Asia Pacific Journal of Maritime Education, Vol.

5, June 2019
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Asia Pacific Journal of
Behavioral, Environmental and Personal Maritime Education
Factors that Influence the Preference of Vol. 5, 34-40
June 2019
Maritime Students in Choosing College P-ISSN: 2423-2033
Degree Program E-ISSN: 2467-513X
[email protected]
Merlinda F. Pesigan, Alexander A. Gonzales, Jake M. Laguador www.apjme.apjmr.com
Lyceum International Maritime Academy, Lyceum of the Philippines
University, Batangas City, Philippines
[email protected]

Abstract - This study sought to determine the factors that influence the preference of maritime
students in choosing the college degree program. Descriptive type of research was utilized with 154
maritime students as respondents of the study from one private maritime institution in the Philippines.
Results showed that environmental factor has higher level of influence to the decision process of the
students in choosing a college degree followed by behavioral factor. Those from public SHS have
significantly higher motivation to pursue the program because of their ambition and they feel more ready
to face the challenges of the program than those students from private schools. those students from private
senior high schools have personally chosen maritime as their college degree while those students from
public senior high school have decided to choose maritime with their parents and other relatives. The
findings of the study provides some insights on the career planning of the maritime students gearing
towards the fulfillment of their profession. Advice of the parents is important aspect in developing the
career of their children while the personal preference of the children must also be given equal value.
Keywords: maritime students, career planning, descriptive research, Philippines

INTRODUCTION is an essential component in order to have most

A student preference in major field of study in successful outcomes which is called “Person-
college is being influenced by some factors that could Environment Fit”. The author believed that students
be considered valuable in the success of their journey tend to choose areas of study where other students will
towards the completion the chosen degree program. be similar to them, share their interests and ideas, in
Laguador (2014) mentioned that good career choice turn providing them with a sense of belonging in their
sometimes depends on how critical thinkers and keen academic community. Feeling a lack of this belonging
observers the high school students are and how they leads to discomfort and in turn dissatisfaction with
really want to pursue a course in college. Most of them choice of academic major. Most especially the
are still confused and undecided regarding what is the maritime education where students are trained to be
best course they are going to take and practice after self-reliant and independent because of the nature of
graduation. Selecting a career path starts with the their duties and responsibilities away from their
chosen college degree/program. Edmonds (2012) families. Personal choice of the maritime program
emphasized that the process of choosing a college could be a good indication that fulfilling their ambition
major can be very convoluted and it is a cause of great would be a string foundation of their journey.
anxiety, because for most it will likely be one of the Meanwhile, the involvement of environmental
most important life decisions they make. Wright factor can also be considered an important aspect in the
(2018) studied the potential causes and effects of decision process of the students. Ghosh and Fouad
changing college majors at least once or multiple times (2016) studied the role of family influence on careers
which is very common behavior to students. in the context of Asian parent–child dyad which
The personal aspect of choosing college degree is include these factors: acculturation, cultural values,
also critical in the future success of students’ learning and conflict within the family. Considering the
experiences towards the success of their future careers. situation of the social environment on how maritime
Porter and Umbach (2006) mentioned about the profession contributes to the economic growth of the
alignment of students’ personality, interests, beliefs, society and country is essential aspect to explore in the
and even political views in choosing a college degree study. Several studies emphasized the importance of
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 Asia Pacific Journal of Maritime Education, Vol. 5, June 2019
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high employability rating and job placement of the choosing the college degree program. Specifically, the
graduates in any particular degree program in college aimed to determine the profile of the maritime students
so that prospective students would be attracted to take in terms of: type of senior high school attended and
the program (Laguador & Orence, 2013; Ungui et al., program preference; to determine the extent of the
2014; Chavez, Dotong, Camello, & Laguador, 2016; factors that influence the preference of maritime
De Castro, Prenda, & Dotong, 2017; Chavez, De students in choosing the college degree program in
Castro, Camello, Dolot, & Laguador, 2016; Aguila et terms of behavioral, environmental and personal
al., 2016; De Catsro et al., 2016; Dotong et al., 2017; aspects; test the difference in the extent of the
Laguador, 2015; Dotong, 2014; Felicen & Borbon, aforementioned factors when grouped according to
2017). profile; and test if there is an association between the
The behavioral factor of the students might also type of senior high school and program preference.
influence the decision of students in making choices of
their future career through taking the right degree METHODS
program in college. