WEST BAY COLLEGE

THE COMMUNICATION SKILLS OF MARITIME STUDENTS IN RELATION TO

THEIR ACADEMIC STANDING IN PURPOSIVE COMMUNICATION

An Undergraduate Thesis

Presented to the Faculty

of the College of Maritime Studies

In Partial Fulfillments

Of The Requirements For

The Degree Bachelor Of Science In Marine Transportation

by
Alvarez, Renzo G.
Dalmacio, John Alfred E.
Takagi, Keijiroh P.
Trangco, Bren V.
Yazon, Jeffrey M.

AUGUST 2019
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Chapter 1
THE PROBLEM AND ITS SETTING

Introduction

Communication skills has been one of the factor of a successful career over the

years. Having a tenacious professional communication skills will benefit your career in

various ways. More than often, effective communication skills is essential in different

industries. It will help you to create and empower your thoughts, share your ideas

concisely, and many more. But among maritime student communication skills is vital for

them. As anticipating that they will be working and interacting with different kinds of

people, different nation and need to perform they task perfectly. Maritime English was

demonstrated to be very crucial component of future navigating officer’s training.

Moreover, base in the new era 2017, maritime english is also committal for all the

seafarers employed globally. Oliver Panich(2017) and The STCW stated that seafarers

should have the ability to understand orders and to communicate in English with others

in relation to shipboard duties. To fulfill this development of English communication skills

of seafarers, the Maritime English Center (MEC) launched the Maritime English course

as an innovative and highly practical course program that is designed to help seafarers/

maritime students broaden their knowledge of proper maritime English, upgrade their

qualifications and enhance shore based maritime employment prospects.

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According to Trenker (2002), The communication at sea performs a significant

aspect for “safer shipping and cleaner ocean”. Additonally, speaking is the most

sophisticated ones among the four basics communication skill such as listening writing

and reading .

In maritime industry, English is considered as an important tool to maintain safety

of life and property at sea. It is important tool because given the international character

of the maritime industry, a particular ship can be composed of a diverse set of crew where

understanding daily on-board and external communication is a must. Because of this,

legislation on maritime job requirement has strongly emphasized the importance of

English language proficiency in relation to shipboard operations and safety at sea.

Companies employing non-native English seafarers have an obligation to ensure that

effective English language country is available especially as members of the crew are

now required to demonstrate a knowledge of English adequate for professional and safety

purposes. So, to ensure safety of life and property at sea, each seafarer must have a

broad knowledge of English and good communication skills to be able to respond as the

situation demands.

This study will discuss the importance of communication skills among martime

students. But most of all, it will briefly explain the effects ofcommunication skills to the

day to day operation of seafarers, interacting with people and perfrom their task

effectively and perfectly.

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Theoretical Framework

In the communication accomodation theory of Howard Giles (1971), which was

known as Speech Accommodation Theory at the time, says that when humans talk to

each other, they tend to change the way they talk to match the way the listener talks.

Whether you realize it or not, and it can be either conscious or unconscious, you match

your accent, your speed, your rhythm, your vocabulary and even your stance and

gestures to that of the person you are talking to. The reason behind this behaviour is

explained as to control the social differences between the interactants. People

accommodate their communication activities to get approval and to set a positive image

in front of the interactant. The environment in which they are interacting also affects the

communication behaviour.

Gile also pointed out that there are two accomodation process, the convergence

and divergence which usually are dependent on the characteristics of the interactant.

People accommodated their communication while interacting with a person who has

higher standards and other characteristics which they believe is better than them. And

the divergent exhibits an opposite characteristic as it emphasises the difference among

the close relations with each other.

Communication accommodation theory is influenced by social psychology and is

guided by four major assumptions. While communicating there will be similarity and

difference in the speech and behaviour. The characteristics that people exhibit are based
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on our experiences and the cultural backgrounds that we grew up in. Also, A conversation

is evaluated by understanding the perception of the speech and behaviour of the other.

Through evaluation people decides to accommodate and fit in. The social status and

belonging is determined by language and behaviours. While people communicate they

tend to accommodate the behaviours of those who are in the higher social status than

them and Norms guide the accommodation process which varies in the degree of

appropriateness. Norms define the behaviours of people and they are expected to act

accordingly

Conceptual Framework

This study aims to determine the communication skills of maritime students in

relation to their academic standing in purposive communication. This concept will discuss

the importance of communication skills and academic standing of the respondents in

terms of their G.P.A in Purposive Communication

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Operational Paradigm

Independent Variable Dependent Variable

Knowledge of good
communication skills The academic
among maritime perfomance of the
students in terms of : respondents in terms of
 Speaking skills their G.P.A in Purposive
 Listening skills Communication
 Writing skills
 Reading skills

Statement of the Problem

In this study the researchers determined the communication skills of maritime

students in relation to their academic standing in Purposive Communication.

