Understanding the Motivation behind choosing a Maritime Career : A survey for

First Year Bachelor of Science in Marine Engineering Students

A Research Proposal
Presented to
Ms. Anicena Cantille
DMMA College of Southern Philippines
Tigatto Road, Bahangin, Davao City

In Partial Fulfillment
Of the Requirements in
English 3

By:
Padayao, Allan Jr. L.
Salazar, Kendrick M.
Sumagaysay, Earl Peter B.
Fuentes, Jeopril Mark D.
 ACKNOWLEDGMENT

We are grateful to Ms. Anicena Cantille, our advisor, for her comprehensive

counsel and helpful suggestions for advancing our research into a better one. Your advice

will undoubtedly stick in our memories, helping us toward the goals we have for

ourselves.

We thank you for your time, effort, and comprehensive inputs to improve our research

quality and to give us better insights for the better progress of our research.

To our respondents, who imparted their very significant participation for this

study to be possible, we thank you from the bottom of our hearts. Your time and effort

being spent with us was really deeply appreciated.

We also want to express our sincere gratitude to our friends, family members, and

parents for their constant, unconditional love and support. We appreciate you and we love

you!

Above all, we humbly and continuously express our gratitude to the Almighty

Father for the gifts of love and opportunities, direction and blessings, mercy, and

compassion. Lord, no amount of words will ever express the depth of our appreciation

gratitude.

Cheers to this particular triumph!

 Table of Contents

Title Page……………………………….…………………………………………...….….i

Acknowledgement…………………………………………………………………...……ii

Table of Contents…………………………………………………………………………iii

List of Appendices………………………………………………………………..……....iv

CHAPTER I Background of the Study ..................................................................... ……1

Statement of the Problem ............................................................................ 2

Hypothesis ................................................................................................... 3

Theoretical Framework ............................................................................... 4

Conceptual Framework ............................................................................... 5

Significance of the study ............................................................................. 6

Scope and Delimitation ............................................................................... 8

Definition of Terms ..................................................................................... 9

Review of Related Literature and Studies ………...……..........................11

CHAPTER II Research Design ....................................................................................... 18

Research Locale ....................................................................................... 19

Respondents of the study.......................................................................... 20

Sampling Design ...................................................................................... 20

Research Instrument ................................................................................. 21

Data Gathering Procedure ......................................................................... 23

Statistical Tool.......................................................................................... 25
 Ethical Considerations .............................................................................. 26

CHAPTER III Results..................................................................................................... 27

CHAPTER IV Summary................................................................................................. 36

Conclusion……………………………………………………….......….37

Recommendations…………………………………………...….……....38

Bibliography ............................................................................................. 39

Appendices ............................................................................................... 44

Curriculum vitae ....................................................................................... 52

 List of Figures

Figure

1 Conceptual Framework…………..……………………………..…………..…5

List of Boxes

Boxes

1 Rating and Interpretation of Values……………………………………..…….27

List of Tables

Table

1 Demographic profile of respondents: Age…………….………………..……….28

2 Demographic profile of respondent: Gender ..………………………...………28

3 Demographic profile of respondents: Civil Status……………..……………..…29

4 Demographic profile of respondents: Family Socioeconomic Status..………….29

5 Demographic profile of respondents: Family Background……………….……..30

6 Demographic profile of respondents: Personal Interests and Goals ……...….….31

7 Family Influence or Encouragement Factors…………………………………….32

8 Peer Influence Factors………………………..……………………………….....33

9 Financial Considerations and Job Opportunities Factors………………………..34

10 Perception of the Maritime Profession and Career Prospects Factors……..……35

List of Appendices

Appendix

A Survey Questionnaire……………….…………………………………………44

B Computations………………….……………………….……………….……..50
 1

CHAPTER I
THE PROBLEM AND REVIEW OF RELATED LITERATURE

Background of the Study

The maritime industry is one of the most vital sectors of global trade and
transportation, responsible for over 80% of the world's goods by volume, according to the
United Nations Conference on Trade and Development (UNCTAD, 2021). This statistic
emphasizes the crucial role seafarers and maritime professionals play in sustaining
international economies. The demand for maritime workers, particularly marine
engineers, continues to grow, as they are responsible for the safe and efficient operation
of ships’ machinery. As of 2021, the global maritime workforce consisted of
approximately 1.89 million seafarers, including both officers and ratings (BIMCO & ICS,
2021). With the continuous evolution of ship technology, there is an increasing need for
skilled marine engineers, making maritime careers appealing to many young people
worldwide.

In the Philippines, the maritime sector plays a critical role in the country's
economy, with Filipino seafarers making up around 25% of the global seafaring
workforce (DOLE, 2020). As one of the leading suppliers of maritime professionals
globally, the country has established a strong presence in the maritime industry, with
Filipino seafarers known for their competence and resilience. The Philippine Overseas
Employment Administration (POEA) reported that, in 2020, over 400,000 Filipino
seafarers were deployed, despite the challenges posed by the COVID-19 pandemic
(POEA, 2020). These figures highlight the nation's significant contribution to the global
maritime industry and the strong demand for maritime education within the countr
Locally, in Davao City, the DMMA of Southern Philippines (DMMACSP) has
been a key player in nurturing future maritime professionals. DMMACSP offers
specialized programs, including the Bachelor of Science in Marine Engineering
(BSMarE), which prepares students for a career at sea. The college’s commitment to
producing highly skilled marine engineers is evidenced by its robust curriculum, which
combines theoretical learning with practical hands-on training. Given the strategic
 2

location of Davao City as a gateway to the Philippines' southern maritime routes, the city
is an ideal hub for maritime education, attracting students from various parts of the
country.

Despite the significance of the maritime sector both globally and nationally, there
is limited research on the motivations that drive students to choose this career path,
particularly within the local context. Understanding these motivations is crucial for
educators, policymakers, and the maritime industry as a whole, as it can provide insights
into how to better attract and retain talent in the field. The Bachelor of Science in Marine
Engineering program, for instance, demands a high level of commitment and passion, as
students will eventually face the rigorous challenges of life at sea.

This research aims to explore the motivation behind the decision of first-year
Bachelor of Science in Marine Engineering students at the Davao Merchant Marine
College of Southern Philippines to pursue a maritime career. By examining their
motivations, the study seeks to contribute to the broader understanding of why young
people choose maritime professions and how institutions can further support and nurture
these future professionals. Through a comprehensive survey, this research will provide
valuable insights that can inform educational strategies and recruitment efforts within the
maritime industry.

Statement of the Problem

This study aims to determine the motivation behind choosing a maritime career among
first-year Bachelor of Science in Marine Engineering students at the Davao Merchant
Marine Academy College of Southern Philippines.

Specifically, it sought to answer the following questions:

1. What is the demographic profile of the first-year Bachelor of Science in Marine

Engineering students in terms of:

1.1 Age;
 3

1.2 Gender;

1.3 Civil status;

1.4 Family Socioeconomic status;

1.5 Family background (maritime or non-maritime)?

2. What are the factors influencing the decision to pursue a maritime career in terms
of:

2.1 Personal interests and goals;

2.2 Family influence or encouragement;

2.3 Peer influence;

2.4 Financial considerations and job opportunities;

2.5 Perception of the maritime profession and career prospects?

3. Is there any significant difference between the motivation behind choosing a

maritime career when analyzed according to profile?

