ASSESSING THE ROLE OF TECHNOLOGY IN ENHANCING THE DELIVERY

OF MARITIME EDUCATION AND TRAINING

A Research Study

Presented to the Faculty of the

College of Maritime Education

University of Cebu Lapu-Lapu and Mandaue

A.C. Cortes Ave, Mandaue City, 6014 Cebu

In Partial Fulfillment

Of the Requirements for the

Degree of Bachelor in Science Marine Transportation

by:

Bartolini, Kherl S.

Bartolini, Stephanie Kane

Fabroa, Zane Andre F.

Misoles, Marc Justin B.

MAY 2024
 APPROVAL SHEET

IN PARTIAL FULFILLMENT of the requirements for the Degree of Bachelor

of Science in Marine Transportation, this research entitled “ASSESSING THE
ROLE OF TECHNOLOGY IN ENHANCING THE DELIVERY OF MAR-
ITIME EDUCATION AND TRAINING”, prepared and submitted by Kherl S.
Bartolini has been examined, accepted, and approved by ORAL DEFENSE.
MS. GLORIA DENIEGA
Adviser

ACCEPTED AS partial fulfillment of the requirements for the Degree of

Bachelor of Science in Marine Transportation.

CAPT. RONELIO I. TISOY

OIC Dean, College of Maritime Education

APPROVED by the tribunal at Oral Defense with the grade of PASSED.

PANEL OF EXAMINERS

REY CARLITO Q. ARANZADO, MST

Chairman

DR. MARIFE CANETE CARREON MR. ELDIE ARRIESGADO

Program Research Coordinator/Member 1 Statistician

CAPT. RONELIO I. TISOY

OIC Dean, College of Maritime Education

ATTY. MARICHU DIHAYCU GARCIANO

Research Director

Date: May 06, 2024

 ACKNOWLEDGEMENT

This study would not have been successful without the help and support of
the following persons who became our inspiration in writing this thesis. It is our
greatest pleasure that we may be able to extend our heartfelt thanks to the following:

To our Almighty God, we sincerely thank you for your constant support and
direction during our research endeavors. We are eternally grateful for your blessings,
and your heavenly presence has been a constant source of inspiration and strength
for us.
To Ms. Michelle Zulueta, the researchers’ instructor, we would like to ex-
press our sincere gratitude for your wonderful guidance and constant commitment
during our research projects. Your knowledge and perceptive advice have greatly in-
fluenced our academic development and deepened our comprehension of the re-
search process.
To Ms. Gloria Deniega, the researchers’ adviser, we sincerely thank you for
your constant encouragement and support during our research endeavors. Your ex-
tensive expertise and steadfast dedication have been our main sources of support and
have helped us gain a deeper comprehension of the field of study.
To Mr. Eldie Arriesgado, the researchers’ statistician, we would like to ex-
press our sincere gratitude for your professional help and priceless contributions to
our study. Your mastery of statistics and painstaking attention to detail have been
crucial in guaranteeing the validity and rigor of our results.
 DEDICATION

The researchers would like to dedicate this study to their families for providing
encouragement and support, to the marine transportation students who are also the
study’s respondents for their involvement in its completion, to the instructors who
helped the researchers along the way, and to any future researchers who might find this
study useful sa a guide or reference.
 iv

ABSTRACT

Maritime education was constantly changing, and new technologies and teaching
methods were continually being discussed and debated. As the shipping industry em-
braced digitalization, this study aimed to explore the challenges and benefits of using
technology in maritime education. This paper examined how combining technology with
traditional teaching methods could improve the learning outcomes of future maritime
professionals.
The study showcased a quantitative-descriptive survey approach conducted at the
University of Cebu Lapu-Lapu and Mandaue. A total of 315 respondents were randomly
chosen and surveyed through a Google form. The maritime technologies involved in the
survey were Electronic Chart Display System (ECDIS), Automatic Identification Sys-
tem, Ship Handling Simulators, Global Maritime Distress and Safety System (GMDSS),
Augmented Reality (AR) and Virtual Reality (VR), Remote Sensing Technologies, and
E-learning Platforms. The information gathered from the survey was then interpreted us-
ing frequency count and weighted mean to calculate the effectiveness of using technolo-
gies in enhancing the delivery of maritime education and training.
Overall, the findings revealed that students strongly agreed that using those tech-
nologies was highly effective in enhancing their practical skills and theoretical thinking
ability. For all maritime technologies involved in this study, had a rating of 4.20 - 5.00 as
a weighted mean average and were described as highly effective. This indicated that the
technologies made a huge impact in providing quality maritime education and training.

Keywords: technology integration, enhancement, teaching methods, learning outcomes,

future maritime professionals
 TABLE OF CONTENTS
Approval Sheet i Ac-
knowledgement ii Dedi-
cation iii
Abstract iv
CHAPTER 1: THE PROBLEM AND ITS SCOPE 1
INTRODUCTION 1
Rationale of the Study 1
Theoretical Background 3
Review of Related Literature 6
THE PROBLEM
Statement of the Problem 13
Significance of the Study 14
RESEARCH METHODOLOGY
Research Design 15
Research Environment 15
Research Respondents 16
Research Instruments 16
Dry Run Procedure 16
Research Procedure 17
Data Gathering 17
Data Analysis 17
Ethical Consideration 18
Trustworthiness of the Research 18
DEFINITION OF TERMS 19
CHAPTER 2: PRESENTATION, ANALYSIS 20
AND INTERPRETATION OF DATA
Profile of the respondents 20
Delivering Classroom Instructions 23
Academic Achievements
Delivering Laboratory Activities 26
 Skills Development
CHAPTER 3: SUMMARY, FINDINGS, CONCLUSION AND 33
RECOMMENDATIONS
Summary 33
Findings 34
Conclusion 35
Recommendations 36
REFERENCES 38
APPENDICES 40
Appendix A: Transmittal Letter 40
Appendix B: Informed Consent 41
Appendix C: Research Questionnaire 47
Appendix D: Research Environment 52
Appendix E: Dry Run Result 53
CURRICULUM VITAE 56
 LIST OF TABLES AND FIGURES
Table Description Page No.

1. Reliability Statistics 16
2. Year Level Distribution of the Respondents
20
3. Percentage of Technologies Mostly Picked by Respondents 21
for Learning Experience
4. Delivering Classroom Instructions (Academic Achievement) 23
5. Delivering Classroom Instructions (Skills Development) 26
6. Effectiveness of Technologies Rated by Respondents 29
from their Learning Experience
7. Test of Reliability of Questionnaire 53
 1

CHAPTER I
THE PROBLEM AND ITS SCOPE
INTRODUCTION
The Rationale of the Study

In the dynamic domain of maritime education, the confluence of tech-

nological advancements and pedagogical practices shapes a critical discourse.
As the naval industry navigates the complex currents of digital transforma-
tion, this research seeks to unravel the intricacies and implications of integrat-
ing technology within educational frameworks. This paper will dissect the
power of combining technology and teaching methods to boost future mar-
itime professionals' academic success.

In the international maritime arena, the University of Cebu Lapu-Lapu

and Mandaue (UCLM) stands as a representative of the Philippine marine ed-
ucation sector. The global marine industry is experiencing a paradigm shift
driven by technological advancements, demanding a workforce equipped with
contemporary skills. Across international waters, maritime educational institu-
tions are adapting to the challenges of integrating emerging technologies into
their curricula to ensure graduates are competent in using advanced naviga-
tion systems, vessel management technologies, and communication tools
(Sima et al., 2020).

In the Philippines, a country deeply tied to maritime pursuits, a signifi-

cant change occurred in the national marine scene. The maritime industry
contributes significantly to the national economy as the Philippine govern-
ment collaborates. Maritime education institutions it is prioritizing the mod-
ernization of naval education to meet industry demands (Ebarvia, 2016). Na-
tional maritime authorities are keen on ensuring that institutions like UCLM
play a pivotal role in producing graduates who can seamlessly transition into a
workforce characterized by technological advancements.
As a result, the rsearchers were encouraged to conduct this study on
“Assessing the Role of Technology In Enhancing the Delivery Of Maritime
 2

Education and Training”. This study will determine the role of technology in
the delivery of maritime education and training to maritime students. Being a
skilled Marine Transportation student has a big influence on personal aspects
since skilled Mariners are in great demand in shipping companies. The re-
searchers are also concerned about the school's reputation in producing com-
petent maritime students because it shows that the school provides students
with a high-quality education and prepares them for success in the maritime
industry. Improvements begin with small steps, which prompted the re-
searchers to conduct this study.

Theoretical Background

Technology has emerged as a vital instrument in today's educational

environment, altering conventional teaching approaches in some subject ar-
 3

eas. This study investigates how technology can enhance maritime education
for nautical students. With its own demands and difficulties, the marine indus-
try calls for a thorough grasp of how technology may improve the educational
process and guarantee that students graduate with the information and abilities
needed for a constantly changing and dynamic field.
This study revolves around the Technological Pedagogical Content
Knowledge (TPACK). Developed by Mishra and Koehler (2006), TPACK
proposes that effective teaching requires a nuanced integration of technologi-
cal knowledge, pedagogical strategies, and content expertise. In maritime edu-
cation, TPACK underscores the importance of educators comprehending the
intersection of technology, teaching methods, and naval studies content. This
theory serves as the foundational pillar for exploring how technology can be
seamlessly incorporated into the education and training of marine students,
ensuring a holistic and practical learning experience.
Furthermore, Technology Acceptance Model (TAM) by Davis (1989).
TAM delves into the elements affecting an individual's choice to embrace new
technology, centering on perceived usefulness, perceived ease of use, attitude
toward technology usage, social influence, and perceived risk. Evaluating
these aspects can help recognize potential barriers to technology adoption
among seafarers and develop strategies to overcome them.
Task-Technology Fit (TTF) theory, created by Delwar L. Goodhue and
Ronald L. Thompson (1995), posits that the effectiveness of a technology
hinges on how seamlessly it aligns with the tasks it aims to fulfill. In part of
maritime education and training (MET), the Technology Task Fit (TTF) the-
ory underscores the importance of thoughtfully selecting and incorporating
technologies that align precisely with the particular requirements and essential
aspects involved in training and improving the competencies of seafarers.
According to the Theory of Constructivism, learning is an active
process where individuals construct knowledge based on their experiences and
interactions with the environment (Vygotsky, 1978; Piaget, 1973). In the mar-
itime education context, the integration of technology facilitates interactive
 4

