways of feeling, thinking and behaving and

maintaining an expression of one's identity within the environment. Previous research establishes

the powerful ways instructors influence how students respond to and in a course. But two

researchers wondered if the instructor was the only factor influencing student attitudes. They

tested the seven factors and found that four of them explained 77 percent of the variations in

attitude toward the course: instructor, course topic, course execution, and the room (Curran &

Rosen, 2006).

Furthermore, Curran and Rosen (2006) found out that student him- or herself was not

found to significantly contribute toward attitude about the course. The findings confirm that

students (at least those in this cohort) do not understand that they are at least partially responsible

for what happens to them in courses. It seems to reconfirm the extremely passive orientation
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many students take toward knowledge acquisition. Teaching remains as the noblest profession,

not only because it was introduced by Jesus Christ through His way of life, but also because man

himself serves as the ultimate beneficiary and output of the said profession (Fajardo, 2014).

Instruction is one of the major concerns of the academic institutions on how to get it

excellently delivered to the students and how could it really define their quality and reputation.

Teachers are always in the forefront of the most important and key services rendered by the

university. Keeping them abreast with the latest innovations and pedagogies in teaching would

provide better learning atmosphere in classroom setting.

Morales (2014) emphasized the integration of technology in the curriculum and

instruction which would bring about significant student achievement leading to deep

understanding of concepts for probable positive impact on student learning and achievement. In

recent educational development, the reinforcement of teaching through a diagnostic test has

served as a tool to measure students‟ performance, which leads to enhancing or reminding

students to have a good performance. This has been very useful for classroom teachers because it

may give them satisfaction and confidence to work with the students (Elis, 2013).

Develop the courageous initiative to remind concerned administrators, proprietors and

educational leaders to augment university provisions of teaching devices and materials in order

to upgrade college instructors’ teaching skills/practices in using multimedia-assisted instruction

in English (Fajardo, 2014). The process of studies consists of different elements, such as

teaching, learning, assessment, etc. there are no doubts that assessment process goes along with

learning process and influences it. Assessment of students’ achievements in higher education

didactics is considered as a problematic part of study process, in maritime studies this problem

exists as well (Bartusevicine, 2014).

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Learning could be best acquired in a situation where students can easily adapt to the

atmosphere that encourages active participation and cooperation among members of the class.

Mauladin (2013) stated that it is important to provide a method of learning about the good and

the bad, what should and what should not be done when one is in a shared living environment.

Learning method provides not only moral ethics against fellow human beings, but also

knowledge of the ethics of the environment. Stability of utilizing and bringing advances to

classroom instruction involves facilities and infrastructures that would support the maintenance

of any computer-based teaching. Acquiring software application for laboratory courses of the

students would provide hands-on experience for them to learn directly certain skills.

Teachers are required to attend training and workshop to maximize fully the features of

educational technology. Learning to adapt the environment and operations of a certain computer

application would be somehow difficult especially to those baby boomers who are not really

inclined with the new trends of digital natives. Problems occurred in the inconsistency of

integrating technology-driven teaching strategies which become the major issue which was

confronted by underlying concerns under the institutional, departmental and student factors (Bay,

2013) in keeping the delivery of instruction interactive.

Sustaining the learning environment with appropriate application of technology is

necessary to promote innovation in bringing real life scenarios into classroom setting. Recent

developments in instructional technology and multimedia learning environments indicate the

need for new requirements or strategies for designers and developers who are responsible for

developing project management and the planning of learning processes in education and industry

(Ipek&Sözcü, 2014). Making it consistent would provide better knowledge and understanding on

the discipline and better satisfaction on the delivery of instruction. Students would realize the
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benefit of utilizing technology as major instrument to the development of their skills and

competencies.

Mauladin (2013) stressed the selection of appropriate learning methods where teachers

can develop young naturalist intelligence and knowledge that foster the children to about their

environment. The singular cycle of communication that operates simply in the classroom, has

grown into plural complexities due to the proliferation of information technology and the

growing networks of telecommunication everywhere in the world (Fajardo, 2014).

The issue of large class sizes which is commonplace in the university was found to be of

concern by in-service learners who themselves have found it difficult to cope with even smaller

class sizes in their schools. They have had to struggle with the same problem and know the

disadvantages this phenomenon brings into education (Tawanaand&Nkhwalume, 2013).

Mindykowski (2014) mentioned that safe operation of many sophisticated ships today is greatly

dependent on satisfactory skills and qualifications in the electrical, electronic and control

engineering field being at all times available and more and more developed onboard.

Learning Preferences of Students

Students have their learning preferences in order that they be equipped with the necessary

awareness or information. Identifying the learning style of the students would provide better

understanding for teachers who facilitate the teaching and learning activities in the classrooms.

The design of the exercises should be appropriate to the emotional elements on how students can

best acquire the intended knowledge and skills. According to Xu (2011) that learning style

concerns with individual learners; learning style is the ways of learning; learning style is

relatively consistent or stable for individual learners; learning style is the favored or preferred

way of learning for an individual learner while Ackerman and Hu (2011) refer to it is as an
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individual’s typical ways of acquiring knowledge, attitudes, or skills in the process of learning

Mitsis and Foley (2010) noted that understanding student learning style preferences is one step

toward having a deeper understanding of students as consumers of educational services. The

study of learning styles has received significant attention in recent years, and in a time.