Specifically, the study sought at answering the following question:

1. What are the knowledge of good communication skills among maritime students?

1.1 Speaking skills

1.2 Listening skills
1.3 Writing skills
1.4 Reading skills
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2. What is the academic performance of the respondents in terms of their G.P.A in

purposive Communication?

3. Is there a significant relationship between the knowledge of good communication

skills and G.P.A of the respondents on Purposive Communication ?

Statement of the Hypothesis

Ho: There is no significant relationship between the knowledge of good

communication skills and G.P.A of the respondents on Purposive Communication

Scope and Delimitation

This study focused on the communication skills of maritime students in relation to

their academic standing in Purposive Communication. Eighty Seven (87) 2nd year

maritime students were utilized as respondents of the study. The researchers’ intended

to conduct their study at West Bay College located in Ilaya St., Alabang, Muntinlupa City,

School Year (2019 - 2020), they deliberated to give survey questionnaires to the

respondents in order to gather or obtain the necessary data needed in their thesis.

Significance of the Study

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

To the Maritime Industry, that this study might give them the imformation they need

to escape from the common challenges facing after graduation and during applying for a

job.

To the Maritime students, this study will prepare and guide them regarding the

problems in maritime industry especially in applying for a job.

To the Students who aspire to be Seafarers, this study will give them information

and awareness that would help them carefully weigh if they are already decided to choose

maritime profession and not regret it afterwards.

To the Researchers, the study would help the researchers prove whether there is

significant relation between the importance and benefits of good communication skills.

To the Future researchers this study beneficial to the future researchers for them

to use as a guide in their research and to have more ideas that can be helpful for them.
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Definition of Terms

The following terms were defined operationally for the benefit of the readers.

Importance, is a subjective indicator of value. As a concept, importance is the

recognized attribution of a subject's significance or value as defined by a perspective. In

its most basic form, importance is used to define subjects that are essential and relevant

from those that are not. A subject that is defined as of having no importance is often seen

as having no value.

Communication, is the process of passing information and understanding. This

means human being who talk to each other through speech and gestures.

Communication Skills, The ability to convey information to another effectively

and efficiently.

Speaking, is an act of making vocal sounds. We can say that speaking means to

converse, or expressing one's thoughts and feelings in spoken language. Speaking

skills are the skills that give us the ability to communicate effectively

Reading skills is the ability of an individual to read, comprehend and interpret

written words on a page of an article or any otherreading material. The possession of a

good reading skill will enable the individual to be able to assimilate a written work within

a short period while reading.

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Listening skills, are the ability to actively understand information provided by the

speaker, and display interest in the topic discussed. It can also include providing the

speaker with feedback, such as the asking of pertinent questions; so the speaker knows

the message is being understood.

Writing, is a form of communication that allows students to put their feelings and

ideas on paper, to organize their knowledge and beliefs into convincing arguments, and

to convey meaning through well-constructed text.

Grade Point Average, is a number representing the average value of the

accumulated final grades earned in courses over time. More commonly called a GPA, a

student’s grade point average is calculated by adding up all accumulated final grades and

dividing that figure by the number of grades awarded. This calculation results in a

mathematical mean or average of all final grades.

Purposive Communication, is made for the compliance of the K-12 learning

system. This is a newly established subject to be timely with the 21st century learning.

Since more and more connections in other countries are being made in the Philippines,

the strive for growth in the educational course system is a must. Changing the pace for

the K-12 students to keep up with the rising global known qualifications. Purposive

Communication is used for the students to improve in all skills of communication.

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Chapter 2

REVIEW OF RELATED LITERATURE

This chapter contains of the related literature regarding the topic of this thesis

Viney and Curtin (2001) after extensive research prepared a short intensive course for

adults who need English for practical purposes such as business trips, professional work

and everyday communication in English-speaking countries. The approach, is situational

with the emphasis on developing listening and speaking competence. "Survival English"

consists of a student’s workbook, c65 cassette, student’s key book and teacher’s guide.