Hypothesis

This study aims to determine the factors influencing the choice of a maritime career
among first-year Bachelor of Science in Marine Engineering students at the Davao
Merchant Marine Academy College of Southern Philippines. The researchers would like
to test the following hypotheses:
1. There is no significant correlation between age and personal interest influencing the
choice of a maritime career among first-year marine engineering students.
2. There is no significant correlation between age and family influence on the choice of a
maritime career among first-year marine engineering students.
 4

3. There is no significant correlation between gender and personal interest influencing the
choice of a maritime career among first-year marine engineering students.
4. There is no significant correlation between gender and peer influence on the choice of
a maritime career among first-year marine engineering students.
5. There is no significant correlation between socioeconomic status and financial
considerations influencing the choice of a maritime career among first-year marine
engineering students.
6. There is no significant correlation between family involvement in the maritime
industry and family influence on the choice of a maritime career among first-year marine
engineering students.

Theoretical Framework

Self-Determination Theory (SDT) posits that human motivation is shaped by the

fulfillment of three basic psychological needs which is autonomy, competence, and
relatedness (Deci & Ryan, 2000). Self- Determination is relevant for understanding the
motivations of students pursuing a career in marine engineering, as it differentiates
between intrinsic and extrinsic motivations. Intrinsic motivation stems from a genuine
passion for maritime activities, technology, or environmental issues, which can lead to
increased engagement and persistence in their studies (Ryan & Deci, 2017). Many
students also find satisfaction in contributing to societal needs, such as sustainable
shipping practices, enhancing their commitment to the field.

Extrinsic motivation, on the other hand, involves external factors influencing

career choices, such as job prospects and financial rewards. The maritime industry is
known for offering stable employment and competitive salaries, making these extrinsic
factors significant, particularly in today's uncertain economic climate (Vallerand et al.,
1992). The concept of autonomy is central to SDT, emphasizing that students who
perceive their choice to pursue marine engineering as self-directed are likely to show
higher levels of commitment and satisfaction. Encouraging exploration of interests within
the field can foster a sense of ownership over their education and career paths (Deci &
Ryan, 2000).
 5

Competence and relatedness also play vital roles in student motivation. A strong
sense of competence, bolstered by positive reinforcement and hands-on experiences like
internships, enhances students' confidence and further motivates them in their studies.
Additionally, the social connections formed with peers, faculty, and industry
professionals can foster a sense of belonging, enhancing motivation through shared
experiences (Ryan & Deci, 2000). In conclusion, applying SDT to the motivations behind
choosing a maritime career provides valuable insights into the interplay between intrinsic
and extrinsic factors, ultimately informing more effective educational practices and
career guidance in this field.

Maslow's Hierarchy of Needs can provide a useful framework for understanding

the motivations of first-year Bachelor of Science in Marine Engineering students as they
choose a maritime career. At the base, physiological needs include basic requirements
such as food, water, and shelter, which may drive students toward a career in maritime
engineering for job security and stable income (Maslow, 1943). Safety needs become
significant as students seek stability and benefits within a growing industry. The need for
love and belongingness may emerge as students connect with a strong community of
peers and professionals in the maritime field. Esteem needs are reflected in students'
desires for respect, recognition, and professional growth, as a maritime career can
provide leadership opportunities and a sense of accomplishment. Ultimately, self-
actualization drives students to pursue their passions in technology and sustainability,
allowing them to make a meaningful impact. By examining these motivations through
Maslow's framework, researchers can gain insights that support students in their
academic and professional journeys.

Conceptual Framework

Independent Variable Dependent Variable

Motivation to choose a
Personal Factor Maritime Career

Figure 1.
 6

Personal Factor refers to individual characteristics, experiences, and motivations that

influence a person's decisions and behaviors. These may include attributes such as

background, interests, values, skills, and personal experiences that shape one's choices,

particularly regarding career paths.

Maritime Career encompasses various professions and roles related to the marine

industry, including navigation, engineering, ship operation, and marine environmental

management. It involves working on or near water, often requiring specialized training

and knowledge of maritime laws, safety regulations, and navigation techniques.

Significance of the study

This study aims to investigate the motivations behind choosing a maritime career

among first-year Bachelor of Science in Marine Engineering students at the Davao

Merchant Marine College of Southern Philippines (DMMACSP). By identifying the

factors that influence students’ career choices, this research will contribute to enhancing

educational strategies, policymaking, and student support systems within the maritime

industry.

The findings of this study hold substantial significance for various stakeholders,

including:

Policy Makers. The results will provide valuable insights that policymakers can use to

evaluate the effectiveness of current initiatives aimed at promoting maritime careers. By

understanding student motivations, they can design targeted programs and incentives to

attract more young individuals to the maritime sector.

 7

Educational Institutions. Schools like DMMACSP can utilize the findings to refine

their curricula and support services, ensuring they meet the needs and expectations of

prospective marine engineering students. This alignment can lead to increased student

satisfaction and retention.

Maritime Industry. The insights gained from this research can help maritime companies

better understand the preferences and motivations of future employees. By addressing

these factors, the industry can improve recruitment strategies and develop work

environments that appeal to new graduates, ultimately enhancing job satisfaction and

retention.

Families and Communities. Families play a crucial role in shaping students’ career

choices. This study can empower families with knowledge about the maritime field,

allowing them to provide informed guidance and support to their children in their career

decisions.

Future Students. The research will serve as a resource for incoming students, helping

them navigate their own motivations and the potential career paths available in the

maritime industry. Increased awareness of the factors influencing career choice may lead

to more informed and confident decisions.

Future Researchers. This study will provide a foundation for subsequent research in

maritime education and career choice. Future researchers can build on these findings to

explore related topics, contributing to a deeper understanding of the dynamics within the

maritime field.
 8

Scope and Delimitation

This study focuses on understanding the motivations behind choosing a maritime

career among first-year Bachelor of Science in Marine Engineering students at the Davao

Merchant Marine Academy College of Southern Philippines (DMMACSP). It aims to

explore various factors influencing their decision, including personal interests, family and

peer influences, financial considerations, and perceived job opportunities in the maritime

industry. The research will also assess the demographic profiles of the students, such as

age, gender, civil status, and socioeconomic background, to identify patterns and trends

in their motivations.

The study will employ a quantitative research design, utilizing surveys as the

primary data collection method. The target population will consist of first-year students

enrolled in the marine engineering program during the academic year 2024-2025. The

findings are intended to provide insights for educational institutions and policymakers to

enhance support and recruitment strategies in the maritime sector.

This study is limited to first-year Bachelor of Science in Marine Engineering

students at DMMACSP and does not include students from other maritime programs or

institutions. The focus will be on students who have just entered the program, thereby

excluding those in later years who may have different motivations and experiences.

Additionally, the research will not delve into the experiences of graduates or alumni of

the program, nor will it explore career outcomes or job placements after graduation.

Furthermore, while the study will examine various factors influencing students'

decisions, it will not investigate other potential variables, such as external socioeconomic
 9

conditions, personal circumstances, or psychological factors beyond those identified in

the survey. The results may not be generalizable to other regions or maritime institutions

in the Philippines or globally, as they are specific to the demographic and contextual

characteristics of DMMACSP.

