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InstItutIonal(Faculty and staff)Research Journal

Vol. 1 No. 1 ISSN: 2449-5093 May 2015

John B. Lacson Foundation Maritime University-Arevalo

The Official Faculty and Staff Research Journal of John B. Lacson Foundation Maritime University-Arevalo

Registered, Accredited

and/or Certified to:

Bureau VeritasISO Certified

CHED University StatusETEEAP Provider

TESDA AccreditedAssessment Center

PACUCOA Accredited

Microsoft Certified Academy

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IAMU Member

Brian Gil S. SarinaS, Ph.D.OIC, Research Office

Chief Editor

Editor’s NoteIt is my great honor and privilege to be the Chief Editor of the maiden issue

of the faculty and staff research journal.For so many years, John B. Lacson Foundation Maritime University -

Arevalo is in drought of having its very own research journal. I would like to thank Dr. Mary Lou L. Arcelo, Chairman of the Board and President Emeritus, Dr. Ronald Raymond L. Sebastian, Chief Executive Officer, and Atty. Lorna D. Gellada, Ph. D., Administrator, for giving me the drive to make this journal a reality.

We, the faculty and staff of JBLFMU-A can shout to the world that we have now a new journal. Having this journal is indeed the first in the history of JBLFMU-A.

I would like to congratulate all the researchers of JBLFMU-A; here is the product of our concerted efforts together with The Dolphin Staff Thomas Richard E. Graza and Mark Luis S. Sedicol and Mr. Michael Vincent A. Evidente as the Adviser.

In this maiden issue, seven research articles have been included with more emphasis on Outcomes-based Education (OBE) and other maritime-related topics.

May this journal bring greater heights to JBLFMU-A and spread the research results most especially to the end users such as the faculty, staff, students, alumni, parents, and even people outside the JBLFMU community.

Long live to JBLFMU-A! Long live to all its researchers! May we spread the light of maritime education and training.

BrIaN GIl S. SarINaS, Ph.D.OIC, Research Office

Chief Editor

Editorial BoardroDerick r. Germo, Ph.D.Shirley G. hamPac, Ph.D.

roBerto r. SomoSa, Ph.D.Associate Editors

atty. lorna D. GellaDa, Ph.D.Administrator/DQMR

JBLFMU Brand Identity“The Maritime Vanguard”

Table of Contents

Development of Weightless Upper and lower Extremities Progressive Training Program: Its Effect to Freestyle Swimming Speed and SafetyCherry Y. Jardenil and Dr. Belinda E. Gavadan .........................................2

Mga Pamahiin sa Paglalayag: Pangangalap at Implikasyon Ma. Agnes S. Gil ........................................................................................11

BSMT First Year Students literacy in Computer SkillsDr. Lorna B. Delfin and C/M Danny L. Castro............................................28

Outcomes-based Education: level of awareness amongMT StudentsDr. Geneva M. Eler, 2/M Ruben P. Lazaro, and 2/M Joselino P. Fernandez .................................................................35

Outcomes-based Education: level of awareness among FacultyDr. Geneva M. Eler, Lilibeth D. Dubos, and Jenelyn L. Balberona ............44

Constructive alignment of Course Design in a Maritime Institution: an assessmentDr. Geneva M. Eler, Capt. Julio B. Lubas, and Ma. Veronica S. Mendoza ........57

Mapping of MT Program Outcomes in a Maritime Higher Education InstitutionDr. Geneva M. Eler, C/M Nelson S. Ebiota, and 2/M Nelson A. Abello ..........63

PageTitle

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John B. Lacson Foundation Maritime University-Arevalo Institutional Research Journal2

DEVElOPMENT OF WEIGHTlESS UPPEr aND lOWEr ExTrEMITIES PrOGrESSIVE TraINING PrOGraM: ITS EFFECT TO

FrEESTYlE SWIMMING SPEED aND SaFETY

Cherry Y. Jardenil and Dr. Belinda E. Gavadan

Abstract

This study determined the effects of weightless upper and lower extremities progressive resistance training exercises in freestyle swimming speed among freshmen college cadets of JBLFMU-Arevalo, Inc. first semester A.Y. 2014 - 2015. It utilized the Pretest-Posttest Experimental and Control Group Design involving experimental group and control group carefully chosen through random sampling procedure. Thirty (30) freshmen BSMT students enrolled during the academic year 2014-2015 were the respondents of the study. There were fifteen (15) students divided equally between the experimental and control groups. In the gathering of data, the students’ performance in freestyle swimming was used. The data were analyzed using descriptive statistics such as mean and standard deviation. Inferential statistics included t-test for independent samples to test the significant differences in the freestyle swimming performance of students. Result revealed that the swimming speed performance of the experimental group in freestyle before the experiment was slow while their swimming speed performance was very fast after the experiment. The swimming speed performance of the control group in freestyle before the experiment was slow while their swimming speed performance was still slow after the experiment. The experimental group’s freestyle swimming performance was slow before the experiment. The control group’s freestyle swimming performance was also slow before the experiment. However, the experimental group’s freestyle swimming performance was fast after the experiment. The control group’s freestyle swimming performance remained to be slow even after the experiment. A significant difference existed between the freestyle swimming performance before and after the experiment in the experimental group of cadets. No significant difference existed between the freestyle swimming performance before and after the experiment in the control group of cadets. A significant difference existed between the freestyle swimming performance before and after the experiment among the experimental group of cadets. No significant difference existed in the students’ freestyle swimming performance in the control group before and after the experiment.

Introduction

The Philippines being an archipelagic country composed of thousands of islands are all connected by water, hence, swimming as a particular area of sport is included in the educational curriculum. Moreover, it is being said that swimming is considered to be the seafarer’s last means in defending himself in an uncertain situation during ships mishap resulting to abandon ship; therefore it is a must that

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John B. Lacson Foundation Maritime University-Arevalo Institutional Research Journal 3

each seafarer has the proficiency in survival swimming and this can only be done with an effective teaching technique that can ensure better acquisition of skills in survival at sea.

As seafarer one must be a good swimmer; hence, swimming is very important to the seafaring profession. As stated in its mission, the school is to produce competent, qualified, and skilled seafarers, thus, the institution gives priority to swimming as one of the mandated aquatic sports.

Records show that among Filipino athletes no one has ever reached the quarter finals of the swimming in the Olympic Games. Along this line, some educators are confronted by certain questions: Are the Filipino students not endowed with the potentials of successful good swimmers? Does the instruction given to the students lack the skills and training required for the event? As the PE instructor of John B. Lacson Foundation Maritime University (JBLFMU), the researcher would like to embark on a study to come up with a competitive skill in safety fifty meters freestyle.

The present study was anchored on the theory of Brian Sharkey (2000), which states that changes occur only in the muscle fibers employed in the training like in the training of the legs. The success of training is largely dependent on the activity employed as a training stimulus. Generally, the training is useless, if training activity does not jibe with the expected effect. On the basis of the aforementioned concepts and theories, the present study is conducted.

This study determined the effect of weightless upper and lower extremities exercises in the development of fifty meters freestyle swimming speed. The study used two groups to comprise, the experimental group and the control group. The experimental group was exposed to four weeks weightless upper and lower extremities progressive training exercises while the control group was exposed to the usual physical education activities. The development of the fifty meters freestyle swimming speed was determined by using the significant differences in the pre-treatment and post-treatment between the two groups.

Similarly, the development of freestyle swimming speed was determined by using significant differences in terms of age, weight and height in both the experimental group and the control group.

This study is an attempt to determine the effects of weightless upper and lower extremities progressive training exercises in freestyle swimming speed among freshmen college cadets of JBLFMU– Arevalo, Inc. for first semester AY 2014-2015.

Specifically, this study sought answers to the following questions:1. What is the swimming speed performance of the experimental and control

group of students in fifty meters freestyle prior to and after the experiment?2. Is there a significant difference in the swimming speed performance of the

experimental and control group of students in fifty meters freestyle prior to and after the experiment?


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Methods

Purpose of the Study and Research DesignIn this study the pretest-posttest experimental and control group design was

used involving experimental group and control group carefully chosen through random sampling procedure.

The experimental group in this research was subjected to the experimental treatment and was re-evaluated using the two-week time series design to see the improvements. The control group was isolated from all experimental influences.

RespondentsThis study was conducted during the first semester, School Year 2014 -

2015. Thirty (30) college freshmen cadets enrolled in the said school year were taken as subjects of the main campus of JBLFMU, Inc. in Arevalo, Iloilo City. The participants were divided into two groups the first group of college freshmen cadets became the experimental group and the other fifteen college freshmen cadets became the control group of the study. They were categorized as to age, height, and weight. In terms of age, the college freshmen cadets were classified as younger (below 17 years old) and older (17 years old and above); height as tall (163 cm & above) and short (below 162.9 cm.); and weight as heavy (52 kg and above) and light (51.9 kg and below).

InstrumentThis experimental study was conducted during the first semester, School

Year 2014 - 2015. Thirty students enrolled in the said school year were taken as subjects of this study. The purposive random sampling was employed. Sharkey's Plyometrics Training Program (2006) modified by the researcher to suit the requirements of the present study was used for the experiment.

Data CollectionThe Pre test-Post test Control Group design was used. One-half of the

subjects were randomly assigned to the control freshmen college cadets group and the other half to the experimental freshmen college cadets group. Both groups underwent the pretests before the experiment. Only the experimental freshmen college cadets group was subjected to sets of weightless upper and lower exercises treatment. After four weeks of experiment, both the experimental freshmen college cadets and the control freshmen college cadets groups were given the post tests.

Data AnalysisThe data gathered were subjected to appropriate statistical treatments.Mean and standard deviation. Used to ascertain the freestyle swimming

performance profile of the subjects.


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The t-test for independent samples. The t-test set at .05 significance level, was used to determine the significance of the differences in the freestyle swimming performance between the experimental and the control groups and between the pretests and the post tests.

results and Discussion

The finding that significant differences existed between the experimental and control groups in freestyle after the experiment was confirmed by the result of the study of Sta. Ana (2009) that there was a significant difference between the pre-treatment and post treatment in the experimental group as shown in the study.

Similarly, the result supported Gabayoyo’s (2002) study that significant differences existed in the posttest speed kick between the two student groups, with the experimental group showing better speed than the control group and significant differences also existed in the speed kick mean gains between the experimental and the control groups after six weeks of training in favor of the experimental group.

Table 1 shows the distribution of respondents.

Table 1Distribution of the Respondents_______________________________________________________________

Respondents Experimental Control_______________________________________________________________ f % f %A. Entire Group 15 100 15 100 B. Age Older (17 and above) 5 33 6 40 Younger (below 17 years old) 10 67 9 60

C. Height Tall (163 cm and above) 14 93 14 93 Short (Below 162.9 cm.) 1 7 1 7

D. Weight Heavy (52 kg and above) 14 93 13 87 Light (51.9 kg and below) 1 7 2 13_______________________________________________________________


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Table 2List of the Weightless Upper and Lower Extremities Progressive Resistance Training (PRT) Exercises

Muscle Groups Affected

Weightless Upper and Lower Extremities PRT Exercises

1st & 2nd Wks

3rd & 4th Wks

5th & 6th Wks

No. of Times

No. of Reps.

No. of Times

No. of Reps.

No. of Times

No. of Reps.

I. Classical Push-ups 10 4 12 6 15 8

Upper Extremities

II. Spider Push-Ups 10 4 12 6 15 8

a. bicepsb. tricepsc. trapezius

III. Double Leg Speed Hop 10 4 12 6 15 8

Lower Extremities IV. Y-Squat 10 4 12 6 15 8

a. hipsV. Split Squat with Rotation

b. thighs 10 4 12 6 15 8c. lower backd. lower legs VI. Skipping 10 4 12 6 12 8

Swimming Speed Performance of the Experimental Group of Cadets in Freestyle Before and After the Experiment

The swimming speed performance of the control group in freestyle prior to the experiment was slow with a mean of 40.41 while their swimming speed performance is fast with a mean of 38.73 after the experiment.

Table 3 shows the data.


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Table 3Swimming Speed Performance of the Experimental Group of Cadets in Freestyle Before and After the Experiment_______________________________________________________________

Grouping Before After __________________ _________________ M Description M Description_______________________________________________________________

Experimental Group 40.41 Slow 38.73 Fast_______________________________________________________________

Note. Below 0’34 sec. = Very Fast; 0’35 sec. to 0’38 sec. = Fast; 0’39 sec. to 0’43 sec.= Slow; and More than 44 sec. = Very Slow.

Swimming Speed Performance of the Control Group of Cadets in Freestyle Before and After the Experiment

The swimming speed performance of the control group in freestyle prior to the experiment was slow with a mean of 41.80 while their swimming speed performance was still slow with a mean of 41.76 after the experiment.


Table 4Swimming Speed Performance of the Control Group of Cadets in Freestyle Before and After the Experiment_______________________________________________________________

Grouping Before After __________________ _________________ M Description M Description_______________________________________________________________

Control Group 41.80 Slow 41.76 Slow_______________________________________________________________

Note. Below 0’34 sec. = Very Fast; 0’35 sec. to 0’38 sec. = Fast; 0’39 sec. to 0’43 sec. = Slow; and More than 44 sec. = Very Slow.


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In summary, the experimental group improved their swimming performance in freestyle from slow to fast after the experiment. On the other hand, there was no improvement in the swimming performance of cadets in freestyle in the control group even after the experiment. This means that dry-land warming-up exercises had a significant effect in the swimming performance of first year students. When a student is subjected to lower and upper extremities exercises, there is a chance of improving his swimming performance. It could be inferred that these exercises were effective in developing endurance and speed which are vital factors in improving the speed of the selected cadets.

Differences Between the Swimming Performance Before and After the Experiment in the Experimental and Control Groups

Data in Table 5 show the difference between the swimming performance before and after the experiment in the experimental group and control group of cadets.

A significant difference existed between the freestyle swimming performance before and after the experiment in the experimental group of cadets as revealed by the t-test results, t (28) = 2.819, p=.009.

A not significant difference existed between the freestyle swimming performance before and after the experiment in the experimental group of cadets as revealed by the t-test results, t (28) = .074, p=.941.

Table 5Differences Between the Swimming Performance Before and After the Experiment in the Experimental and Control Groups_______________________________________________________________

Grouping t-value r-prob Description_______________________________________________________________

Experimental Group 2.819* .009 Significant

Control Group .074 .941 Not Significant_______________________________________________________________

Note. *p<.05.


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Differences Between the Swimming Performance Before and After the Experiment Among Experimental and Control Groups

Data in Table 6 shows the difference between the swimming performance before and after the experiment among experimental and control groups of cadets.

A significant difference existed between the freestyle swimming performance of the experimental and control groups before the experiment as revealed by the t-test results, t(28) = -2.549, p=.017.

On the other hand, there is also a significant difference existed in the students’ freestyle swimming performance of the experimental and control group after the experiment with t (14) = -5.685, p=.000.

Table 6Differences Between the Swimming Performance Before and After the Experiment in the Experimental and Control Groups_______________________________________________________________

Grouping Before After __________________________ _________________________ t-value r-prob Description t-value r-prob Description_______________________________________________________________

ExperimentalGroup ControlGroup -2.549* .017 Significant -5.685* .000 Significant_______________________________________________________________Note. *p<.05.


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Conclusions

This study concludes that swimming is a skill that is perfected with practice and warm-up drills. The control group’s performance has not improved because of the absence of practice and warm up drills. Moreover the cadets in this experimental research have improved better skills in swimming due to their exposure to the intervention on the upper and lower extremities (PRT) exercises.

Therefore, the upper and lower extremities exercises are effective in improving the speed performance of students in freestyle. These exercises can improve and sustain performance in the pool if such exercises are performed regularly and properly.

The upper and lower extremities exercises had greatly influenced the swimming performance in freestyle in the experimental group. The upper and lower extremities exercises were a significant intervention in the freestyle swimming performance.

The swimming speed performance of the experimental group in freestyle prior to the experiment was slow with the mean of 40.41 while their swimming speed performance was very fast with the mean = 38.73 after the experiment.

Swimming is a skill that is perfected with practice, upper and lower extremities exercises and warm-up drills. The control group’s performance has not improved because of the absence of practice and warm up drills. The cadets in this experimental research have improved and better skills in swimming due to their exposure to the intervention on the upper and lower extremities (PT) exercises. Upper and lower extremities exercises are effective in improving the speed performance of students in freestyle. These exercises can improve and sustain performance in the pool if such exercises are performed regularly and properly. The upper and lower extremities exercises had greatly influenced the swimming performance in freestyle in the experimental group.

The upper and lower extremities exercises were a significant intervention in the freestyle swimming performance.

references

Sta. Ana, I. D. (2009). The Effect of Warming-up Exercises in Swimming Performance Among Varsity Athletes. Unpublished Master of Arts in Teaching (Physical Education), Aklan State University, Banga, Aklan.

Gabayoyo, R.J. (2002). Isokinetic Training: Its Effect on Speed Kick on Taekwondo. Unpublished Master of Arts in Education (Physical Education) Thesis, West Visayas State University, Iloilo City.