and experiential learning. Virtual simulations, augmented reality, and other

technological tools create immersive environments, allowing students to en-
gage with realistic scenarios and enhance their problem-solving skills. By
aligning with the principles of constructivism, technology becomes a catalyst
for fostering a deeper understanding of maritime concepts and cultivating crit-
ical thinking among students.
Moreover, Jean Lave and Etienne Wenger's Situated Learning princi-
ples (1991) propose that technology can simulate genuine maritime situations,
enabling learners to practice skills in authentic contexts. This theory views
learning as a situated practice deeply rooted in social and cultural settings.
MET approaches following situated learning stress the significance of authen-
tic experiences replicating real-world maritime scenarios, frequently incorpo-
rating technology into the learning process.
The Cognitive Learning Theory by Jean Piaget (1950), a Swiss psy-
chologist suggests that mental processes like attention, memory, and problem-
solving aid in the learning of maritime skills and knowledge. According to
this concept, the goal of maritime education is to maximize learning through
active student participation, relevant context for newly acquired knowledge,
and the promotion of the growth of mental processes techniques for analysis
and self-control. The ability of seafarers to navigate complex maritime set-
tings, make informed decisions, and successfully respond to issues at sea can
be improved by maritime training programs by utilizing instructional ap-
proaches that prioritize conceptual comprehension, critical thinking, and prac-
tical application.

Albert Bandura's Social Learning Theory (1977) provides a fundamen-

tal framework for comprehending the dynamics of maritime education and
training. According to this theory, people pick up knowledge, abilities, and atti-
tudes from observation and contact with people in their social surroundings in
addition to firsthand experiences. This theory highlights the critical role that
instructors, classmates, and experienced seafarers have as role models for
learning in the context of maritime education. Aspiring seafarers can acquire
 5

practical expertise and internalize the norms, values, and safety protocols nec-
essary for navigating the complex maritime environment by observing and
modeling the behaviors, decision-making processes, and problem-solving
strategies of experienced professionals. Furthermore, social reinforcement
mechanisms in maritime educational institutions and onboard ships promote
desired behaviors and foster a culture of continuous learning and improvement
among seafaring communities.
In summary, the theoretical frameworks of TPACK, TAM, TTF, Con-
structivism, Situated Learning, Cognitive Learning , and Social learning pro-
vide valuable insights on how technology can enhance MET delivery. The
mother theory is TPACK, which emphasizes the relevance of teachers' techno-
logical, pedagogical, and content expertise for efficient technology integra-
tion. TAM and TTF shed light on the issues that influence sailors' and instruc-
tors' acceptance and use of technology. Constructivism and located Learning
guide the development of technology enhanced learning experiences that en-
courage active learning and located practice. Cognitive Learning Theory fo-
cuses on mental processes like memory, problem-solving, and decision mak-
ing, which are essential for seafarers to navigate complex maritime environ-
ments successfully. Social Learning Theory explains how seafarers learn and
develop competencies through observation, mentorship, and participation in
the onboard community of practice. By relying on these theoretical frame-
works, this study can contribute to a better understanding of how technology
can be utilized to improve MET delivery and increase seafarers' skills and
knowledge.
 6

Review of Related Literature

According to a study by Mallam, Nazir, and Renganayagalu in the

Journal of Marine Science and Engineering (2019), the incorporation of simu-
lators in maritime education and training plays a crucial role in enhancing the
skills of seafarers. The introduction of immersive technologies like virtual re-
ality (VR), augmented reality (AR), and mixed reality (MR) has brought
about new and distinctive capabilities in maritime simulation. As new para-
digms in maritime operations continue to emerge, there is a necessity for new
skill sets, potentially rendering previously essential seafaring competencies
outdated. It suggests a continual need for growth and updates of the techno-
logical and technical skills of the seafarer, which are already a focal point in
their formal education and professional careers.
According to a study by A Alop - European Navigation Conference
(ENC), “The Challenges of the Digital Technology Era for Maritime Educa-
tion and Training” (2019), the convergence of physical, digital, and biological
sciences characterizes the challenges posed by the digital technology era
within the maritime education and training landscape. This amalgamation ne-
cessitates a workforce equipped with traits like creativity, social skills, physi-
cal finesse, empathy, adaptability, resourcefulness, and teamwork, aligning
with the demands of the fourth industrial revolution. The study highlights that
current educational systems, often reliant on standardized information and
procedures, may not effectively accommodate these evolving principles. Sea-
farers of the future must receive an education capable of adapting quickly to
changing paradigms to remain agile. The study underscores the significance
of lifelong, comprehensive, and fair formal education as the cornerstone for
success in an uncertain future.
Popova, H.V., and Lvov, M. study entitled “Simulation technologies of
virtual reality usage in the training of future ship navigators” (Feb. 2020), ex-
amines the educational process. It analyzes scientific articles using theoretical
 7

and empirical methodologies. The findings demonstrate how the use of virtual
reality simulation technologies in postsecondary maritime education improves
professional thinking, increases the effectiveness of instruction, and raises the
standard of professional competence development.
According to E. Demirel (2020), Universal Journal of Educational Re-
search “Maritime Education and Training in the Digital Era”. Automation and
digitalization are causing the shipping sector to change quickly, and highly
qualified sailors must be able to keep up with the continuously evolving tech-
nological landscape. Education institutions need to use IT technology, em-
brace new programming, and comprehend the implications of digitalization to
educate students about the demands of the future. To fill in the gaps in the ed-
ucational system, businesses and educational institutions must work together.
While digitization can improve teaching and learning activities, traditional
seafarer training concentrates on practical skills.
In the study of Vujičić, S.; Hasanspahić, N.; Car, M.; Čampara, L. Dis-
tributed Ledger Technology as a Tool for Environmental Sustainability in the
Shipping Industry. J. Mar. Sci. Eng. (2020), 8, 366. Over recent years, various
sectors have embraced technology and digital systems to automate, hasten,
and safeguard specific procedures. However, stakeholders in maritime trans-
port continue to rely on physical documents for conducting business. Supply
chain monitoring, internal communication, sustainability, quality control, and
time management remain challenging across industries. Despite technological
advancements, routine onboard tasks like cargo operations, navigation, and
different inspections within the shipping sector still heavily rely on paper-
based documents that necessitate manual signing and stamping.
In the study by Balcita, R. E., & Palaoag, T. D. (2020). Augmented
reality model framework for maritime education to alleviate the factors affect-
ing the learning experience. Int. J. Inf. Educ. Technol, 10(8), 603-607. One of
the aspects of the maritime education development process that aims to pre-
pare ship officers and other specialists is the thorough selection of the learn-
ing content according to fundamental necessities. Therefore, structuring the
 8

learning content of the subjects, both significant to the profession and con-
forming to the requirements set by professional bodies, is one of the issues
addressed by curriculum developers.
According to a study by Chong-Ju Chae, Daegun Kim, and Hyeong-
Tak Lee, “A study on the analysis of the effects of passenger ship abandon-
ment training using VR” (2021). Virtual reality (VR) is being used in mar-
itime education and training (MET) to familiarize employees with engine
room systems, dangerous work onboard, and emergency response. This study
investigates satisfaction with VR education, its impact, and areas requiring
training emphasis. Results will contribute to the extended application of MET
using VR and help identify areas for training to reduce maritime accidents.
In the study of Ivona Milić-Beran, Dragana Milošević, Senka Šeku-
larac-Ivošević KNOWLEDGE-International Journal 46 (1), 119-125, (2021).
Maritime education and training follow the development of marine technol-
ogy and economy and are interrelated and interdependent in many ways. With
the rapid growth of our society, maritime schools use advanced simulators to
replicate real-world scenarios, allowing students to practice navigation, en-
gine operation, and emergency procedures in a safe and controlled environ-
ment.
In the study of Aboul-Dahab, Karim, “The Readiness of the Maritime
Education for the Autonomous Shipping Operations” (June 15, 2021). focuses
on the realm of automation and its implications. The study anticipates that pi-
lotless shipping will present a more efficient mode of transporting cargo, aim-
ing to decrease expenses and mitigate accidents resulting from human errors.
Additionally, autonomous operations align with sustainable and environmen-
tally friendly transportation. The International Maritime Organization (IMO)
is rating the current conventions adopted by IMO to ascertain their relevance
to vessels with varying degrees of automation. This assessment aims to estab-
lish a regulatory framework for Maritime Autonomous Surface Ships
(MASS).
 9

According to the study conducted by SA Voloshynov, FM Zhuravlev,

IM Riabukha, VV Smolets, HV Popova (2021) “Application of VR technolo-
gies in building future maritime specialists' professional competencies.” The
essay highlights the possibilities for interactive and representational learning
by examining the application of virtual reality (VR) technology in maritime
education. It talks about how difficult it is to incorporate virtual reality (VR)
into marine education and training, as well as how virtual courses might help
future maritime specialists become more competent professionals. Addition-
ally, the predictive validity of VR simulators are highlighted in the paper.
According to a study by Tae-eun Kim, Amit Sharma, Morten Bustgaard,
William C. Gyldensten, Ole Kristian Nymoen, Hasan Mahbub Tusher &
Salman Nazir “The continuum of simulator-based maritime training and edu-
cation” (2021), digital technologies are becoming more widely used in mar-
itime education and training (MET) as a result of the COVID-19 pandemic.
This study evaluates the MET's current simulators and forecasts how virtual
reality and cloudbased simulators are used. It draws attention to the impor-
tance of teachers, the difficulties and possibilities in simulator-based MET,
and the necessity of adhering to pandemic regulations.
According to T. Zhytomirska Academic Notes Series Pedagogical
Science (2022). "Regarding fostering technical knowledge and expertise
among future leaders in the maritime sector." One of the main concerns in
continuing education is the training of skilled experts with scientific knowl-
edge, technological culture, and professional competence. Students can
strengthen their professional orientation, apply theory in practice, and ap-
proach theoretical knowledge with interactive technology. As a result, man-
agerial traits, including initiative, sociability, attention, efficiency, discipline,
and management skills, are developed. It also assists students in mastering so-
cial situations, coming up with the best solutions using contemporary technol-
ogy, thinking critically, independently, and methodically, and constantly learn-
ing new information for their future professional endeavors in the marine sec-
tor.
 10