Education aims to create teaching and learning environment that would bring about

desired changes in learners such as making them more knowledgeable, skillful or acquired

positive attitudes and values (Reyes, 2013). Indeed, environment is a factor that affects the

learning of the students which should not be taken for granted but given emphasis as to its

importance. Since education according to An (2014) is a never ending development which can

give students a new meaning and direction, therefore, educators must make a commitment to

understanding learning styles, recognizing the unique qualities of each student, and doing

everything within their power to provide the tools and opportunities necessary for every

individual to achieve success (Wilson, 2012).

Learning is a continuous process and it is important to assess the preferences of the

students since it is the basis of ensuring that learning is facilitated and identifying the strengths

and weaknesses of these students to come up with a good teaching strategy which facilitates

effective instruction in the process.

Motivating students to learn and guiding them learn effectively has always been a

challenging task for educators. In recent years, college professors have been paying more and

more attention to active learning (Ackerman & Hu, 2011). Learning is an interactive process that

occurs in a specific environment. Learning process should always be meaningful and challenging

yet enjoyable in order to stimulate the enthusiasm and interest of the students to perform certain

tasks or academic related activities with cooperation (Chavez, Dotong & Laguador, 2014).
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Classroom is an environment where students expressed their behavior related to academics

during lecture session, physical and mental activities (Bulaklak & Pilobello, 2014). Student

views about their experience at any educational system, its programs, the component units of the

program. It is said that experience is the best teacher, it is through experiencing that these

students will be able to learn many things.

The contemporary practices in education are very often idealized from the administrative

and pedagogical perspectives. However, when one looks deeply into the teaching practices of the

lecturers, it is possible to infer that the majority of the lecturers are not aware of their students’

learning styles. Students’ learning styles have been ignored and have been considered an

insignificant component in the learning process (Ahmad, Shah, Mulalic, 2010).

Different cultures view learning in various forms. Teachers, therefore, should

continuously compare, analyze and evaluate the methods being used in order to motivate

students and to make the learning as effective as possible (Camello, 2014). Understanding the

characteristics of learning style preferences of students in terms of emotional elements would

give proper insights for the teachers to gain the interest of the students through proper motivation

and giving enough time to complete certain task through measuring their persistence. The

amount of responsibility would also be identified before assigning them in various committees or

roles to perform if they are more likely to be a leader or member of the group and how they will

respond or act on certain set of instructions and procedures especially the marine students will be

future ship captains, they need to learn things with confidence and they should willingly accept

leadership responsibilities. Indeed, the success of learning among the students depend on

assessing the preferences and styles of the students which should not be taken for granted but

given emphasis as to its importance.

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Addressing Barriers

Teachers need to identify the barriers to learning among the students. It is important that

a thorough assessment since this would be the basis in order to address these barriers in order to

promote better learning among the students. Chronically, teachers find classroom instruction

disrupted by some student who is less interested in the lesson than in interacting with a

classmate. The first tendency usually is to use some simple form of social control to stop the

disruptive behavior as to using proximity and/or a mild verbal intervention.. Because so many

students today are not easily intimidated, teachers find such strategies do not solve the problem.

So, the next steps escalate the event into a form of Greek tragedy. The teacher reprimands,

warns, and finally sends the student to time-out or to the front office for discipline. In the

process, the other students start to titter about what is happening and the lesson usually is

disrupted. In contrast to this scenario, they can train their aide or a volunteer who has the ability

to interact with students to work in ways that target such youngsters. The training of such

individuals focuses on what they want them to do when a problem arises and what they should

be doing to prevent such problems. Teachers play an important role in addressing these issues

and problems since it would have an impact to the learning of the students.

In reaction to a problem, the aide or volunteer should expect you to give a sign to go and

sit next to the designated youngster. The focus is on re-engaging the student in the lesson. If this

proves undoable, the next step involves taking the student for a walk outside the classroom. It is

true that this means the student won’t get the benefit of instruction during that period, but s/he

wouldn’t anyway. Using this approach and not having to shift into a discipline mode has multiple

benefits. For one, they are able to carry out of the lesson plan. For another, the other students do

not have the experience of seeing them having a control contest with a student. Either outcome
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can be counterproductive with respect to a caring climate and a sense of community. Finally,

they have not had a negative encounter with the targeted student. Such encounters build up

negative attitudes on both sides which can be counterproductive with respect to future teaching,

learning, and behavior. Because there has been no negative encounter, they can reach out to the

student after the lesson is over and start to think about how they can use their aide or volunteers

to work with the student to prevent future problems

Outcome of Modern Facilities and Equipment in Learning

Modern facilities and equipment has taken a front seat nowadays. Most industry grows by

these high-technology facilities and equipments especially in a maritime industry. Without the

modern shipping industry, the enormous expansion of international trade would be unthinkable.

Notwithstanding the momentary economic influences, the shipping industry will continue to

develop in the future. Framework of its high strategy has focused its attention the further

development of maritime technologies as an important field for the future. Particularly, it

remains important to invest in research, development and the education of the next generation.

Modern technologies and highly qualified personnel are the key to achieving and maintaining the

top position. Technology plays an important role and making difference in the learning of the

students which should not be taken for granted. Notably, the education of the next generation

must receive new impulses. In order to inspire young people for a career at sea, maritime schools

must also be well-equipped with properly used and maintained modern facilities to enable

effective learning, develop and train through hands on activities effectively. In this case,

perception of instructor on the use of modern facilities is very important. It enables for the

student to ensure quality education and expertise in maritime institution (Amar et al, 2016).

Factors affecting Learning

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The study of Velasco, Burgensen, and Beat, L (2015) on the emotional elements on

learning style preference of high and low performing junior marine transportation students.

Success is best measured in terms on how to deal with the emotional components in ensuring that

these students are properly motivated and inspired in order to pursue their studies for the

desirable outcome or result. This study aimed to determine the learning style of the Marine

Transportation students in a private Asian university in terms of emotional elements as to

motivation, persistence, responsibility and structure; and to compare the learning styles of high

and low performing Marine Transportation students. Descriptive type of research was utilized in

the study. Results showed that high and low performing students strongly agree that they enjoy

learning and they get a sense of accomplishment from achieving and they like to learn most of

the time especially when the subject is interesting. The high performing students have

significantly higher persistence in completing the things they begun as well as in enjoying

working on several tasks simultaneously. Both groups of marine students strongly agree that they

feel best when they do things they know they should do while high performing students have

significantly higher responsibility on doing conventional things depends on the tasks and on how

they feel about the circumstances compared to the low performing students. Marine students

wanted to be instructed completely in order for them to perform the activities accurately with the

help of other members of the group through teamwork.

The study is related on the aspect of learning but the difference is its focus and emphasis

considering the study deals on the barriers to learning Mashop equipment as perceived by marine

students.

Another study by Gutiera, Ferguson and Lalaine (2015) dealt on awareness of outcome

based education among BSMT students. Outcome based education has been the preference with
 25

its effectiveness in promoting quality learning among the students. It is output based and it

promises better opportunities for learning among the students which should not be taken for

granted but given emphasis. In their unpublished study, it was found out that OBE fosters a

better integration between education at school, workplace and higher education level are an

utmost advantage of outcome-based education. However, people with vested interests and strong

personalities in standard-generating bodies may manipulate the standard setting process to

achieve their own objectives, the utmost disadvantage of OBE. Board work and actual

demonstration were the most effective activity of OBE that can greatly improve the academic

performance of maritime students. It is very effective since through board work, learning could

be facilitated through brainstorming the students and it would yield positive result and also actual

demonstration on putting theories to practice to ensure that learning takes place. The study is

related on the aspect of learning but the difference is its focus and emphasis considering the

present study dwells more on the barrier to learning Mashop equipment and also the respondents

are the BSMT students while the present study dwells more on the marine students and the

barriers to effective learning on Mashop equipment. There is a point of similarity and

differences.

The literatures and studies that have direct bearings to the present study and make the

study enriching and substantial. It is through these literatures and studies that provide strong

basis which made the study enriching and educational.

 26

Chapter III

RESEARCH METHODOLOGY AND PROCEDURES

This chapter gives the research methodology which include the method, respondents,

environment, instrument, data gathering procedures, ethical considerations and statistical

treatment.

Design

The researchers will use the descriptive method of research in determining the barriers

to learning Mashop Equipment as perceived by the marine students of University of the Visayas.

Descriptive method of research is making an analysis and interpretation of present situation with

regards to barriers to learning Mashop Equipment.

Environment

The research environment of the study is University of the Visayas. University of the

Visayas is strategically located along Colon St., Cebu City. It caters to different courses and one

the courses is Bachelor of Science in Marine Engineering. By 2019, the University of the

Visayas is a research-driven university geared towards the development of human capital imbued

with social conscientiousness. The mission of the school builds and embraces a sustainable

research culture while harnessing the talents and potentials of its stakeholders and promoting

cultural, environmental, spiritual and societal responsibility. With this commitment, the

University of the Visayas capacitates students, faculty and staff with research skills. While

espousing scholarly inquiry in both academic and non-2015). The instructors of Maritime

Education assessed the ability of their students by watching them manage some tools and
 27

equipments in the laboratory in which they are tested how much they had learned during the

deliberation.

Respondents

The respondents of the study are the 2nd year and 3rd year Marine Engineering students

who are done taking the Machine Shop subject. The total number of students enrolled in the 2nd

and 3rd year level is 2078. Using slovin's formula, we obtained the sample size of 480.57 or 481

marine students. The criteria are as follows: a) that they are marine students of University of the

Visayas b) that they are willing to participate and cooperate in the said undertaking and c) that

they already take the Machine Shop subject. Exclusion criteria are those not officially enrolled in

the maritime college, and below 18 years of age.

Sampling Techniques

We will use simple random technique in determining who will be part of the sample size.