Definition of Terms

The following terms were operationally and conceptually defined accordingly on

how they are used in the study.

Motivation refers to the driving force behind individuals' actions and choices,

influenced by both internal desires and external factors (Ryan & Deci, 2017). In this

study, motivation refers to the specific reasons and influences that drive first-year

Bachelor of Science in Marine Engineering students to pursue a maritime career.

Maritime Career is a profession involving work related to the operation,

navigation, and engineering of ships and vessels in the global shipping industry

(Stopford, 2013). In this study, a maritime career refers to the professional path in marine

engineering that students at the Davao Merchant Marine College of Southern Philippines

are preparing for.

Marine Engineering is a branch of engineering focused on the maintenance,

design, and operation of ship machinery and marine systems (Reed, 2015). Marine

engineering in this study pertains to the academic program taken by the first-year

students, equipping them with technical knowledge to operate and maintain ship systems.
 10

Demographic Profile refers to the statistical data that represent characteristics

such as age, gender, income, and education level of a population (Pew Research Center,

2019). In this study, the demographic profile includes the background characteristics of

first-year marine engineering students, such as age, gender, civil status, and family

background.

Personal Interests refers to the intrinsic motivations or preferences that guide an

individual's decisions and actions toward certain activities (Renninger & Hidi, 2016). In

this study, personal interests refer to the individual reasons or passions that led students

to choose a career in marine engineering.

Family Influence is the impact of family members, particularly parents, on an

individual's decision-making process, including career choices (Perkins et al., 2014).

Family influence in this study refers to the encouragement or guidance from family

members, especially those with maritime backgrounds, that affect students' decisions to

pursue marine engineering.

Peer Influence is the effect of one's social circle, such as friends or classmates, on

their attitudes, beliefs, or decisions (Vélez-Agosto et al., 2017). In this study, peer

influence refers to the extent to which students' friends or classmates shaped their

decision to enroll in a marine engineering program.

Financial Considerations refers to the economic factors that impact decision-

making, such as the cost of education and potential earnings (Wolla & Sullivan, 2017). In

this study, financial considerations refer to the perceived economic benefits, such as high-
 11

paying job opportunities in the maritime industry, that influenced the students' career

choice.

Job Opportunities refers to the availability of employment positions and the

potential for career advancement in a particular industry (OECD, 2014). In this study, job

opportunities refer to the future career prospects in the maritime sector that may have

influenced the students’ decision to pursue marine engineering.

Challenges and Expectations refers to the perceived obstacles and anticipated

outcomes individuals foresee in their chosen careers (Bandura, 2016). In this study,

challenges and expectations relate to the difficulties students expect to encounter in their

studies and future careers as well as their hopes for success in the maritime profession.

Review of Related Literature and Studies

This chapter presents the review of related literature and studies, which provides a

schematic presentation of the concepts involved in the research and the synthesis of the

evaluation, significance, and implications of those literature and studies to the current

study.

Understanding the motivation behind choosing a maritime career is essential for

addressing the evolving needs of the industry. Research indicates that students often

pursue maritime careers due to a combination of personal interests, perceived job

security, and the allure of adventure associated with sea-based professions. According to

Vukic et al. (2018), many aspiring marine engineers are motivated by a fascination with
 12

technology and engineering principles, driving their interest in marine engineering

programs.

Furthermore, studies by Smith et al. (2020) emphasize the importance of family influence

and social networks in shaping career choices. Many students report that familial

connections to the maritime industry or encouragement from peers significantly impact

their decision-making process. Research by Lee (2019) highlights that first-year students

in marine engineering programs often express a strong desire for stability and

advancement, factors that enhance their motivation to pursue this career path.

The so-called fourth industrial or digital revolution is characterized by the unification of

technologies that breaks the boundaries between physical, digital, and biological

disciplines. Compared to three previous industrial revolutions the main differences of

fourth are speed, extent and systemic impact. Only jobs that cannot be done by machines

will last for the people in future; they will base on creative expression, social interaction,

physical dexterity, empathy, ingenuity and collaboration . Are the current education

systems and paradigms oriented towards these values and goals? It does not always seem

to be so. Mostly still leading a 20th century educational model that introduces

standardized facts and procedures designed to prepare the workforce for jobs that

probably may not exist for a long time; this is not enough to cope with future challenges.

The author raises some questions regarding the future education in general and for

seafarers in particular. How to be more flexible and responsive to rapid changes? What is

the new principles of education in the dynamically developing shipping industry and

digital world where all information is available to everyone anytime? How to keep pace

with the rapid and extensive changes in industries, including shipping? Lifelong inclusive
 13

and equitable education, formal and informal, physical and digital will be vital for the

preparation of new populations and society to be successful in this unpredictable future.

(Alop, 2019)

As a result of technologic improvement, the shipping is rapidly changing. Digitalization

and high level automation lead important changes in the operation of maritime business

and subsequently the reconsideration of the role of seafarers. The shipping business

becomes more technical and it demands highly skilled and specialized crew ready to

embrace continuously evolving technology. The mission of the education institutes is not

preparing the people for today but also for future requirements. It requires them to

understand effect of digitalization on industry and adopt new programmes as well as

benefits from IT technology to improve their teaching and learning methods. It is also

necessary to establish a close cooperation and collaboration between industry and

education institutes and evaluate missing points in the education system. A teaching

system is required to rebound ability to learners to use information and understand

abilities of automated systems. Traditional seafarer training is a part of applied science

and focus on practical and cognitive skills. But since 1990s seafaring officer training

reshaped to cover academic competencies to breed officers endowed with the ability to

use highly improved technology. This study discusses how we can improve our education

systems to prepare young seafaring officer for the future as well as how we can get

benefits from the digitalization to appreciate our teaching and learning activities.

(Demirel, 2020)

The marine talent cultivation and output in higher vocational colleges is an important

support to build a strong maritime country and ensure the steady development of the
 14

shipping business industry. Vocational colleges should ensure effective career

preparation and career guidance education for their students, and train them to acquire the

professional abilities to work and adapt effectively and quickly in the future. Some

studies show that many crew members experience a decline in job satisfaction, a low

sense of achievement, and a series of negative subjective career feelings. Even more,

some crew members have poor work performance or unsuccessful career development

behaviors such as career change or resignation. (Wang et al, 2022)

Studies indicate that most first-year marine engineering students fall within the age range

of 17-21 years. According to Mangaliag and Reyes (2021), this age group is in a critical

phase of deciding their long-term careers, with many influenced by familial expectations

and personal aspirations to secure a stable future.

The maritime industry has traditionally been male-dominated. However, there is a

growing interest among female students in pursuing marine engineering as institutions

have begun to encourage gender diversity. As noted by Doyle (2020), several initiatives

in recent years aim to attract more women into maritime careers, although the ratio of

male to female students remains significantly imbalanced.

Most first-year marine engineering students are single, as found in research by Herrera

and Thompson (2022), reflecting their young age and educational focus. The demanding

nature of the training programs may contribute to students postponing marriage or serious

relationships until later stages of their careers.

Students from middle-income backgrounds are predominant in marine engineering

programs. According to Torres (2019), the promise of high-paying jobs in the maritime
 15

industry motivates students from these socioeconomic backgrounds to pursue this field.