In the study of Bhuiyan, Z., Sohal, J.S. (2022). Emergence of ‘Cloud

Simulation’ as a Virtual Learning Tool in Maritime Education. Simulators
have long been acknowledged as effective instruments for imparting maritime
education and training, serving as a crucial component for mandatory compe-
tency and professional training among seafarers. However, the exploration of
simulators in delivering remote and online maritime education and training
has gained significant attention. This chapter emphasizes the need to explore
alternative methods for providing simulation-based training, particularly dur-
ing the COVID-19 pandemic when in-person practical training became chal-
lenging.
According to Yuen KF, Tan L, and Loh HS (2022), Core Competen-
cies for Maritime Business Educators in the Digital Era. The study aims to ad-
dress the impact of digitalization by (1) recognizing the emerging essential
skills required by maritime business educators (MBE) and (2) evaluating how
these competencies influence perceived teaching effectiveness. The first phase
involved an extensive literature review to establish a competency framework.
Following this, an online survey was conducted among 196 faculty members
from the top 10 maritime universities worldwide, identified based on the
Hong Kong Polytechnic University's Worldwide Maritime School Rankings.
Lützhöft, Margareta (2022). Maritime Education for a Digital Industry.
University Of Tasmania. Journal contribution. The rapid pace of change is ex-
pected to continue, particularly with the upcoming adoption of artificial intel-
ligence and increased automation. While these advancements offer numerous
opportunities for innovation and enhancements within the maritime sector,
they also bring forth several challenges. "The objective of this research is to
investigate the impact of these alterations on seafarers, with a particular em-
phasis on their education and continuous professional development during
their careers."
According to Le Yi Koh, Xue Li, Xueqin Wang & Kum Fai Yuen (2022),
Key knowledge Domains for maritime shipping executives in the digital era: a
knowledge-based view approach. The focus on educating the maritime work-
 11

force becomes critical amidst the rise of disruptive technologies and the accel-
erated digital transformation triggered by the COVID-19 pandemic. Employ-
ing insights from the knowledge-based view and business logistics manage-
ment framework, this research aimed to establish a structured framework that
identifies and prioritizes existing and upcoming pertinent knowledge areas
and their subdivisions for maritime shipping executives. Following a compre-
hensive literature review, the study outlines five principal domains – digital-
ization, naval business, sustainability, personnel development, and supply
chain management (SCM). These domains consist of 23 specific areas of
knowledge.
In the study conducted by (A Sharma – 2023), ongoing technological
advancements offer new avenues of exploration in maritime education and
training. Increasing automation and digitalization are changing the operational
profile of seafarers working on merchant ships and their skill requirements for
different functions. Today, we need safer waters, and to do that, we need bet-
ter-trained sailors. The training are based on theoretical and practical knowl-
edge acquired in various university courses. The old education system had a
ratio of theoretical and practical knowledge that was in favor of the old sys-
tem.
According to Cabaron, R.R. in 2023, in the study titled "Improving the
Digital Proficiency of Maritime Education Faculty in the Philippines Through
DigComp 2.0 Framework,". Developing digital learning materials is vital for
educational progress as it requires digital competence.
In this study conducted by Zeshan Raza, Johan Woxenius, Ceren Altun-
tas Vural, and Mikael Lind “Digital transformation of maritime logistics: Ex-
ploring trends in the liner shipping segment” (2023) The maritime logistics in-
dustry is undergoing a digital transformation due to evolving shipper needs,
rising competition, advancements in digital technologies, and a desire to in-
crease cost and operational efficiencies. However, unlike other industries, the
liner shipping industry has been more conservative in adopting innovations. It
identifies leading strategies for digitalization in this segment and defines digi-
 12

tal transformation for the industry. The study also identifies nine significant
barriers and nineteen different pathways to digital transformation. Understand-
ing these challenges and success factors is crucial for developing a healthy dig-
ital transformation process.
According to Amit Sharma, University of Bergen, “Potential of tech-
nology supported competence development for Maritime Education and Train-
ing” (2023). The thesis explores the potential of AI in maritime classrooms, us-
ing a chatbot called FLOKI to train Collision Avoidance Rules. The chatbot re-
ceived a high usability score, indicating its potential for distributed learning.
The study also examines the 21st-century skills required for maritime students,
focusing on information processing and content creation. The findings suggest
revisiting technical competence requirements for seafarers and evaluating ex-
isting competence themes under STCW regulations. Future research should fo-
cus on different roles, methodologies, and geographical regions.
M.C. Tsou study entitled “Using GIS to obtain celestial fix under the
framework of an ECDIS system” (September 2020), examines the Electronic
Chart Display and Information System (ECDIS) has evolved into a complex
computer-based ship key operational technology system that plays critical
roles in safe ship navigation and transportation. While the International Mar-
itime Organization's (IMO) ECDIS performance standards and accompanying
circulars govern ECDIS software maintenance, shipowners install and ECDIS
equipment manufacturers support the underlying software and hardware ar-
rangements. In this article, we evaluate ECDIS cyber security in order to in-
vestigate the source of ECDIS cyber security vulnerabilities. A collection of
ECDIS systems is analyzed with an industry-leading vulnerability scanning
software tool, and cyber risks to the ECDIS backup scheme, underlying operat-
ing system, and third-party apps are investigated.
 13

THE PROBLEM
Statement of the Problem
This study aimed to assess the role of technology in enhancing the delivery of
maritime education and training. The result served as the basis for recommendations.

Specifically, it sought to answer the following questions:

1. What specific technologies are being used to deliver maritime education and
training at the University of Cebu Lapu-Lapu and Mandaue?
2. What is the role of technology used in enhancing the delivery of maritime ed-
ucation and training in terms of:
2.1 Delivering Classroom Instructions;

2.2 Delivering Laboratory Activities

3. How effective is the role of technology in enhancing the delivery of maritime
education and training?
4. Based on the result of the study, what recommendation may be proposed?
 14

Significance of the Study

This study would provide valuable insights into the current state of
technology integration in MET at the University of Cebu Lapu-Lapu and
Mandaue. The findings would inform the development of a proposed program
to enhance the effectiveness of technology integration, leading to improved
learning outcomes, skill development, and career preparedness for maritime
students.
Maritime Students – Students studying maritime education stand to
gain from this research since it has the potential to improve the quality of their
training and education. By utilizing technology, students may have access to
online databases, simulations, and interactive educational materials that en-
hance their understanding of maritime topics and better equip them for prob-
lems they could encounter in the real world.
Teachers - The results of the study have implications for maritime edu-
cation instructors. It can enable them to use modern instructional strategies
and technological resources to successfully engage students, track their
progress, and offer specific guidance. It can lead to more effective and effi-
cient teaching, benefiting students and educators.
University of Cebu – Lapu-Lapu and Mandaue - The relevance of
the research extends to the university that provides programs in marine educa-
tion. Using technology to improve education may boost the school’s reputa-
tion, draw in more students, and raise the quality of education as a whole. It
can also enhance the institution’s efficiency by reducing administrative proce-
dures like student management and assessment.
 15

Future Researchers - This work would be helpful to future re-

searchers because it can provide a foundation for additional investigation into
the function of technology in maritime education. The results and insights can
direct further study, which may result in the creation of improved teaching
methods and technology in the marine industry.

RESEARCH METHODOLOGY
Research Design
This study was quantitative in nature since the questions posed were
answered by numerical data. This used the survey approach of conducting re-
search. Specifically, it utilized descriptive survey. The principal purpose of
the study was to determine the effectiveness of technology in enhancing the
delivery of maritime education and training outcomes among maritime stu-
dents. The descriptive method was utilized in order to describe the effective-
ness index of the available technological equipment in enhancing the self-re-
ported education and training outcomes of the respondents towards academic
achievement, skills development, and career preparedness. The descriptive
survey was supplemented with the indicators stipulated from the different re-
viewed literatures and studies.
According to Wilson (1990) as cited by Cristobal (2022) a survey ap-
proach is a type of research design in which participants are typically
prompted to report on their views, opinions, perceptions, or behaviors. As a
result, survey research aims to describe demographic traits, viewpoints, atti-
tudes, and behaviors as they exist in population.
With regards to descriptive design, Gay (1976) defined this research
as focusing on the subject's current situation. This approach of study is in-
tended to compile data about the state of affairs at a specific time. Similar to
this, Travers (1978) emphasized that the descriptive method of research is
used to explain a situation's characteristics at the time of study and to investi-
gate the origins of certain phenomena.
 16

Research Environment

This study took place at the University of Cebu Lapu-Lapu and Man-
daue. It was located at A.C.Cortes Avenue, Looc, Mandaue City, that sat on
the foot of the Mactan-Mandaue Bridge, officially the Serge Osmena connect-
ing the cities of Lapu-Lapu and Mandaue. UCLM was one of the most promi-
nent maritime schools in the region and produced a pool of qualified and in-
ternationally competent individuals. UCLM training fostered student initiative
and dedication in their chosen fields. Catered and supported various types of
students to multiple intelligences. UCLM's excellent academics and conve-
nient location for students and researchers made it a premier study destination.