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MGa PaMaHIIN Sa PaGlalaYaG: PaNGaNGalaP aT IMPlIkaSYON

Ma. Agnes S. Gil

Abstrak

Ang pag-aaral na ito na may pamagat “Mga Pamahiin sa Paglalayag: Pangangalap at Implikasyon” ay naglalayong makakatipon ng mga pamahiin sa paglalayag, pag-alam sa antas ng paniniwala ng mga piling estudyante ng JBLFMU sa mga pamahiing ito at kung anu-ano ang mga naging implikasyon nito sa kanila at pati na rin sa mga guro. Ang mga tagatugon ng pag-aaral na ito ay ang mga piling mag-aaral na nasa ikaapat na taon ng Batsilyer sa agham ng Transportasyong Pangmarino ng John B. Lacson Foundation Maritime University-Arevalo, Inc. at ang Batsilyer sa Agham ng Pangmarinong Inhenyero ng John B. Lacson Foundation Maritime University-Molo, Inc. ng unang semestre ng taong-panuruan 2013-2014. Ang palarawang pag-aaral na ito ay gumamit ng talasagutan para sa mga mag-aaral. Ang palarawang pang-istadistikong ginamit ay katamapatang tuos (mean). Lumabas sa pag-aaral na may maraming mga pamahiin ang pinaniniwalaan ang mga maglalayag. Sa kabuuan, ang mga mag-aaral ay may mababa na paniniwala sa mga pamahiin. Hindi sila naimpluwensyahan ng mga matandang o makalumang paniniwala. Makabago ang kanilang pananaw ukol sa paglalayag at hindi rin sila naapektuhan ng anumang paniniwala ng mga nakakatanda.

Panimula

Noong unang panahon, ayon kay Tuazon sa aklat ni Genona (2003) ang gawang panitik ay binibigkas lamang o di kaya’y inaawit, at nanatili lamang ang mga ito kapag ginagawa ng mga tao itong pambibig na mga gawi kung kaya’t ang m,ga pasalitang panitikang ito ay nagpasalin-salin at nagpabagu-bago sa paglipas ng panahon. Sa ibang lugar, itong mga pasalitang panitikan ay patuloy na umiiral, karaniwang mga tula at kwento na bibibigkas o sinasalita. Daig pa nito ang babasahin mula sa mga pahina ng aklat. Kahiot ngayon, ang mga magulang ay nagagalak na basahin ang mga salaysay na ito sa kanilang mga anak, ang mga dula at mga iskrip ay binubuhay sa tulong ng mga kamera.

Ang mga pamahiin o paniniwala ay isang uri ng panitikan na pasalitang isinalin ng mga matatanda noong unang panahon sa mga sumusunod na henerasyon. Talagang mga maiikling pahayag, gayon pa man may kahulugan, mapasikolohikal, sosyolohikal, at panrelihiyon man. Nagpapabago ito ng sistema ng pagpapahalaga ng mga tao at maging ng kanilang kultura. Karaniwan sinasalamin nito an gang mga kaugalian, tradisyon, at gawi ng isang pangkat, na kung saan maaaring ibatay sa relihiyosong paniniwala, opinyon, luma man o popular na mga gawi. Nagsasaad din ito kung papaano ang tao maaaring tumingin sa mga di-pangkaraniwang nilalang.


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Ang mga marino bilang propesyon ay may sariling kultura. May mga pamahiin o paniniwala lalo na sa paglalayag na wala sa ibang mga propesyon. Tulad na lamang halimbawa sa pamahiing ito na “Habang naglalayag ang barkosa karagatan, huwag sumigaw o sumipol sa loob ng barko dahil nagtatawag ka ng bagyo o masamang panahon.” Maraming mga pamahiin ang pinaniniwalaan ng mga maglalayag lalo na ang mga nakakatanda. Ito ang dahilan kung bakit ginusto ng mananaliksik na pag-aralan ang paksang ito dahil sa pamamagitan nito ay mapag-aalaman pa lalo ang mga pamahiin at makakatulong din sa pag-unlad ng panitikan lalo na ang panitikang oral o pasalita. Ang mga mag-aaral sa kursong pangmarino ay tiyak na may malaking maitutulong sa pananaliksik na ito at maging sa kanila rin.

Ang pag-aaral na ito ay naglayong makatipon ng mga pamahiin sa paglalayag. Inalam din ng pananaliksik ang iba’t ibang mga pamahiin ng mga mag-aaral sa kursong pangmarino ng JBLFMU. Tinukoy din ng pag-aaral na ito ang antas ng kanilang paniniwala at ang mga implikasyon ng kanilang paniniwala sa mga pamahiing ito sa kanilang buhay, ugali, pag-aaral, at pang-araw-araw na mga gawain at sa mga guro. Bilang paglilinaw, sinagot ang mga sumusunod na tanong:

1. Anu-ano ang mga pamahiin sa paglalayag ang nakalap ng mananaliksik?2. Ano ang antas ng paniniwal ng mga piling mag-aaral sa mga nakalap na pamahiin?3. Anu-ano ang mga implikasyon ng mga pamahiing ito sa buhay at gawain

ng mga guro at mga mag-aaral?

Paraan ng Pag-aaral

Mga Kalahok sa Pag-aaral. Ang mga mag-aaral na nasa ikaapat na taon ng Batsilyer sa Agham ng Transportasyong Pangmarino ng JBLFMU-Arevalo, Inc. at ng Batsilyer sa Agham ng Pangmarinong Inhenyero ng JBLFMU-Molo, Inc. ng taong panuruan 2013-2014 ang sadyang pinili ng mananaliksik dahil sila ay nakaranas nang maglayag ng mahigit kumulang sa isang taon bilang bahagi ng kanilang pagsasanay.

Manghad 1Distribusyon ng mga Tagatugon_______________________________________________________________

Mag-aaral Bilang ng Mag-aaral Bahagdan_______________________________________________________________

Kabuuan 43 100Kurso BSMT 22 51 BSMAR-E 21 49Bilang ng Taon sa Paglalayag Mababa sa isang taon 19 44 Mahigit sa isang taon 24 56

_______________________________________________________________


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Ang Manghad 1 ay nagpapakita ng disyribusyon ng mga kalahok na pinangkat ayon sa kursong kinukuha at ang bilang ng taon ng kanilang paglalayag.

Pagtitipon ng mga Pamahiin. Tinipon ng mananaliksik ang mga pamahiin ng mga maglalayag mula sa mga inilahad ng mga mag-aaral na nasa ikaapat na taon ng kolehiyo ng Batsilyer sa Agham ng Transportasyong Pangmarino ng John B. Lacson Foundation Maritime University Arevalo, Inc. at ng Batsilyer sa Agham ng Pangmarinong Inhenyero ng John B. Lacson Foundation Maritime University Molo, Inc. ng taong panuruan 2013-2014.

Pagpili sa mga Pamahiin. May pitumpu’t apat na pamahiin na nakalap ang mananaliksik. Ang pitumpu’t apat na pamahiing ito ay pinasuri ng mananaliksik sa tatlong kaguro na dating maglalayag upang matiyak kung ang mga ito ay talagang pamahiin sa paglalayag.

Ang layunin ng pagpiling ito ay para masigurong ang mga pamahiin ay sadyang pinaniwalaan ng mga naglalayag. Ninanais ng mananaliksik na tiyaking pinaniwalaan ng mga manlalayag ang mga pamahiing banggit sapagkat ang mga ito ay panitikang pasalita.

Subalit batay sa pamantayang binigay ng mananaliksik, napansin ng mga tagasuri na may mga pamahiin na magkatulad at ang iba ay hindi pamahiin.

Dahil dito ang pitumpu’t apat ay naging apatnapung pamahiin na lamang. Ang apatnapu’t apat na ito ay naging saklaw ng pag-aaral na ito.

Paghahanda ng Talatanungan. Sa tulong ng tagapayo ng mananaliksik, gamit ang apatnapu’t apat na mga pamahiin na pinaniwalaan ng mga mag-aaral, bumuo ng pansariling talatanungan ang mananaliksik upang malaman ang antas ng paniniwala ng mga piling estudyante sa mga pamahiing ito. Ang talatanungan ay binuo ng dalawang bahagi: ang unang bahagi ay tungkol sa mga personal na datos ng mga mag-aaral. Ang kursong kanilang kinukuha at ang bilang ng taon ng kanilang paglalayag. Ang ikalawang bahagi ay tungkol sa antas ng paniniwala ng mga piling estudyante sa apatnapu’t apat na mga pamahiin sa paglalayag. Ito ay may apat na iskalang panukatan: Napakataas, Mataas, Katamtaman at Mababa.

Pagtipon ng mga Datos. Bago ipamigay ang talatanungan, humingi muna ang mananaliksik ng pahintulot sa mga administrador ng John B. Lacson Foundation Maritime University-Arevalo, Inc. at John B. Lacson Foundation Maritime University-Molo, Inc. upang maisagawa ang pag-aaral na ito. Personal na ginawa ng mananaliksik ang pagbigay ng talatanungan sa mga mag-aaral.

Pag-alam sa Antas ng Paniniwala ng mga Piling Estudyante sa mga Pamahiin. Inalam ng mananaliksik ang antas ng paniniwala sa mga pamahiin sa paglalayag ng mga piling estudyante ng John B. Lacson Foundation Maritime University-Arevalo, Inc. at John B. Lacson Foundation Maritime University-Molo, Inc. sa pamamagitan ng katampatang tuos o mean.

Pag-alam ng Implikasyon. Sa pamamagitan ng resulta ng pag-aaral na mababa ang paniniwala sa mga pamahiin sa paglalayag ng mga piling estudyante ng John B. Lacson Foundation Maritime University, inalam din ng mananaliksik ang mga implikasyon na maaring naidulot nito sa pamumuhay, pag-aaral, kilos at mga gawi ng mga mag-aaral at sa mga guro sa paglalayag.


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Pang-istadistikong Pagtalakay ng mga Datos

Ang mga datos na natipon sa pag-aaral na ito ay tinuos sa pamamagitan ng istadistikong pagtalakay. Bilang o Dalas ng Gamit (Frequency Count). Ito ay ginamit para tiyakin ang bilang ng mga tugon ng mga mag-aaral.

Ang katampatang tuos (mean) ay ginamit upang malaman ang antas ng paniniwala o di-paniniwala sa mga pamahiin ng mga mag-aaral sa paglalayag.

Ang iskala ng mga katampatang tuos (mean) at ang kanilang deskripsyon ay ang sumusunod:

Iskala Deskripsyon 3.26 – 4.00 Napakataas 2.51 – 3.25 Mataas 1.76 – 2.50 Katamtaman 1.00 – 1.75 Mababaa

resultaPaglalahad ng Nilalaman at Kinalabasan ng Pananaliksik

Ang kabanatang ito ay may tatlong bahagi. Ang unang bahagi ay naglalaman ng mga nakalap na mga pamahiin sa paglalayag mula sa mga piling estudyante ng John B. Lacson Foundation Maritime University-Arevalo, Inc. at John B. Lacson Foundation Maritime University-Molo, Inc., ikalawa ay paglalahad ng antas ng kanilang paniniwala sa mga pamahiing ito at ang ikatlong bahagi ay ang mga implikasyon ng mga pamahiing ito sa buhay, gawi at paniniwala ng mga mag-aaral at guro.

Mga Nakalap na Pamahiin sa Paglalayag

Ang mga nakalap na pamahiin ng mananaliksik sa paglalayag ay ang mga sumusunod:

Habang naglalayag ang barko sa karagatan, huwag sumigaw o sumipol sa loob ng barko dahil nagtatawag ka ng bagyo o masamang panahon; Kapag malinaw na malinaw ang dagat ito’y nagpapahiwatig na mayroong bagyong darating; Kapag may grupo ng dolpin na makakasalubong ay maaaring may bagyo sa patutunguhan at kung kasabayan ang mga ito, nagbabadya ito ng magandang panahon sa inyong patutunguhan; Huwag punahin ang kagandahan ng dagat, kapag ginawa mo ito magkakaroon ng masamang panahon; Kung masama ang panahon, huwag na huwag murahin ang alon o di kaya’y sabihan ng masama dahil mas lalo lamang itong sasama; Huwag hulihin ang mga ibong dumadapo sa barko lalo na kung naglalayag dahil magiging maalon at mauwi sa masamang panahon kapag ito’y ginawa mo; Kung hindi maganda ang panahon, kausaping maayos at tama na parang tao ang naglalakihang mga alon upang ang mga ito’y kumalma; Kapag naglalayag sa Pasipiko o di kaya’y sa Antartiko, huwag hulihin o patayin ang mga ibon na dumadapo o nangingitlog sa barko, kapag iyong


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hinuli ang mga ito ay may kalamidad na darating; Magpabasa sa hampas ng alon o di kaya’y maligo ng tubig-dagat para matanggal ang pagkahilong dulot ng malalaking alon; Kapag nakakita ng mga isdang lumba-lumba, huwag itong ituro dahil ito’y nagpapahiwatig na may masamang mangyayari sa inyong pagbibiyahe; Huwag magdala ng anumang hayop sa barko dahil lagi na lang babagyuhin ang pagbibiyahe; Bawal sa maglalayag ang mag-alaga ng mga isda sa akwaryum sa kanilang bahay dahil ito’y magdudulot lamang ng kamalasan sa buhay; Bawal sa mga maglalayag ang magnegosyo ng mga isda kasi lagi naman silang malulugi; Huwag mag-ihaw ng pawikan, kapag ito’y ginawa magkakaroon ng tidal wave; Kapag hinuli ang seagull may sakunang mangyayari sa pagbibiyahe; Huwag na huwag manghuli ng anumang hayop habang nagbibiyahe dahil may katumbas itong unos; Kapag sila’y nakadaong na sa daungan, naghahalik ang mga maglalayag sa lupa bilang tanda ng pasasalamat na sila’y ligtas na; Kung ikaw ay naglalakbay sakay ng bangka, huwag ituro ang anumang di-karaniwang makikita dahil makakasagupa kayo ng aksidente bago makarating sa destinasyon; Kung sumasakay sa bangka, kumuha o pumulot ng bato sa harapan ng unang hakbang ng hagdan ng barko. At sa pag-akyat ng barko, ihulog ang bato sa dagat na hindi nagsasalita hanggang ikaw ay nasa ibabaw na ng barko upang hindi ka mahihilo kung ang barko ay lumalayag na at may naglalakihang mga alon; Kung nagbibiyahe sa unang pagkakataon sakay ng bangka, magdala ng karayom at saka ihulog ito sa tubig para makaiwas o mapalayo sa aksidente; Huwag punahin ang mga di-karaniwang bagay na makikita sa dagat sa dahilang parang iniudyok mo ang masamang panahon; Bawal sa mga maglalayag ang sumampa sa barko na hindi tuli kasi magiging malas ang barkong sinasakyan nito; Kapag sumampa sa barko, ipinagbabawal ang pagdala ng payong sapagkat senyales ito na ang paglalayag ay palaging makakaranas ng masamang panahon; Kapag may nalalanghap silang mabahong amoy, ito’y pahiwatig na may bagyong darating; Habang nasa biyahe sila at nananaginip na naliligo sa dagat at saka biglang dumilim, pahiwatig ito na kinaumagahan isa sa kanila ay makakatanggap ng balita na isa sa kanilang malapit na kamag-anak ay namatay; Huwag dumaan sa pagitan ng dalawang malalaking sisidlan ng kargamento dahil ito’y nagpapahiwatig ng madali mong pagpanaw; Bawal mamingwit habang tumatakbo ang barko dahil makakaranas ng gutom sa inyong barko; Huwag kumain ng anumang uri ng kinilaw kapag sisisid sa dagat dahil darating ang araw na ikaw naman ang kikilawin sa dagat; Bago aalis o lalakad ang barkong sinasakyan, kailangang maghagis ng barya o di kaya’y magdura sa dagat para mapalayo sa aksidente; Di pwedeng sumakay ng barko kapag magkatugma ang araw ng pag-alis nito sa iyong kaarawan dahil magkaroon ka ng maraming problema sa buong taon; Sa pag-akyat sa barko, sa ikasiyam na hakbang ng hagdan nito ay kailangan kang gumawa ng senyales na krus sa iyong katawan upang maging ligtas at hindi magkasakit sa loob ng siyam na buwan ng paglalayag; Kapag ikaw ay isang marino, dapat ang iyong negosyo ay walang kinalaman sa dagat dahil lagi kang malulugi; Bawal itawid sa dagat ang taong may sayad sa utak dahil lalong lulubha lamang ito; Ang “Plotting Chart” ay hindi dapat upuan, kapag ito’y ginawa mababara ang barkong inyong sinasakyan; Kapag ikaw ay kumakain at ang iyong ulam ay isda, huwag na huwag


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mo itong baligtarin dahil posibleng babaligtad din ang barkong inyong sinasakyan; Iwasan ang pagkukwento ng tungkol sa anumang hayop kapag naglalayag dahil magdadala lamang ito ng kamalasan; Kung ikaw ay nakahuli ng isda at ito’y namatay, huwag na huwag mong itatapon sa dagat dahil mamalasin ang iyong pagbibiyahe; Kapag nakakita ng balyena, huwag itong papansinin, sa halip ibalewala na lamang na parang walang nakita sapagkat kung iyong papansinin ang mga ito magkakaroon ng sakuna bago kayo makakarating sa destinasyon; Bawal kumatay ng madugong isda sa gitna ng karagatan dahil ito ang magiging dahilan ng paglalabasan ng mga mababagsik na hayop tulad ng mga pating; Bawal ang kumanta sa gitna ng karagatan sapagkat lalakas ang hangin at lalaki ang mga alon; Kung ikaw ay nasugatan, huwag ipapunta ang dugo sa dagat. Ito rin ang dahilan ng paglalabasan ng mga malalaking isda sa dagat; Habang ikaw ay nangingisda at bigla ka na lamang nakakita ng napakalaking isda, huwang itong ituro. Ito ang magiging dahilan ng pagkawasak ng iyong lambat at pagtaob ng bangka na iyong sinasakyan; Bawal umakyat sa bangka ang babaeng may regla dahil malas ito sa laot; at Bawal magdala ng tsinelas sa karagatan kung ikaw ay nagingisda. Ito ang dahilan ng hindi pagkuha ng maraming isda.