Simple random sampling is the basic sampling technique where we select a group of subjects (a

sample) for study from a larger group (a population). Each individual is chosen entirely by

chance and each member of the population has an equal chance of being included in the sample.

Instrument

The researchers will make use of the researcher made questionnairebased on research and

books. On the extent of the barriers to learning Machine shop equipment in terms of personal,

social, cultural, environmental and school factors. This is a 25 item statements which is based to

Maslow’s hierarchy of needs. The questionnaire is a 4 item statements: 4 for Strongly Agree, 3

for Agree, 2 for Disagree and 1 for Strongly Disagree. The student will only answer the research

questionnaire according to their experience.

 28

The following are the parameter limits of the study:

Lower limit Upper Limit Description Interpretation

3.26 4.00 Strongly Agree Agree from 76-100%

2.51 3.25 Agree Agree is from 51-75%

1.76 2.50 Disagree Disagree is from 26-50%

1.00 1.75 Strongly Disagree Disagree is from 1-25%

Dry Run.

The instrument will be subjected to dry-run to ensure its reliability and validity of the

study through pre-testing it to 10 maritime students and the results will not be included in the

actual study but the basis for reliability testing for acceptance or rejection. The questionnaires

were pre-tested and it resulted to reliability of .72 which is acceptance of the instrument. The

instrument was valid and reliable.

The questions are from the books and the internet. The tool was validated by three

experts who have the proficiency of the subject matter. They were CaptPhilamerPaires, Capt.

Jesus Dela Victoria, and 2M William Lariosa because they are expert in their field.

Data Gathering

In the gathering of data, the researchers will follow a systematic process. First the

researchers will make a letter addressed to the Dean of the Maritime Department asking

permission that the researchers be allowed to conduct the study among the marine students of

University of the Visayas and after the letter has been approved, the researchers will pre-test the

questionnaires. The purpose of pre-testing is to ensure the validity and accuracy of instrument

which will be subjected to Chronbach’s reliability test for acceptance and rejection. If the test
 29

will be valid, thenthe study will be submitted for IRB review. After the approval of the technical

and ethical appropriateness of the study, a notice to proceed certificate will be release from the

University IRB office. The researcher will give the letter to the VP Academic so they can start

data gathering. The researchers will conduct the gathering of data.Then, the data will be

presented, analysed and interpreted.

Statistical Treatment

To give in-depth to the study, the responses will be subjected to statistical treatment with

the use of the weighted mean. This will be used to determine the extent to barriers to learning

Mashop equipment as perceived by marine students. Mean in which each item being averaged is

multiplied by a number (weight) based on the item's relative importance. The result is summed

and the total is divided by the sum of the weights.

Ethical Consideration
Risk-benefit assessment
Benefits.The studywill serve as an enlightenment and enrichment in

understanding more about the importance of knowing the barriers to learning in

order to come up with measures to deal with the barrier and promote learning

Mashop equipment. Each respondent should be respected by their background and

standings. When the researcher conducts the survey on to the respondents, the

researcher assesses the mood and time availability of the respondents so that the

conducted activity does not affect their daily routine. The respondents also can

ask any concerns or questions about the topic, so that they will be aware of the

issue and be informed with possible solution and techniques to resolve the

potential issues.
 30

Risk.The respondents will experience minimal risk like loss of time in answering

the test but the researchers will make sure that they will be comfortable in

answering and explain the procedure well.

Content Comprehension and Documentation of Informed Consent

There are fifteen following element procedure of the content of informed consent.
Participant Status. Each respondents of the research will be discus properly about

the research to be conducted. And they will be also informed of what the activity of the

survey would be.

Study Goal. The purpose of the study is to determine the barriers to learning

Mashop equipment as perceived by marine students. The findings will serve as basis for

facilitative learning among the students.

Type of Data. The selected respondents will be asked to answer a survey

questionnaire answerable by numeric data.

Procedure.After the release of the clearance from IRB office the researchers will

ask permission from the management to distribute the questionnaire to the participants.

The participant will be given a description of the data collected by the researcher on the

conducted activity.

Nature of the Commitment-The respondents would be given 15-20 minutes to be

briefed ,read and answer the questionnaire and would only need to answer it once.

Sponsorship – there will be no sponsor of this research study conducted It is own

expenses of the research member in conducting this research study.

Participants Selection – The participants of the study are the 2nd year and 3rd
year Marine Engineering students who are done taking the Machine Shop subject. The
total number of students enrolled in the 2nd and 3rd year level is 2078. Using slovin's
formula, we obtained the sample size of 480.57 or 481 marine students.
 31

Potential risk - Risk is minimized if not avoided in this questionnaire used. Loss
of time is also identified as the researcher will ask for their time to answer the
questionnaire to minimize this the researcher will make sure the time taken will be
shortened and make them comfortable while answering.

Potential Benefit- the researcher will discuss about their benefits they can get to
the conducted activity on the research. They can learn onbarriers to learning in
mashopequipmentand can gain necessary knowledge, attitude and skills.

Alternatives - The study is not on treatment or health so no alternatives discuss.