Research Respondents
The respondents of this study were the 2nd year, and 3rd year regular
maritime college students enrolled at the University of Cebu – Lapu-Lapu and
Mandaue in the School Year 2023-2024. There were (761 2nd year, and 684 3rd year
maritime students)(N) accounted for 2nd year, and 3rd-year marine students. Using
Slovin's formula and stratified random sampling with a 5% error, the researchers
selected 315 participants representative of the whole population's subgroups.
Research Instrument
The researchers made a structured questionnaire designed to measure the
effectiveness of technology in enhancing maritime education and training outcomes.
The questionnaire included items to assess students' perceptions of the effectiveness
of technology in terms of academic achievement and skills development.
Dry Run Procedures
A dry run was a test or rehearsal for a public presentation or procedure
that took place to determine the dependability of the researchers' designed
self-administered survey questionnaire to achieve the main objective of the
study and use the gathered data. Then, the respondents of the dry run were the
BSMT 2-Charlie students of the University of Cebu Lapu-Lapu and Mandaue
campus. The dry-run respondents were not incorporated as final research re-
spondents to avoid familiarity with the tool and biases.
 17

INTERNAL CON-
CRONBACH'S A SISTENCY
0.90 and above EXCELLENT
0.80 - 0.89 GOOD
0.70 - 0.79 ACCEPTABLE
0.60 - 0.69 QUESTIONABLE
0.50 - 0.59 POOR
below 0.50 UNACCEPTABLE
Cronbach’s Alpha No. of Item
0.94 27

Reliability Statistics

There were 10 respondents involved in this dry run. Based on the re-
sult of the reliability testing with the mean and standard deviation of each
item the result of Cronbach alpha is 0.94 which means that all 27 items in the
questionnaire are excellent and accepted for reliable questions.
Research Procedures

Gathering of Data
The researchers collected the data needed to complete this investigation by
using a questionnaire. The information the respondents provided in the questionnaire
was significant to the study's conclusions. Before the researchers began collecting
data, they first obtained a letter signed by the chairperson/Dean to have permission to
conduct the research with the Marine Transportation college students. Afterward, the
test questionnaires were distributed randomly to the 2nd year and 3rd year BSMT
students. After this stage of the study was complete, all the data acquired was secured
and confidential for the use of statistical tools that aided the interpretation of the
information gathered from all the respondents.
Treatment of Data
After the collected of all the needed data, the researchers analyzed sur-
vey data using descriptive statistics to summarize and describe the effective-
ness of technology in enhancing maritime education and training outcomes.
The percentage and weighted mean statistical tools were utilized to analyze
and interpret the findings of the study to determine the level of effectiveness
 18

of technological equipment used by the College Maritime students towards

academic achievement and skills development.
Mean = f/N x 100% Where:
f – frequency
N – number of responses
% - Percentage

Weighted Mean =

Ethical Consideration
By local legislation and institutional requirements, ethical review and
approval were required for the study on human respondents. To participate in
this study, respondents provided written informed consent. The researcher
needed respondents to complete the questionnaire and ensured that any per-
sonal information provided by respondents was kept confidential.
Trustworthiness of the Research
The study relied mainly on the information taken from the participants
in gathering the data, one of the crucial parts of the study. Trustworthiness was
given high regard in the conduct of the study, which the researchers carefully
looked into, especially its credibility. The study aimed to avoid biases and ma-
nipulation for accurate conclusions, emphasizing respondents' responses in the
data analysis steps for improved findings.
 19

DEFINITION OF TERMS
The terms used in the study are defined operationally as follows:
Academic Achievements. The students will most likely achieve their
goals with the help of technology.
Career Preparedness. Technology-powered education equips marine stu-
dents for career successs.
Maritime Education. Maritime education will improve quality education
with the help of technology.
Maritime Technology. Technologies that help marine students to improve
their academic achievement, career preparedness, education, and skills devel-
opment.
Skills Development. The skills of the maritime students will improve and
develop with the help of technology.
Training Programs. Technologies such as simulators will serve as train-
ing grounds for the students in school. There are activities in school, namely
the activity and exercise plan, where students will use simulators or technology
to answer the activities.

CHAPTER II
PRESENTATION, ANALYSIS, AND INTERPRETATION OF
DATA
This chapter presents the findings, analysis and interpretation of data
gathered whose main objective is to asses the role of technology in enhancing
the delivery of maritime education and training of the 2 nd year and 3rd year
BSMT students of University of Cebu Lapu-Lapu and Mandaue.
 20

Part I. Distribution in the Demographic Profile of the Respondents

This section shows the data pertaining to the distribution of demo-
graphic profile of the respondent, in terms of year level.
Figure 1
Year Level Distribution of the Respondents

It can be gleamed from the figure 1 above that 49.8% (157) of the total
respondents were 3rd year BSMT students, and 50.2% (158) are 2 nd year
BSMT students. This result means that majority of the total respondents by a
small margin were 2nd year BSMT students.

PART II. Percentage of Technologies Mostly Picked by Respondents

This section shows the data pertaining to the percentage of technologies picked
by respondents for learning experience.
Figure 2
Percentage of Technologies Mostly Picked by Respondents for Learning Ex-
perience
 21

This graph presents, that ECDIS is the most used technology for learning
experience with 278 respondents, which is 88.3% of the total respondents. E-
learning platforms as the second most used technology with 246 respondents,
which is 78.1% of the total respondents. Lastly, Automatic Identification System
(AIS ) as the last picked among the technologies presented by the researchers
with 200 respondents, which is 63.5% of the total respondents.
In Part II Electronic Chart Display System(ECDIS), Automatic Identi-
fication System(AIS), and E-Learning platforms are the top 3 technologies
that were most used by the students in their learning experience. This is due to
the fact an accident that may occur during maritime transport has substantially
tangible, intangible, and environmental consequences. Approximately 85% of
accidents at sea depend on human and communication factors. Therefore, it is
expected to prevent adverse events in advance and to determine the proce-
dures to be followed with simulator training before navigation at sea(Gokhan
Kara et al., 2020). The use of simulators in maritime education and training is
an essential component for developing seafarer competencies. Emerging im-
mersive technologies, such as Electronic Chart Display and Information Sys-
tem (ECDIS), Automatic Identification System(AIS), virtual reality (VR),
augmented reality (AR), and mixed reality (MR) have created new and differ-
ing possibilities for maritime simulations and simulators (Steven Mallam et
 22

al., 2019). This is further supported by the Constructivism theory ( Piaget,

1973; Vygotsky, 1978) which states that for a student to perform well, inten-
sive training and other developments are required to enhance their knowledge.
Without exposure to physical stimulation such as ECDIS, and AIS, the stu-
dents' skill in navigating the sea will be limited. Elearning platforms help the
maritime industry to have a quality education.

E-learning platforms have been increasingly used in maritime educa-

tion and training, offering several advantages over traditional training meth-
ods. They enable students to learn anywhere and anytime, making it a flexible
option for seafarers who may be at sea or have irregular schedules. E-learning
platforms also allow for the integration of various multimedia elements, such
as animation, interactive menus, and quizzes, which can enhance the learning
experience and facilitate effective, self-paced learning. E-learning brings the
third wave to Internet applications. Elearning is a new training mode with
open characteristics, which is completely different from traditional training. E-
learning teaches students the specialized knowledge of theories, work experi-
ence, and technology through information networks and computer hardware
equipment. Students can through a variety of terminal equipment to learn any-
time and anywhere, to improve student learning results. Maritime education
and training must conform to the trend of times to explore E-learning training
to improve training performance(Xiaoxuan Chen et al., 2017). This is further
supported by the Technology Acceptance Model (TAM) by Davis (1989).
TAM delves into the elements affecting an individual's choice to embrace new
technology, centering on perceived usefulness, perceived ease of use, attitude
toward technology usage, social influence, and perceived risk. Evaluating
these aspects can help recognize potential barriers to technology adoption
among seafarers and develop strategies to overcome them.

PART III. The Level of Competence of Maritime Students on Delivering

Classroom Instructions and Delivering Laboratory Activities.
 23

This section presents the data about the level of competence of Maritime Stu-
dents on assessing the technologies in enhancing the delivery of maritime education and
training in terms of: Delivering Classroom Instructions and Delivering Laboratory Ac-
tivities.
Table 1
Delivering Classroom Instructions (Academic Achievement)
Parameter S A In
A M de

e x

a
n

1. 1. The use of technology has enhanced my ability 2 3 S

to engage with course materials in maritime edu- 6 . A
cation. 7 7
9

2. 2. Technology-integrated learning has positively 2 3 S

impacted my academic performance in maritime 3 . A
related assessments. 3 6
8

3. 3. Interactive technological tools have made mar- 2 3 S

itime concepts more accessible and understand- 4 . A
able for me. 8 7
1

4. 4. The integration of technology has increased my 2 3 S

interest and motivation in pursuing maritime edu- 4 . A
cation. 7 7
2

5 . 5. E-learning platforms and online resources have 2 3 S

contributed to the improvement of my maritime 5 . A
training outcomes. 5 7
4
 24

6 . 6. The availability of technology-enhanced simula- 2 3 S

tions and practical applications has positively in- 5 . A
fluenced my maritime learning experience. 4 7
4

7. 7. I feel more confident in applying theoretical 2 3 S

knowledge gained through technology-assisted 6 . A
learning in practical maritime scenarios 1 7
7

8. 8. The integration of technology has made the 2 3 S

learning process in maritime education more flexi- 5 . A
ble and adaptable to different learning styles. 1 7
4

9. 9. Overall, I believe that the use of technology has 2 3 S

positively influenced my academic achievements 4 . A
in maritime education and training. 4 7
1