Antas ng Paniniwala sa mga Pamahiin sa Paglalayag ng mga Piling Estudyante ng John B. Lacson Foundation Maritime University

Inalam ng mananaliksik ang antas ng paniniwala ng mga piling estudyante ng John B. Lacson Foundation Maritime University sa mga pamahiin sa paglalayag gamit ang talatanungang pinasagot sa kanila. Ang resulta ay makikita sa Manghad 2 hanggang 7. Sa kabuuan, ang antas ng paniniwala sa mga pamahiin sa paglalayag ng mga piling estudyante sa John B. Lacson Foundation Maritime University ay mababa dahil ang mean ay 1.54. Ito ay nangangahulugang ang mga piling estudyante ay hindi gaanong naimpluwensyahan ng mga nakakatanda o ng makalumang paniniwala.

Manghad 2Antas ng Paniniwala sa mga Pamahiin sa Paglalayag ng mga Piling Estudyante ng John B. Lacson Foundation Maritime University_______________________________________________________________

Mga Pamahiin Mean Deskripsyon_______________________________________________________________

Habang naglalayag ang barko sa Karagatan, huwag sumigaw o sumipol sa loob ng barko dahil nagtatawag ka ng bagyo o masamang panahon. 2.42 Katamtaman

Kapag malinaw na malinaw ang dagat ito’y nagpapahiwatig na mayroong bagyong darating. 2.14 Katamtaman


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Manghad 3Antas ng Paniniwala sa mga Pamahiin sa Paglalayag ng mga Piling Estudyante ng John B. Lacson Foundation Maritime University (Karugtong)_______________________________________________________________


Kapag may grupo ng dolpin na makakasalubongay maaaring may bagyo sa patutunguhan at kung kasabayan ang mga ito, nagbabadya itong magandang panahon sa inyong patutunguhan. 2.04 Katamtaman

Huwag punahin ang kagandahan ng dagat, kapag ginawa mo ito magkakaroon ng masamang panahon. 2.04 Katamtaman Kung masama ang panahon, huwag na huwagmurahin ang alon o di kaya’y sabihan ng masama dahil mas lalo lamang itong sasama. 1.91 Katamtaman

Huwag hulihin ang mga ibong dumadapo sa barkolalo na kung naglalayag dahil magiging maalon at mauwi sa masamang panahon kapag ito’y ginawa mo. 1.88 Katamtaman Kung hindi maganda ang panahon, kausaping maayosat tama na parang tao ang naglalakihang mga alon upang ang mga ito’y kumalma. 1.86 Katamtaman Kapag naglalayag sa Pasipiko o di kaya’y sa Antartiko, huwag hulihin o patayin ang mga ibon na dumadapo o nangingitlog sa barko, kapag iyong hinuliang mga ito ay may kalamidad na darating. 1.81 Katamtaman Magpabasa sa hampas ng alon o di kaya’y maligo ng tubig-dagat para matanggal ang pagkahilong dulot ng malalaking alon. 1.77 Katamtaman Bawal itawid sa dagat ang taong may sayad sa utak dahil lalong lulubha lamang ito. 1.74 Mababa

Kapag sila’y nakadaong na sa daungan, naghahalik ang mga maglalayag sa lupa bilang tanda ng pasasalamat na sila’y ligtas na. 1.69 Mababa Huwag punahin ang mga di-karaniwang bagay na makikita sa dagat sa dahilang parang iniudyok mo ang masamang panahon. 1.65 Mababa


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Kapag sumampa sa barko, ipinagbabawal ang pagdalang payong sapagkat senyales ito na ang paglalayag ay palaging makakaranas ng masamang panahon. 1.65 Mababa Bawal sa maglalayag ang mag-alaga ng mga isdasa akwaryum sa kanilang bahay dahil ito’y magdudulot lamang ng kamalasan sa buhay. 1.62 Mababa Habang ikaw ay nangingisda at bigla ka na lamang nakakita ng napakalaking isda, huwag itong ituro. Ito ang magiging dahilan ng pagkawasak ng iyonglambat at pagtaob ng bangka na iyong sinasakyan. 1.60 Mababa Kung ikaw ay naglalakbay sakay ng bangka, huwag ituroang anumang di-karaniwang makikita dahil makakasagupa kayo ng aksidente bago makarating sa destinasyon. 1.58 Mababa

Kapag hinuli ang seagull mayroong sakunang mangyayari sa pagbibiyahe. 1.56 Mababa Bago aalis o lalakad ang barkong sinasakyan, kailangang maghagis ng barya o di kaya’y magdura sa dagat para mapalayo sa aksidente. 1.56 Mababa Kung ikaw ay nasugatan, huwag ipapunta ang dugo sa dagat. Ito rin ang dahilan ng paglalabasan ng mga malalaking isda sa dagat. 1.53 Mababa Huwag magdala ng anumang hayop sa barko dahil lagi na lang babagyuhin ang pagbibiyahe. 1.51 Mababa Bawal kumatay ng madugong isda sa gitna ng karagatandahil ito ang magiging dahilan ng paglalabasan ng mga mababagsik na hayop tulad ng mga pating. 1.51 Mababa Huwag na huwag manghuli ng anumang hayophabang nagbibiyahe dahil may katumbas itong unos. 1.49 Mababa


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Sa pag-akyat sa barko, sa ikasiyam na hakbang ng hagdan nito ay kailangan kang gumawa ng senyales na krus sa iyong katawan upang maging ligtasat hindi magkasakit ng siyam na buwan ng paglalakbay. 1.49 Mababa Bawal umakyat sa bangka ang babaeng may regla dahil malas ito sa laot. 1.49 Mababa

Kapag nakakita ng balyena, huwag itong papansinin,sa halip ibalewala na lamang na parang walang nakita sapagkat kung iyong papansinin ang mga ito, magkakaroonng sakuna bago kayo makarating sa destinasyon. 1.46 Mababa

Bawal sa mga maglalayag ang magnenegosyo ng mga isda kasi lagi naman silang malulugi. 1.44 Mababa Bawal ang kumanta sa gitna ng karagatan sapagkat lalakas ang hangin at lalaki ang mga alon. 1.44 Mababa Hindi pwedeng sumakay ng barko kapag magkatugmaang araw ng pag-alis nito sa iyong kaarawan dahil magkaroon ka ng maraming problema sa buong taon. 1.42 Mababa Kapag ikaw ay isang marino, dapat ang iyong negosyo ay walang kinalaman sa dagat dahil lagi ka namang malulugi. 1.42 Mababa Kung nakahuli ka ng isda at ito’y namatay, huwag na huwag mong itatapon sa dagat dahil mamalasin ang iyong pagbibiyahe. 1.42 Mababa Bawal sa mga maglalayag ang sumampa sa barko kung hindi tuli kasi magiging malas ang barko. 1.40 Mababa

Ang Plotting Chart ay hindi dapat upuan, kapag ginawa mo ito baka mabara ang barkong inyong sinasakyan. 1.37 Mababa


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Mga Pamahiin Mean Deskripsyon_______________________________________________________________ Kung sumasakay sa bangka, kumuha o pumulot ng bato sa harapan ng unang hakbang ng hagdan ng barko.At sa pag-akyat nang barko, ihulog ang bato sa dagat na hindi nagsasalita hanggang ikaw ay nasa ibabaw na ng barko upang hindi ka mahilo kung ang barkoay lumalayag na at may naglalakihang mga alon. 1.35 Mababa

Kapag nakakita ng mga isdang lumba-lumba huwag itong ituro dahil ito’y nagpapahiwatig na may masamang mangyayari sa inyong pagbibiyahe. 1.32 Mababa Huwag mag-ihaw ng pawikan, kapag ito’y ginawa magkaroon ng Tidal Wave. 1.32 Mababa

Kung nagbibiyahe sa unang pagkakataon sakay ngbangka, magdala ng karayom at saka ihulog ang karayom sa tubig para makaiwas sa aksidente. 1.30 Mababa Huwag kumain ng anumang uri ng kinilawkapag sisisid sa dagat dahil darating na ikaw naman ang kikilawin sa dagat. 1.28 Mababa Bawal mamingwit habang tumatakbo ang barkodahil makakaranas ng gutom sa inyong barko. 1.26 Mababa Habang nasa biyahe sila at nananaginip na naliligosa dagat at saka biglang dumilim, pahiwatig ito na kinaumagahan isa sa kanila ay makakatanggap ng balita na isa sa kanilang malapit na kamag-anak ay namatay. 1.23 Mababa Bawal magdala ng tsinelas sa karagatan kung ikaw ay nangingisda. Ito ang dahilan ng hindi pagkuha ng maraming isda. 1.23 Mababa Kapag may nalalanghap silang amoy na mabaho,ito’y pahiwatig na may bagyong darating. 1.21 Mababa


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Huwag dumaan sa pagitan ng dalawang malalaking sisidlan ng kargamento dahil ito’y nagpapahiwatig ng madali mong pagpanaw. 1.16 Mababa Kapag ikaw ay kumakain at ang iyong ulam ay isda,huwag na huwag mo itong baligtarin dahil posibleng babaligtad ang barkong inyong sinasakyan. 1.14 Mababa Iwasan ang pagkukwento ng tungkol sa anumang hayop kapag naglalayag dahil magdadala ito ng kamalasan. 1.14 Mababa Kabuuang Katampatang Tuos 1.54 Mababa_______________________________________________________________

Sa kabuuan ang antas ng paniniwala ng mga piling estudyante ng John B. Lacson Foundation Maritime University-Arevalo, Inc. at John B. Lacson Foundation Maritime University-Molo, Inc. sa mga pamahiin sa paglalayag ay mababa dahil ang mean ay 1.54.

Implikasyon ng mga Pamahiin sa mga Guro at mga Mag-aaral sa Paglalayag

Batay sa mga katugunan ng mga ilang estudyanteat guro tungkol sa kanilang paniniwala o di-paniniwala sa mga pamahiin, malinaw na nalaman ang implikasyon nito sa mga mag-aaral at guro.

Maraming pamahiin ang pinaniniwalaan at di-pinaniniwalaan ang mga mag-aaralsa paglalayag. Subalit ang mga ito ay hindinaging dahilan kung bakit hindi sila nag-aral ng pagkamarino.

Katunayan sa kasalukuyang taong panuruan sa John B. Lacson Foundation Maritime University, libu-libong mga mag-aaral ang kumukuha ng kursong pagmamarino. Hindi lingid sa kaalaman ng marami lalo na ng mga Pilipino na ang mga Pilipinong marino ay higit na pinapahalagahan at unang tinatanggap sa trabaho dahil sa sila ay bantog sa pagiging masipag at matiyaga sa kanilang mga tungkulin.

Ang pamahiing magpabasa sa hampas ng alon o di kaya’y maligo ng tubig-dagat para matanggal ang pagkahilong dulot ng malalaking alon ay may magandang naidulot sa mga maglalayag. Sa tagal kasi ng paglalayag maaaring


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makaranas ng hindi magandang karamdaman, lalo na kung minsan ang sakit sa ulo dahil sa kondisyon sa loob ng barko, kaya masmainam kung manghilamos o di kaya’y maligo upang gumanda ang pakiramdam para hindi maapektuhan ang pagtatrabaho.

Malaki ang implikasyon ng mga pamahiin sa mga mag-aaral at maging sa guro sa paglalayag. Katunayan kungtitingnan ang mga uri ng hayop o isda na nasa ating bansa ngayon ay mapapansing parang walang nadaragdag na bago, marahil iyan sa paniniwala na huwag magdala ng hayop sa barko dahil sa babagyuhin ang pagbibiyahe. Walang nagdadala maging anumang hayop, ibon o isda sa ating bansa kung kaya mahina ang pagdami ng mga ito dito sa atin. Kaugnay din dito ang mga pamahiin na: Iwasan ang pagkukwento ng tungkol sa anumang hayop kapag naglalayag dahil magdadala ito ng kamalasan; kapag naglalayag sa Pasipiko o di kaya’y sa Antartiko, huwag hulihin o patayin ang mga ibon na dumadapo o nangingitlog sa barko, kapag iyong hinuli ang mga ito ay mayroong kalamidad na darating; huwag hulihin ang mga ibong dumadapo sa barko lalo na kung naglalayag dahil magiging maalon at mauwi sa masamang panahon kapag ginawa mo ito; at, kapag hinuli ang seagull mayroong sakunang mangyayari sa pagbibiyahe. Dahil sa pamahiing ito, walang sinumang nanghuhuli ng mga hayop tulad na lamang ng ibon na dinadala ng mga maglalayag mula sa ibang bansa kung kaya’t ang mga di-karaniwang hayop o ibon ay di nakakapasok sa bansa natin at dagdag pa rito ay ang batas tungkol dito na kung sinuman ang mahuling nanghuhuli ng mga hayop na itinuturing na mga “endangered species” ay parurusahan.

Isa pang pamahiin na bawal sa mga maglalayag ang pag-aalaga ng isda sa akwaryum sa kanilang bahay dahil ito’ynagdudulot ng kamalasan, kaya mapapansin na sa bahay ng mga marino ay walang akwaryum na makikita. Subalit liban sa paniniwalang iyon, para sa ibang marino dagdag gastusin lamang iyon kung mayroon kang alaga na hindi naman kailangan sa bahay.

May paliwanag ang agham tungkol sa ingay. Ayon sa agham ang ingay ay nakapagpapagalaw ng hangin sa kapaligiran kung kaya nabuo ang pamahiin na habang naglalayag ang barko sa karagatan, huwag sumigaw o sumipol sa loob ng barko dahil nagtatawag ka ng bagyo o masamang panahon at bawal ang kumanta sa gitna ng karagatan sapagkat lalabas ang hangin at lalaki ang mga alon. Ngayon kung malakas ang hangin hindi maganda ang maglayag dahil sa ito pa mangyari ang dahilan ng anumang sakuna sa dagat. Kaya ang mga mag-aaral na ang hangarin ay maging matagumpay sa larangan ng pagmamarino at makakatulong na maiahon ang pamilya sa kahirapan upang magkaroon ng matiwasay at maginhawang pamumuhay ay hindi sumisigaw o sumisipol o umaawit dahil sa takot na baka sila’y bagyuhin at mapahamak. Kaya tuloy sila ay naging maingat sa kanilang mga gawi at kilos sa barko.

Mayaman ang mga maglalayag. Sila ang mga taong nagtatrabaho sa barko sa dagat na may malaking sahod. Bukod pa riyan ang ilan sa kanila ay mayroon pang ibang pinagkakitaan tulad na lamang ng pagnenegosyo. Ngunit dahil sa pamahiing kapag ikaw ay isang marino, dapat ang iyong negosyo ay walang kinalaman sa dagat dahil lagi ka namang malulugi, lupa, bahay, sasakyan at


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mga pangunahing pangangailangan ng tao ang kanilang ibinebenta kaya tuloy madali ang kanilang pag-asenso sa buhay dahil ang mga ito ang nagkakahalaga ng malaking pera.

Samantalang ang mga pamahiin na huwag mag-ihaw ng pawikan dahil kapag ito’y ginawa magkaroon ng Tidal Wave; bawal kumatay ng madugong isda sa gitna ng karagatan dahil ito ang magiging dahilan ng paglalabasan ng mga mababagsik na hayop tulad ng pating; at kung ikaw ay nasugatan, huwag ipapunta ang dugo sa dagat. Ito rin ang dahilan ng paglalabasan ng mga malalaking isda sa dagat. Ang mga pating ay madaling maakit sa dugo, kaya kung marami sila maaari itong makadulot ng pinsala sa barko na siyang maging dahilan ng aksidente.

Ang pamahiin namang huwag dumaan sa pagitan ng dalawang malalaking sisidlan ng kargamento dahil ito’y nagpapahiwatig ng madali mong pagpanaw ay isang babala na ang pagdaan sa pagitan nito ay mapanganib dahil baka bigla na lamang magkaroon ng malalaking alon na siyang maging dahilan ng pagkatumba ng malalaking sisidlan ng kargamento at ikaw ay madaganan sanhi ng pagkasawi. Kaya nagkaroon ng lubos na pag-iingat ang mga mag-aaral at sa tuwing may nakikita silang mga malalaking bagay kaagad silang umiiwas.

Kamakailan lamang nangyari ang “storm surge” sa ilang bahagi ng ating bansa dahil sa malakas na bagyong si Yolanda na nagdulot ng malaking pinsala sa buhay at pamumuhay ng mga biktima. Ilang naging biktima nito ay mga guro at mag-aaral ng JBLFMU. Ang mga tao minsan ay napapahamak dahil sa maling akala. Ang pamahiin na huwag pansinin ang kagandahan ng dagat, kapag ginawa mo ito magkakaroon ng masamang panahon; kapag malinaw na malinaw ang dagat ito’y nagpapahiwatig na mayroong bagyong darating ay di nila pinaniniwalaan. Ang akala ng mga tao na nakalabas na sa bansa ang bagyo kaya tiwala na sila dahil nga sa kagandahan ng dagat. Ang hindi nila alam na may nabubuo palang sama ng panahon. Kaya lang may mga hindi inaasahan palang masamang pangyayari na darating na siyang naging dahilan ng pagkawala ng ilan sa kanilang mga mahal sa buhay at paghihirap.

Ang kaligtasan ay laging unang iisipin anuman ang ginagawa. Ang pamahiing kung nakasakay sa bangka, kumuha o pumulot ng bato sa harapan ng unang hakbang ng hagdan nito at sa pag-akyat sa barko, ihulog ang bato sa dagat na hindi nagsasalita hanggang ikaw ay nasa ibabaw na ng barko upang hindi ka mahilo kung ang barko ay maglalayag na at may naglalakihang mga alon at kung nagbibiyahe sa unang pagkakataon sakay ng bangka, magdala ng karayom at saka ihulog ang karayom sa tubig para makaiwas o mapalayo sa aksidente ay hindi nila pinaniniwalaan kaya minsan mayroong hindi pagkakaunawaan sa barko na humahantong sa pananakit ng kapwa gamit ang bagay na mapanganib tulad ng bato o karayom.