Morrow and Johnson (2003) prepared an intermediate level course, illustrating the use of

English in a variety of social situations for a variety of purposes. ’Communicate' was

designed particularly for adult students visiting or intending to visit Britain for business,

pleasure or study. The course is a product of comprehensive research and tackles the

language needs of adults from two angles. Each main unit is divided into two parts; one

of these is situational, teaching adults the language they will need in a range of places

such as shop and railway stations or to talk about a number of topics such as food or

travelling. The second part of the unit is functional, teaching students how to use English

for a variety of purposes >to complain, to apologise, to appreciate, etc.

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Ramirez (2003), there are around 118 maritime institutions all over the Philippines,

producing thousands of seafarers over the years, thus helping make the country “the labor

capital of the world” (p. 279). Students in the maritime field enroll in courses such as BS

Marine Engineering and BS Marine Transportation. The maritime field is heavily reliant

on constant and exact communication as well as understanding of mathematical formulas

and their application on the field (c.f. Sampson & Zhao, 2003). Students are also expected

to be proficient in English since the technical jargon is mainly in English, and because of

the high probability of working in a multicultural environment. Cwilewicz & Pudlowski’s

(1998) work on didactic programs for a maritime academy in Poland state exactly this

same view: to ensure safety of their passengers and colleagues, maritime students must

also learn effective communication skills.

Pritchard (2003) said that among others have shown extensive interest in improving the

level of English within the Maritime industry; the necessity for the establishment of a

databank of ME resources and materials has also been articulated at many conferences

as well as in a number of EU projects on Maritime Education and Training (MarTEL,

MarEng, IMO). However, the focus of these studies and projects lies on the development

of vocational rather than academic language courses which aim at the acquisition of

standard competence in the use of English onboard, so they mainly concern seafarers
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and are informed by the need for a common language, essential for avoiding accidents

at sea. No research has been done on the language competence and skills that Maritime

University students need to acquire in order to deal successfully with their academic

studies as well as with the challenges of a potential shore side career path.

Marc J. Riemer (2002) in his study on English and Communication Skills for the Global

Engineer states that, in the Engineering education, skills such as problem solving, 33

communications, interpersonal skills and critical and independent thinking should be

promoted, not only for the reason for getting an employment as they are qualities that

employers look for but because they should be part of any tertiary education. These are

the skills that are useful in professional as well as personal life.

Winbow (2002) points out that in most countries, maritime professionals generally lack

English communication skills. This generalization is attributed to the status of English in

the countries where these professionals come from—as either ESL (English as a Second

Language) or EFL (English as a Foreign Language). More often, miscommunication due

to cultural differences and the perceived lack of proficiency in the English language of

these maritime students are identified as sources of concern in the language classroom.

With the involvement of technical terms/jargon and the high use of written and spoken

communication, it is therefore even more imperative for maritime professionals to undergo

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extensive English communication skills training. Of course, crosscultural and/or

communication skills training must be contextualized to achieve maximum effectiveness.

After finding out that most available materials in ESL maritime English teaching are

designed for more traditional teaching of English, Benton (2003) suggests that maritime

instructors use materials that suit the specific needs of their maritime students.

Denydenko (2012) in her analysis for these definitions, Trenkner’s idea is to deliver a

handy linguistic and pedagogical marker for language teachers, allowing for a narrow and

wider logic of the term “Maritime English” that is enormously fruitful. It encourages the ME

community to understand in detail all aspects of the phenomenon called “Maritime

English”. (Denydenko et al., 2012,pp. 254). The author thinks that there is a linguistic

limitation for the Maritime English since it is limited within the maritime community and

maritime idioms too.

Haun (2014) states that maritime education caters for the sea and shore side resources

related activities. Against this background, the term maritime will be used in view of the

human related activities. Among these are: vessels operations, training, technological

aspects associated with naval architecture, navigation, port facilities as well as sea and

ashore resources. In lieu of the definitions above the researcher has coined a definition

of maritime education. Maritime education and training is the acquisition of the knowledge

and skills related to subjects in the maritime field that enhance competence in the

maritime context.
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Velikova (2009) said that IMO has obviously set out the English Language competence

requirements as a working language both in SOLAS, Chapter 5 and the STCW

convention and code. Under the latter document Officers of the navigational watch

necessitate satisfactory knowledge of written and spoken English to understand charts,

nautical publications, meteorological information and messages concerning the vessel’s

safety and operation and the requirement to communicate with other vessels, VTS

stations and multinational seafarers crew, and to use the IMO Standard Marine

Communication Phrases (SMCP).