Compensation–Respondents would be informed that there is no monetary

compensation for participation in the study..

Confidentiality Pledge – the researcher will inform the respondents about keeping
their identity and the result of the survey that it will be kept confidential by the
researcher.No names will be on the questionnaire to observe utmost confidentiality.

Voluntary Consent - the respondents will be informed about their voluntary

participation and wouldthen sign a written agreement.

Right to withdraw or withhold information- Therespondents will be informed

about their right to back-out and withhold the information they have provided for the
study.

Contact Information the respondents can contact MaritesArcilla UV-IRB

Manager in the University of the Visayas IRB Office with telephone number of 416-8607
for any questions in regards to the study.

Authorization to Access Private Information

The researcher and the adviser will be authorized to handle and access

information from this study. No private information taken from the participants, this is to

fully safeguard the participant’s identity.

 32

Confidentiality Procedure

The researcher will keep the result of all procedures. First the researcher will

approach the respondent and will inform them if they want to participate in the research.

Then, the researcher will brief them about the study and how the surveywillbe conducted.

And their result will be kept confidential so that the result and the identity of the

respondent would be kept anonymous. After data analysis and presentation all gathered

documents will be given to IRB with an agreement and continue to observe

confidentiality. Computer data will be deleted.

Debriefing, Communications and Referrals

The researcher will conduct a debriefing after the collection of data, and tell the
respondents about their right to ask a question or air complains. But this topic is not really
that stressful but still the researcher will conduct a debriefing to avoid risks.

Incentives or Compensation

There is no remuneration for their participation and is explicitly explained to the

respondents.

Conflict of Interest- the researchers declares no conflict of interest in the study and
respondents. In case of publication and utilization the researchers will be automatically the
secondary authors.
 33

Chapter IV

Presentation, Analysis, and Interpretation of Data

This chapter deals with the interpretation, analysis and interpretation of the data

gathered from the respondents. Analysis is a process of finding out the result while interpretation

is the giving of explanations and implications that are derived from the result. The purpose of

this chapter is to answer all the sub problems raised in the study. Data are presented in

accordance with their appearance in the questionnaire. Specific care was exercised to avoid

mixing of information and the researcher validated all information entered on the table to ensure

its reliability.

EXTENT OF THE BARRIERS TO LEARNING MASHOP EQUIPMENT

A total of 481 second year and third year Marine Engineering students who are done

taking the Machine Shop subject of the University of the Visayas used the research instrument

researcher made questionnaire based on research and books on the extent of the barriers to

learning Machine shop equipment in terms of personal, social, cultural, environmental and

school factors. It’s a 25 item statements which was based to Maslow’s hierarchy of needs. The

questionnaire had a 4 item statements: 4 for Strongly Agree, 3 for Agree, 2 for Disagree and 1

for Strongly Disagree. The student answered the research questionnaire according to their

experience.After that, they were collected and analysed. Refer to the following table:
 34

Strongly Strongly
Agree Disagree
PHYSIOLOGICAL Agree Disagree MEAN INTERPRETATION
4 3 2 1
Interest to learning
The students lack interest of the 373 68 0 0 3.85 Strongly Agree
subject.
Encourage and inspired to study
and familiarize equipment
383 52 0 0 3.85 Strongly Agree
Lack of familiarity with the Mashop
equipment.

Table 1 shows the physiologicalbarriers to learning Mashop equipment. All the 2

questions have a weighted mean of 3.85 interpreted as strongly agree with the overall weighted

mean. It means that they strongly agree on interest to learning and encouragement and being

inspired to study and familiarize equipment is necessary in learning and the individual would be

motivated to learn since the hunger is satisfied and it paves the way that they will be nourished

with learning.

This table answered what is being asked in the statement purpose about the extent of

barriers to learning Mashop equipment in terms of physiological needs.

Strongly Strongly
Agree Disagree
SAFETY Agree Disagree MEAN INTERPRETATION
4 3 2 1
Environment conducive for learning
386 55 0 0 3.88 Strongly Agree
Provides an environment conducive for learning.

Facilities for quality learning

380 61 0 0 3.86 Strongly Agree
Procure the needed facilities and equipment needed for the school.
Innovative and creative environment and
Provide an interactive and friendly environment which 386 55 0 0 3.74 Strongly Agree
motivate and inspire students.
Physical structure to fit learning
321 114 6 0 3.71 Strongly Agree

Restructuring of the physical structure to fit the needs of the students

Table 2.Safety (Environment)barriers to learning Mashop equipment
 35

Table 2 shows the safety barriers to learning Mashop equipment. All the 3 questions have

a weighted mean from 3.78 to 3.91 interpreted as strongly agree with the overall weighted mean.

It means that they strongly agree on safety of the environment conducive for learning, Facilities

for quality learning, Innovative and creative environment, Physical structure to fit learning is

necessary in learning and the students feel secured and safe in the environment which promotes

learning and feels that they belong to the group which motivated them to learn more about the

subject matter.

This table answered what is being asked in the statement purpose about the extent of

barriers to learning Mashop equipment in terms of safety.