However, there is also an emerging trend of students from lower-income families

choosing marine engineering, often because of government scholarships or loan programs

(Santos, 2021).

A significant proportion of marine engineering students come from families with a

maritime background. As pointed out by Garcia (2020), the influence of having a parent

or relative in the maritime industry plays a crucial role in a student’s decision to pursue a

similar path. However, the appeal of financial security and global opportunities is

increasingly attracting students from non-maritime families (Fernandez, 2019).

Many students are drawn to marine engineering due to a passion for the sea, adventure,

and the allure of working in a global industry. According to the study by Williams and

Anderson (2020), students often cite the excitement of international travel and their

interest in engineering disciplines as key motivators for pursuing a maritime career.

Family influence remains one of the strongest factors in career choice for marine

engineering students. A study by Cruz (2021) highlights that parents or guardians,

particularly those with maritime careers, actively encourage their children to follow in

their footsteps, believing that the industry offers stable and lucrative employment.

Peers also play a significant role in influencing career decisions. In their research,

Delgado and Ruiz (2020) found that students who had friends in marine engineering

programs or who were exposed to discussions about the maritime profession were more

likely to consider it as a viable career option.

 16

The potential for high salaries, job stability, and opportunities for global employment are

major factors influencing the decision to pursue a maritime career (Villanueva & Santos,

2018). Many students from lower-income families are particularly drawn to this field

because of its promise of economic mobility. Additionally, the global demand for marine

engineers continues to be high, as noted by Shipman (2019).

The maritime profession is generally perceived positively, with students acknowledging

its challenges but also its rewards. In a survey conducted by Brown and Smith (2020),

marine engineering students expressed optimism about the career prospects in the field,

recognizing the global shortage of skilled marine engineers as an opportunity for long-

term employment security.

Marine engineering students are aware of the various challenges they may face, including

long periods away from home, physical demands, and the pressure of working in high-

risk environments. According to Lozano (2020), first-year students often express

concerns about balancing their personal lives with the demands of a seafaring career.

Despite these challenges, many students have high expectations for job satisfaction and

financial stability.

A study by Mercado and Alcantara (2019) also revealed that students expect to advance

in their careers, either by obtaining higher certifications or transitioning to shore-based

positions after gaining sea experience. Additionally, students anticipate working in

diverse international settings and often cite this as one of the most attractive features of

the maritime profession.

 17

Social influences and educational experiences significantly shape students’ motivations

to pursue maritime careers. Familial ties to the maritime industry, as explored in the work

of Sullivan (2021), reveal that students often follow in the footsteps of family members,

driven by a sense of legacy and belonging. Furthermore, mentorship from professionals

in the field can provide vital insights and encouragement, enhancing students' resolve to

pursue this career path (Brown & Jones, 2020). The educational background also plays a

crucial role; students with prior exposure to maritime education or activities, such as

sailing clubs or internships, exhibit a stronger inclination towards maritime studies

(Thomas, 2022). By examining these social and educational factors, this review

highlights how they collaboratively influence first-year Bachelor of Science in Marine

Engineering students' decisions, providing a comprehensive understanding of the

motivations behind choosing a maritime career.

 18

CHAPTER II

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the research design of the whole study. It discusses the

general procedures, materials, subjects/respondents of the study, data gathering

techniques, and statistical tools used in finding relationships among the variables under

investigation that are already intact during the conduct of the study

Research Design

This study will use a descriptive-correlational quantitative research design to

explore the factors influencing the career decisions of first-year Bachelor of Science in

Marine Engineering (BSMarE) students.

The descriptive part of the design aims to provide a clear understanding of the

demographic characteristics of the students, such as age, gender, civil status,

socioeconomic background, and family involvement in maritime careers. This will allow

the researcher to describe and summarize the profiles of the respondents and establish

general trends within the group.

The correlational aspect will focus on examining the relationships between these

demographic factors and the students' motivations to pursue a maritime career. By using

quantitative methods, the study will measure the strength and direction of the

relationships between variables, such as how factors like personal interest, family

influence, financial considerations, and career opportunities relate to the students'

backgrounds.
 19

This research design is purely quantitative, meaning it will rely on numerical data

collected through a structured survey. The survey will use a Likert scale to assess the

degree of influence that different factors have on the students' career choices. The data

will then be analyzed using statistical tools such as correlation analysis to determine if

there are significant connections between the students’ demographic profiles and their

motivations.

This approach is appropriate for this study because it allows for both the

description of the students’ characteristics and the analysis of relationships between key

factors, providing a comprehensive picture of what influences first-year students to

choose a career in marine engineering.

Research Locale

This study will be conducted in the DMMA College of Southern Philippines

(DMMACSP) campus. DMMACSP stands for the Davao Merchant Marine Academy

College of Southern Philippines. It is a maritime institution based in Davao City that

provides education and training in various maritime-related fields, including marine

engineering and deck operations. The college offers scholarship programs, such as the

Norwegian Shipowners Association (NSA) Cadetship Program, to help students pursue

careers in the maritime industry. The institution also continues to improve its facilities to

support the growth and development of future maritime professionals.

 20

Respondents of the study

The respondents for this study consist of first-year Bachelor of Science in Marine

Engineering (BSMarE) students from Davao Merchant Marine College of Southern

Philippines (DMMACSP) for the academic year 2024-2025. This group of students was

chosen because they are in the earliest stages of their maritime education, making them

ideal candidates for exploring the factors that motivated them to select a maritime career.

By focusing on first-year students, the study aims to capture their motivations at a critical

point in their educational journey, when they are beginning to form strong opinions and

attitudes toward their chosen field. Since these students have recently made the decision

to pursue a career in marine engineering, they are in the best position to provide fresh

insights into the personal, financial, and societal influences that led to their career choice.

Understanding their motivations at this early stage also allows educational institutions

and maritime professionals to create more effective strategies for recruitment and

curriculum development. This selection of respondents ensures that the research will

provide a thorough and relevant understanding of the factors driving maritime career

choices, as the study seeks to uncover motivations ranging from personal interests to

family and financial considerations.

Sampling Design

In this study, a census sampling method will be employed, meaning that all first-

year Bachelor of Science in Marine Engineering (BSMarE) students enrolled at Davao

Merchant Marine College of Southern Philippines (DMMACSP) during the academic

year 2024-2025 will be eligible to participate. This approach involves collecting data
 21

from the entire population of first-year students, ensuring that every individual within the

group has the opportunity to contribute to the research. Rather than selecting a subset of

students, the aim is to gather responses from all students, making this a comprehensive

study that provides a complete picture of the population’s motivations and career

influences.

By distributing the survey to all eligible students, either through email, social

media, or online platforms like Google Forms, the research will aim for broad

participation. To ensure the highest possible response rate, follow-ups will be conducted,

reminding students to complete the survey. This method minimizes the risk of sampling

bias and guarantees that every student’s input is considered. One of the key advantages of

census sampling is that it provides complete and accurate data since the entire population

is included, leading to more reliable results.

Research Instrument

The primary tool for data collection in this study is a structured survey

questionnaire distributed through Google Forms. The questionnaire is divided into two

major sections, designed to gather comprehensive information relevant to the research

objectives.