IMO (2000), “ the IMO Standard Marine Communication Phrases (SMCP), has passed

through many developments until it reach its current form in 2001.” The SMCP’s historical

background can be summarized as; 15 In 1973 the IMO the Maritime Safety Committee

agreed at its twenty-seventh session that the English language should be used as a

common language for navigational purposes. The Standard Marine Navigational

Vocabulary (SMNV) was developed, adopted in 1977 and amended in 1985. At its sixty-

eighth session in 1997 the IMO Maritime Safety Committee adopted the Draft Standard

Marine Communication Phrases (SMCP) developed by the IMO Sub-Committee on

Safety of Navigation. The SMCP was adopted by the IMO Assembly in November 2001

as resolution A.918(22). Under the International Convention on Standards of Training,

Certification and Watchkeeping for Seafarers, 1978 and it amended the ability of
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understanding and using the SMCP is essential for the certification of the navigational

watch officers who are in charge of vessels of 500 gross tonnages or more.

Marc J. Riemer (2002) in his study on English and Communication Skills for the Global

Engineer states that, in the Engineering education, skills such as problem solving, 33

communications, interpersonal skills and critical and independent thinking should be

promoted, not only for the reason for getting an employment as they are qualities that

employers look for but because they should be part of any tertiary education. These are

the skills that are useful in professional as well as personal life. Interpersonal skills and

Communication skills.

Krapels and Davis (2000) if the academicians study and develop various courses for

developing the communication skills of the students it would be a great help to the

companies and would be helpful to the students in the long run

Worth (2004) found that interpersonal skills were the most frequently mentioned

competency required in entry level job ads from newspapers in 10 metropolitan areas.

This proves the indispensible role played by communication skills in achieving success.

According to Ken Gillstrom(2015) In all aspects of our lives, communicating is an essential

skill that we use to make friends, build relationships, and carry out everyday functions at
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work and play. Everyone has their individual style of communicating, some people being

more effective at it than others. Your ability to communicate can determine how

successful you will be at maintaining relationships or progressing through the ranks in the

workplace. Rarely does this ability or lack of it become life threatening. If the

communication process breaks down, we can retreat to another room, office or even get

away from the situation . . . and life will go on. At sea, the situation is very different. Your

safety, along with the safety of crew and vessel, is dependent on how well people

communicate on the vessel. Not only the safety concerns, but everyday life on the vessel

can be “awkward” if the communication process breaks down. There is nowhere to retreat

to or get away from the situation – the issues are full front and center. Using the wrong

wording or a “perceived” improper tone can easily lead to mutiny. Appropriate

communication on the vessel will not only make it safer and maintain an amicable attitude

amongst crew, but will also make daily life much more pleasant.

According to Amitava Chakrabarty(2017)Radio telecommunication at sea had undergone

a sea change in the last century. After the days of semaphores and flags (which is still

relevant today in some cases), radio brought about a drastic change in marine

communication at sea.From the early years of the last century, ships started fitting radio

for communicating distress signals among themselves and with the shore. Radio

telegraphy using Morse code was used in the early part of the twentieth century for marine
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communication. Marine communication between ships or with the shore was carried with

the help of on board systems through shore stations and even satellites. While ship-to-

ship communication was brought about by VHF radio, Digital Selective Calling (DSC)

came up with digitally remote control commands to transmit or receive distress alert,

urgent or safety calls, or routine priority messages. DSC controllers can now be integrated

with the VHF radio as per SOLAS (Safety Of Life at Sea) convention.

Based on the study of Oliver Panich (2017) In the new era of 2017 Maritime English is a

must for all the seafarers working globally. It is vitally important that those involved in any

operational situation communicate effectively. Maritime English proved to be a very

important part of a future navigating officer’s training and it will still gain in importance as

long as the shipping industry is in progress. It’s only up to young seafarers to get

acquainted with Maritime English as their lives, other crew members’ lives and the ship’s

integrity might depend on this particular aspect. When students that are not native English

go on board merchant vessels for the first time to be Apprentice Deck Officers (often

called Deck Cadets) they find it hard to learn anything from experienced Officers who are

speaking to them in English and also these Officers are not always speaking a correct

English.

Raju Ahmmed (2018) said that the communication difficulties faced by seafarers and the

roles that English teachers can play to eradicate these communication deficiencies. The
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study finds that although English is an international maritime language, the mariners are

yet to learn the skills of English efficiently. Over the years many accidents have occurred

due to communication gaps or misunderstood communications. As mariners are trained

before they go to the sea, the English teachers can do a lot to help them learn the

language efficiently. By using new innovative methods and techniques, the maritime

English teachers can produce fluent mariners who can encode and decode messages

accurately. Introduction Good communication is mandatory for maritime safety, security,

safe navigation and maritime business. Seafarers need communication on board ships

and this communication is mostly done through English because the maritime

professionals come from different countries speaking various languages.