Strongly Strongly
Agree Disagree
BELONGINGNESS Agree Disagree MEAN INTERPRETATION
4 3 2 1
Beliefs and Practices
Respecting cultural differences of 336 93 12 0 3.73 Strongly Agree
the students.
Cultural Values
Provide a friendly culture in 342 93 12 0 3.76 Strongly Agree
meeting differences.
Interaction
Promote group interaction to ensure 401 40 0 0 3.75 Strongly Agree
facilitative learning.
Teacher-student relationship
Teacher establishes teacher-student 391 50 0 0 3.89 Strongly Agree
relationship to promote good
relationship.
Team teaching and

Team teaching has a positive impact 394 47 0 0 3.89 Strongly Agree

in the learning of the student.

Innovativeness and Strategies

Allow innovative strategies in the 407 34 0 0 3.92 Strongly Agree
improvement of instruction.
Table 3 shows the belonging (cultural)barriers to learning Mashop equipment. All the 6

questions have a weighted mean from 3.73 to 3.92 interpreted as strongly agree with the overall
 36

weighted mean. It means that they strongly agree on cultural values, beliefs and practices are

necessary in learning and the students feel loved and cared about and that they are valued as

individuals, they developed a favourable self-image. .

This table answered what is being asked in the statement purpose about the extent of

barriers to learning Mashop equipment in terms of belonging (cultural).

Belonging (Social) barriers to learning Mashop equipment

Table 4 shows the belonging (social) barriers to learning Mashop equipment. All the 5

questions have a weighted mean from 3.71 to 3.88 interpreted as strongly agree with the overall

weighted mean. It means that they strongly agree on innovativeness and strategies are necessary

in learning.

This table answered what is being asked in the statement purpose about the extent of

barriers to learning Mashop equipment in terms of belonging (social).

Table 5.Belonging (School)barriers to learning Mashop equipment

Table 5 shows the belonging (school) barriers to learning Mashop equipment. All the 5

questions have a weighted mean from 3.79 to 3.92 interpreted as strongly agree with the overall

weighted mean. It means that they strongly agree on interaction, Teacher- student relationship,

Team teaching are necessary in learning.

This table answered what is being asked in the statement purpose about the extent of

barriers to learning Mashop equipment in terms of belonging (school).

 37

Chapter V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter synthesizes the whole study. It includes the summary of the significant points in the
study, the findings, the conclusions, and the recommendation of the researchers.

Summary of Findings

Based on the findings on the extent of the barriers to learning Mashop equipment as perceived by

marine students in terms of Physiological like interest to learning and encourage and inspired to

study and familiarize equipment; Safety likeenvironment conducivefor learning, facilities for

quality learning, innovative and creative environment, physical structure to fit learning; and

Belonging like beliefs and practices, cultural values, interaction, teacher- student

relationship,team teaching, and innovativeness and strategies. The overall weighted mean shows

that the respondents strongly agree. It means that they strongly agree on interest to learning and

encouragement and being inspired to study and familiarize equipment will be necessary in

learning and the individual would be motivated to learn since the hunger is satisfied and it paves

the way that they will be nourished with learning. They feel secured and safe in the environment

which promotes learning and feels that they belong to the group which motivated them to learn

more about the subject matter.Their beliefs and practices were necessary in learning and the

students feel loved and cared about and that they were valued as individuals, and they developed

a favourable self-image. .
 38

Conclusions

Determining the extent of barriers to learning in Mashop equipment, as perceived by

marine students in the University of the Visayas helps in finding out the deficiency needs and
growth needs of the students. The researchers focus only on the three of them which were
physiological, safety and belonging for they match on the study's problem.Therefore, we
conclude in this study that the students have strongly agree that when the barriers of learning will
be address then motivation and aspiration to excel in their study will be easier.

Recommendation

From the results and conclusion made from the study, the following recommendations are

respectively and respectfully presented to the following individuals or institution.

1. Marine Engineering Students. The researchers recommend to Marine Engineering Students

to have an in depth assessment to self on their studies so as to address the need that hinders them

in giving their full potential in acquiring success in the study.

2. Maritime Instructors. The researchers recommend to the maritime instructors to

be sensitive and attend to the different needs of the students. Develop new strategies to

approach and imbibe knowledge and skills towards the students.

3. Researchers. The researchers will learn the importance of attending the basic needs of the

students in acquiring success in their studies. This maybe the basic but this can also save

thousands of life in any risky situation. That we will not take for granted the learning and

knowledge taken in our student’s life.

4. Future Researchers. The researchers recommend to the future researchers to have a future

studies on the event that happen or issues that arise in regards to basic needs of the students in

learning.A further area coverage of the study so that the result from this study can be pushed

into a more useful result and to be more open-minded to all possibilities that may emit during

the future study.

 39

REFERENCES
 40

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 42

APPENDICES
 43

APPENDIX A-1

Transmittal Letter to the Dean

UNIVERSITY of the VISAYAS

Capt. Emerico B. Gepilano

Dean College of Maritime Education
UV – Main Campus
Colon St. Cebu City

Dear Sir:

Good day!