Ang mga pamahiin naman tulad ng kung masama ang panahon, huwag na huwag murahin ang alon o di kaya’y pagsabihan ng masama dahil mas lalo lamang itong sasama; kung hindi maganda ang panahon, kausaping maayos at tama na parang tao ang naglalakihang mga alon upang ang mga ito’y huminahon, at kung iugnay natin sa kasalukuyang pag-uugali ng mga mag-aaral na ang ilan


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ay pabaya sa kanilang pag-aaral ngunit hindi naman minumura o kinagagalitan ng kanilang mga magulang kung kaya patuloy sila sa kanilang mga bisyo at pagbabalewala sa kanilang pag-aaral. Mas mabuti rito na huwag na lamang silang kagalitan dahil lalong magrerebelde lamang sila, sa halip na murahin, kausapin na lamang nang malumanay at maayos.

Ang pagiging husto na sa gulang ng isang tao ay may kaakibat na tungkulin o responsibilidad. Ang pamahiing bawal sa mga maglalayag ang sumampa sa barko kung hindi tuli kasi magiging malas ang barkoay marami ang hindi naniniwala rito. Ang hindi nila alam na ang pagtuli ay tanda ng pagiging husto sa gulang kasama ang pagiging responsable. Kung kaya marami marahil ang mga napapahamak sa barko sanhi marahil ng kapabayaan, kakulangan o di kaya’y pagkairesponsable ng tao minsan.

Marami sa mga pamahiin ang kapupulutan ng mabuting halimbawa, gawi at pag-iingat. Tulad na lamang ng sa pag-akyat sa barko, sa ikasiyam na hakbang ng hagdan nito ay kailangan kang magkurus upang maging ligtas at hindi magkasakit sa loob ng siyam na buwan ng paglalayag at kapag sila’y nakadaong na sa daungan, dapat humalik ang mga maglalayag sa lupa bilang tanda ng pasasalamat na sila’y ligtas na. Ngunit dahil sa hindi nila ito pinaniniwalaan may mga pinauwi na hindi natapos ang kontrata dahil sa bigla na lamang nagkasakit sa barko, marahil hindi nila nawaring ang hindi pagkurus ay kakulangan sa paghingi ng tulong sa Maykapal na sila ay gabayan.

Samantalang ang pamahiing ang “plotting chart” ay hindi dapat upuan, kapag ginawa mo ito baka mabara ang barkong inyong sinasakyan ay may nais ipabatid na maaring tumigil sa paglakad ang barko sa mapanganib na bahagi ng dagat dahil sa hindi na malalaman ang wastong direksyon, bilis ng paglakad at ang destinasyon na sinusunod sa pamamagitan ng plotting chart.

May pamahiin ang maglalayag na hindi maaring sumakay ng barko kapag magkatugma ang araw ng pag-alis nito sa iyong kaarawan dahil magkakaroon ka ng maraming problema sa buong taon kaya mayroong nagpapalit ng eskedyul para makasama ang mga mahal sa buhay na magdiwang sa isang espesyal na araw sa buong taon ng buhay.

Isa pang pamahiin sa paglalayag ay kapag sumampa sa barko, ipinagbabawal ang pagdala ng payong sapagkat babala ito na ang paglalayag ay palaging makakaranas ng masamang panahon o pangyayari. Ang pagdadala ng payong ay hindi mabuti sapagkat maaring maging sanhi ng aksidente ganoon din ang tsinelas dahil sa baka madulas. Pero dahil sa hindi ito pinaniniwalaan ng mga mag-aaral tulad ng pamahiing bawal magdala ng tsinelas sa karagatan kung ikaw ay nangingisda, ito raw ang sanhi ng hindi pagkuha ng maraming isda kung kaya may mga oras na kaunti ang nahuhuling isda dahil sa mainit ang panahon walang magamit na pananggalang sa ulo at paa.

Magandang kumain kung masarap ang pagkaing nakahanda sa mesa. Ngunit alalahanin na kung ikaw ay naliligo sa dagat o sa swimming pool man huwag kumain ng sobrang busog dahil hindi ito maganda. Maari nating iugnay ito sa pamahiing huwag kumain ng anumang uri ng kinilaw kapag sisisid sa dagat dahil


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darating ang araw na ikaw naman ang kikilawin sa dagat sapagkat ang kinilaw ay may suka at magiging dahilan ng pagkasira ng tiyan at sa panahon na katatapos pa lamang kumain at sobrang busog agad na maglalangoy.

Sa kabilang dako ang pamahiing habang nasa biyahe sila at nananaginip na naliligo sa dagat at saka biglang dumilim, pahiwatig ito na kinaumagahan isa sa kanila ay makakatanggap ng balita na isa sa kanilang malapit na kamag-anak ay namatay, dahil dito mayroong pagkagising pa lamang nila ay kaagad na tumatawag sa kanilang mga magulang, kapatid o di kaya’y asawa. Lalo pa itong ginagawa ngayon dahil sa napakadali ang pakikipag-usap o pakipag-ugnay sa ibang tao dahil sa makabagong teknolohiya.

Hindi rin naniwala ang ilang estudyante sa pamahiing kapag may grupo ng dolpin na makakasalubong ay maaaring may bagyo sa patutunguhan at kung kasabayan ang mga ito, nagbabadya ito ng magandang panahon sa inyong pupuntahan. Ang ganitong kaganapan ay kaugnay ng paniniwalang likas na sa mga hayop na makadama ng panganib kaya sila ay umiiwas.

Dahil sa mababa nilang paniniwala sa pamahiing ito kung kaya magkaminsan nagaganap angaksidente sa dagat at iniuugnay nila ito sa di paniniwala sa nasabing pamahiin at ang nakakaiwas sa aksidente ay iniuugnay din nila sa pamahiing ito sa pagsasabing dahil sa naniwala sila kaya nakaligtas.

Ang mga pamahiin namang bawal mamingwit habang tumatakbo ang barko dahil sa makakaranas ng gutom ang mga nakasakay sa barko; kung nakahuli ka ng isda at ito’y namatay, huwag na huwag mong itatapon sa dagat dahil mamalasin ang inyong pagbibiyahe. Mababa rin ang paniniwala ng karamihan sa pamahiing ito subalit ang mga naniniwala ay ginagawa ang di pagtapon ng isdang patay sa dagat. Marahil dala ito ng katotohanan na ang mga isdang patay ay gustong kakanin ng malalaking isda na maaring makasagabal sa pagbibiyahe ng barko.

Sa karagatan may maraming magagandang bagay na maaring makita, mapreserba at maipagmalaki sa tulong ng mga larawan. Pero dahil sa mga pamahiin na kung ikaw ay naglalakbay sakay ng bangka, huwag ituro ang anumang di-karaniwang makikita dahil makakasalubong kayo ng aksidente bago makarating sa destinasyon; huwag punahin ang mga di-karaniwang bagay na makikita sa dagat sa dahilang parang iniudyok mo ang masamang panahon; habang ikaw ay nangingisda at bigla ka na lamang nakakita ng napakalaking isda, huwag itong ituro dahil ito ay maging dahilan ng pagkawasak ng iyong lambat at pagtaob ng bangka na iyong sinasakyan; at kapag nakakita ng balyena, huwag itong papansinin, sa halip ibalewalain na lamang na parang walang nakita sapagkat kung iyong papansinin ang mga ito, magkakaroon ng sakuna bago kayo makakarating sa destinasyon. Kasabay na rin dito ang pamahiing kapag nakakita ng mga isdang lumba-lumba, huwag itong ituro dahil ito’y nagpapahiwatig na may masamang mangyayari sa inyong pagbibiyahe. Ang mga pamahiing ito marahil ang sanhi kung kaya’t ang magagandang tanawing nakikita sa laot ay di nila napag-uukulan ng pansin at di nila ito nabibigyan ng wastong pagpapahalaga. Malaki pa naman sana ang maitutulong nito sa pag-


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unlad ng turismo ng ating bansa. Lalo na sa ngayon na marami ng makabagong teknolohiya ang magagamit para maipakita sa buong mundo ang kagandahan ng mga bagay na makakaakit sa mga tao na maaring pagkakitaan ng pera at makakatulong sa pag-unald ng pamumuhay maging ng mga mag-aaral at mga guro sa JBLFMU na masasaksihan sa ating karagatan.

kongklusyon

Narito ang ilang kongklusyong nabubuo sa pag-aaral na ito:1. Batay sa resulta ng pananaliksik na ito may mga katamtaman na naniniwala

at may mga mababang naniniwala sa mga pamahiin ng mga maglalayag na nasaliksik at isinama sa pag-aaral na ito.

2. Ang mga ilang estudyante ay naniniwala pa rin sa mga pamahiin sa paglalayag sa kabila ng kanilang pagiging moderno. Hindi naimpluwensyahan ng mga matandang o makalumang paniniwala o pamahiin dala marahil sa pagiging makabago na ng kanilang isipan bunga ng makabagong panahon.

Hindi naging hadlang ang mga pamahiin sa paglalayag sa kanilang pangarap na maging marino. Walang takot o anumang pangamba na makikita sa kanilang mga mukha na harapin ang hirap at pagsubok na maaring dumating sa kanilang buhay habang naglalayag sa gitna ng napakalawak na karagatan.

3. Makabago ang pananaw ng mga piling estudyante ng John B. Lacson Foundation Maritime University ukol sa paglalayag kung kaya hindi nila alintana ang mga pamahiin. Ang mahalaga sa kanila ay maging matagumpay sa larangan ng pagmamarino kung kaya sila ay hindi nag-aalinlangan na ipagpatuloy at tapusin ang kanilang pag-aaral ng kursong pagmamarino.

4. May mabubuting naidudulot ang ilang pamahiing nasali sa pananaliksik na ito gaya ng bawal sa mga maglalayag ang magnegosyo ng isda dahil lagi namang malulugi kung kaya ang mga maglalayag ay nagnenegosyo ng lupa, bahay at sasakyan na kung saan malaking pera ang kanilang kinikita. Ang isa pa ay ang pamahiing huwag sumipol o sumigaw o kumanta man sa gitna ng karagatan sapagkat lalakas ang hangin at lalaki ang mga alon. Dahil dito hindi sila nagsisigawan at may pang-iingat sa kanilang mga kilos at gawi sa loob ng barko.

Subalit may di mabuting naidudulot din ang ilang pamahiin sa paglalayag gaya halimbawa ng hindi nila nabibigyang pansin ang kagandahan ng mga tanawin sa dagat dahil sa paniniwalang may masamang magaganap sa paglalayag nila kung papansinin nila ang mga nag-uunahan o nagtatalunang lumba-lumba, at iba pa.

5. Anuman ka moderno ang panahon sa ngayon ay hindi pa rin nawawala ang paniniwala ng ilan sa mga pamahiin.

Bagaman naapektuhan ang pag-unald, may naniniwala pa rin impluwensya marahil ng nakakatanda, lugal na kinalakihan at pinanggalingan.


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Ang mga sumusunod ay ang mga tagubilin ng mananaliksik para sa mga babasa ng pananaliksik na ito.

1. Para sa mga mag-aaral, bigyan halaga ang ating sinaunang panitikan lalo na ang mga tradisyong oral o pasalita tulad ng pamahiin dahil sa pahayag ng ating mga matatanda noon, wala namang mawawala o hindi naman tayo malulugi kung susundin natin ang mga pamahiin.

2. Para sa mga guro, kailangan huwag kaligtaang ilakip bilang bahagi ng pag-aaral at talakayan sa silid-aralan ang mga pamahiin sa lubos na ikauunawa ng mga estudyante dahil ang pamahiin ay may malaking naitulong upang bigyan ng direksyon at paliwanag ang karanasan ng tao.

3. Para sa mga mananaliksik magkaroon ng tulad nitong pag-aaral upang laging maging buhay at hindi madaling basta na lamang makalimutan at mawala ang mga sinaunang panitikan lalo na ang mga tradisyong oral.

4. Para sa mga administrador ng paaralan, bigyan lagi ng pagkakataon ang mga guro na makadalo sa mga seminar at mga pagsasanay na may kaugnayan sa pag-aaral na ito para lalo pang mapalawak ang kanilang kaalaman.

Talasanggunian

Genona, J. (2003). Literary and Cultural Values Transmission Through Ilonggo Loas. Unpublished Master’s Thesis. Arevalo: JBLFMU.


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BSMT FIrST YEar STUDENTS lITEraCY IN COMPUTEr SkIllS

Dr. Lorna B. Delfin and C/M Danny L. Castro

Abstract

This survey aimed to determine the level of computer literacy of John B. Lacson Foundation Maritime University- Arevalo (JBLFMU-A) BSMT first year midshipmen. It was conducted during the second semester school year 2014-2015 among 80 midshipmen using convenient sampling. An 81-item checklist was employed to gather data needed from the respondents. The assessment tool evaluated the students’ knowledge in five computer application skills: windows, word processing, electronic spreadsheet, powerpoint presentation, and Internet. Mean, percentage and rank were used as descriptive statistical tools in this survey. The result revealed that BSMT students had an average level of literacy in computer applications skills. Regardless of secondary school of origin, the students had an average literacy level. Although both private and public high school graduates had an average level of literacy in computer skills the private had a higher level of literacy as compared to the students who came from the public. Furthermore, the students had an average literacy level in computer application skills except in electronic spreadsheets where they got low literacy level.

Introduction

We are now living in the so-called “Information Age," the invasion of computers in all aspects of life. All industries are using computers to perform huge financial transactions every day. Computers are the best means for storage and management of data due to their storage capabilities. As computers are daily tools, they have enormous importance in our daily life. Directly or indirectly, we are affected by computers. To keep up the pace in this fast life of today, computer education is extremely important.

Furthermore most jobs require personnel to have some level of interaction and expertise with computer related technology. These technologies are used by government agencies, businesses, medicines, manufacturing, banking and finance, and maritime industry. At the same time employers demand graduates who are computer literate as one of the requirements for the workforce. Since computers continue to have a significant impact on the world, an understanding of computer technology and its uses are important for all members of our society. Today’s global market demand that workers have basic level of computer literacy due to their dependency on computers to operate better, faster, and cheaper and is essential for shouldering job responsibilities.


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Morley and Parker (2012), explain that computers and devices based on related technology have become indispensable tools for modern life, making ordinary tasks easier and quicker than ever before and helping today’s worker more become productive.

The best tool to bring positive change in society is education. The fundamental purpose of education is to gain knowledge, understand the forms of proper conduct and acquire technical competency in specific subjects. Education serves as the means to develop oneself physically, mentally and socially.

Ajibade (2006) opined that innovations appearing today indicate that the world is dependent on computer technology.

As stated by Reynolds (2007), computer literacy means being knowledgeable about the capabilities of hardware and software and understanding how computers and the internet can enhance students’ educational experiences.

Computer literacy means ability to tell the computer what you want it to do and understand what the computer says. To be computer literate amounts to be able to read, write and speak the language of the computer (Ajibade, 2006).

Dr. Michael Wesch pointed out that although today’s students understand how to access and utilize these tools, many of them are used for entertainment purposes only, and the students are not truly media literate.

Most review centers for seafarers now are having an on-line review for their licensure examinations. So it is necessary for them to have basic background in computer so as to operate faster and quicker.

Computers are not only storage devices and processing units, but also are excellent communication media. They are the means to access the Internet and get connected to the world. Computers can be used to access a vast knowledge base and search for information archives over the Internet. Only computer education can facilitate the use of computers for purposes of communication and entertainment.

Furthermore, the word processing applications of a computer serve as an effective means of documentation. The database management software that is part of computer systems serves as the means of managing large amounts of data. The networking capabilities of a computer facilitate connecting to the Internet to reach out to the world. Gaming applications and media players are some of the popular computer software, which are popularly used across the world. Computers, which have such a wide variety of applications, are indeed ruling society. The internet can serve as our library since we get so much information from it. Communication and information are the two most important uses of the Internet. Information can be updated or modified at any time and for any number of times, which helps in learning and better understanding.

Computers are also effective audio-visual media. It is mostly used by teachers to enhance their subject matter.

According to Good (2008), presentation graphics application software are typically used to create presentation in the form of slides that can be used to create overhead transparencies or printed handouts or books, as well as to present information in electronic form.


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In order for our graduates to compete globally they need to acquire and be equipped with computer skills. Almost all professions today are involved in computer technology so as to cope with job and industry demands.

It is with this idea that this university teaches about computers so that their students can find these machines useful in many tasks, and can easily adapt to different, advanced, or newer computer software applications.

This survey aimed to determine the computer literacy of the first year students of JBLFMU-Arevalo taking Information Technology I during second semester of school year 2014-2015.

Specifically, it endeavoured to answer the following questions:1. What is the level of literacy in computer application skills of BSMT first

year students of JBLFMU – Arevalo when taken as a whole group and when categorized according to the following computer applications: windows, word processing, electronic spreadsheets, powerpoint, and internet operations?

2. What is the level of literacy in computer applications skills of BSMT freshmen students of JBLFMU – Arevalo when classified according to secondary school of origin?

Methods

Purpose of the Study and Research DesignThis study aimed to determine the level of literacy in computer application

skills of the first year BSMT students of JBLFMU-Arevalo during the second semester, school year 2014-2015.

Respondents

The respondents for this study were the 80 BSMT first year students of JBLFMU- Arevalo during the second semester, school year 2014 2015. To fulfill statistical requirements convenient sampling was utilized in this study.