Regarding to Ziarati, R. (2006) A careful study identified that 80% of maritime accidents

are down to human factors of which failure of communication represents one third.

English has been set as the language of the sea at an international level and it is used in

all situations such as ship-to-ship, ship-to-shore and between maritime personals

however it is not always non-problematic since nowadays ship crews are multi-national

instead of being from a single nation. Linguistic, paralinguistic and cultural and discourse

formation issues act as a barrier to the safety of the ships at sea. Communicative

language training set in the context of real-life situations at sea has hardly been part of

any curriculum for training merchant navy officers. It is found that English language skills

of the ships‟ crew is at a very low level, resulting in ineffective communication and it has
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also been identified that ineffective communication is the major cause of the many

accidents.

Trenkner (2002) said that the communication at sea plays extremely important role for

"safer shipping and cleaner oceans". Out of the four basic communication skills, i.e.

listening and speaking, reading and writing, listening and then speaking are the most

complex and complicated ones. Plus, listening and speaking amount to more than 85 %

of the total communication requirements a deck officer has to cope with in his or her

services on board and in the harbor.

According to H. Sampson (2001) Communication has existed with the existence of

mankind, perhaps even before that. Human beings depend on some form of

communication in order to conduct their daily transactions, or every day routines.

Merchant ships throughout the world have been known to employ multinational crews

ever since the second half of the 20 th Century. Thus a ships crew world include seafarers

from various nationalities and cultures. Sometimes the officers would be from the

shipowners country, junior officers from a third world country and ratings from another

third world country. Of the 1.2 million seafarers in the world possibly about twothirds of

the world merchant fleet have adopted multinational crews. One in ten ships operates

with crews composed of five or more nationalities.

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D. Mahmud ( 2012) said that communication skills is one of the elements of generic skills

that are essential among university students. Through their years in the university,

students would have been exposed to situations, in and outside of the lecture halls, where

they have to use their communication skills, for example group assignments and class

presentations. Therefore, the aim of this paper is to investigate the level of communication

skills among university students. Communication skills were measured via a self-

administered questionnaire and it assessed ten elements in communication skills,

including oral, written and social behavior. The reliability of the questionnaire was good,

with r > 0.08 in each sub construct. The results of this study found that university students

have achieved good communication skills.

Tores Evangelos(2007) Language is inseparable from culture, and what might at first

appear as a case of purely linguistic "miscommunication" is often embedded in a distinct

cultural perspective. In this introduction, we shall summarize a sociolinguistic position on

miscommunication and problematic talk, which might be of benefit to a study of

communication breakdown among any group of people marked by linguistic and cultural

diversity, such as seafarers. The concept of miscommunication resists any simple

definition, however, it remains a commonplace that reports of "things going wrong" in

communication are particularly frequent in cross-cultural encounters, and their

consequences can be extremely serious. There are often mismatches in the ways
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different communities attribute meaning to linguistic forms, or, indeed, to silence. "Even

cultural beliefs about the function of talk and silence can be a major source of

communication difficulties"

REFERENCES

Amitava Chakrabarty(2017) Marine Communication Systems

Retrieved Date: June 25 2019 From: Https://Www.Marineinsight.Com

D.Mahmud ( 2012) Communication Skills Among Students
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Retrieved Date: June 25 2019 From: Https://Www.Researchgate.Net

Denydenko (2012) Maritime English

Retrieved Date: June 24 2019 From: Https://Commons.Wmu.Se

Haun (2014)The Relevance Of Maritime Education And Training

Retrieved Date: June 24 2019 From: Https://Commons.Wmu.Se

Imo(2000)Maritimeenglishandcommunication.

Retrieved Date: June 24 2019 Fro: Https://Commons.Wmu.Se

Ken Gillstrom(2015) Effective Communication On Board

Retrieved Date: June 25 2019 From:Https://Currents.Bluewatercruising.Org

Krapels And Davis (2000) Developing Communication Skill Of The Students

Retrieved Date: June 24 2019 From:Https://Shodhganga.Inflibnet.Ac.In

Marc J. Riemer (2002) English And Communication Skills

Retrieved Date: June 24 2019 From:Https://Shodhganga.Inflibnet.Ac.In

Morrow And Johnson (2003) Communication Skills In English For Adults

Retrieved Date: June 24 2019 From:Https://Shodhganga.Inflibnet.Ac.In

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Oliver Panich (2017) Maritime English" For Deck Cadets