We are presently conducting the study entitled, “BARRIERS TO LEARNING MASHOP

EQUPMENT AS PERCEIVED BY MARINE STUDENTS.,” as partial fulfilment for the
requirement for the degree. In view of this, I have the honor to ask permission from your good
office that I would be allowed to conduct the study among marine students. Your granting of the
permission could go a long way in the realization of the said undertaking. It paves the way for
the enhancement of learning Mashop equipment as perceived by marine students. Rest assured
that the responses will be held with strict confidentiality and would only be used for study
purposes.
Thank you. We remain,

Truly yours,

Arnee Francis A. Aragon

Kenneth Jay Taboada
Kay T. Zerna

Approved By:

Capt. Emerico B. Gepilano

Dean / College of Maritime Education

Noted By:
__________________
Instructor
 44

APPENDIX A-2
Transmittal Letter to the VP
UNIVERSITY of the VISAYAS

March 24, 2016

Mrs. Jaqueline Gullas - Weckman
Vice President of Students Affairs
UV – Main Campus
Colon St. Cebu City

Dear Mrs. Weckman,

Good day!

We are presently conducting the study entitled, “BARRIERS TO LEARNING MASHOP

EQUPMENT AS PERCEIVED BY MARINE STUDENTS.,” as partial fulfilment for the
requirement for the degree. In view of this, I have the honor to ask permission from your good
office that I would be allowed to conduct the study among marine students. Your granting of the
permission could go a long way in the realization of the said undertaking. It paves the way for
the enhancement of learning Mashop equipment as perceived by marine students. Rest assured
that the responses will be held with strict confidentiality and would only be used for study
purposes.

Thank you. We remain,

Truly yours,

Arnee Francis A. Aragon

Kenneth Jay Taboada
Kay T. Zerna

Approved By:

Capt. Emerico B. Gepilano

Dean / College of Maritime Education

Noted By:

__________________
Instructor
 45

APPENDIX A-3
UNIVERSITY of the VISAYAS

RELIABILITY TEST
q1 q2 q3 q4 q5 q6 q7 q8 q9 q10 q11 q12 q13 q14 q15
1 4 4 4 4 4 4 4 4 4 3 4 3 3 4 4
2 4 4 4 4 4 4 4 4 4 4 4 3 3 4 4
3 4 4 4 2 4 4 2 4 3 4 4 2 4 4 4
4 3 3 2 4 4 4 4 4 4 2 1 4 1 3 3
5 4 4 4 3 3 4 3 4 4 3 3 3 2 4 4
6 4 4 4 3 3 4 4 4 3 4 4 3 3 4 4
7 4 4 4 3 3 4 3 4 4 3 3 4 3 4 4
8 4 4 4 4 4 4 4 4 4 4 4 4 3 4 4
9 4 4 4 3 4 4 3 4 3 4 4 3 4 4 4
10 4 4 4 3 4 4 4 4 4 3 4 4 4 4 4
total 39 39 38 33 37 40 35 40 37 34 35 33 30 39 39
var 0.09 0.09 0.36 0.41 0.21 0 0.45 0 0.21 0.44 0.85 0.41 0.8 0.09 0.09

q16 q17 q18 q19 q20 q21 q22 q23 q24 q25
4 4 4 4 4 4 3 3 4 4 95
4 4 4 4 4 4 4 4 4 4 98
4 4 4 3 3 4 3 4 3 4 89
3 4 4 4 4 4 4 4 4 3 84
4 4 4 2 3 4 3 4 4 3 87
4 4 4 3 3 4 3 4 4 4 92
4 4 4 3 4 4 4 4 4 4 93
4 4 4 3 4 4 4 4 4 4 98
4 4 4 3 4 4 3 4 4 4 94
4 4 4 4 4 4 3 3 4 3 95
39 40 40 33 37 40 34 38 39 37 925
0.09 0 0 0.41 0.21 0 0.24 0.16 0.09 0.21 5.91

k 25 number of questions
sumvar 5.91
var 19.05
0.71850 Research instrument is highly
alpha 4 reliable.
 46

APPENDIX A-4
UNIVERSITY of the VISAYAS

LETTER TO RESPONDENTS

Dear Respondent:

I am currently working on our research study entitle, “ Barriers to learning Mashop

Equipment as perceived by marine students at the University of the Visayas, Cebu City. The
purpose of the study is to quantify the leadership of the maritime students and to explain the
significant relationship of the three variable.

As you are currently working as a middle of barriers to learning mashop equipment as

perceived by marine students who's participation and information will be helpful in providing a
better understanding of the important of the barriers to learning mashopequipment . There are no
direct benefits to your completing the study although the result of this study will have
implication of the students of the maritime of what are the barriers to learning mashop
equipment. Thus, with your permission, I am respectfully asking 5-10 minutes of your time to
complete the attach questionnaire.

Your participation is voluntary and if you choose not to participate or to withdraw from
the our study there will be free to go or free to not answer our questionnaire and will be no risk
penalty or loss of benefit to you. Rest assured that your participation is completely as no
identifying information will be collected. The data that you will provide will be treated with
most respect and confidentiality, and that the results will be used for research and education
purposed only.