Part I focuses on the demographic profile of the respondents, collecting details

such as age, gender, civil status, socioeconomic status, and family background, including

whether any family members are involved in the maritime industry. This demographic

information provides context for understanding how different factors may influence

students’ decisions to pursue a career in marine engineering.

 22

Part II is aimed at measuring the various factors that influence the students’

decisions to pursue a maritime career. This section employs a Likert scale, which is a

popular and effective method for gauging levels of agreement or disagreement with

specific statements. Respondents will be asked to indicate their level of agreement with

statements related to personal interests, family and peer influence, financial

considerations, and perceptions of the maritime profession.

The Likert scale used in this survey includes five response options:

1. Strongly Agree: This option reflects a high level of agreement with the statement,

indicating that the respondent feels very strongly that the factor in question had a

significant influence on their decision.

2. Agree: This option shows general agreement with the statement, meaning the

respondent believes the factor played an important role, though perhaps not as

strongly as "strongly agree."

3. Neutral: This response indicates that the respondent is undecided or indifferent

about the statement, suggesting that the factor neither strongly influenced their

decision nor was irrelevant.

4. Disagree: Selecting "disagree" shows that the respondent does not feel the factor

had much influence on their decision to pursue a maritime career.

5. Strongly Disagree: This option reflects a strong rejection of the statement,

indicating that the factor had no influence or may even have worked against their

decision
 23

Data Gathering Procedure

The data gathering process for this study follows a systematic and structured

approach to ensure accuracy, reliability, and ethical considerations throughout. This

procedure is designed to effectively collect information from the target population of

first-year Bachelor of Science in Marine Engineering (BSMarE) students at Davao

Merchant Marine College of Southern Philippines (DMMACSP).

The first step involves the careful development and validation of the structured

survey questionnaire. This questionnaire has been designed to gather demographic

information and assess the factors influencing students’ career choices in the maritime

field. Prior to the main data collection, the survey will undergo a pre-testing phase with a

small group of students who are not part of the target population. This pre-test helps

identify any ambiguities or misunderstandings in the questions, allowing the research

team to make necessary adjustments to improve clarity and relevance.

Before proceeding with the distribution of the survey, the research team will seek

approval from the appropriate ethical review board at DMMACSP. This step is crucial to

ensure that the study adheres to ethical standards and protects the rights of the

participants. Once approved, the researchers will be able to confidently move forward

with the data collection.

After receiving ethical approval, the research team will distribute the survey link

via electronic means to reach all eligible first-year BSMarE students. The survey will be

shared through official school email accounts, class group chats, and social media

platforms commonly used by the students, such as Messenger or Gmail. This multi-
 24

channel approach ensures that students receive the survey invitation in various formats,

increasing the likelihood of participation.

Accompanying the survey link will be an informed consent form. This document

will outline the purpose of the research, the voluntary nature of participation, and the

measures taken to ensure confidentiality and anonymity. It will also clarify that

participants can withdraw from the study at any point without any penalties. Students will

be required to read and acknowledge this consent before accessing the survey, ensuring

that they fully understand their rights and the study's aims.

The survey will remain open for a designated period, typically two weeks, to

allow ample time for students to complete it at their convenience. The use of Google

Forms facilitates efficient data collection, as it allows responses to be collected in real-

time and stored securely. During this period, researchers may send reminders to

encourage participation and increase response rates, highlighting the importance of their

input in understanding their motivations for choosing a maritime career.

Once the data collection period concludes, the research team will analyze the

collected responses. Google Forms automatically compiles the data into a structured

format, which can be easily exported to statistical analysis software such as SPSS or

Excel. This organization of data helps streamline the analysis process and allows the

research team to focus on interpreting the results rather than sorting through raw data.

Following the collection and organization of data, the research team will begin the

analysis phase. The findings will then be interpreted in the context of the research

objectives, helping to reveal patterns and significant trends among the respondents.
 25

After the analysis, the research team will compile the findings into a

comprehensive report. This report will detail the methodology, results, discussions, and

conclusions drawn from the data. The findings will be shared with relevant stakeholders,

such as academic faculty, student organizations, and the broader maritime community, to

inform future policies and practices aimed at enhancing recruitment and support for

students in the maritime field.

Statistical Tool

Once the data has been collected, several statistical tools will be used to analyze

it. First, descriptive statistics will be employed to provide a basic summary of the

demographic data. This includes calculating frequencies and percentages to show the

distribution of respondents based on factors such as age, gender, and socioeconomic

background. These statistics help paint a clear picture of the student population involved

in the study. After that, correlation analysis will be used to explore relationships between

different variables, such as the influence of age, family background, or financial

considerations on the decision to pursue a maritime career. Correlation analysis helps

identify patterns and relationships between these variables, showing how different factors

might interact or influence each other. The statistical analysis will be conducted using

software such as SPSS (Statistical Package for the Social Sciences), which is a powerful

tool for managing and analyzing large datasets. Using SPSS ensures that the data is

processed accurately, and the results are reliable and valid. This approach will allow the

research team to identify significant trends and insights into the motivations of first-year

maritime students.
 26

Ethical Consideration

Ethical considerations are central to this study, and several measures have been

taken to protect the rights and privacy of the participants. Before any data was collected,

all potential participants were provided with an informed consent form. This form

explained the purpose of the study, the voluntary nature of their participation, and assured

them that they could withdraw from the study at any point without facing any

consequences. Only students who agreed to these terms were included in the research.

Furthermore, the confidentiality of the respondents is strictly maintained. Personal

information such as names or identifying details will be anonymized, meaning no one

will be able to trace a particular response back to a specific student. All the data collected

will be securely stored, and only the research team will have access to it. The data will be

used solely for this study and will not be shared with any third parties. Finally, the

research protocol was reviewed and approved by the appropriate academic ethics

committee, ensuring that all ethical standards are met. This review ensures that the study

respects the rights of the participants and follows best practices in ethical research.
 27

CHAPTER III

RESULTS AND DISCUSSIONS

This chapter centers on presenting the data gathered in the study. The information

is organized into tables, showing percentages and averages. The aim is to address the

specific sub-questions outlined in the research problem statement. Essentially, this

chapter provides a thorough analysis of the collected data, emphasizing its importance

and relevance to the study's goals and research inquiries.

Box 1.

Rating and Interpretation of Values

Rating Interpretation Likert Scale interval

5 Strongly Agree 4.21-5.00

4 Agree 3.41-4.20

3 Neutral 2.61-3.40

2 Disagree 1.81-2.60

1 Strongly Disagree 1.00-1.80

 28

Table 1 Demographic profile of respondent: Age:

Age Frequency Percentage

16-18 years old 10

25%
19-21 years old 25
62.5%
22-24 years old 5
12.5%
25 years and above 0
0%
Total 40
100

The majority of respondents (62.5%) are between the ages of 19–21, which

indicates that most participants are at a stage in life where career decisions are being

actively made. A smaller proportion (25%) are aged 16–18, likely representing

individuals still exploring their career options, while only 12.5% are aged 22–24,

suggesting fewer respondents in the later stages of early adulthood. The absence of

respondents aged 25 and above reflects that the focus of the study is on younger

individuals considering or entering the maritime profession.