Retrieved Date: June 25 2019 From: Https://Www.Sailors-Club.Net

Pritchard (2003) English For Specific Purposes World

Retrieved Date: June 24 2019 From: Http://Www.Esp-World.Info

Ramirez (2003) On Maritime Education And Maritime English

Retrieved Date: June 24 2019 From:Https://Pdfs.Semanticscholar.Org

Trenkner (2002) Structure Of The Communication

Retrieved Date: June 25 2019 From: Http://Iamu-Edu.Org

Tores Evangelos(2007) Language And Misunderstanding

Retrieved Date: June 25 2019 From: Https://Maredu.Gunet.Gr

Velikova(2009 Iraqi Maritime Sector Case Study

Retrieved Date: June 24 2019 Fro: Https://Commons.Wmu.Se

Viney And Curtin (2001) Communication Skills In English For Adults

Retrieved Date: June 24 2019 From:Https://Shodhganga.Inflibnet.Ac.In

Velikova(2009 Iraqi Maritime Sector Case Study

Retrieved Date: June 24 2019 Fro: Https://Commons.Wmu.Se

Winbow (2002)English As A Foreign Language

Retrieved Date: June 24 2019 From:Https://Pdfs.Semanticscholar.Org

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Worth (2004) Interpersonal Skills And Communication Skills

Retrieved Date: June 24 2019 From:Https://Shodhganga.Inflibnet.Ac.In

Raju Ahmmed (2018) Difficulties Of Maritime Communication

Retrieved Date: June 25 2019 From: Https://Www.Researchgate.Net

Ziarati, R. (2006) Communication And Practical Training Applied In Nautical Studies

Retrieved Date: June 25 2019 From: Http://Www.Marifuture.Org

Chapter 3

RESEARCH METHODOLOGY

This chapter presents the discussion of the method of research, the respondents

of the study, the instruments, and the statistical analysis employed for the gathered data.
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Research Design

The study utilized the descriptive research design. It is a descriptive since the study

aim to understand the nature, characteristic components or aspects in the situation as a

phenomenon. This method seek to investigate whether a relationship existed between

the two variables, which are communication skills and academic standing (Bermudo et al,

2010). This quantitative research is a formal, objective, systematic process to describe,

examine and test relationship among variables. This type is best suitable.

Sources of Data

The study had two sources of data namely, primary and secondary sources. The

primary sources of data will be the BSMT 2nd year students in Westbay College. The

secondary sources of data were internet, unpublished theses, dissertations, dictionaries,

journals about communication skills and academic standing and other publications

deemed important to get the much-needed information for the present study.

Participants of the Study

The study will focus on the communication skills of maritime students in relation to

their academic standing in Purposive Communication. The researchers will gather 87

respondents from the 2nd year, BSMT major students in West Bay College. This research

will use survey questionnaire for an efficient gathering and analyzing data from a
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population. The samples of the study will be chosen through purposive sampling method.

This method will use to know the target population, the respondents will be chosen base

on the capability of the subject being studied or information needed.

Instrumentation and Validation

The questionnaire will be the data gathering instrument because it is the most

appropriate in gathering data that will be needed for this descriptive method of the

research study about the respondent’s communication skills and academic standing in

purposive communication. The instrument will be divided into 2 parts. The first part will

focus on the information regarding the importance of good communication skills among

the respondents in terms of speaking skills, listening skills, writing skills and reading skills.

And lastly, the second part will focus on the respondent’s academic standing. For

measuring the communication skills, the researcher will use MindTools’ The

Communication Quiz and Grading Scale for respondents’ academic standing.

The researcher will ask the panel experts from the field of maritime, research and

statistics to ensure its validity. The upcoming results will tally and give to the statistician

to test its reliability.

Evaluation and Scoring

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To determine the knowledge of good communication skills, the following measures

will be use:

Assigned Numerical Categorical Verbal

Points Ranges Response Interpretation

56-75
4 Very Often Excellent

3 Often

36-55
2 Sometimes Good

1 Rarely

15-35
0 Not at all Poor

To determine the respondents’ academic standing in purposive communication,

the following measures will be used:

Grade Point Verbal

Equivalent
Percentage Interpretation

98-100 1.00 Excellent

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94-97 1.25 Excellent

90-93 1.50 Superior

86-89 1.75 Superior

82-85 2.00 Very Good

78-81 2.25 Very Good

74-77 2.50 Good

70-73 2.75 Good

66-69 3.00 Satisfactory

62-65 3.25 Satisfactory

58-61 3.50 Fair

54-57 3.75 Fair

50-53 4.00 Pass

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45-below 5.00 Failed

Data Gathering Procedure

The researchers will present the survey questionnaires for approval and will draft

letter that will be sign by the Dean that will be address to the school admin. Included in

the letter is the inquiry regarding the number of students and approval for dissemination

of the questionnaires. Right after the approval of the questionnaires, the researchers will

discuss the purpose of the study to the respondents and the importance of their

cooperation. Thereafter, the researchers will administer the questionnaire to the target

respondents. After the respondents completely answer the questionnaire, the

researchers will tally, analyze and interpret the given data.