1. 10. I believe that the integration of technology has 2 3 S

significantly improved my understanding of mar- 5 . A
itime subjects. 2 7
5

TOTAL MEAN AVERAGE S

3 A
.
7
4

The highest mean of 3.79 signifies that Marine Transportation students

agrees that the use of technology has enhanced their ability to engaged with the
course material in marine education. This result denotes that through the use of
 25

technology their ability to understand and cope up with the lessons has been
greatly enhanced. The second highest mean of 3.77 shows that they feel more
confident in applying theoretical knowledge gained through technology-as-
sisted learning in practical maritime scenarios. This result indicates that the
students feel more confident and capable of interpreting what they've learned
in a digital or theoretical context into practical scenarios within the maritime
field.
On the other hand, the lowest mean of 3.68 signifies that technology-
integrated learning has positively impacted the academic performance of the
students in maritime related assessments. This result denotes that technology
tools, such as digital resources or online platforms, have aided students in
grasping maritime concepts more effectively, leading to improved performance
in their academic evaluations.
The total mean average of 3.74 shows that Marine Transportation Stu-
dents strongly agrees with the use of technology in enhancing the delivery of
maritime education and training. This data clarifies that the integration of tech-
nology-based learning played a huge role in enhancing maritime education and
training.
In Part III Table 1 Marine Transportation students agrees that the use of
technology has enhanced their ability to engage with the course material in
marine education. Also, it shows that they feel more confident in applying the-
oretical knowledge gained through technology-assisted learning in practical
maritime scenarios. According to a study by Michael S Lvov and Halyna V
Popova, "Simulation technologies of virtual reality usage in the training of fu-
ture ship navigators"(2019). The findings demonstrate how the use of simula-
tion technologies of virtual reality in the educational process in higher mar-
itime educational institutions increases the efficiency of education, promotes
the development of professional thinking of students, and enhances the quality
of professional competence development. This is further supported by the
Task-Technology Fit (TTF) theory, created by Delwar L. Goodhue and Ronald
L. Thompson (1995), which posits that the effectiveness of a technology
 26

hinges on how seamlessly it aligns with the tasks it aims to fulfill. In part of
maritime education and training (MET), the Technology Task Fit (TTF) theory
underscores the importance of thoughtfully selecting and incorporating tech-
nologies that align precisely with the particular requirements and essential as-
pects involved in training and improving the competencies of seafarers.
On the other hand, the students least agree that technology-integrated
learning has positively impacted their academic performance in maritime-re-
lated assessments. In the study of Johnson, A. M., Jacovina, M. E., Russell, D.
E., & Soto, C. M, "Challenges and solutions when using technologies in the
classroom"(2016). It explores the use of technology in classroom assessment,
highlighting the potential benefits of technology-based assessments, such as
improved measurement of higher-order understanding and performance, multi-
modal features, and opportunities for collaboration and communication. How-
ever, the study also acknowledges the challenges around issues of develop-
mental appropriateness, item development, psychometric validation, and
teacher implementation in the use of future assessment systems. This is further
supported by Technological Pedagogical Content Knowledge (TPACK). De-
veloped by Mishra and Koehler (2006), TPACK proposes that effective teach-
ing requires a nuanced integration of technological knowledge, pedagogical
strategies, and content expertise. In maritime education, TPACK underscores
the importance of educators comprehending the intersection of technology,
teaching methods, and naval studies content. This theory serves as the founda-
tional pillar for exploring how technology can be seamlessly incorporated into
the education and training of marine students, ensuring a holistic and practical
learning experience.
 27

Table 2
Delivering Laboratory Activities (Skills Development)
Parameter M I
e n
S a d
A D
A D n e
x

1. The use of technology has significantly 2 4 3 3 S

improved my practical skills relevant to 6 2 . A
maritime education. 7 8
1
2. Interactive simulations and virtual 2 6 9 3 S
training exercises have enhanced my abil- 3 7 . A
ity to apply theoretical knowledge to real- 8 7
world maritime scenarios. 2

3. Technology-integrated learning has con- 2 6 1 3 S

tributed to the development of my critical 4 1 1 . A
thinking skills in the context of maritime 3 7
challenges. 3
4. Online collaborative projects and discus- 2 8 1 3 S
sions have improved my teamwork and 1 5 1 . A
communication skills in the maritime do- 7 6
main. 4
5. The availability of technology-en- 2 6 5 3 S
hanced training materials has facilitated 4 5 . A
the development of my problem-solving 2 7
skills in maritime scenarios. 3
6. Technological tools have provided per- 2 7 8 3 S
sonalized learning experiences, catering to 3 2 . A
my individual skill development needs in 5 7
maritime education. 2
7. The integration of technology has made 2 7 7 3 S
it easier for me to acquire and practice 3 0 . A
new technical skills relevant to the mar- 6 7
itime industry. 1
8. E-learning platforms have positively im- 2 5 7 3 S
 28

pacted my adaptability to changing mar- 4 9 . A

itime technologies and practices. 8 7
5
9. Technology-assisted learning has played 2 6 5 3 S
a significant role in enhancing my mar- 4 3 . A
itime-related research and analytical skills. 7 7
6
10. Overall, I believe that the integration 2 5 4 3 S
of technology has effectively contributed 5 8 . A
to the development of my skills in the 0 7
field of maritime education and training. 6
TOTAL MEAN AVERAGE 3 S
. A
7
3

The highest mean of 3.81 signifies that Marine Transportation students

with the use of technology it significantly improved their practical skills rele-
vant to maritime education. This result denotes that the utilization of techno-
logical tools has played a crucial role in elevating the proficiency levels of the
students within the maritime field. The second highest mean of 3.76 shows that
technology-assisted learning has played a significant role in enhancing the stu-
dents maritime related research and analytical skills and they believe that the
integration of technology has effectively contributed to the development of
their skills in the field of maritime education and training. This result indicates
a positive association between technology-assisted learning and the enhance-
ment of research and analytical skills among students in the field of maritime
education and training, highlighting the pivotal role of digital integration in
shaping their educational experiences and professional competencies.
On the other hand, the lowest mean of 3.64 signifies that online collab-
orative projects and discussions have moderate level of impact to the students
teamwork and communication skills in the maritime domain. This result de-
 29

notes that while these digital tools have contributed to enhancing collaborative
dynamics and communication practices, there may be room for further refine-
ment or exploration of alternative approaches to maximize their effectiveness
in cultivating these essential skills within the maritime context.
The total mean average of 3.73 shows that Marine Transportation Stu-
dents strongly agrees that the integration of technology in delivering laboratory
exercises has greatly impacted and improved their skills related to the field of
maritime. Overall, the data indicates a strong endorsement of technology inte-
gration among Marine Transportation Students, highlighting its indispensable
role in shaping their learning outcomes and preparing them for success in the
maritime industry.
In Part III Table 2 Maritime students agree that the use of technology
has significantly improved their practical skills relevant to maritime education.
Maritime education and training follow the development of marine technology
and economy and are interrelated and interdependent in many ways. With the
rapid growth of our society, maritime schools use advanced simulators to repli-
cate real-world scenarios, allowing students to practice navigation, engine op-
eration, and emergency procedures in a safe and controlled environment.
(Ivona Milić-Beran et al., 2021). Part 2.2 also shows that technology-assisted
learning has played a significant role in enhancing the student's maritime-re-
lated research and analytical skills and they believe that the integration of tech-
nology has effectively contributed to the development of their skills in the field
of maritime education and training. One of the main concerns in continuing ed-
ucation is the training of skilled experts with scientific knowledge, technologi-
cal culture, and professional competence. Students can strengthen their profes-
sional orientation, apply theory in practice, and approach theoretical knowl-
edge with interactive technology. As a result, managerial traits, including ini-
tiative, sociability, attention, efficiency, discipline, and management skills, are
developed. It also assists students in mastering social situations, coming up
with the best solutions using contemporary technology, thinking critically, in-
dependently, and methodically, and constantly learning new information for
 30

their future professional endeavors in the marine sector(T. Zhytomirska, 2022).

This is further supported by Jean Lave and Etienne Wenger's Situated Learning
principles (1991) propose that technology can simulate genuine maritime situa-
tions, enabling learners to practice skills in authentic contexts. This theory
views learning as a situated practice deeply rooted in social and cultural set-
tings. Maritime Education and Training (MET) approaches following situated
learning stress the significance of authentic experiences replicating real-world
maritime scenarios, frequently incorporating technology into the learning
process.
On the other hand, online collaborative projects and discussions have a
moderate level of impact on the student's teamwork and communication skills
in the maritime domain. According to a study by A Alop - European Naviga-
tion Conference (ENC), “The Challenges of the Digital Technology Era for
Maritime Education and Training” (2019), the convergence of physical, digital,
and biological sciences characterizes the challenges posed by the digital tech-
nology era within the maritime education and training landscape. This amalga-
mation necessitates a workforce equipped with traits like creativity, social
skills, physical finesse, empathy, adaptability, resourcefulness, and teamwork,
aligning with the demands of the fourth industrial revolution. The study high-
lights that current educational systems, often reliant on standardized informa-
tion and procedures, may not effectively accommodate these evolving princi-
ples. Seafarers of the future must receive an education capable of adapting
quickly to changing paradigms to remain agile. The study underscores the sig-
nificance of lifelong, comprehensive, and fair formal education as the corner-
stone for success in an uncertain future. This is further supported by Trist and
Bamforth's Sociotechnical Systems Theory(1950). This theory emphasizes the
importance of understanding the interactive influences of social-organizational
and technical factors in shaping system performance, particularly in the con-
text of workplace safety. In the maritime industry, Sociotechnical Systems
Theory can be applied to enhance safety culture through maritime education
and training. This approach recognizes the need for a holistic understanding of
 31

the social and technical aspects of maritime operations, including the roles of
people, technology, and work processes. By adopting a systems view of mar-
itime organizations, Sociotechnical Systems Theory can help identify the com-
plex interdependencies that exist within these systems and inform the design of
more effective education and training programs.
Part IV. Effectiveness of Technologies
This sections shows the data pertaining to the effectiveness of tech-
nologies rated by respondents from their learning experience.
Table 3
Effectiveness of Technologies Rated by Respondents from their Learning
Experience

Parameter H V M S N M I
E E E E E e n
a d
n e
x

1. Electronic Chart Display 4 H

and Information Systems. 2 . E
3 1
2 7
7 9
2 3

2. Automatic Identification 4 H
System. 1 . E
4 1
4 6
3 5
2 3

3. Ship Handling Simula- 4 H

tors. 1 . E
3 1
4 6
9 2
7 8

4. Global Maritime Distress 4 H

and Safety System. 1 . E
2 1
1 6
5 6
7 3

5. Augmented Reality (AR) 9 3 2 4 H

and Virtual Reality (VR). 9 3 2 . E
 32

5
0

6. Remote Sensing Tech- 4 H

nologies. 1 . E
3 2
3 2 5
5 1
4 6

7. E-Learning Platform. 2 6 4 4 H
1 3 . E
4
7 3
0
3 1

TOTAL MEAN AVERAGE 4 H

. E
5
8

The highest mean of 4.73 signifies the overwhelming consensus

among students regarding the efficacy and impact of ECDIS in enhancing
their learning experiences and skill development within the maritime domain.
This result denotes the paramount importance of ECDIS in the educational
and professional development of Marine Transportation students, highlighting
its status as a cornerstone technology within the field. The second highest
mean of 4.68 shows that ship handling simulators is second as the most effec-
tive technology in enhancing the students’ skill through hands-on experience.
This result denotes that ship handling simulators likely offer students a realis-
tic and dynamic environment to practice various maneuvers, navigate chal-
lenging scenarios, and hone their decision-making skills in a safe and con-
trolled setting.
On the other hand, the lowest mean of 4.31 shows that although e-
learning platforms also played an important role in enhancing the students’
skills related to maritime field, E-learning platforms likely provide students
with access to a wide range of educational resources, interactive modules, and
multimedia materials, allowing them to supplement their classroom learning
 33

and acquire maritime knowledge remotely. This result denotes that e-learning
platforms undoubtedly offer valuable opportunities for skill enhancement in
the maritime field, there remains potential for refinement and optimization to
ensure they fully meet the needs and expectations of students in this domain.
The total mean average of 4.58 shows that the technologies that are
presented by the researchers are very effective and contributed to the develop-
ment of the students’ skills in the field of maritime education and training.
Overall, the result serves as a testament to the efficacy and value of these tech-
nologies in fostering the development of students' competencies and proficien-
cies within the maritime domain, ultimately contributing to their readiness for
future roles and responsibilities in the maritime industry.