For the purpose of the study the students were taken as a whole group and classified as to certain category as secondary school of origin whether private or public.

Table 1 presents the distribution of the respondents.

Table 1Distribution of Respondents_______________________________________________________________

Category n Percentage_______________________________________________________________

A. Entire Group 80 100B. Secondary School of Origin Private 31 39 Public 49 61

_______________________________________________________________


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Instrument The researcher-made questionnaire utilized in this study was designed to

capture students’ perceptions of their computer application skills prior to starting the subject.

The 81 item checklist was used as gathering instrument in this study. The respondents have to check “excellent”, “good”, “fair”, and “poor”.

“Excellent” means that the respondents are highly competent in to the item in the computer applications skills.

“Good” means that the students are competent with the item in the computer applications skills.

“Fair” means that the students are uncertain with their skills in each item.“Poor” means that the students are somewhat competent in each item in the

computer applications skills.Based on the specific objectives of the study, the researcher-made instrument

was based on the course topics and skills to be acquired by students. The questionnaire was divided into two parts. Part I was for personal information such as name (optional), classification of secondary school graduated from categorized whether “public” or “private” secondary school. Part II assessed the students’ level of computer literacy skills which was divided according to the following topics or applications skills: a) windows, b) word processing, c) electronic spreadsheets, d) powerpoint, and e) internet.

Data Collection

The checklists were distributed to 80 randomly selected midshipmen enrolled in Information Technology I (Computer) with the researcher as instructor using convenient sampling method. The checklists were retrieved, tabulated and analyzed to come up with the findings of the study. Only, “excellent”, “good”, “fair”, and “poor” were the bases for analysis and interpretation.

Data AnalysisThe following tools were used to answer the research questions:For interpretation purposes, the following scales of means were employed.Mean. Composite weighted means was used to determine the level of the

BSMT freshmen students’ literacy in computer applications skills. Scale Description 3.51 - 4 .0 High (H) 2.51 - 3.50 Average (A) 1.51 - 2.50 Low (L) 1.0 - 1.50 Very Low (VL)Standard deviation (SD). This was used to determine the homogeneity of

responses.


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results

Descriptive data analysis presents the level of literacy in computer applications skills.

As revealed in Table 2, the students had an “average” level of literacy in computer application skills as an entire group. This was revealed by the obtained mean scores for the different categories, which fell within 2.78 – 3.03 range. Obtained SDs range from .942 – 1.880.

Students showed a high level of literacy in computer when categorized according to the applications except, in electronic spreadsheet where they had reflected a “low” literacy level. The specific results are as follows: Windows (M = 2.73, SD = 1.880), word processing (M = 2.85, SD = 0.942), electronic spread sheets (M =2.48, SD = 0.974) , powerpoint ( M = 2.63 SD = 1.094) and internet (M =3.03, SD =0.972).

Table 2Level of Literacy in Computer When Taken as an Entire Group and When Categorized According to Applications_______________________________________________________________

Category Mean Description SD_______________________________________________________________

A. Whole Group 2.74 High 1.172B. According to Applications Windows 2.73 High 1.880 Word processing 2.85 High 0.942 Electronic spreadsheets 2.48 Low 0.974 Powerpoint 2.63 High 1.094 Internet 3.03 High 0.972C. Secondary School of Origin Private 2.90 High 1.021 Public 2.55 High 1.077

_______________________________________________________________

The literacy level of the students in computer applications skills were as follows: The Windows, word processing, powerpoint and internet, as a whole group is high for most tasks except in electronic spreadsheets were they got low.

Obviously, the students had a low literacy level in electronic spreadsheets applications for both public and private.


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Conclusions

Based on the results of the study, the following conclusions were drawn:1. The respondents had an average level of literacy in all computer applications

skills. The respondents had an average level of literacy in windows. 2. Respondents possessed sufficient skills in word processing. The literacy

level of respondents in spreadsheets was low in most skills especially in entering and deleting, formulas and functions needed in calculations and computations as well as in modifying cell border.

3. Obviously the students were not good in electronic spreadsheets application as shown by the results which were low in literacy level. This pointed out that the students in this study, although not necessarily proficient in electronic spreadsheet had a little background in electronic spreadsheet application skills.

4. Worth to mention that the students had a thorough knowledge in PowerPoint presentations maybe because they used it for reporting as one of their activities in different subjects in schools.

5. Most respondents used internet for communication purposes like social media specifically Face book and online playing games as shown by the higher results.

6. Despite their school of origins, the students had an average level of literacy maybe because we are living in the computer world and youth of today as Morley and Parker (2009) said are living in the computing generation.

Based on the results and conclusions, the following recommendations were drawn:

1. Today’s businesses demand that workers have a basic level of literacy due to dependency in computer. So, the need is greater for colleges/universities to take steps to truly prepare their students for a computer intensive future.

2. Continuous evaluation of students’ perception and performance in basic computer skills is required in order to evaluate the computer applications course.

3. The result showed that students had a poor knowledge of electronic spreadsheets application. So, additional time must be given because it involves numbers and computations and maritime is an industry that needs computers that can perform better, faster and have accurate results.

4. Class size for computer laboratory must have 1:1 ratio if not, 2:1 would be ideal.5. The upgrading of equipment is necessary so as to compete with the latest

trend in technology.6. Continuous seminars and trainings should be given to computer instructors

to upgrade in the latest computer application programs.


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references

Ajibade, A. (2006). Effects of Interactive Instructional Compact Disc Package on the Performance of English Language Learners in Schools of Science in Osun State. Unpublished Ph. D. Dissertation, Faculty of Education, Obafemi Awolowo University. Retrieved January 8, 2014 from http://www.ajol.info/index.php/afrrev/article/view/58278/46630

Censon, W. (2014). “Teachers‟ Computer Literacy at Holy Rosary Colleges Foundation: Basis for Teachers‟. Retrieved April 7, 2014 from http://www.scribd.com/doc/97403709/Computer-Literacy-Program-

Good, L. (2008). Teaching and Learning with Digital Photography: Tips and Tools for Early Childhood Classrooms. Sage Publications Asia-Pacific Pte, Ltd.

Morley, D. and Parker, C. S. (2012). Understanding Computers: Today and Tomorrow Comprehensive, Cengage Learning Inc.United States America. Retrieved April 10, 2015 from http://www.cengagebrain.co.uk/content/9781285296227.pdf

Reynolds, C. R. and Elaine, F. (2007). Encyclopedia of SpecialEducation: A Reference for the Education of Children, Adolescents, and Adults with Disabilities and Other Exceptional Individuals. New Jersey: John Wiley & Sons, Inc.

Wesch, M. (2014). Digital Ethnography. Retrieved March 5, 2014 from http://www.21stcenturyschools.com/what_is_21st_century_education.html


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OUTCOMES-BaSED EDUCaTION: lEVEl OF aWarENESSaMONG MT STUDENTS

Dr. Geneva M. Eler, 2/M Ruben P. Lazaro, and 2/M Joselino P. Fernandez

Abstract

This paper provides information on the level of awareness of students towards the implementation of Outcomes-based Education (OBE). The research covered the determinants and principles of OBE. The result showed that the mean scores for all year levels of students were interpreted as high which means, students know satisfactorily about the determinants and principles of OBE. An intensive orientation and re-orientation of OBE guiding principles are recommended to achieve the very high level of awareness so students have full knowledge about the determinants and principles of OBE and its application.

Introduction Outcomes- based Education (OBE) is a student–centered learning philosophy

that focuses on empirically measuring student performance which is called outcomes. OBE on the other hand focuses on what the students will be able to do after they were taught up to a certain standard. This means supplying them with learning activities that will help them achieve the desired outcomes. OBE emphasizes setting clear standards for observable and measurable outcomes.

John B. Lacson Foundation Maritime University (JBLFMU) adopted the “Outcomes-based Education last school year 2012-2013. The following year, it was implemented to all year levels. The JBLFMU implementation of outcomes-based education was driven by the following external entities: Regulatory bodies such as the Commission on Higher Education (CHED), the Professional Regulation Commission (PRC), International Maritime Organization (IMO), among others, local and international accrediting bodies, specifically, the Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA), the Philippine Quality Award for Excellence, (PQA), and the Bureau Veritas (BV), International certifying bodies and feedbacks from other external constituents. It is also guided by existing JBLFMU internal policies and initiatives.

The following were initiated by the institution to ensure the implementation of OBE in the identified courses. First, in the preparation of Instructor’s Guide (IG), the institution ensures that the learning outcomes stated in the IGs are properly constructed, appropriate to the level of the learners, and can measure learner’s expected performance. The faculty members assigned to the course together with the subject area head discuss among themselves the required competencies that the learner should be able to demonstrate. The basis for all these competencies were reflected in the Standard for Training, Competencies and Watchkeeping (STCW) Code as amended. Second, all the inputs were included in the Instructor’s Guide


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then endorsed to the management for approval. Third, after thorough checking and approval, the guides were cascaded to each academic unit. Lastly, the concerned faculty members are encouraged to use the said guide in the classroom.

To give a clearer picture of the implementation of Outcomes-Based Education in the university, there were many activities set by the Academics and Research Departments. Researches were conducted from awareness to evaluation. Thus, this present study extends to find out the level of awareness of the Marine Transportation (MT) students on the implementation of Outcomes-Based Education in the university.

Specifically, this study aimed to answer the following questions:1. What is the level of awareness of MT students towards OBE when taken

as a whole group and when classified according to year level?2. What is the level of awareness of MT students towards the determinants of

OBE when taken as a whole group and when classified according to year level?3. What is the level of awareness of the MT students towards OBE Principles

when taken as a whole group and when classified according to year level?

Methods

Purpose of the Study and Research DesignThis study aimed to determine the level of awareness of MT students

towards OBE. The descriptive method of research was used in this study. Descriptive research is used to determine and report things as it is. In this study, the researchers believed it is the most appropriate design in finding out the awareness level of the students in the implementation of the Outcomes-based Education in the university.

Thus, this study is anchored on the principles set by Biggs and Tang (2007) and Spady (1994).

RespondentsThe respondents of the study were the two hundred fifty eight (258) students

enrolled at JBLFMU-Arevalo. The sample was selected using stratified random sampling. Table 1 shows the distribution of respondents.


Year Level n %_______________________________________________________________

BSMT I 113 44 BSMT II 79 31 BSMT III 66 25 Total 258 100

_______________________________________________________________


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InstrumentThis study used a researcher-made questionnaire. The questionnaire was

made up of two parts. The first part was composed of 10-item questionnaire on Determinants of OBE and 4-item questionnaire on OBE principles. It used a 4-point Likert Scale that seeks to measure the Outcomes-Based Level of Awareness.

Data Collection and AnalysisTo gather data, the research instruments were given to the BSMT I, II and III

students.The descriptive statistical tool employed in this study was the average mean

to come up with the results of student’s response. Likert scale was used with corresponding values from 1 to 4 scales, one being the lowest and four being the highest. The computed mean ratings were evaluated according to the following interval scale as follows:

Scale Interpretation 4 Strongly Aware (SA) 3 Aware (A) 2 Moderately Aware (MA) 1 Not Aware (NA) The same scale, verbal interpretation and description were used for OBE

principles. The mean score was interpreted using the scale below:

Scale Verbal Interpretation Description3.50 – 4.00 Very High Full knowledge about the determinants of OBE2.50 – 3.49 High Knows satisfactorily about the determinants of OBE1.50 – 2.49 Average Have some knowledge about the determinants of OBE1.00 – 1.49 Low No idea about the determinants of OBE

The same scale, verbal interpretation and description were used for OBE principles.

results

This part presents, analyzes and interprets the data resulting from the study. The findings were as follows:

Level of Awareness of MT Students Towards OBE When Taken as a Whole Group and When Classified to According to Year Level

The level of awareness on OBE implementation among the students as a whole group and per year level is shown in Table 2.


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Table 2 reveals the overall level of awareness of students on OBE with a mean score of 3.14 for the BSMT 1 students, 2.84 for the BSMT II students and 2.84 for the BSSMT 111 students. Mean scores for all year levels of students were interpreted as high.

As a whole group, the mean score of 2.76 was also interpreted as high.

Table 2Level of Awareness on Outcomes-based Education When Taken as a Whole Group and When Classified to According To Year Level_______________________________________________________________

Year level n Mean Interpretation_______________________________________________________________

BSMT I 113 3.14 HighBSMT II 79 2.84 HighBSMT III 66 2.84 HighTotal 258 2.76 High

_______________________________________________________________

To intensify the level of awareness of students towards the determinants of OBE, the researchers added these data to determine which of the items needs to be addressed. Table 3 shows the data.

Table 3 reveals that all the questions got a high verbal interpretation. The students are highly aware of the determinants of OBE. The students identified that in the ten determinants of OBE “the focus of instruction is that the learner needs to learn to achieve outcomes”, ranked first, and the least is “In feedback on learner, the results are reported immediately after performance in understandable terms.”

Level of Awareness of MT Students Towards the Determinants of OBE When Taken as a Whole Group and When Classified According to Year Level

The level of awareness of MT students towards the determinants of OBE implementation when taken as a whole group and when classified according to year level is shown in Table 4.


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Table 3Level of Awareness on the Determinants of Outcomes-based Education (OBE) When Taken as a Whole Group_______________________________________________________________

Item Mean Interpretation_______________________________________________________________

The focus of instruction is that the learner needs to learn to achieve outcomes. 3.12 HighThe instructional materials must use variety of text, media and real life materials based on various learning styles. 3.10 HighIn assessment, Criterion referenced (competency based) interpretation of assessment indicates progress in terms of outcomes on learning continua. 2.99 HighConstructive alignment is observed in the classroom that is the Intended learning outcomes (ILO), Teaching and Learning Activities (ATs) and Assessment Tasks (ATS) are aligned with each other. 2.98 HighThe instructional content is outcomes-based. 2.96 HighThe learner demonstrates the specified competencies and outcomes at pre-specified levels on a continuum. 2.94 High In the mode of instruction the teacher as a facilitator of learning uses variety of instructional techniques and groups. 2.92 HighThe time provided for instruction enables the learner to continue to learn until outcome can be demonstrated. 2.91 High The designed outcomes are specific and measurable 2.90 HighIn feedback on learner, the results are reported immediately after performance in understandable terms. 2.73 High_______________________________________________________________

Table 4Level of Awareness on the Determinants of Outcomes-based Education (OBE) When Taken as a Whole Group and When Classified According to Year Level_______________________________________________________________

Year level n Mean Interpretation_______________________________________________________________

BSMT I 113 3.12 High BSMT II 79 2.80 High BSMT III 66 2.86 High Total 258 2.96 High

_______________________________________________________________


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Table 4 reveals the overall level of awareness of students on OBE with a mean score of 3.12 for the BSMT 1 students, 2.80 for the BSMT II students and 2.86 for the BSSMT 111 students. Mean scores for all year levels of students were interpreted as high.

As a whole group the mean score of 2.96 was also interpreted as high.

Level of Awareness of the MT Students Towards OBE Principles When Taken as a Whole Group and When Classified According to Year Level

The level of awareness of MT students towards the principles of OBE implementation when taken as a whole group and when classified according to year level is shown in Table 5.

Table 5Level of Awareness on the Principles of Outcomes-based Education (OBE) When Taken as a Whole Group and When Classified According to Year Level_______________________________________________________________

Respondents n Mean Interpretation_______________________________________________________________

BSMT I 113 3.19 High BSMT II 79 2.96 High BSMT III 66 2.80 High Total 258 3.02 High

_______________________________________________________________

Table 5 reveals the overall level of awareness of students on OBE with a mean score of 3.19 for the BSMT 1 students, 2.96 for the BSMT II students and 2.8o for the BSSMT 111 students. Mean scores for all year levels of students were interpreted as high.

As a whole the mean score of 3.02 was also interpreted as high. To intensify the level of awareness of students towards the OBE principles,

the researchers added these data to determine which of the items needs to be addressed.

Table 6 shows the said data.


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Table 6Level of Awareness on the Principles of Outcomes-based Education (OBE) When Taken as a Whole Group_______________________________________________________________

Item Mean Interpretation_______________________________________________________________

High expectation must establish high, challenging performance standard 3.07 HighExpanded opportunities mean you do not learnsame thing in same way in same time. 3.06 High The clarity of focus refers to focus on what learners be able to do successfully. 2.99 High Designing down has to begin with curriculum designwith a clear definition of the significant learning,that learners are to achieve by the end of theirformal education. 2.97 High_______________________________________________________________

Table 6 reveals that all the questions got a HIGH verbal interpretation. The students are highly aware of the principles of OBE. The students believed that “High expectation must establish high, challenging performance standard”, ranked first and the least is “Designing down has to begin with curriculum design with a clear definition of the significant learning, that learners are to achieve by the end of their formal education.”

Implications

Findings from the study imply that there are still missing gaps in the implementation of OBE so the University can make an action plan training of faculty to improve the teaching and learning process as well as OBE activities and assessments. There is a need to analyze each item on the determinants and principles of OBE. There is also a need to conduct further researches to improve the level of awareness of students resulting to full knowledge about the determinants and principles of OBE.

Conclusions

Based on the findings of the study, the following conclusions were developed:1. The level of awareness of students towards the determinants of OBE is High.

Although the result showed that the students know satisfactorily the determinants of OBE having a high level of awareness, there is a need to focus on the top 3 least determinants: “The time provided for instruction enables the learner to continue to learn until outcome can be demonstrated”, “designed outcomes are


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specific and measurable”, and “In feedback on learner, the results are reported immediately after performance in understandable terms.”