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter provides the presentation, analysis and interpretation of the data that

were gathered. The data are presented according to the statement of the problem in

Chapter 1.
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1. Knowledge of Good Communication Skills

Table 1

Knowledge of Good Communication Skills: Reading and Writing skills

Reading and Frequency Percentage Interpretation

Writing

5 2 4% Highly

Knowledgeable

4 31 52% Knowledgeable

3-2 26 43% Moderately

Knowledgeable

1-0 1 2% Not Knowledgeable

Total 60 100%

As shown in Table 1,in terms of the knowledge in communication skills as to reading

and writing, 60 students were given a check up test made up of 5 questions. The largest

number of 31 students obtained 4 correct answers equivalent to 52 % interpreted as

knowledgeable. This is followed by 26 respondents equivalent to 43% who obtained 3-2

correct answer and interpreted as moderately knowledgeable. 2 respondents equivalent

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to 4% obtained perfect score of 5 and interpreted as highly knowledgeable and only 1

respondent equivalent to 2% who obtained 1-0 and interpreted as not knowledgeable.

Table 2

Knowledge of Good Communication Skills: Listening Skills

Listening Frequency Percentage Interpretation

5 2 3% Highly

Knowledgeable

4 28 47% Knowledgeable

3-2 Moderately

27 45% Knowledgeable

1-0 3 5% Not Knowledgeable

Total 60 100%

Table 2 shows the knowledge in communication skills in terms of listening , 60

students were given a check up test made up of 5 questions. The largest number of 28

students obtained 4 correct answers equivalent to 47% interpreted as knowledgeable.

This is followed by 27 respondents equivalent to 45% who obtained 3-2 correct answer

and interpreted as moderately knowledgeable. 3 respondents equivalent to 5% obtained

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perfect score of 1-0 and interpreted as not knowledgeable and 2 respondents equivalent

to 3% who obtained 5 and interpreted as highly knowledgeable.

Table 3

Knowledge of Good Communication Skills: Speaking Skills

Speaking Frequency Percentage Interpretation

91-95 1 1% Superior

86-90 22 37% Very Good

81-85 16 27% Good

76-80 12 20% Satisfactory

70-75 9 15% Fair

Total 60 100

Table 3 shows the knowledge in communication skills in terms of speaking , 60

students were given a check up test made up of 4 criteria. The highest number of 22

students obtained 86-90 score equivalent to 37% interpreted as Very Good . This is

followed by 16 respondents equivalent to 27% who obtained 81-85 score and interpreted

as Good . 12 respondents equivalent to 20% obtained 76-80 score and interpreted as

Satisfactory and 9 respondents equivalent to 15% who obtained 70-75 and interpreted as
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Fair. The lowest number of 1 student obtained 91-95 score equivalent to 1% interpreted

as Superior.

Table 4

Descriptive Statistics

Mean Std. N
Deviation

Grade of 82.3667 5.21591 30

Speaking

Grade of Listening 82.4000 5.87572 30

Grade of Reading 83.2000 7.01919 30

Grade of Writing 83.1667 7.71064 30

Academic Grade 2.0167 .64304 30

Final

Table 5
Partial Correlations between control variable - Academic Performance vs GPA
variable.

Control Variables Grade of Grade of Grade of Grade Academic

Speaking Listening Reading of Grade
Writing Final

-none-a Correlation 1.000 .831 .856 .888 -.657

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Significance . .000 .000 .000 .000

Grade of (2-tailed)
Speaking
df 0 28 28 28 28

Correlation .831 1.000 .748 .755 -.545

Grade of Significance .000 . .000 .000 .002

Listening (2-tailed)

df 28 0 28 28 28

Correlation .856 .748 1.000 .928 -.457

Grade of Significance .000 .000 . .000 .011

Reading (2-tailed)

df 28 28 0 28 28

Correlation .888 .755 .928 1.000 -.507

Grade of Significance .000 .000 .000 . .004

Writing (2-tailed)

df 28 28 28 0 28

Correlation -.657 -.545 -.457 -.507 1.000

Academic
Significance .000 .002 .011 .004 .
Grade
(2-tailed)
Final
df 28 28 28 28 0