In Part IV shows the technologies that are effective for enhancing the
delivery of maritime education and training include Electronic Chart Display
Information Systems (ECDIS), E-Learning Platforms, and Ship Handling
Simulators. In the maritime transport, the Electronic Chart Display and Infor-
mation System (ECDIS) has been developed into a complex computer-based
ship critical operational technology system, playing central roles in the safe
ship navigation and transport. (M.C. Tsou, 2020).
ECDIS supports collaborative learning through features such as route
sharing and communication capabilities, fostering teamwork and communica-
tion skills among students. There is improvement in route planning accuracy
and situational awareness among cadets trained with ECDIS compared to those
relying solely on paper charts. Overall, the integration of ECDIS into maritime
education not only enhances technical proficiency but also cultivates the holis-
tic skill set required for safe and effective navigation at sea. This is further sup-
ported by the Cognitive load theory explains the way that new knowledge is
constructed in working memory, and the way that permanent knowledge is
built up and held in long-term memory. Cognitive load theory posits that learn-
ing is influenced by the cognitive load imposed on learners' working memory.
 34

ECDIS introduces new cognitive demands on mariners, such as interpreting

electronic charts and managing additional information layers. The theory could
be applied to assess how ECDIS training programs manage cognitive load and
facilitate learning through instructional design, interface design, and simula-
tion-based training.
Another effective technology is the Ship Handling Simulators, with the
rapid growth of our society, maritime schools use advanced simulators to repli-
cate real-world scenarios, allowing students to practice navigation, engine op-
eration, and emergency procedures in a safe and controlled environment.
(Ivona Milić-Beran, 2021) Simulator-based training greatly enhanced marine
cadets' maneuvering skill, situational awareness, and decision-making abilities.
Compared to typical classroom education, this training provided cadets with
the confidence and competence to efficiently navigate vessels in high-pressure
or emergency scenarios. Situated Learning Theory (SLT), first presented by
Jean Lave and Etienne Wenger (1991), provides more evidence in favor of this
and explains the process and development of learning when individuals have
the opportunity to participate in a community of practice. Situated learning
theory emphasizes the relevance of learning in real-life situations and through
social interactions. In maritime education and training, Ship Handling Simula-
tors courses could be designed to simulate real-world navigation scenarios and
involve collaborative learning experiences. This strategy could assist mariners
improve their navigation and decision-making skills on board ships. Education
institutions embraces new programming, and comprehend the implications of
digitalization to educate students about the demands of the future. (E. Demirel,
2020).
E-Learning Platforms offer flexibility and accessibility, allowing mar-
itime students to access learning materials and resources anytime, anywhere.
E-Learning Platforms provide interactive and multimedia-rich content, which
enhances comprehension and retention of complex maritime concepts.
Through features such as interactive simulations, videos, and animations, stu-
dents can visualize and experience practical scenarios in a virtual environment.
 35

Overall, E-Learning Platforms offers flexibility, interactivity, personalization,

and collaborative features. E-Learning Platforms give students access to a vari-
ety of interactive modules, multimedia content, and instructional resources, en-
abling them to supplement their classroom education and learn about the seas
from a distance. E-Learning Platforms are useful tools that can improve stu-
dents' learning experiences and support ongoing education and skill develop-
ment in the marine industry, even though they may not be thought of as the
most influential technology. This is further supported by The Social Learning
Theory that suggests social behavior is learned by observing and imitating the
behavior of others. Developed by Albert Bandura, this theory emphasizes the
importance of social interaction and observation in the learning process. E-
learning platforms can integrate social learning elements such as discussion fo-
rums, peer collaboration, and virtual communities to facilitate knowledge shar-
ing and collaborative problem-solving among maritime students. By fostering
a supportive learning community, e-learning platforms enhance engagement
and deepen understanding through social interaction.

CHAPTER 3
SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDA-
TIONS
This chapter present the summary and conclusion drawn from the
findings and the correspond recommendations.

SUMMARY

The main purpose of this study was to assess the role of technology in
enhancing the delivery of maritime education and training. The result served as
the basis for recommendations.
Specifically, it sought to answer the following questions:
 36

1. What specific technologies are being used to deliver maritime education and
training at the University of Cebu Lapu-Lapu and Mandaue?
2. What is the role of technology used in enhancing the delivery of maritime
education and training in terms of:

2.1 Delivering Classroom Instructions;

2.2 Delivering Laboratory Activities

3. How effective is the role of technology in enhancing the delivery of mar-
itime education and training?
4. Based on the result of the study, what recommendation may be proposed?
This study aimed to assess the impact of technology on maritime edu-
cation and training outcomes among second-year and third-year students en-
rolled in the Bachelor of Science in Marine Transportation program at the Uni-
versity of Cebu, Lapu-Lapu, and Mandaue Campus for the academic year
2023-2024. A total of 315 participants were selected using a stratified random
sampling method. Researchers utilized a descriptive quantitative research de-
sign and employed a structured questionnaire distributed through online plat-
forms such as Google Forms. The questionnaire consisted of multiple parts, in-
cluding checklists, Likert scale statements to gauge perceptions, and ratings of
technology effectiveness. The findings aimed to determine the effectiveness of
technology in enhancing maritime education and training outcomes based on
participant experiences and perceptions.
 37

FINDINGS
The following are the findings of the study:

1. Electronic Chart Display Information System (ECDIS) was the

most used maritime technology by 2nd year and 3rd year maritime students for
their learning experience. Electronic Chart Display Information System
(ECDIS) had the highest engagement with 88.3% (278/315) of respondents ex-
periencing it. On the other hand, Augmented Reality (AR) and Virtual Reality
(VR) had the lowest engagement with 48.9% (154/315) of respondents experi-
encing it.

2. Maritime students strongly agreed that technology enhanced the de-

livery of maritime education and training in terms of delivering classroom in-
 38

structions. The highest mean of 3.79 (strongly agree) signified that Marine
Transportation students agreed that the use of technology-enhanced their abil-
ity to engage with the course material in marine education. On the other hand,
the lowest mean of 3.68 (strongly agree) signified that technology-integrated
learning positively impacted the academic performance of the students in mar-
itime-related assessments.

3. Maritime students strongly agreed that technology enhanced the de-

livery of maritime education and training in terms of conducting laboratory ac-
tivities. The highest mean of 3.81 (strongly agree) indicated that Marine Trans-
portation students agreed that the use of technology significantly improved
their practical skills relevant to maritime education. On the other hand, the
lowest mean of 3.64 (strongly agree) indicated that online collaborative
projects and discussions had a moderate level of impact on the students' team-
work and communication skills in the maritime domain.

4. Maritime students rated the Electronic Chart Display Information

System (ECDIS) as the most effective technology in enhancing the delivery of
maritime education and training, with a mean score of 4.73 (highly effective).
On the other hand, the E-Learning Platform had the lowest ratings, with a
mean score of 4.31 (very effective).

CONCLUSION
This study concludes that the role of technology in enhancing the de-
livery of maritime education and training in terms of the following; Electronic
Chart Display System (ECDIS), Automatic Identification System, Ship Han-
dling Simulators, Global Maritime Distress and Safety System, Augmented
Reality (AR) and Virtual Reality, and Remote Sensing Techonologies, and E-
learning is effective.
This study was supported by Technological Pedagogical Content
Knowledge (TPACK). Developed by Mishra and Koehler (2006), TPACK
 39

proposed that effective teaching required a nuanced integration of technologi-

cal knowledge, pedagogical strategies, and content expertise. In the context of
maritime education, TPACK emphasized the need for educators to possess a
deep understanding of how technology intersected with both the pedagogy of
teaching and the content specific to maritime studies. This theory served as the
foundational pillar for exploring how technology could be seamlessly incorpo-
rated into the education and training of maritime students, ensuring a holistic
and effective learning experience.

RECOMMENDATIONS
Based on the conclusions, these are the following things to be recommended:

1. It is significant for Maritime Students as the effectiveness of various tech-

nologies on student engagement, theoretical thinking ability, and skill development
will be evaluated. This will provide valuable guidance on the efficiency of vari-
 40

ous technologies, ultimately enhancing the quality of education and training for mar-
itime students.
2. The Instructors will use interactive and multimedia-rich content to im-
prove students' understanding and recognize of difficult maritime concepts. Students
can perceive and experience real-world scenarios in a virtual environment by using
features like interactive simulations, videos, and animations. The use of virtual class-
rooms, interactive multimedia materials, and online learning modules to enhance con-
ventional classroom instruction.
3. Maritime Schools must collaborate with organizations that provide train-
ings and seminars on how to conduct effective online courses and familiarize them-
selves with various technologies to improve student knowledge and learning.
4. The findings can open an idea for Future Researchers conducting similar
studies about assessing the role of technology in enhancing the delivery of maritime
education and training. The findings can serve as a foundation for further investiga-
tion into the use of technology in maritime education and training. Here are two re-
search titles which are related or similar to the study: "Assessing the Evolution of
Technology in Maritime Education: Current State and Future Potential" and "Adapt-
ing to Change: Strategies for Effective Technology Integration in Maritime Education
and Training".