2. The level of awareness of students towards the principles of OBE is High. Although the result showed that the students know satisfactorily the principles of OBE having a high level of awareness, there is a need to focus on the top 2 least principles: “The clarity of focus refers to focus on what learners be able to do successfully, and “Designing down has to begin with curriculum design with a clear definition of the significant learning, that learners are to achieve by the end of their formal education.”

Based on the findings gathered from the study, the following recommendations were given:

1. There must be an intensive orientation of OBE implementation for the new students.

2. An intensive re-orientation must be conducted for employees and students on the implementation of OBE.

3. A series of seminar-workshop will be scheduled for teachers to be fully aware of the determinants and principles of OBE.

4. As the Commission on Higher Education issued memorandum orders on the implementation of OBE on Higher Education Institutions, all memoranda including their contents be cascaded to the faculty.

5. JBLFMU-Arevalo must sustain the OBE-STEP project of JBLFMU-Arevalo as part of its Faculty Development Program wherein pedagogies of teaching and development of instructional materials are its major thrusts.

6. There is a need to review the determinants and principles of OBE to improve the level of awareness of students to Very High so they can have the full knowledge about OBE. The OBE principles are internalized as follows:

a. Clarity of focus This means that everything teachers do must be clearly focused on what

they want students to know, understand and be able to do. In other words, teachers should focus on helping students to develop the knowledge, skills and personalities that will enable them to achieve the intended outcomes that have been clearly articulated.

b. Designing down It means that the curriculum design must start with a clear definition

of the intended outcomes that students are to achieve by the end of the program. Once this has been done, all instructional decisions are then made to ensure that the desired end result has been achieved.

c. High expectations It means that teachers should establish high, challenging standards of

performance in order to encourage students to engage deeply in what they are learning. Helping students to achieve high standards is linked very closely with the idea that successful learning promotes more successful learning outcomes.


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d. Expanded opportunities Teachers must strive to provide expanded opportunities for all students.

This principle is based on the idea that not all learners can learn the same thing in the same way and in the same time. However, most students can achieve high standards if they are given appropriate opportunities.

7. It is also recommended to have a follow up study in the following year/s.

references

Biggs, J. and Tang, C. (2007). Teaching for quality learning at university: what the student does. 3rd ed. Buckingham: Society for Research in Higher Education and Open University Press.

CMO No. 46, s. (2012). Policy Standard to Enhance Quality Assurance (QA) in the Philippine Higher Education Through Outcomes-based and Typology-based QA.

Defensor, N. (2012). Keynote speaker, Outcomes-based teaching and learning, echnological Institute of the Philippines. Manila, Philippines

ECTS Guide. (2009). Retrieved January 25, 2012 from http://ec.europa.eu/education/lifelong-learning-policy/doc48_en.htm

Kennedy, D., Hyland, A., and Ryan, N. (2007). C3.4.1 Implementing Bologna in your institution. Writing and using learning outcomes: A practical guide. University College Cork, Ireland. Retrieved January 25, 2012 from http://www.tcd.ie/vpcao/academic-development/assets/pdf/Kennedy_Writing_and_Using_Learning_Outcomes.pdf

Nicholson, K. (2011). Brief #1: Writing Learning Outcomes. McMaster University, Ontario Canada. Retrieved January 25, 2012 from http://cll.mcmaster.ca/COU/resources/workshops.html

Quisumbing, L. and Quisumbing, M. L. (2009). Learning to Know for a Peaceful and Sustainable Future. Saranggola Publications, Philippines.

Spady, B. (1994). The Father of OBE, Director of the recently established International Center on Outcome-Based Restructuring, P.O. Box 1630, Eagle, CO 81631. Ron Brandt is ASCD's Executive Editor.


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OUTCOMES-BaSED EDUCaTION: lEVEl OF aWarENESS aMONG FaCUlTY

Dr. Geneva M. Eler, Lilibeth D. Dubos, and Jenelyn L. Balberona

Abstract

This paper presents information on the level of awareness of faculty in terms of formulation of learning outcomes and teaching/learning activities. The result showed that the mean scores for both formulation of learning outcomes and teaching/learning activities falls on the scale of 3.50-4.00 which is verbally interpreted as strongly aware. Even though the results showed that faculty was strongly aware of OBE, yet it is still recommended that close monitoring on its implementation should be conducted.

Introduction

Outcomes–based Education is “a comprehensive approach to organizing and operating an education system that is focused on and defined by the successful demonstrations of learning sought from each student. Outcomes are clear learning results that we want students to demonstrate at the end of significant learning experiences and are actions and performances that embody and reflect learner competence in using content, information, ideas, and tools successfully” (Spady, 1994).

Regarding the OBE paradigm, Spady states “WHAT and WHETHER students learn successfully is more important than WHEN and HOW they learn something.”

Outcomes-based Education: A Shift of Paradigm“There are many positive sides to OBE, as its transformational approach

indicates. It brings about a national focus on education as a means to an end and not an end in itself. It forces uncoordinated and laissez-faire educational planning, managing and teaching practices into the background and introduces strategic educational planning that is aimed at achieving results.”

The New Faculty Roles in an Outcomes-based Education SystemA learning outcomes approach to teaching and learning has received strong

support at an international level. For example, Jenkins and Unwin (2001) assert that learning outcomes:

Help teachers to tell students more precisely what is expected of them. Help students to learn more effectively: students know where they stand

and the curriculum is made more open to them. Help teachers to design their materials more effectively by acting as a template for

them.


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Make it clear what students can hope to gain from following a particular course or lecture.

Help teachers select the appropriate teaching strategy matched to the intended learning outcome, e.g. lecture, seminar, group work, tutorial, discussion, peer group presentation or laboratory class.

Help teachers to tell their colleagues more precisely what a particular activity is designed to achieve.

Assist in setting examinations based on the materials delivered. Ensure that appropriate teaching and assessment strategies are

employed (Kennedy, Hyland, & Ryan, 2006). New Faculty Roles in Learning Outcomes Education: the Experiences of Four Models and Institutions‟ is the title of a paper written by Elizabeth A. McDaniel, Dean of Faculty and Academic programs

A survey of the literature on learning outcomes shows or presents a number of similar definitions of the term which do not differ significantly from each other. “From these definitions, it is clear that:

Learning outcomes focus on what the learner has achieved rather that the intentions of the teacher;

Learning outcomes focus on what the learner can demonstrate at the end of a learning activity” (Kennedy et al., 2006).

“Learning outcomes assessments may provide valuable information; however, there is concern that the results can be used as ranking tools to assess, grade, and compare institutions if they are not carefully implemented. Yet, establishing clear expectations of learning outcomes for the purposes of transparency, mobility, and accountability are as important to ensure quality, transparency, and compatibility among the credentials. Furthermore, with the common practice of developing qualifications frameworks, it is necessary to have a solid understanding of the skills, competencies, and knowledge gained within each qualification bracket.”

John B. Lacson Foundation Maritime University (JBLFMU) adopted the “Outcomes-based Education last school year 2012-2013. The following year, it was implemented to all year levels. The JBLFMU implementation of outcomes-based education was driven by the following external entities: Regulatory bodies such as the Commission on Higher Education (CHED), the Professional Regulation Commission (PRC), International Maritime Organization (IMO), among others, Local and international accrediting bodies, specifically, the Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA), the Philippine Quality Award for Excellence, (PQA), and the Bureau Veritas (BV), International certifying bodies and feedbacks from other external constituents. It is also guided by existing JBLFMU internal policies and initiatives.

The following were initiated by the institution to ensure the implementation of OBE in the identified courses. First, in the preparation of Instructor’s Guide (IG), the institution ensures that the learning outcomes stated in the IGs are properly


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constructed, appropriate to the level of the learners, and can measure learner’s expected performance. The faculty members assigned to the course together with the subject area discusses among themselves the required competencies that the learner should be able to demonstrate.

The present study aimed to determine the level of awareness to OBE among faculty in terms of formulation of learning outcomes and teaching/learning activities when taken as an entire group and when classified according to classification of instructors.

Methods

Purpose of the Study and Research DesignThe present study aimed to determine the level of awareness to OBE in terms

of formulation of learning outcomes, teaching/learning activities and the possible measures to be made to increase the awareness of the faculty members in the implementation of OBE.

RespondentsThe respondents of the study were the professional and general education

faculty members teaching the first year subjects at JBLFMU-Arevalo.

InstrumentThe researcher used a self-prepared questionnaire. The instrument assessed

the level of awareness in terms of formulation of learning outcomes and teaching/learning activities and the level of possible concerns in the implementation of OBE. It used 4-point Likert scale where 4 is the highest as highly aware, 3 as aware, 2 as less aware/ and 1 not aware.

Data Collection and AnalysisIn order to analyze the gathered data, weighted mean was used to determine

the level of awareness of OBE.Likert scale was used with corresponding values from 1 to 4 scales, one

being the lowest and four being the highest. The computed mean ratings were evaluated according to the following interval scale as follows:

Scale Description 3.50 – 4.00 Strongly Aware (SA) 2.50 – 3.49 Aware (A) 1.50 – 2.49 Moderately Aware (MA) 1.00 – 1.49 Not Aware (NA)


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results

This part presents, analyzes and interprets the data as a result of the study. The findings were the following:

Table 1 reveals that the three items with the highest mean are “The learning outcomes at the institutional/ program level are statements of what the graduates of the university are supposed to be able to do and manifest. It emphasizes lifelong learning” (M=3.8846, SD=0.42582), “The learning outcomes at the program level are statements that specify a definite aim based on the content in the curriculum and the teaching of the program” (M=3.8718, SD=0.33648), and “Outcome action verbs to use are those that emphasize learning and understanding that come from the student activities” (M=3.8462, SD=0.39729).

Table 2 reveals the overall level of awareness to OBE of Faculty in terms of Teaching/Learning Activities. Results showed that “Teaching activities are such that will allow students to structure the information by establishing logical interconnection of the received information” (M = 3.8974, SD = 0.30535), “ The classroom setting should be on a reflective-knowledge mode rather than just knowledge building mode” (M= 3.8974, SD=0.34527), and “Activities which allow a variety of kinds of group work that allow students to collaborate with each other as partners to deal with queries, share concerns or to seek clarification” (M= 3.8718, SD= 0.37309), were the three items with the highest means.

Mean scores for all items were verbally interpreted as “strongly aware.”Table 3 reveals the overall level of awareness to OBE of Professional

Instructors in terms of Formulation of Learning Outcomes. Results showed that “The learning outcomes at the institutional/ program level are statements of what the graduates of the university are supposed to be able to do and manifest. It emphasizes lifelong learning” (M=3.7949, SD=0.57029), “The learning outcomes at the program level are statements that specify a definite aim based on the content in the curriculum and the teaching of the program” (M=3.7692, SD=0.42683), and “Outcome action verbs to use are those that emphasize learning and understanding that come from the student activities” (M=3.7692, SD=0.48458), were the three items with the highest means.


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Table 1Level of Awareness to OBE of Faculty in Terms of Formulation of Learning Outcomes When Taken as an Entire Group (N=78)

Item Mean Description SD

The learning outcomes at the institutional/ program level are statements of what the graduates of the university are supposed to be able to do and manifest. These emphasize lifelong learning. 3.8846

Strongly Aware 0.426

The learning outcomes at the program level are statements that specify a definite aim based on the content in the curriculum and the teaching of the program. 3.8718


Outcome action verbs to use are those that emphasize learning and understanding that come from the student activities. 3.8462


Curriculum mapping is a systematic means of ensuring alignment between program ILOs and graduate outcomes and course ILOs and Program ILOs. 3.8462


The course intended outcomes are specific statements of what the students will be able to do or demonstrate as a result of their learning after taking the course/subject. 3.7949


Verbs used are aligned to learning activities and assessment tasks. 3.7179


The intended learning outcomes are written from the students' perspective, indicating the level of understanding and performance they are expected to achieve as a result of engaging in teaching and learning experience. 3.6923


The intended learning outcomes state that the student is able to decide what to do with the topic and at what level. 3.6026

Strongly Aware 0.61


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Table 2 Level of Awareness to OBE of Faculty in Terms of Teaching/Learning Activities When Taken as an Entire Group (N=78)

Item Mean Description SDTeaching activities are such that will allow students to structure the information by establishing logical interconnection of the received information. 3.8974


The classroom setting should be on a reflective-knowledge mode rather than just knowledge building mode. 3.8974


Activities must allow a variety of kinds of group work that allow students to collaborate with each other as partners to deal with queries, share concerns or to seek clarification. 3.8718


Instead of just listening to the teacher, the students are given readings for them to discuss, exchange notes and end up with a consensus. 3.8462


The relevant and meaningful teaching and learning activities require students to apply, invent, generate new ideas, diagnose and solve problems. 3.8333


The art of questioning should emphasize the difference between convergent and divergent, high or low level questioning. 3.8205


Work along exercises are not merely for retention of knowledge but should help student follow the lecture and actively visualize the application of concepts. 3.7949


The student activities give them opportunities for organizing ideas, planning, reflecting and writing essays. 3.7821


Course preparation assignments are intended to give the students a sense of responsibility, involvement and initiative to seek evidences. 3.7692


When giving a lecture, note taking recording is separated from comprehension to give time to students to check their notes. 3.589



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Table 3Level of Awareness to OBE of Professional Instructors in Terms of Formulation of Learning Outcomes (N=39)

Item Mean Description SDThe learning outcomes at the institutional/ program level are statements of what the graduates of the university are supposed to be able to do and manifest. These emphasize lifelong learning. 3.7949

Strongly Aware 0.57







The course intended outcomes are specific statements of what their will be able to do or demonstrate as a result of their learning after taking the course/subject. 3.6923


Verbs used are aligned to teaching /learning activities and assessment tasks. 3.6667





Strongly Aware 0.68


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Table 4 reveals the level of awareness to OBE of Professional Instructors in terms of Teaching/Learning Activities. “The student activities give them opportunities for organizing ideas, planning, reflecting and writing essays” (M=3.8718, SD=0.33869), “Instead of just listening to the teacher, the students are given readings for students to discuss, exchange notes and end up with a consensus” (M= 3.8718, SD=0.40907), and “Teaching activities are such that will allow students to structure the information by establishing logical interconnection of the received information (M= 3.8462, SD=0.36552) were the top three items with the highest mean.

As shown in Table 5, results reveal that “The learning outcomes at the institutional/ program level are statements of what the graduates of the university are supposed to be able to do and manifest. These emphasize lifelong learning” (M= 3.9744, SD=0.16013), “The learning outcomes at the program level are statements that specify a definite aim based on the content in the curriculum and the teaching of the program” (M= 3.9744, SD=0.16013), and “Outcome action verbs to use are those that emphasize learning and understanding that come from the student activities” (M= 3.9231, SD=0.26995), were the three items with the highest means in the level of awareness to OBE of General Education Instructors in terms of Formulation of Learning Outcomes.


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Table 4 Level of Awareness to OBE of Professional Instructors in Terms of Teaching/Learning Activities (N=39)

Item Mean Description SDThe student activities give them opportunities for organizing ideas, planning, reflecting and writing essays. 3.8718


Instead of just listening to the teacher, the students are given readings for students to discuss, exchange notes and end up with a consensus. 3.8718


Teaching activities are such that will allow students to structure the information by establishing logical interconnection of the received information. 3.8462




The classroom setting should be on a reflective-knowledge mode rather than just knowledge building mode. 3.8205









Strongly Aware 0.52




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Table 5Level of Awareness to OBE of General Education Instructors in Terms of Formulation of Learning Outcomes (N=39)

Item Mean Description SDThe learning outcomes at the institutional/ program level are statements of what the graduates of the university are supposed to be able to do and manifest. It emphasizes lifelong learning. 3.9744

Strongly Aware 0.16


Strongly Aware 0.16


Strongly Aware 0.27


Strongly Aware 0.27

The course intended outcomes are specific statements of what the students will be able to do or demonstrate as a result of their learning after taking. 3.8974




Verbs used are aligned to teaching /learning activities and assessment tasks. 3.7692





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Table 6Level of Awareness to OBE of General Education Instructors in Terms of Teaching/Learning Activities (N=39)

Item Mean Description SDThe classroom setting should be on a reflective-knowledge mode rather than just knowledge building mode. 3.9744

Strongly Aware 0.16

Teaching activities are such that will allow students to structure the information by establishing logical interconnection of the received information. 3.9487












Instead of just listening to the teacher, the students are given readings for them to discuss, exchange notes and end up with a consensus. 3.8205


The student activities give them opportunities for organizing ideas, planning, reflecting and writing essays. 3.6923



Strongly Aware 0.72


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Table 6 reveals that the top three items with the highest mean are “The classroom setting should be on a reflective-knowledge mode rather than just knowledge building mode” (M= 3.9744, SD=0.16013), “Teaching activities are such that will allow students to structure the information by establishing logical interconnection of the received information” (M= 3.9487, SD=0.22346), and “The relevant and meaningful teaching and learning activities require students to apply, invent, generate new ideas, diagnose and solve problems” (M=3.8974,SD=0.30735).

Implications

Findings revealed that faculty members of this institution were fully aware of Outcomes Based Education (OBE). However, it is still recommended that the implementation should be strictly followed in the classrooms so as to ensure that students, after graduation, will be globally competitive, independent and hardworking.

ConclusionsBased on the results of the study, the following conclusions were drawn:1. The faculty was strongly aware on Outcomes Based Education in terms of

Formulation of learning Outcomes particularly on “The learning outcomes at the institutional/ program level are statements of what the graduates of the university are supposed to be able to do and manifest. These emphasize lifelong learning” which has the highest mean.

2. The level of awareness of faculty towards Outcomes Based Education in terms of the formulation of Teaching/Learning activities is verbally interpreted as strongly aware specifically on “Teaching activities are such that will allow students to structure the information by establishing logical interconnection of the received information.