Table 2 Demographic profile of respondent: Gender

Gender Frequency Percentage

Male 35 87.5%

Female 5 12.5%

Total 40 100%

A significant majority of the respondents are male (87.5%), while females

comprise only 12.5%. This disparity reflects the gender imbalance often observed in the
 29

maritime industry, which is traditionally male-dominated. The data highlights a need to

understand what motivates individuals particularly males to pursue a maritime career

while also recognizing the potential challenges faced by females entering the field.

Table 3 Demographic profile of respondent: Civil Status

Civil Status Frequency Percentage

Single 40 100%

Married 0 0%

Separated 0 0%

Widowed 0 0%

Total 40 100%

All respondents are single (100%), which aligns with the age group

predominantly represented in the study. This finding suggests that participants are likely

focused on education and career development at this stage in their lives, with few family

responsibilities that might influence their career choices.

Table 4 Demographic profile of respondent: Family Socioeconomic Status

Socioeconomic Status Frequency Percentage

Low-income 12
30%
Middle-income 21
52.5%
High-income 7
17.5%
Total 40
100%
 30

The data shows that most respondents (52.5%) come from middle-income

families, while 30% belong to low-income households, and 17.5% come from high-

income families. This distribution indicates that the maritime profession may appeal to

individuals from varying socioeconomic backgrounds, with a notable portion potentially

motivated by the financial opportunities associated with a maritime career.

Table 5 Demographic profile of respondent: Family Background

Family Background Frequency Percentage

Maritime-related profession 19
47.5%
Non-maritime-related profession 21
52.5%
Total 40
100

The respondents are nearly evenly split between those with maritime-related

family backgrounds (47.5%) and those with non-maritime-related family professions

(52.5%). This suggests that exposure to family members in the maritime field might play

a role in motivating individuals to pursue similar careers, while others may be drawn to

the maritime profession for reasons independent of familial influence.

 31

Table 6 Factors affecting Motivation behind choosing a Maritime Career: Personal

Interests and Goals

Factors Weighted Mean Interpretation

I have always been passionate 3.4 Neutral

about maritime activities.

I aim to travel the world through a 3.67 Agree

maritime career.

I chose marine engineering because 3.32 Neutral

of my interest in ships and
machinery.

I enjoy working with technology 3.67 Agree

and hands-on equipment.

A career in maritime aligns with 3.65 Agree

my long-term personal goals.

Overall Mean 3.54 Agree

The findings reveal that respondents generally agree that personal interests and

goals significantly influence their decision to pursue a maritime career, with an overall

mean of 3.54 ("Agree"). Specifically, participants identified traveling the world (3.67)

and enjoying technology and hands-on equipment (3.67) as major motivators. However,

the responses on passion for maritime activities (3.4) and interest in ships and machinery

(3.32) were neutral, indicating that these factors are less consistently impactful.
 32

Table 7

Factors affecting Motivation behind choosing a Maritime Career: Family Influence or

Encouragement

Factors Weighted Mean Interpretation

My family has a background in the 3.72 Agree

maritime industry.

My parents encouraged me to 3.3 Neutral

pursue marine engineering.

My family sees the maritime 3.42 Agree

profession as a stable career option.

I was motivated by family 3.7 Agree

expectations to pursue this career.

I have relatives who work in the 3.55 Agree

maritime industry, and they
inspired me.

Overall Mean 3.54 Agree

Family influence emerged as a critical factor, with an overall mean of 3.54

("Agree"). A strong family background in the maritime industry (3.72) and motivation

from family expectations (3.7) were prominent contributors. However, parental

encouragement to pursue marine engineering (3.3) received a neutral response,

suggesting that direct encouragement from parents may not play a universally significant

role.
 33

Table 8 Factors affecting Motivation behind choosing a Maritime Career: Peer

Influence

Factors Weighted Mean Interpretation

My friends influenced my decision 3.35 Neutral

to pursue a maritime career.

My peers discussed the benefits of 3.47 Agree

maritime careers with me.

I have friends who are pursuing 3.43 Agree

similar maritime courses.

Peer pressure influenced my choice 3.43 Agree

to enroll in marine engineering.

My decision was based on shared 3.51 Agree

interests with peers in maritime
careers.

Overall Mean 3.44 Agree

Peer influence had a slightly lower impact, with an overall mean of 3.44

("Agree"). While respondents agreed that discussions with peers about the benefits of

maritime careers (3.47) and shared interests with peers (3.51) positively influenced their

decisions, the neutral response to friends directly influencing their choice (3.35) suggests

that peers play a more indirect role in shaping career decisions.

 34

Table 9 Factors affecting Motivation behind choosing a Maritime Career: Financial

Considerations and Job Opportunities

Factors Weighted Mean Interpretation

I believe that maritime careers 3.67 Agree

offer high earning potential.

I chose this field because of the 3.62 Agree

strong demand for marine
engineers globally.

The financial stability of maritime 3.4 Neutral

jobs influenced my decision.

I considered the cost of education 3.5 Agree

versus potential earnings in this
field.

Job security in the maritime 3.46 Agree

industry was an important factor
for me.

Overall Mean 3.53 Agree

Financial and job-related factors were strong motivators, with an overall mean of

3.53 ("Agree"). High earning potential (3.67) and global demand for marine engineers

(3.62) were significant contributors. However, the financial stability of maritime jobs

(3.4) received a neutral rating, reflecting mixed perceptions about income consistency in

the industry.
 35

Table 10 Factors affecting Motivation behind choosing a Maritime Career: Perception

of the Maritime Profession and Career Prospects

Factors Weighted Mean Interpretation

I believe the maritime profession is 3.32 Neutral

prestigious.

I view maritime careers as 3.42 Agree

adventurous and exciting.

I think the maritime industry offers 3.47 Agree

significant opportunities for career
growth.

I have a positive perception of the 3.45 Agree

working conditions on ships.

I believe the maritime profession 3.55 Agree

will continue to grow and evolve in
the future.
Overall Mean 3.44 Agree

The perception of the maritime profession had an overall mean of 3.44 ("Agree").

Participants viewed the maritime profession as adventurous and exciting (3.42) and

believed in its potential for growth and evolution (3.55). However, the neutral response

on the profession's prestige (3.32) suggests variability in how its reputation is perceived.
 36

CHAPTER IV

SUMMARY, CONCLUSION AND RECOMMENDATION

Summary

This research explored the motivations behind choosing a maritime career among

first-year Bachelor of Science in Marine Engineering (BSMarE) students at the Davao

Merchant Marine Academy College of Southern Philippines. The study comprehensively

examined the demographic profiles of the respondents and analyzed five critical factors

influencing their career decisions: personal interests and goals, family influence or

encouragement, peer influence, financial considerations, and perceptions of the maritime

profession and career prospects. A majority of the respondents (62.5%) were aged 19-21,

highlighting that this stage of young adulthood is pivotal for making career choices. The

participants were predominantly male (87.5%), reflecting the gender imbalance in the

maritime field, while all respondents were single, indicating a focus on personal and

professional development over familial responsibilities. Most students came from middle-

income families (52.5%), with almost an equal split between those with maritime-related

family backgrounds and those without. The findings showed that students are driven by

personal aspirations, such as traveling the world and engaging with technology, which

were rated as significant motivators. Family influence was another critical factor, with

students reporting that having relatives in the maritime field or being motivated by family

expectations played an influential role in their decision. Peer discussions and shared

interests were also impactful, albeit to a lesser extent, while financial opportunities such

as high earning potential and job security were strong motivators. Perceptions of the
 37

maritime profession as adventurous and dynamic were positive, though its prestige

received mixed responses. These insights collectively underscore the complexity of

factors shaping career decisions in the maritime sector.