REFERENCES:

ONLINE/INTERNET RESOURCES

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 41

Cabaron, R. R. (2023). Enhancing the digital competence of maritime education fac-

ulty in the Philippines using DIGCOMP 2.0 framework. International Journal
of Multidisciplinary, 4(4), 1096–1101. Retrieved October 21, 2023, from
https://www.ijmaberjournal.org/index.php/ijmaber/article/view/939
Chae, C., Kim, D., & Lee, H. (2021). A study on the analysis of the effects of passen-
ger ship abandonment training using VR. Applied Sciences, 11(13), 5919. Re-
trieved October 7, 2023, from https://www.mdpi.com/2076-3417/11/13/5919
Ebarvia, M. C. M. (n.d.). Economic Assessment of Oceans for Sustainable blue Econ-
omy development. Retrieved October 12, 2023, from
https://www.frontiersin.org/articles/10.3389/fpsyg.2022.915980/full
Kanuka, H., & Garrison, D. R. (2004). Cognitive presence in online learning. Journal
of Computing in Higher Education, 15(2), 21–39. Retrieved October 28, 2023,
from https://link.springer.com/article/10.1007/BF02940928
Kim, T., Sharma, A., Bustgaard, M., Gyldensten, W. C., Nymoen, O. K., Tusher, H.
M., & Nazir, S. (2021). The continuum of simulator-based maritime training
and education. WMU Journal of Maritime Affairs, 20(2), 135–150. Retrieved
October 27, 2023 from https://link.springer.com/article/10.1007/s13437-021-
00242-2
Koh, L. Y., Li, X., Wang, X., & Yuen, K. F. (2022). Key knowledge domains for mar-
itime shipping executives in the digital era: a knowledge-based view ap-
proach. Technology Analysis & Strategic Management, 1–18. Retrieved Octo-
ber 10, 2023,fromhttps://www.tandfonline.com/doi/full/
10.1080/09537325.2022.2106841

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowl-

edge: a framework for teacher knowledge. Teachers College Record, 108(6),
1017–1054. Retrieved October 18,2023https://doi.org/10.1111/j.1467-
9620.2006.00684.x
Papanastasiou, G., Drigas, A., Skianis, C., Lytras, M. D., & Papanastasiou, E. (2018).
Virtual and augmented reality effects on K-12, higher and tertiary education
students’ twenty-first century skills. Virtual Reality, 23(4), 425–436. Retrieved
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October 29, 2023, from https://link.springer.com/article/10.1007/s10055-

018-0363-2
Raza, Z., Woxenius, J., Vural, C. A., & Lind, M. (2023). Digital transformation of
maritime logistics: Exploring trends in the liner shipping segment. Computers
in Industry, 145, 103811. Retrieved October 19, 2023, from
https://www.sciencedirect.com/science/article/pii/S016636152200207X
Scanlan, J., Hopcraft, R., Cowburn, R., & Lützhöft, M. (2023, June 2). Maritime edu-
cation for a digital industry. Retrieved from November 2, 2023, from
https://figshare.utas.edu.au/articles/journal_contribution/Maritime_Education_
for_a_Digi tal_Industry/23259893/1
Sima, V., Gheorghe, I. G., Subić, J., & Nancu, D. (2020). Influences of the Industry
4.0 Revolution on the human capital Development and Consumer Behavior: A
Systematic review. Sustainability, 12(10), 4035.Retrieved October 3, 2023,
from https://www.mdpi.com/2071-1050/12/10/4035
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ECDIS System. TransNav, 14(3), 675–680. Retrieved October 17, 2023,
fromhttps://www.transnav.eu/
Article_Using_GIS_to_Obtain_Celestial_Fix_,55,1050.html
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ucators in the Digital era. Frontiers in Psychology, 13. Retrieved October8,
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APPENDICES
APPENDIX A
TRANSMITTAL LETTER
February 2024

CAPT. EFREN G. CABALLES

Dean, College of Marine Transportation University of Cebu Lapu-lapu and

Mandaue
Dear Capt. Caballes,
 43

We are the 2nd year students of this university who are conducting re-
search as part of our curriculum.
One of the requirements of the subject is to conduct research.
In this part, we would like to request that we will be allowed to con-
duct a survey to the marine transportation students in the University of Cebu
Lapu-Lapu and Mandaue campus only that have already signed a contract to
complete our study. “ASSESSING THE ROLE OF TECHNOLOGY IN
ENHANCING THE DELIVERY OF MARITIME EDUCATION AND
TRAINING", in compliance with the requirement of our course.
We assure you that all information we gathered from this research will
be confidential and be used only for academic purposes.
Thank you for your kind consideration.
Very truly
yours,
Bartolini,
Kherl S.
Noted By:
MS. MICHELLE MADONNA E. LANOJAN MAED, ELT
Instructor
Approved by:
CAPT. EFREN G. CABALLES
Dean, College of Maritime Education
APPENDIX B
INFORMED CONSENT
Informed Consent for the Study on Assessing the Role of Technology
in Enhancing the Delivery of Maritime Education and Training.

Name of Lead Researcher: Bartolini, Kherl S.

Name of Organization: University of Cebu Lapu-Lapu and Mandaue
Name of Proposal: Assessing the Role of Technology in Enhancing the Deliv-
ery of Maritime Education and Training.
This Informed Consent Form has two parts:
 44

● Information Sheet (to share information about the research with you) ●
Certificate of Consent (for signatures if you agree to take part)
You will be given a copy of the full Informed Consent Form
PART I: Information Sheet

Introduction

The University of Cebu Lapu-Lapu and Mandaue plays an important

role in advancing marine transportation by serving as an academic excellence
and practical campus for the research study entitled: “ASSESSING THE
ROLE OF TECHNOLOGY IN ENHANCING THE DELIVERY OF
MARITIME EDUCATION AND TRAINING.” In this study, the University
of Cebu- Lapu-Lapu and Mandaue Campus is the lead institution, with the
BSMT department. In line with this, we are inviting you to be a respondent/
participant of this research study and request you to spare a few minutes of
your time for a discussion and to answer the survey questionnaire at your con-
venient time and place. However, you do not have to decide immediately
whether or not you will participate in this study since you are given the right to
choose or consult anyone in which you are comfortable with the research. If
there are contents in the interview guide that you do not understand and find
confusing then feel free to contact and inform the researchers. Rest assured
that all the answers/responses that you will provide will be treated with utmost
confidentiality.
Purpose of the Research

With the fast-modernizing society, this study aims to assess the role of
technology in enhancing the delivery of education and training of maritime
students. The purpose of this study is to assess the role of technology in en-
hancing the delivery of maritime education and training to the 2nd-year, and
3rd-year BSMT students of the University of Cebu Lapu-Lapu and Mandaue
for the school year 2023-2024.
Type of Research Intervention
 45

This research involves 2nd-year, and 3rd-year BSMT students of the

University of Cebu Lapu-Lapu and Mandaue for the school year 2023-2024 to
be interviewed (face to face) using a survey questionnaire provided by the re-
searchers and also by the use of Google Forms that will be sent through online
to the students.

Participant selection

The participants of this study will be 2nd-year, and 3rd-year BSMT

students of the University of Cebu Lapu-Lapu and Mandaue for the school
year 2023-2024. A total of 313 participants will be selected from all BSMT
sections using Slovin’s formula and stratified random sampling method. The
characteristics of the respondents are also exhaustively chosen in order to en-
sure the reliability and validity of the response we get for this study.

Voluntary Participation

Your participation in this research is entirely voluntary. Your decision to

participate or not will not affect your reputation in the school where you are
connected. You also have the right and the freedom to change your decision
later and to stop participating even if you agreed earlier and this will not be
taken against you.

Procedures and Protocol

In this research study, you will be asked to answer survey questionnaires

provided during the discussion to be conducted by the researchers during your
free and convenient time. The instructions in the survey questionnaire will be
read aloud by the researchers and after that you can answer the survey. The in-
formation recorded is confidential and no one else except the researchers will
have access to the copy of the data, which will be destroyed after 6 months.
To ensure that you will be able to have a full understanding of the pur-
pose of the study, the proponent will first explain the objectives of the study
and the intended benefits in participating in this investigation.
 46

Duration

The duration of the research is five (5) months. During the data collec-
tion phase, the researchers will request for an appointment with the group for a
survey in your convenient time and place. The survey will last for 15-minutes
to 30-minutes. In the Google Forms, you can answer the questionnaires within
that day. Your engagement as a participant will only take place once.

Risks

During the survey you may read questions regarding your perception
and you find the questions too hard to understand and not aware of what is it
to be more specific, if you do not like to answer some of the items because
you are not comfortable with them your decision will be respected and you do
not have to give reasons for not responding, or for refusing to take part in the
survey. Furthermore, be assured that the responses that you will provide will
not be shared.

Benefits

The findings of this study will contribute to understanding the effec-

tiveness of the role of technology in enhancing the delivery of maritime edu-
cation and training for the 2nd, 3rd year marine transportation students. Specifi-
cally, the result of this study is beneficial to the maritime students, instructors,
University of Cebu Lapu-Lapu and Mandaue campus, and future researchers.

Reimbursements

You will not be provided with any payment or monetary remuneration

if you will take part in this research. All the materials for the survey will be
provided by the researchers.

Confidentiality

All the data and responses that you will provide in this investigation
will not be shared to other people and will be kept confidential. Your informa-
tion and other information collected from this research will be put away and
 47

no one, except the field interviewers and the researchers will be able to have
access to it. Any information about you will have a number/code on it instead
of your name. Only the field interviewers/researchers will know your
number/code. All the documents related to this investigation will be placed in
the cabinet with a lock and key and will not be shared with or be given to any-
one except the research proponents.

Sharing the Results

I am devoted to transparency and information sharing, thus the study

findings will be made public through publishing. The study's findings will be
made available to interested parties, including the maritime community, edu-
cators, and politicians.
If you have special preferences for how and when you receive updates
or a copy of the report, please let us know. Your important feedback during
any interviews or focus group discussions will be kept strictly confidential,
however the overall results are designed to benefit and enlighten diverse
stakeholders in the marine industry.