In order to maintain the level of awareness among faculty members on Outcomes Based Education, there must be an intensive orientation both for old and newly hired.

1. To ensure that OBE is firmly implemented, frequent monitoring should be done.

2. A series of seminar-workshop will be given so as to enhance faculty’s awareness in the implementation of Outcomes-based Education.

references

Adam, S. (2006). Using Learning Outcomes: A consideration of the Nature, Role, Application and Implications for European Education of Employing Learning Outcomes at the Local, National and International levels. EUA Bologna Handbook – Making Bologna Work. Article B.2.3-1 in Eric Froment.


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Creswell, J.W. (2009). Research design: qualitative, quantitative and mixed methods approaches. 3rd ed. CA: Los Angeles, SAGE Publications.

Eltis, K. (2003). Time to teach – Time to learn: Report on the evaluation of outcomes assessment and reporting in NSW government schools. Government of NSW.

Jürgen, K., Lewis, P., and Lesley, W. (2001). How to write learning outcomes. Available online:http://www.ncgia.ucsb.edu /education/curricula/giscc/units/format/outcomes.html

Jürgen, K., Lewis, P., and Lesley, W. (2004). Paper presented at The Australian Association for Research in Education Conference, Outcomes-based Education & The Death of Knowledge. University of Melbourne. Victoria, Australia.

Kennedy, D., Hyland A., and Ryan, N. (2006). Writing and using learning outcomes: a practical guide. EUA Bologna Handbook – Making Bologna Work. Article C 3.4-1 in Eric Froment.

Lennon, M. C. (2010).Signalling Abilities and Achievement: Measuring and Reporting on Skill and Competency Development.Toronto: Higher Education Quality Council of Ontario.

McDaniel, E. A., Felder, B. D., Gordon, L., Hrutka, M. E., and Quinn, S. (2000). New Faculty Roles in Learning Outcomes Education: The Experiences of Four Models and Institutions. Innovative Higher Education (Vol. 25, No. 2, pp. 143-157). Netherlands: Human Sciences Press, Inc. Malan, S. P. T. (2000). The New Paradigm of Outcomes-Based Education in Perspective.

McClenney, K. M. (1998). Community Colleges Perched at the Millennium: Perspectives on Innovation, Transformation, and Tomorrow. Leadership Abstracts, 11, 8.

Miles, C. L., and Wilson, C. (2004). Learning Outcomes for the Twenty-First Century: Cultivating Student Success for College and the Knowledge Economy. New Directions for Community Colleges Journal,126, 87-100.

Nusche, D. (2008). Assessment of learning outcomes in higher education: A comparative review of selected practices. Paris: Organisation for Economic Cooperation and Development (OECD). Retrieved January 5 2015 at http://www.oecd.org/dataoecd/13/25/40256023.pdf

Spady, W.G. (1994). Outcome-based education. Critical issues and answers. Arlington. American Association of School Administrators.

Trigwell, K. and Prosser, M. (1991). Improving the Quality of Student Learning: the Influence of Learning Context and Student Approaches to Learning on Learning Outcomes. Higher Education Journal, 22, 251-266.

Wilson, C. D., Miles, C. L., Baker, R. L., and Schoenberger, R. L. (2000). Learning Outcomes for the 21st Century: Report of a Community College Study. Mission Viejo, Calif.: League for Innovation in the Community College.


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CONSTrUCTIVE alIGNMENT OF COUrSE DESIGN IN a MarITIMEINSTITUTION: aN aSSESSMENT

Dr. Geneva M. Eler, Capt. Julio B. Lubas, and Ma. Veronica S. Mendoza

Abstract

This paper aimed to assess the developed Instructor’s Guide for BSMT I Courses /Subjects against the essential OBE elements for Constructive Alignment (CA). The result showed that the assessment of faculty members teaching the BSMT 1 courses on Intended learning Outcomes (ILOs), Teaching and learning Activities (TLAs) and Assessment Tasks (ATs) reflected in the Instructor’s Guide showed positive results. Faculty members agreed on every statement that describes ILO’s, TLAs and ATs in the Instructors Guide. It is recommended that there must be a close monitoring on the proper implementation of the outcomes-based education program and conduct further researches in different areas to determine if the Course Design is properly aligned.

Introduction

Learning outcome is important for recognition. The principal question asked of the students or the graduate will therefore no longer be “what did you do to obtain your degree?” but rather “what can you do now that you have obtained your degree?”

To maximize the quality of learning outcome, there is a need to develop in courses in ways that provide of students of teaching and learning materials, tasks and experiences which: (1) are authentic real-world and relevant, (2) are constructive, sequential and interlinked, (3) require students to use and engage with progressively higher order cognitive processes, (4) are aligned with each other and the desired learning outcomes, (5) provide challenge, interest, and motivation to learn. The effect of applying these principles is to create a learning system in ways that require students to adopt a deep learning approach in order to meet the course’s assessment requirements which in turn, meets the desired learning outcomes.

International trends in education show a shift from the traditional teacher-centered approach to a student-centered approach. This alternative model focuses on what the students are expected to be able to do at the end of the program. Hence, this approach is commonly referred to an outcome-based approach (Kennedy, 2007).

According to Spady (1994), outcome-based education (OBE) means clearly focusing and organizing everything in an educational system around what is essential for all students to be able to do successfully at the end of learning experiences. This means starting of a clear picture of what is important for students


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to be able to do, then organizing the curriculum, instruction and assessment to make sure this learning ultimately happens.

In OBE, outcomes are clearly learning results that we want students to demonstrate at the end of the significant learning experiences and are actions and performances that embody and reflect learner competence in using content, information, ideas and tools successfully (Spady, 1994).

In 2012, John B. Lacson Foundation Maritime University (JBLFMU) initiated a university-wide workshop for the implementation of OBE. That time, OBE is still one of the thrusts of the Commission on Higher Education (CHED). The university is a year ahead of the full implementation set by CHED. The university then anchored the formulation of OBE framework to its Vision, Mission, Policies, Competencies set by external entities. The Commission on Higher Education (CHED), Professional Regulation Commission (PRC), International Maritime Organization (IMO), local and international accrediting bodies, specifically the PACUCOA, PQA, BV, International Certifying Bodies such as STCW and feedback from shipping and manning agencies.

The following were initiated by the institutes to ensure the implementation of OBE in the identified course. First, in the preparation of Instructor’s Guide (IG) or Course Design, the institution ensured that the learning outcome stated in the IG’s are properly constructed, appropriate to the level of the learners, and can measure learner’s expected performance. The faculty members assigned to the course together with the subject area head discussed among themselves the required competencies that the learner should be able to demonstrate. In this way, they’ll be able to identify what teaching and learning activities are appropriate followed by the assessment tasks to give to address the learning outcomes. The Constructive Alignment (CA) model was used to arrange the Instructor’s Guide / Course Design for the Bachelor of Science in Marine Transportation at JBLFMU – Arevalo.

Constructive alignment is an approach to course design which begins of the end of the mind (i.e. what should students know and be able to demonstrate at the end of the course). It assumes that when learning objectives, assessment methods, and teaching and learning activities are intentionally aligned, that the outcomes of learning are improved substantially (Blumberg, 2009). The process of Constructive Alignment emphasizes that student s are central to the creation of meaning, and must be provided with opportunities to actively select and cumulatively construct their own knowledge (Biggs and Tang, 2007).

As we move towards a full implementation of OBE particularly in outcome-based teaching and learning (OBTL) in all academic offerings, this study is conducted.

This study aimed to assure the developed Instructor’s Guide for BSMT I Courses/Subjects against the essential OBE elements for Constructive Alignment (CA).

Specifically, this study sought answers to the following questions?1. What is the assessment of faculty members teaching the BSMT 1 courses

on Intended learning Outcomes (ILOs) reflected in the Instructor’s Guide?


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2. What is the assessment of faculty members teaching the BSMT 1 courses on Teaching and learning Activities (TLAs)) reflected in the Instructor’s Guide?

3. What is the assessment of faculty members teaching the BSMT 1 courses on Assessment Tasks (ATs) reflected in the Instructor’s Guide ?

4. What is the overall assessments of ILOs, TLAs, and ATS ) as reflected in the Instructor’s Guide of faculty members teaching the BSMT 1 courses when taken as a whole group?

Methods

Purpose of the Study and Research DesignThe present study aimed to assess the developed Instructor’s Guide for BSMT I

Courses /Subjects against the essential OBE elements for Constructive Alignment (CA).

RespondentsThe respondents of the study were the 30 faculty members who are subject

experts in their particular areas in the BSMT 1 curriculum during the first and second semesters, SY 2014-2015. Purposive sampling was used in this study.

InstrumentThe researchers used a checklist as a tool to aid the teacher in their course

development. This is patterned from HongKong Baptist University OBTL checklist for course syllabus. The respondents who were involved in the study would assess the current Instructor’s Guide or Course Design Output by checking the OBTL elements presented in the enclosed checklist.

Data CollectionIn order to analyze the gathered data, a yes or no response was required from

the respondents.

Data AnalysisFrequency and percentage were the descriptive statistical tools employed in this study.

results

This part presents, analyzes, and interprets the data resulting from the study. The findings were as follows:

Assessment of Faculty Members Teaching the BSMT 1 Courses on Intended Learning Outcomes (ILO’s) Reflected in the Instructor’s Guide

The assessment of faculty members teaching the BSMT 1 courses on Intended learning Outcomes (ILO’s) reflected in the Instructor’s Guide showed positive results. One hundred percent of the respondents (f=30) agreed on every statement that describes ILO’s in the Instructors Guide.



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Table 1Assessment of Faculty Members Teaching the BSMT 1 Courses on Intended Learning Outcomes (ILO’s) _______________________________________________________________

Items on Intended Learning Outcome (ILO’s) f %_______________________________________________________________

Student’s ILO’s are clearly stated and appropriate for the course. 30 100There are between 3 to 6 ILO’s. 30 100The ILO’s are expressed from the students perspective and in the form of action verbs signifying observable and assessable learning outcome. 30 100The ILO’s pertain to different knowledge and cognitive skills, as well as mental attitudes. 30 100The ILO’s are consistent with the program outcomes as well as the mission- vision and the institution. 30 100

_______________________________________________________________

Assessment of Faculty Members Teaching the BSMT 1 Courses on Teaching and Learning Activities (TLA’s) Reflected in the Instructor’s Guide

The assessment of faculty members teaching the BSMT 1 courses on the Teaching and Learning Activities (TLA’s) reflected in the Instructor’s Guide showed positive results. One hundred percent of the respondents (f=30) agreed on every statement that describes TLA’s in the Instructors Guide.


Table 2Assessment of Faculty Members Teaching the BSMT 1 Courses on Teaching and Learning Activities (TLA’s)_______________________________________________________________

Items on Teaching and Learning Activities (TLA’s) f %_______________________________________________________________ Different TLA’s have been incorporated to address all the ILO’s. 30 100Each TLA can be mapped to one or more ILO’s and vice versa. 30 100The TLA’s show what kinds of activities will be used to helpstudents achieve the ILO’s. 30 100The TLA’s show clear evidence of how the activities align with the Course ILO’s . 30 100_______________________________________________________________


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Assessment of Faculty Members Teaching the BSMT 1 Courses on Assessment Tasks (AT’s) Reflected in the Instructor’s Guide

The assessment of faculty members teaching the BSMT 1 courses on Assessment Task (AT’s) reflected in the Instructor’s Guide also showed a positive result. However, 29 respondents only agreed on the statements describing AT’s in the Instructors Guide. One respondent disagreed on the statement “Each student ILO is assessed. Details about the nature of the assessment are required.”


Table 3Assessment of Faculty Members Teaching the BSMT 1 Courses On Assessment Tasks (AT’s) Reflected in the Instructor’s Guide_______________________________________________________________

Items on Assessment Tasks (AT’s) f %_______________________________________________________________

Each students ILO is assessed. Details about the nature of the assessment are required 29 96.7The purpose of each assessment is stated and its relationship to the course ILO’s as a whole is clearly evident to the student. 30 100The assessment is aligned with appropriate ILO’s to ensure that there is sufficient evidence to show whether or not students have. 30 100Different TLA’s have been incorporated to address all the ILO’s. 30 100_______________________________________________________________

Assessments Of ILO’s, TLA’s, and AT’s as Reflected in the Instructor’s Guide of Faculty Members Teaching the BSMT 1 Courses When Taken as a Whole Group

When taken as a whole group, the assessment of faculty members teaching the BSMT 1 courses on Intended Learning Outcomes (ILO’s), Teaching and Learning Activities (TLA’s) and Assessment Tasks (AT’s) reflected in the Instructor’s Guide showed a positive result. Faculty members agreed on every statement describing the ILO’s, TLA’s, and except one in the AT’s.

ImplicationsThe findings of this study have led to certain implications for practice of the

outcomes-based education program and its continuous enhancement. There is a need to have re- assessment on every item of the IG that will truly guide the conduct of the teaching and learning activities in the classroom.


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Conclusions

Based on the results of the study, the following conclusions were developed:1. The faculty members teaching the BSMT 1 courses assessed the

Intended Learning Outcomes (ILO’s) reflected in the Instructor’s Guide as being implemented. This means that instructors are highly guided by the ILO’s in the IG;

2. The faculty members align their activities as stipulated in the TLA’s in the Instructor’s Guide. This makes their teaching and learning activities become spontaneous and result-oriented; and

3. The faculty members make use of the Assessment Task (AT’s) as reflected in the Instructor’s Guide to be functional as shown in the result, although, there may be some who could not assess individual student intended learning outcome.


1. There must be a close monitoring on the proper implementation of the outcomes-based education program.

2. Conduct further researches in different areas to determine if the Course Design is properly aligned.

references

Biggs, J. and Tang, C. (2007). Teaching for quality learning at university: what the student does. 3rd ed. Buckingham: Society for Research in Higher Education and Open University Press.

Kennedy, D., Hyland, A., and Ryan, N. (2007). Implementing Bologna in your institution. Writing and using learning outcomes: A practical guide. University College Cork, Ireland. Retrieved January 25, 2012 http://www.tcd.ie/vpcao/academic-development/assets/pdf/Kennedy_Writing_and_Using_Learning_Outcomes.pdf

Spady, W. G. (1994). Outcome-based Education. Critical Issues and Answers. Arlington. American Association of School Administrators.

Trigwell, K. and Prosser, M. (1991). Improving the quality of student learning: the influence of learning context and student approaches to learning on learning outcomes. Higher Education Journal, 22, 251-266.


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MaPPING OF MT PrOGraM OUTCOMES IN a MarITIME HIGHErEDUCaTION INSTITUTION

Dr. Geneva M. Eler, C/M Nelson S. Ebiota, and 2/M Nelson A. Abello

Abstract

This paper served as an avenue to assess the alignment of the Program Outcomes to each of the course offered. The present study aimed to relate the BSMT program outcomes to each professional course/subject offered from First year to Third year. One of the program outcomes - “Demonstrate the ability to perform the competence, at the operational level under Section A-II/1 of the STCW Code;” was fully introduced, developed or reinforced throughout the course. Other program outcomes ranges from “No emphasis or coverage;” to “only introduce to produce;” “introduced and further developed or reinforced” and “topics are fully introduced, developed or reinforced throughout the course. It is recommended that there must be a regular validation if there is a match between desired program outcomes and the content of the program and there is a need to anchor the validation to the criteria set by the regulatory bodies.

Introduction

Curriculum mapping was used as a means of curriculum audit in the school systems. Rarely has research focused on the processes and activities transpiring during the curriculum mapping implementation or explored the conditions and types of support needed for successful curriculum mapping. Moreover, there is little discussion in the literature about the challenges and problems that educators encounter during the implementation process and how these challenges and problems are overcome.

Several studies have attributed increases in student performance to teachers’ engagement in the curriculum mapping process. Shanks (2002) compared standardized test scores of the second through sixth grade students in a rural elementary school in Tennessee before and after curriculum mapping implementation. The results suggested that the students scored higher in each tested subject area (reading, language, mathematics, social studies, and science) after curriculum mapping implementation.

The review of literature revealed a paucity of studies that examined the perspectives and experiences of the participants of the curriculum mapping process. The current study aims to document educators’ views on the activities and processes inherent in the curriculum mapping process and to identify factors contributing to successful curriculum mapping implementation and sustainability.

Moreover, curriculum mapping is an assessment method which is used to determine where, when, and how learning outcomes are taught and assessed


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within a degree program. It provides an effective strategy for articulating, aligning and integrating learning outcomes across a sequence of courses, and explicitly identifying to students, instructors, administrators and external stakeholders how student learning outcomes are delivered within a degree program (Uchiyama and Radin, 2009; Kopera-Frye et al., 2008; Bath et al., 2004).

Mapping also gives credence to what teachers do and validates the curriculum. Inherent in the success of the mapping process knows where students are supposed to be going in coverage of content and to what extent they have reached their objectives. Curriculum maps can help guide students and show teachers that what they are teaching is actually being learned and used. Collaboration through critical feedback based on data is vital to the success of the student as learner and the teacher as teacher (Costa and Kallick, 1993).

One of the frameworks of OBE is Curriculum Mapping. Curriculum mapping varies. One sample curriculum map can be made to validate if there is a match between desired outcomes (competencies) and the content of the programs. This will give the stakeholders a holistic perspective to see how the desired outcomes will be developed in the academic program. By making this map, the institution and the department concerned could redesign, add or remove courses to develop the desired competencies.

Another curriculum map was developed by the Commission on Higher Education. It reflected a correlation 0f the competencies set by the Standard for Training , Certification and Watchkeeping 2010 Manila Amendments and the courses offered with corresponding contact hours.