As a repondent in this study, you should understand the following and answer with the
heart: (1) you may decline to participate or withdraw from participation at any time without
consequences. (2) your identity to be kept confidential. (3) the researcher has throughly
explained how to answer about our study and all your question and concern have be answered
the researcher.(4) data will be stored in secure area. (5) the researcher results will be used for
publication.

By signing this form you acknowledge that you understand of our study and you can
some knowledge of our study, the potential risk to you as a participant, and the means by which
your identity will be kept confidential.

Thank you.

Respectfully

RESEARCHERS
 47

APPENDIX A-5
UNIVERSITY of the VISAYAS
QUESTIONNAIRE

Dear Respondents:
Good day!
I am asking for your cooperation through answering the questionnaires with sincerity and
honesty. Rest assured that the responses will be held with strict confidentiality and would only be
used for study purposes.
Thank you.

EXTENT OF THE BARRIERS TO LEARNING MASHOP EQUIPMENT AS PERCEIVED

BY THE MARINE STUDENTS

Direction: On the right hand column, kindly check the extent of the agreement and disagreement
of the statements on the barriers to learning Mashop Equipment among marine students.

Strongly Agree (4) – This means that the individual strongly favors the statement without a
little doubt.
Agree (3) – This means that the individual favors the statement with a little
disagreement.
Disagree (2) – This means that the individual is not in favour of the statement but with a
little agreement.
Strongly Disagree(1) – This means that the individual is not in favour of the statement without a
little agreement.
Statements 4 3 2 1
Physiological (Personal)
1. The students lack interest of the
subject
2. Lack of motivation could have an
impact to the learning of the
students
3. Lack of familiarity with the
Mashop equipment
4. Study habits should be an
important factor in the learning of
the students
5. The need for the students to be
motivated to be encouraged and
inspired to learn more
Others, please specify: _____
______________________
 48

Safety (Environmental)
1. Provides an environment
conducive for learning
2. Physical facilities are important in
fostering quality learning
3. Innovativeness and creativeness
in providing an environment that
arouse the interest of students
4. Provide an interactive and
friendly environment which
motivate and inspire students
5. Restructuring of the physical
structure to fit the needs of the
students
Others, please specify: _______
__________________________
Belonging (Cultural)
1. Respecting cultural differences of
the students
2. Provide a friendly culture in
meeting differences
3. Assess the beliefs and cultures of
the students
4. Provide information on cultural
values incorporated in school
5. Prevent conflict and settle
differences
Others, please specify: __________
_____________________________
Belonging (Social)
1. Interaction is important in the
learning of the student
2. Teacher establishes teacher-
student relationship to promote
good relationship
3. Allowing feedback and
suggestions contribute to the
improvement of learning
4. Team teaching has a positive
impact in the learning of the
student
5. Promote group interaction to
ensure facilitative learning
Others, please specify: ______
_________________________
Belonging (School)
 49

1. Teacher provides varied teaching

strategies for the students
2. Team teaching is important to
provide an interactive school for
the students
3. Teacher guide the student with
the lessons encountered.
4. Students help each other to pass
the exam/subject.
5. Allow innovative strategies in the
improvement of instruction
Others, please specify: _________
___________________________
 50

Curriculum Vitae

Personal Data: Date:

Name: Kay T. Zerna Civil Status: Single

Age: 19 Father’s Name: Aldous G. Zerna

Sex: Female Mother’s Name: Carmencita T. Zerna

City Address: Tanjay City, Negros Oriental

Email Address: kayzerna@yahoo.com

Date of Birth: September 27, 1997

Citizenship: Filipino

Educational Background:

Name of School Year Graduated

Elementary: George A. Pilas Jr. Mem/School 2002-2010

High School: Villaflores College 2010-2014

College: University of the Visayas

Course: Bachelor of Science in Marine Transportation Present

 51

Curriculum Vitae

Personal Data: Date:

Name: Kenneth Jay C. Taboada Civil Status: Single
Age: 21 Father’s Name: Edwin L. Taboada
Sex: Male Mother’s Name: Mercedita D. Taboada
City address: Punta Princesa Cebu City
Email Address: mr_kenn723@yahoo.com
Date of birth: November 7, 1995
Citizenship: Filipino

Educational Background:
Name of school Year Graduated
Elementary : Punta Princesa Elementary school 2002 - 2009
High School : Salazar College and Science Institute of Technology 2010 - 2014
College : University of the Visayas Present
Course: Bachelor of Science in Marine Transportation
 52

Curriculum Vitae

Personal Data: Date:

Name: Arnee Francis A. Aragon Civil Status: Single

Age: 19 Father’s Name: Nelson N. Aragon Sr.

Sex: Male Mother’s Name: Imelda A. Aragon

City Address: Hinabuyan, Villaba, Leyte

Email Address: arnee_aragon@yahoo.com

Date of Birth: December 3, 1997

Citizenship: Filipino

Educational Background:

Name of School Year Graduated

Elementary: Villaba South Central School 2002-2010

High School: Ace Learning Center Inc. 2010-2014

College: University of the Visayas

Course: Bachelor of Science in Marine Transportation Present