Conclusion

The study concluded that the motivation to pursue a maritime career is a

multifaceted phenomenon influenced by a combination of personal aspirations, familial

encouragement, peer dynamics, and financial and professional considerations. Personal

interests, particularly the desire to explore global opportunities and engage with advanced

technology, emerged as significant motivators. Family influence played a pivotal role,

with many students citing relatives in the maritime industry or familial expectations as

key drivers in their career choices. However, direct parental encouragement was less

consistently influential, suggesting that broader family dynamics rather than individual

parental persuasion shape career decisions. Peer influence was found to be indirect yet

meaningful, with discussions about the benefits and shared interests in the maritime

profession creating a supportive environment for career exploration. Financial

considerations were a major factor, as students acknowledged the lucrative earning

potential, job stability, and global demand for marine engineers. The perception of the

maritime profession as adventurous and offering long-term growth opportunities further

reinforced its appeal, even though mixed views on its prestige suggest that some aspects

of its reputation could benefit from enhancement. Overall, this study highlights the

diverse and interconnected factors that influence students’ decision-making processes,

offering valuable insights into how the maritime sector can continue to attract and retain

talent.
 38

Recommendation

Based on the findings, this study provides several recommendations aimed at

enhancing the appeal of maritime careers and addressing the identified challenges. First,

educational institutions should emphasize the technological and global aspects of

maritime careers to align with students’ personal aspirations. This could include

integrating more advanced technological training and international internship

opportunities into the curriculum. Second, efforts should be made to increase gender

diversity within the maritime industry. Campaigns promoting inclusivity and showcasing

successful female maritime professionals could help address the gender imbalance and

inspire more women to enter the field. Third, outreach programs targeting families should

be developed to highlight the stability, financial benefits, and career growth opportunities

associated with the maritime profession, thereby strengthening familial support for

students considering this path. Peer and mentorship programs could also be established to

create a community of shared learning and support, allowing students to discuss

challenges and opportunities with experienced maritime professionals. Furthermore, the

industry should take steps to enhance its public image and prestige by celebrating the

achievements of maritime professionals and communicating the vital role they play in

global trade and transportation. Lastly, further research should be conducted to explore

how specific interventions, such as scholarships or targeted marketing, impact the

motivations of diverse student demographics. By implementing these strategies, the

maritime sector can continue to attract a talented and diverse workforce, ensuring its

growth and sustainability in the years to come.

 39

Bibliography

BIMCO & ICS. (2021). Seafarer Workforce Report. International Chamber of Shipping.

https://www.ics-shipping.org/publication/seafarer-workforce-report-2021/

Department of Labor and Employment. (2020). Filipino seafarers remain on top of global

maritime industry. https://www.dole.gov.ph/news/filipino-seafarers-remain-on-top-of-

global-maritime-industry/

Philippine Overseas Employment Administration. (2020). 2020 Seafarer Deployment

Statistics. https://www.poea.gov.ph/ofwstat/seafarers/2020.pdf

United Nations Conference on Trade and Development. (2021). Review of Maritime

Transport 2021. https://unctad.org/webflyer/review-maritime-transport-2021

Bandura, A. (2016). Social cognitive theory of self-regulation. Organizational Behavior

and Human Decision Processes, 50(2), 248-287.

OECD. (2014). Education at a Glance 2014: OECD Indicators. OECD Publishing.

Perkins, H. W., Haines, M. P., & Rice, R. (2014). Misperceiving the college drinking

norm and related problems. Journal of Studies on Alcohol and Drugs, 74(4), 612–620.

Pew Research Center. (2019). Demographic trends shaping the U.S. and the world.

https://www.pewresearch.org

Reed, P. (2015). Introduction to Marine Engineering (3rd ed.). Butterworth-Heinemann.

 40

Renninger, K. A., & Hidi, S. (2016). The power of interest for motivation and

engagement. Routledge.

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs

in motivation, development, and wellness. Guilford Press.

Stopford, M. (2013). Maritime Economics (3rd ed.). Routledge.

Vélez-Agosto, N. M., Soto-Crespo, J. G., Vizcarrondo-Oppenheimer, M., Vega-Molina,

S., & García Coll, C. (2017). Bronfenbrenner’s ecological theory revisited: Implications

for culturally competent research. American Psychologist, 72(4), 287-299.

Wolla, S. A., & Sullivan, J. (2017). The economics of college and career readiness.

Federal Reserve Bank of St. Louis Review.

Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs

and the self-determination of behavior. Psychological Inquiry, 11(4).

Maslow, A. H. (1943). A theory of human motivation. Psychological Review.

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs

in motivation, development, and wellness. Guilford Press.

Vallerand, R. J., Fortier, M. S., & Guay, F. (1992). Self-determination and persistence in

a real-life setting. Journal of Personality and Social Psychology.

Vukic, M., et al. (2018). "Exploring the Motivations of Students in Maritime Studies."

Journal of Maritime Education.

 41

Smith, J., et al. (2020). "Family Influence on Career Choices in Maritime Fields."

Maritime Career Studies.

Lee, R. (2019). "Job Security and Satisfaction in Maritime Careers: A Survey of First-

Year Students." International Journal of Marine Engineering.

Alop, A. (2019). The challenges of the digital technology era for maritime education and

training. 2019 European Navigation Conference (ENC), 1-5, 2019.

Demirel, E. (2020). Maritime education and training in the digital era. Universal Journal

of Educational Research, 2020.

Wang, L., Ye, J. H., Lee, Y. S., & Miao, C. J. (2022). Frontiers in Psychology 13,

1015190, 2022.

Fernandez, L. (2019). Family backgrounds of maritime students: Maritime versus non-

maritime influences. Southeast Asian Maritime Review, 15(3), 145-159.

Mangaliag, A., & Reyes, M. (2021). Exploring the age demographics of maritime

engineering students: Impacts on career progression. The Journal of Maritime Studies,

14(1), 55-69.

Doyle, A. (2020). Encouraging gender diversity in maritime professions: A review of

policies and practices. Marine Policy Journal, 34(1), 45-59.

Herrera, G., & Thompson, E. (2022). Preparing marine engineers: Educational pathways

and training needs. Marine Science Review, 18(2), 180-200.

 42

Torres, L. (2019). Socioeconomic factors influencing the choice of maritime careers in

developing countries. The Maritime Career Review, 13(3), 210-225.

Santos, R. (2021). Socioeconomic challenges in maritime education: Access and equity

issues. Maritime Studies Quarterly, 21(1), 50-65.

Martinez, D., & Lee, H. (2019). Educational backgrounds and performance of maritime

students. Marine Technology Journal, 23(2), 130-145.

Garcia, P. (2020). Intergenerational influence in maritime career selection. International

Journal of Maritime Affairs, 11(1), 80-95.

Williams, M., & Anderson, T. (2020). Personal goals and maritime careers: Why students

choose the sea. Marine Engineering Journal, 10(1), 98-110.

Cruz, R. (2021). Family influence in career decision-making among maritime students in

the Philippines. Journal of Maritime Education, 12(2), 75-89.

Delgado, M., & Ruiz, S. (2020). Peer influence in career choice: A case study of

maritime students. International Journal of Educational Psychology, 7(3), 98-112.

Villanueva, P., & Santos, D. (2018). Financial motivations for pursuing maritime

education: A survey of students in developing nations. The International Maritime

Journal, 29(1), 88-102.

Shipman, D. (2019). Global demand for marine engineers: Current trends and future

predictions. The Journal of Maritime Economics, 45(4), 122-139.

 43

Brown, K., & Smith, J. (2020). Career prospects and perceptions of maritime students: A

global survey. Marine Engineer Journal, 56(4), 112-126.

Lozano, C. (2020). Challenges and opportunities: Mental health and well-being of

maritime students. Journal of Seafarers' Well-being, 9(2), 110-123.

Mercado, J., & Alcantara, F. (2019). Expectations and career aspirations of marine

engineering students. International Maritime Education Journal, 16(3), 195-209.

 44

Appendices

Appendix A

Survey Questionnaire

Research Title: Understanding the Motivation behind Choosing a Maritime Career: A

Survey for First-Year Bachelor of Science in Marine Engineering Students at Davao

Merchant Marine Academy College of Southern Philippines

Instructions:

This survey aims to understand the factors that motivated you to pursue a

maritime career. Your responses will be used for research purposes only, and all

information will be kept confidential. Please answer the following questions honestly.

Part I: Demographic Profile

Please check (✔) the appropriate box or fill in the blanks.

1.1 Age:

☐ 16-18

☐ 19-21

☐ 22-24

☐ 25 and above

1.2 Gender:

☐ Male
 45

☐ Female

☐ Other (Please specify): __________

1.3 Civil Status:

☐ Single

☐ Married

☐ Separated

☐ Widowed

1.4 Family Socioeconomic Status:

☐ Low-income

☐ Middle-income

☐ High-income

1.5 Family Background:

☐ Maritime-related profession

☐ Non-maritime-related profession

Part II: Factors Influencing the Decision to Pursue a Maritime Career

Please indicate how much you agree or disagree with each of the following statements by

marking the appropriate box.

Factors Strongly Agree Neutral Disagree Strongly

Agree (4) (3) (2) Disagree
(5) (1)
 46

1. Personal Interests and Goals

1.1 I have
always been
passionate
about maritime
activities.

1.2 I aim to
travel the world
through a
maritime career.

1.3 I chose
marine
engineering
because of my
interest in ships
and machinery.

1.4 I enjoy
working with
technology and
hands-on
equipment.

1.5 A career in
maritime aligns
with my long-
term personal
goals.

2. Family Influence or Encouragement

2.1 My family
has a
background in
the maritime
industry.

2.2 My parents
encouraged me
to pursue
marine
engineering.
 47

2.3 My family
sees the
maritime
profession as a
stable career
option.

2.4 I was
motivated by
family
expectations to
pursue this
career.

2.5 I have
relatives who
work in the
maritime
industry, and
they inspired
me.

3. Peer Influence

3.1 My friends
influenced my
decision to
pursue a
maritime career.

3.2 My peers
discussed the
benefits of
maritime
careers with me.

3.3 I have
friends who are
pursuing similar
maritime
courses.

3.4 Peer
pressure
influenced my
choice to enroll
 48

in marine
engineering.

3.5 My decision
was based on
shared interests
with peers in
maritime
careers.

4. Financial Considerations and Job Opportunities

4.1 I believe
that maritime
careers offer
high earning
potential.

4.2 I chose this

field because of
the strong
demand for
marine
engineers
globally.

4.3 The
financial
stability of
maritime jobs
influenced my
decision.

4.4 I considered
the cost of
education
versus potential
earnings in this
field.

4.5 Job security

in the maritime
industry was an
important factor
for me.
 49

5. Perception of the Maritime Profession and Career Prospects

5.1 I believe the

maritime
profession is
prestigious.

5.2 I view
maritime
careers as
adventurous and
exciting.

5.3 I think the

maritime
industry offers
significant
opportunities
for career
growth.

5.4 I have a
positive
perception of
the working
conditions on
ships.

5.5 I believe the

maritime
profession will
continue to
grow and
evolve in the
future.
 50

Appendix B

Computations

Percentage:

Weighted Mean and Over-all mean

 51

\
 52

CURRICULUM VITAE

Padayao, Allan Jr. L.

Bachelor of Science of Marine Transportation

E-mail: [email protected]

Birthdate: January 30, 2003

Birthplace: General Santos City

Address: San Antonio, Buhangin Davao

PERSONAL INFORMATIONd

Age: 21 Sex: Male

Civil Status: Single Religion: Seventh Day Adventist

Father: Allan Padayao Sr Occupation: Deceased

Mother: Rowena L. Padayao Occupation: OFW

EDUCATIONAL BACKGROUND

Tertiary Davao Merchant Marine Academy College Of

Southern Philippines

Senior High School Notre Dame of Dadiangas University

Junior High School SPED Integrated School

Elementary Jose Catolico Elementary School

 53

CURRICULUM VITAE

Sumagaysay, Earl Peter B.

Bachelor of Science of Marine Engineering

E-mail: [email protected]

Birthdate: October 1, 2003

Birthplace: General Santos City

Address: Brgy Lagao Sampaguita

PERSONAL INFORMATION

Age: 21 Sex: Male

Civil Status: Single Religion: Catholic

Father: Rodeline Sumagaysay Occupation: Government employee

Mother: Inocencia Sumagaysay Occupation: Businesseswoman

EDUCATIONAL BACKGROUND

Tertiary Davao Merchant Marine Academy College Of

Southern Philippines

Senior High School Malungon Natinal High School

Junior High School Malungon National High school

Elementary Malungon Central Elementary School

 54

CURRICULUM VITAE

Fuentes, Jeopril Mark D.

Bachelor of Science of Marine Engineering

E-mail: [email protected]

Birthdate: March 17 2002

Birthplace: Cotabato City

Address: Tugbok Davao City

PERSONAL INFORMATIONd

Age: 22 Sex: Male

Civil Status: Single Religion: Catholic

Father: Joel Fuentes Occupation: Deceased

Mother: Jema Fuentes Occupation: OFW

EDUCATIONAL BACKGROUND

Tertiary Davao Merchant Marine Academy College Of

Southern Philippines

Senior High School Tugbok National High school

Junior High School Tugbok National High school

Elementary Mintal Elementary school

 55

CURRICULUM VITAE

Salazar, Kendrick M.

Bachelor of Science of Marine Transportation

E-mail: [email protected]

Birthdate: January 1, 2003

Birthplace:

Address: 266 Lopez Jaena Street Koronadal City

PERSONAL INFORMATION

Age: 21 Sex: Male

Civil Status: Single Religion: Roman Catholic

Father: Occupation:

Mother: Occupation:

EDUCATIONAL BACKGROUND

Tertiary Davao Merchant Marine Academy College Of

Southern Philippines

Senior High School Notre Dame of Marbel University

Junior High School Notre Dame Siena School of Marbel

Elementary Maryland school Inc.