John B. Lacson Foundation Maritime University (JBLFMU), in its implementation of “Outcomes-based Education(OBE) last school year 2012-2013 sees to it that the Vision, Mission and Objectives of the institution must be aligned to its institutional outcomes, to its program outcomes and learning outcomes in the classroom. Program Outcomes Curriculum mapping has to be conducted thus the researches served as an avenue to assess the alignment of the Program outcomes to each of the course offered. The present study aimed to relate the BSMT program outcomes to each professional course/subject offered.

Methods

Purpose of the Study and Research DesignThe present study aimed to verify if the nine BSMT program outcomes are

aligned with that of the course/ subject taught. It sought to answer the following questions:

1. What is the extent of coverage of BSMT Program Outcomes for each BSMT 1 Professional courses/subjects offered?

2. What is the extent of coverage of BSMT Program Outcomes for each BSMT 11 Professional courses/subjects offered?

3. What is the extent of coverage of BSMT Program Outcomes for each BSMT111 Professional courses/subjects offered?


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Dr. Jacobs embraced and enhanced the earlier work by adding a variety of teacher-driven curriculum maps, horizontal and vertical alignments, cyclic reviews, and professional curricular dialogue. Jacobs (2004) states, “…curriculum maps have the potential to become the hub for making decisions about teaching and learning. Focusing the barrage of initiatives and demands on schools into a central database that can be accessed from anywhere through the Internet can provide relief … Mapping becomes an integrating force to address not only curriculum issues, but also programmatic ones.”

Curriculum mapping provides a means to examine the extent to which these outcomes are being addressed and assessed in the curriculum.

This study is also anchored on CHED’s CMO 46 Curriculum Mapping process which is reflected in the Handbook on Typology, Outcomes-Based Education, and Institutional Sustainability Assessment.

RespondentsThe respondents of the study were the professional faculty members teaching

at JBLFMU-Arevalo. A simple random sampling will be used in this study.Table 1 shows the distribution of respondents.


Year Level (Faculty) n %_______________________________________________________________

BSMT I 15 43 BSMT II 9 26 BSMT III 11 31 Total 35 100

_______________________________________________________________

InstrumentThe researcher used a self-prepared questionnaire. The instrument was

answered by the professional faculty. The faculty member verified if the nine (9) BSMT program outcomes are aligned with that of the course/ subject taught. A legend was provided for each page of the instrument. The faculty will have to indicate in each box the extent of coverage of BSMT Program Outcomes for each BSMT 1, BSMT 11 and BSMT111 Professional courses/subjects offered:

Legend: 0- Not at all 2- moderate extent 1– very small extent 3- a very large extent Score range:0 – 0.75 No emphasis or coverage0.76 – 1.50 Topics are only introduced to produce “awareness”1.51 – 2.73 Topics are introduced and further developed or reinforced2.74 – 3.0 Topics are fully introduced, developed or reinforced throughout the course.


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Data Collection and AnalysisIn this research, the researchers in cooperation with the respondents shall go

through the entire process of curriculum mapping, from the construction of the map to using the map to identify gaps in the curriculum, as well as how these gaps can be addressed.

1. Building your curriculum map2. Identify gaps in the curriculum3. Making adjustments to the curriculumBasic steps to build this curriculum map are as follows: a. List Programme

outcomes in the left-column, b. Label the adjacent columns with the subject codes of the constituent subjects of the program, c. Judging by the subject outcome statements, indicate in the appropriate cell the extent to which the programme outcome is being addressed in the subject by inserting suitable indicators (alternatively, subject teachers can supply information about or complete the subject columns themselves).

results

This chapter presents, analyzes and interprets the data resulting from the study. The findings were as follows:

The Extent of Coverage of BSMT Program Outcomes for Each BSMT 1 Professional Courses/Subjects Offered

The result showed that Program Outcome #1 were fully introduced, developed or reinforced throughout the course in Seam 1, Deck Watch 1, Nav.1 and Nav 2.

Program outcome # 2 was only introduced to “produce awareness” in Seam 1 and Deck Watch 1.

Program Outcomes # 3 and # 4 were introduced and further developed or reinforced in Seam 1, Deck Watch 1, Nav 1 and Nav 2 subjects while program Outcomes # 5,# 6,# 7,# 8,and # 9 were fully introduced, developed or reinforced throughout the course for all BSMT 1 subjects.

The extent of coverage of the BSMT 1 Professional subject/course for each BSMT Program Outcomes is shown in Table 2.


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Table 2The Extent of Coverage of BSMT Program Outcomes for Each BSMT 11 Professional Courses/Subjects Offered

BSMT Program Outcomes (Ref. CHED CMO 46

Seam. 1 (Ship, Ship Routines and Ship

Construction

Deck Watch 1 (Collision regulations)

Nav.1 (Terrestial

and Coastal Navigation with Compasses)

Nav. 2 (Terrestrial

And Coastal Navigation)

1. Demonstrate the ability to perform the competence, at the operational level under Section A-II/1 of the STCW Code; 3 2 2.83 2.822. Apply Knowledge in Mathematics, Science & Technology in solving problems related to the profession and the workplace; 1.3 1.4 2.83 33. Work in a multi-cultural and/or multidisciplinary team; 2.2 2.4 2.5 24. Communicate effectively in oral and written English; 2.3 2.7 2.5 2.645. Understand professional and ethical responsibilities; 2.6 2.7 2.33 36.Understand the impact and implications of various contemporary issues in the global and social context of the profession; 2.9 2.9 2.67 2.827. Engage in lifelong learning to keep abreast with developments in the field of specialization and/or profession; 2.8 2.8 2.75 2.55 8.Use appropriate techniques, skills and modern tools in the practice of the profession in order to remain globally competitive; and 2.67 2.9 2.83 2.55 9.Design research to analyze data using appropriate research methodologies. 2.26 1.9 2.08 2.09

The result showed that Program Outcome # 1 were fully introduced, developed or reinforced throughout the course in Shipcon, Nav. 3, Deck Watch 2, Nav 4, Seam 2 and Marcom. Program outcome # 2 was only introduced to “produce awareness” in Shipcon, DeckWatch 2, Seam 2 and Marcom. Program Outcomes # 3, # 4, # 5, # 6, # 7, # 8, were introduced and further developed or reinforced in all BSMT 11 subjects while program Outcomes # 9 was only introduced to “produce awareness”.

The extent of coverage of BSMT Program Outcomes for each BSMT 11 Professional courses/subjects offered is shown in Table 3.


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Table 3The Extent of Coverage of BSMT Program Outcomes for Each BSMT 11 Professional Courses/Subjects Offered

BSMT Program Outcomes (Ref. CHED CMO 46)

Shipcon (Ship Con-struction)

(GMDSS w/ Visual Signalling

DeckWatch 2 ( Deck

Watchkeep-ing)

(GMDSS w/ Visual Signalling

Seam 2 (Cargo

Handling and Stow-

age)

Marcom (Mari-time Communica-tions (GMDSS w/ Visual Signalling

1. Demonstrate the ability to perform the competence, at the operational level under Section A-II/1 of the STCW Code; 3 3 2.75 3 3 32. Apply Knowledge in Mathematics, Science & Technology in solving problems related to the profession and the workplace; 1 3 0.5 3 1.55 1.293. Work in a multi-cultural and/or multidisciplinary team; 2.5 3 2 2.25 3 2.71 4. Communicate effectively in oral and written English; 2.25 3 2.4 3 2.56 2.86 5. Understand professional and ethical responsibilities; 2.25 3 2.5 3 2.67 3 6.Understand the impact and implications of various contemporary issues in the global and social context of the profession; 2.6 3 2.5 2.5 2.4 2.867. Engage in lifelong learning to keep abreast with developments in the field of specialization and/or profession; 2.25 3 2.5 3 2.67 2.7 8.Use appropriate techniques, skills and modern tools in the practice of the profession in order to remain globally competitive; and 2.25 3 2.4 2.5 2.2 2.7 9.Design research to analyze data using appropriate research methodologies. 1.75 2.33 2.33 1.5 1.44 1.71

The Extent of Coverage of BSMT Program Outcomes for Each BSMT 111

Professional Courses/Subjects Offered

The result showed that Program Outcome # 1 were fully introduced, developed or reinforced throughout the course in Mer Sar, E Nav 3, Nav 5, Seam 5, E Nav 2, MarPol, Persman, Seam 4, MarPower, MarLaw, and Meteo/Oceano. Program outcome # 2 was only introduced to “produce awareness” in Mersar and Seam 5 while” no emphasis “ in Marpol and Persman.


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Program Outcomes # 3, # 4 # 5, # 6, # 7, # 8, and # 9 were introduced and further developed or reinforced in all BSMT 111 subjects. The Program outcome #9 was only introduced to produce “awareness” in MarPol, Persman, Seam 4 and MarPower.

The extent of coverage of BSMT Program Outcomes for each BSMT 111 Professional courses/subjects offered is shown in Table 4 and 5.

Table 4 Extent of Coverage of BSMT Program Outcomes for Each BSMT 111 Professional Courses/Subjects Offered


E Nav. 2 (Electronic Navigation,

Radar Plotting)

MarPol (Marine Pol-lution and

Prevention)

Persman Basic

Shipboard Personnel

Mangement)

Seam 4 (Ship

Handling and Maneu-

vering)

MarPower ( Marine Power Plant)

MarLaw (Maritime

Laws)

Meteo/Oceano

(Meteorology and Ocean-

ography)

1 .Demonstrate the ability to perform the competence, at the operational level under Section A-II/1 of the STCW Code; 3 3 3 3 3 3 32. Apply Knowledge in Mathematics, Science & Technology in solving problems related to the profession and the workplace; 3 0.4 0.4 3 2 2.5 33. Work in a multi-cultural and/or multidisciplinary team; 2.5 1.6 1.6 2 2 2 2 4. Communicate effectively in oral and written English; 3 3 3 2.2 3 3 3 5. Understand professional and ethical responsibilities; 3 2.8 2.8 2 3 2.86 3 6. Understand the impact and implications of various contemporary issues in the global and social context of the profession; 3 2.8 2.2 2.75 2 2.71 37. Engage in lifelong learning to keep abreast with developments in the field of specialization and/or profession; 3 2.4 2.5 1.8 2 2.4 2.4 8.Use appropriate techniques, skills and modern tools in the practice of the profession in order to remain globally competitive; and 2.5 2.6 2.8 2 2 2.7 2.8 9.Design research to analyze data using appropriate research methodologies. 2.5 1 1.4 1.4 1 2 1.8


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Table 5 Extent of Coverage of BSMT Program Outcomes for Each BSMT 111 Professional Courses/Subjects


MerSar (Mer-chant Ship Search and

Rescue)

E Nav. 3 (Electronic Navigation

(ARPA Sim.)

Nav. 5 (Navigation Problems

Seam 5 (Seamanship

Problems)

1 .Demonstrate the ability to perform the competence, at the operational level under Section A-II/1 of the STCW Code; 3 3 3 32. Apply Knowledge in Mathematics, Science & Technology in solving problems related to the profession and the workplace; 1.54 3 3 23. Work in a multi-cultural and/or multidisciplinary team; 2.54 3 3 3 4. Communicate effectively in oral and written English; 2.45 2.54 2.8 2.8 5. Understand professional and ethical responsibilities; 2.54 2.54 2.8 2.8 6.Understand the impact and implications of various contemporary issues in the global and social context of the profession; 2.36 2.54 2.54 2.87. Engage in lifelong learning to keep abreast with developments in the field of specialization and/or profession; 2.54 3 2.8 2.8 8.Use appropriate techniques, skills and modern tools in the practice of the profession in order to remain globally competitive; and 2.54 3 2.8 2.5 9.Design research to analyze data using appropriate research methodologies. 2.18 1.54 2.15 2


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ImplicationsThe findings of this study will give the stakeholders a holistic perspective of

the curriculum map which can indicate the extent to which the courses in the curriculum correspond to the program outcomes

Conclusions

Based on the findings of the study, the following conclusions were developed:1. The professional faculty considered the program Outcomes # 1-

“Demonstrate the ability to perform the competence, at the operational level under Section A-II/1 of the STCW Code” extent of coverage as to a very large extent . Topics are fully introduced, developed or reinforced throughout the course .This means that they were able to convey the competencies required by STCW.

2. For Program Outcome # 2 -Apply Knowledge in Mathematics, Science & Technology in solving problems related to the profession and the workplace, the faculty regarded the extent of coverage of this as moderate extent which means the outcomes are only are applicable to math and science related subjects in the likes of Navigation and Elec Nav subjects.

3. Program Outcome # 3- Work in a multi-cultural and/or multidisciplinary team; Program outcomes # 4-Communicate effectively in oral and written English; Program Outcome # 5- Understand professional and ethical responsibilities; Program Outcome # 6-Understand the impact and implications of various contemporary issues in the global and social context of the profession mostly only introduced to produce “awareness” across the First year to third year which means the faculty only focused on the content of the course, its activities and assessment.

4. For Program Outcomes # 7- Engage in lifelong learning to keep abreast with developments in the field of specialization and/or profession, the faculty regarded this outcome to a very small extent. This means that discussion on this outcome has to focus in the development of the field of specialization.

5. The faculty members regarded this program outcome # 8 as use appropriate techniques, skills and modern tools in the practice of the profession in order to remain globally competitive; to a very large extent. It means that the content of this outcome is relevant to their profession.

6. This Program Outcome # 9 - Design research to analyze data using appropriate research methodologies was regarded by the faculty to a very small extent. This means this outcome is only for awareness purposes.


1. There must be a regular validation if there is a match between desired program outcomes and the content of the program.

2. There is a need to anchor the validation to the criteria set by the regulatory bodies.3. Conduct further researches in different areas to determine if the Program

Outcomes is properly aligned.


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references

Bath, D., Smith, C., Stein, S., and Swann, R. (2004). Beyond mapping and embedding graduate attributes: bring together quality assurance and action learning to create a validated and living curriculum. Higher Education Research and Development, 23, 3, 313-328.

Banta, T. W. and Blaich, C. (2011). Closing the assessment loop. Change: The Magazine of Higher Learning, 43, 1, 22-27.

Costa, A. and Kallick, B. (1993). Through the lens of a critical friend. Educational Leadership, 51, 2, 49–51.

Kopera-Frye, K., Mahaffy, J., and Svare, G. M. (2008). The map to curriculum alignment and improvement. Collected Essays on Teaching and Learning 1, 8-14.

Uchiyama, K. P. and Radin, J. L. (2009). Curriculum mapping in higher education: a vehicle for collaboration. Innovative Higher Education, 33, 271-280.

Willet, T. G. (2008). Current status of curriculum mapping in Canada and the UK. Medical Education 42, 786-793.


THE NINE-POINT AGENDAThe JBLF System professes to commit itself to championing, attaining, and nurturing the following

causes:1. Excellence in Education and Training

The JBLF System is resolute and uncompromising in its enduring pursuit of excellence in education and training through regular and progressive evaluation and accreditation of its dynamic curricular and training programs.

2. a Strong research ProgramThe institution responds to the challenge of having high-calibre graduates who will be leaders in the workplace to help build the nation by taking initiatives and leadership in research as it works towards becoming a maritime research center.

3. a Sustained Technological EnvironmentThe institution maintains an updated, reliable, and efficient information management system for enhanced delivery of instructional and other services relative to global technology.

4. Quality, Health, Safety, and Environment advancementsAs an institution that believes in the importance of the overall wellness of its stakeholders, the JBLF System maintains a milieu that promotes and secures their wellbeing through its various provisions for a healthful, safe, and environment-friendly setting.

5. Inculcation of ValuesA staunch advocate of inculcating work and personal values in our clients as these values define and help them in their personal and professional journey, the university integrates values in the students’ academic and non-academic activities.

6. Pursuit of International recognitionThe JBLF System aims at achieving international recognition through strong linkages with foreign marine institutions, research organizations, and shipping agencies and companies as well as its unwavering and total support of the faculty and students in their quest for global recognition as researchers and maritime professionals.

7. Corporate Social responsibilityThe JBLF System, while it continually charts its course as an organization through the most appropriate and well-executed strategic plans, is keen about holding on to its best experiences, norms, and practices, which characterize its corporate entity and sharing these not only with its own people but with the rest of the local and global communities.

8. a Competent and Productive WorkforceJBLF System recognizes its workforce as one of its assets. The institution provides and supports continuous learning and development to optimize their productivity for the attainment of the Vision and Mission of the JBLF System.

9. a Dynamic alumni InvolvementRecognizing the great potential of the alumni as a body in assisting the institution in its multifarious concerns and responsibilities, the institution perennially taps this resource through the Alumni Association, even as it constantly and progressively seeks better ways of engaging them as an integral unit of the institution.

VISIONWe shall be among the globally leading institutions in providing high

quality education and training by 2020.

MISSIONWe shall provide quality education and training through instruction,

research and extension, in our unrelenting quest for excellence as a major global supplier of world-class technical and professional manpower

We aim to improve the quality of life through our thrusts in quality, health, safety, and environment.

GENERAL AND SPECIFIC OBJECTIVESGeneral Objective

JBLF System shall continuously develop individuals into competent, well-rounded individuals who will perform positive roles in the society.

Specific ObjectiveJBLF System shall equip the students with the conceptual and

technical knowledge, interpersonal skills and competence required for the practice of their proffesion by providing them with the discipline oriented and competency based curricula to develop flexibility and the right attitude as professional committed to the service of God and country.

QUALITY, HEALTH, SAFETY AND ENVIRONMENTAL POLICY"To maintain the highest standards of Quality, Health, Safety and

Environmental protection in our consistent drive to satisfy and strive to exceed stakeholder's expectations.”

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