Correlation 1.000 .748 .829 .854

Academic Grade of Significance . .000 .000 .000

Speaking (2-tailed)
Grade
Final
df 0 27 27 27

Correlation .748 1.000 .669 .663

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Significance .000 . .000 .000

Grade of (2-tailed)
Listening
df 27 0 27 27

Correlation .829 .669 1.000 .908

Grade of Significance .000 .000 . .000

Reading (2-tailed)

df 27 27 0 27

Correlation .854 .663 .908 1.000

Grade of Significance .000 .000 .000 .

Writing (2-tailed)

df 27 27 27 0

a. Cells contain zero-order (Pearson) correlations.

A Pearson-r statistics - utilizing SPSS partial correlation, tabulated from table.1,

above, used to examined between the academic performance(Academic-Grade-Final) as
the control variable, correlated with the following GPA-variables(Speaking, Listening,
Reading, Writing) respectively: Speaking at (r,(28) = -.657, and p<.001), the relationship
was negative, strongly correlated and statistically significant; Listening at (r,(28) = -.545,
p<.001), the relationship was negative, moderately correlated and statistically significant.
Reading at (r,(28) = -.457,p =.01), the relationship was negative, moderately correlated
and statistically significant. Writing at (r,(28) =

-.507, p<001), the relationship was negative, moderately correlated and statistically
significant.
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Chapter 5

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of the findings; the conclusions arrived at based

on the findings and recommendations offered.

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This descriptive research study sought to determine the level of knowledge on The

Communication Skills of Maritime Students in Relation to their Academic Standing in

Purposive Communication.

Specifically, the study sought at answering the following question:

2. What are the knowledge of good communication skills among maritime students?

1.1 Speaking skills

1.2 Listening skills
1.3 Writing skills
1.4 Reading skills

2. What is the academic performance of the respondents in terms of their G.P.A in

purposive Communication?

4. Is there a significant relationship between the knowledge of good communication

skills and G.P.A of the respondents on purposive communication ?

Summary of Findings

The following findings were based on the statement of the problem as posited in this

study.
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The findings of the study results that the knowledge of good communication skills and the

academic performance of the respondents in terms of their G.P.A., on purposive

communication has significant relationship using partial correlation analysis. The

academic performance of the respondents as the control variable paired with Speaking

resulted with the strong correlation but on the negative direction since the conversion of

the GPA raw scores against the GWA (Grade Weighted Average) equivalence were

ascending/descending oppositely. If the scores of both variables were equated similarly

ascending, then the correlation results were positively directed. The p-value of the paired

variables (Academic Performance and Speaking) was much lower than .05. resulted to

rejection of the null hypothesis of the study. The academic performance paired with

Listing resulted with moderately strong correlation but on the negative direction while the

p-value was less than the alpha level of .05 making it statistically significant. In summary,

the overall results of the relationship between the academic performance paired with the

GPA had negatively strong correlation, resulted with a significant relationship between

the control variable (academic performance) and the GPA (Speaking, listening, Reading,

Writing) variables by way of the partial correlation tool using SPSS software. Somehow

interestingly, the importance of good communications skills could also be evaluated by

other non-linear analysis, that would have positive inferential statistics in terms of

practicality, clinical, and theoretical implementations. These are also indispensable

attributes in acquiring effective communication skills, The weakness of the survey lies

with the number of respondents that represent the total population of the respondents
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due to settings, time, and duration on data collection, and some lurking variables inherent

with any study. Its strength may lie on the quantitative measurement with the 95%

confidence level that resulted to strong, negatively correlated direction and statistically

significant p-value.

Conclusion:

Overall, this study quantitatively affirms that good communication skills are directly related

to the level of G.P.A in purposive communication by linear correlation analyses. The

research also points to the potential effect of non-linear evaluation on the level of G.P.A

in relation to communication skills acquired. Suggestively, further research hence,

advised for better reliability and validity on the implications of the level of GPA in line with

communication skills among maritime students from different environment.

Recommendation:

From the predictive linearity attributes of the Pearson-r significant relationship

between control variable and GPA, the proponent suggests the following proposals:

1. Maritime English professors must be upgraded and updated for GPA training and

development.

2. Professors teaching GPA topics must be given a dedicated load for the English

subjects especially on maritime.

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3. The administration must be fully consulted on the results of the significance of the

study with respect to the cost and the beneficial analysis.