Right to Refuse or Withdraw

You may choose not to participate in this study. Your decision to partici-
pate or not will have no effect on your employment with the school, whether
as a teacher or a student. Your participation in this study is entirely voluntary,
and you may refuse or withdraw without consequence. Your decision will
have no effect on your relationship with the researchers or the institution, and
you may withdraw your participation at any time.

Who to Contact

If you have any inquiries or concerns regarding this study feel free to
ask at any time. You can also ask questions even after the study has started.
We welcome your questions, concerns and feedback, and we are committed to
addressing them promptly. If you wish to ask questions later on, you may con-
tact any of the following:
 48

Kherl S. Bartolini – 09924613315 – [email protected]

Marc Justin B. Misoles – 09914354418 – [email protected]

PART II: Certificate of Consent

I have read the foregoing information, or it has been read to me. I

have had the opportunity to ask questions about it and any questions that
I have asked have been answered to my satisfaction. I consent voluntarily
to participate in this research.
Name of Participant__________________
Signature of Participant ___________________
Date ___________________________ Day/Month/Year

If Illiterate

A literate witness must sign (if possible, this person should be selected by
the participant and should have no connection to the research team). Partici-
pants who are illiterate should include their thumb-print as well.
I have witnessed the accurate reading of the consent form to the
potential participant, and the individual has had the opportunity to ask
questions. I confirm that the individual has given consent freely.

Print Name of Witness_____________________ AND Thumb Print of the

Participant
Signature of Witness
______________________
 49

Date ________________________
Day/Month/Year
Statement by the researcher/person taking consent

I have accurately read out the information sheet to the potential participant,
and to the best of my ability made sure that the participant understands that the
following will be done:

1. focus group discussion/interview 2. record the proceeding of the interview 3.

manually record other responses/ answers during the interview

I confirm that the participant was given an opportunity to ask

questions about the study, and all the questions asked by the participant
have been answered correctly and to the best of my ability. I confirm that
the individual has not been coerced into giving consent, and the consent
has been given freely and voluntarily.
A copy of this ICF has been provided to the participant.

Print Name of Researcher/Person Taking the Consent_______________________

Signature of Researcher /Person Taking the Consent__________________________
Date ___________________________
Day/Month/Year

APPENDIX C
RESEARCH QUESTIONNAIRE
Name(optional): ____________________ Course and Year:
_____________________
 50

I. Kindly check which among the maritime technologies you were able to use in
your learning experience.

Electronic Chart Display and Information Systems

Automatic Identification System

Ship Handling Simulators

Global Maritime Distress and Safety System

Augmented Reality (AR) and Virtual Reality (VR) Remote Sensing Technolo-
gies
E-Learning Platform

Others: (please specify) ___________________________

_________________________________________________

II. Please assess your perceptions by indicating the extent to which you agree or
disagree with each statement on a 4-point Likert scale, where 'Strongly Agree' represents
high agreement and 'Strongly Disagree' represents high disagreement. Your honest feed-
back regarding the effectiveness of technology in enhancing maritime education and
training outcomes is valuable.
 51

4 – Strongly Agree 2 - Disagree

A. Academic Achievemnets 4 3
(Delivering Classroom Instruction (S ( 2 1
A A
) )
( (
D S
) D
)

1. The use of technology has enhanced

my ability to engage with course materi-
als in maritime education.
2. Technology-integrated learning has
positively impacted my academic per-
formance in maritime related assess-
ments.
3. Interactive technological tools have made
maritime concepts more accessible and under-
standable for me.
4. The integration of technology has increased my in-
terest and motivation in pursuing maritime education.

5. E-learning platforms and online resources have

contributed to the improvement of my maritime train-
ing outcomes.

3 – Agree 1 – Strongly Disagree

6. The availability of technology-enhanced simulations

and practical applications has positively influenced my
 52

maritime learning experience.

7. I feel more confident in applying theoretical knowledge
gained through technology-assisted learning in practical
maritime scenarios
8. The integration of technology has made the learning
process in maritime education more flexible and adaptable
to different learning styles.
9. Overall, I believe that the use of technology has posi-
tively influenced my academic achievements in maritime
education and training.
10. I believe that the integration of technology has signifi-
cantly improved my understanding of maritime subjects.

B. Skills Development 4 3 1
(Delivering Laboratory Activities) ( (A (D) (S
S ) D)
A
 53

)
1. The use of technology has significantly improved my
practical skills relevant to maritime education.

2. Interactive simulations and virtual training exercises

have enhanced my ability to apply theoretical knowl-
edge to real-world maritime scenarios.
3. Technology-integrated learning has contributed to the
development of my critical thinking skills in the con-
text of maritime challenges.
4. Online collaborative projects and discussions have im-
proved my teamwork and communication skills in the
maritime domain.
5. The availability of technology-enhanced training mate-
rials has facilitated the development of my problem-
solving skills in maritime scenarios.
6. Technological tools have provided personalized learn-
ing experiences, catering to my individual skill devel-
opment needs in maritime education.
7. The integration of technology has made it easier for
me to acquire and practice new technical skills relevant
to the maritime industry.
8. E-learning platforms have positively impacted my
adaptability to changing maritime technologies and
practices.
9. Technology-assisted learning has played a significant
role in enhancing my maritime related research and an-
alytical skills.
10. Overall, I believe that the integration of technology has
effectively contributed to the development of my skills
in the field of mari-time education and training.
 54

III. Please rate the effectiveness of using the following technologies in en-
hancing maritime education and training at University of Cebu Lapu-Lapu
Mandaue.

5 – Highly Effective 4 – Very Effective

3 – Moderately Effective 2 – Somewhat Effective
1 – Not Effective

Maritime Technologies 3 2 1
(
( ( ( S (
H V M E M
E E E ) E
) ) ) )

1. Electronic Chart Display and Information Sys-

tems.
2. Automatic Identification System.

3. Ship Handling Simulators.

4. Global Maritime Distress and Safety System.

5. Augmented Reality (AR) and Virtual Reality
(VR).
6. Remote Sensing Technologies.

7. E-Learning Platform.

Approved by: MISS GLORIA DENIEGA Approved by: MR. ELDIE AR-
RIESGADO
Adviser Statistician
 55

APPENDIX D
RESEARCH ENVIRONMENT
 56

APPENDIX E
TEST OF RELIABILITY OF QUESTIONNAIRE
Item Statistics Mean SD
A.
Q1 3.10 1.10
Q2 3.50 0.85
Q3 3.50 0.85
Q4 3.60 0.97
Q5 3.80 0.42
Q6 3.50 0.71
Q7 3.90 0.32
Q8 3.60 0.70
Q9 3.30 1.06
Q10 3.70 0.67
B.
Q1 3.20 1.14
Q2 3.70 0.48
Q3 3.70 0.67
Q4 3.90 0.32
Q5 3.50 0.71
Q6 3.40 0.84
Q7 3.70 0.67
Q8 3.90 0.32
Q9 3.80 0.42
Q10 3.50 1.08
C.
Q1 4.63 0.74
Q2 3.50 0.76
Q3 4.71 0.49
Q4 5.00 0.00
Q5 4.00 1.15
 57

Q6 4.38 0.74
Q7 3.33 0.82

INTERNAL CONSIS-
CRONBACH'S A TENCY
0.90 and above EXCELLENT
0.80 - 0.89 GOOD
0.70 - 0.79 ACCEPTABLE
0.60 - 0.69 QUESTIONABLE
0.50 - 0.59 POOR
below 0.50 UNACCEPTABLE

Cronbach’s Alpha No. of Item

0.94 27
Realibility Statistics
 58

CURRICULUM VITAE

Kherl S. Bartolini

1047 Hernan Cortes Street Subangdaku Mandaue City

0992461331

[email protected]
PERSONAL INFORMATION
Nickname: Bartz

Birthday: November 26, 2003

Age: 20

Gender: Male

Nationality: Filipino

Religion: Roman Catholic

Status: Single
Mother’s name: Liezel S. Bartolini
Father’s name: Jeffrey M. Bartolini
EDUCATIONAL BACKGROUND
College: University of Cebu Lapu-Lapu and Mandaue Senior High School:
University of Cebu Lapu-Lapu and Mandaue
Junior High School: Mandaue City Comprehensive National High School
Elementary: Subangdaku Elementary School
 59

Stephanie Kane Bartolini

1047 Hernan Cortes Street Subangdaku Mandaue City

09384516204
[email protected]
PERSONAL INFORMA-
TION
Nickname: Panpan

Birthday: April 20, 2004

Age: 20

Gender: Female

Nationality: Filipino

Religion: Roman Catholic

Status: Single

Mother's name: Jean M. Bartolini

Father's name: Kent Randolph H. Jamili

EDUCATIONAL BACKGROUND
College: University of Cebu Lapu-Lapu and Mandaue Senior High School:
University of Cebu Lapu-Lapu and Mandaue
Junior High School: Mandaue City Comprehensive National High School
Elementary: Subangdaku Elementary School

Zane Andre F. Fabroa

Guinsay Danao City

 60

09451443846

[email protected]

PERSONAL INFORMATION
Nickname: Zane

Birthday: July 6, 2004

Age: 19

Gender: Male

Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
Mother’s name: Rosalie Fabroa
Father’s name: Enrico Fabroa
EDUCATIONAL BACKGROUND
College: University of Cebu Lapu-Lapu and Mandaue
Senior High School:Ramon M. Durano Sr. Foundation–Science and Technol-
ogy
Education Center
Junior High: Northeastern Cebu Colleges
Elementary: Guinsay Elementary School

Marc Justin B. Misoles

Cemento, Pusok, Lapu-Lapu City

09914354418
[email protected]
PERSONAL INFORMATION
 61

Nickname: Mj

Birthday: May 19, 2004

Age: 19

Gender: Male

Nationality: Filipino
Religion: Roman Catholic

Status: Single

Mother’s name: Jasmin B. Misoles

Father’s name: Mat L. Misoles

EDUCATIONAL BACKGROUND
College: University of Cebu Lapu-Lapu and Mandaue

Senior High School: The College of Maasin

Junior High School: The College of Maasin

Elementary: San Rafael Elementary School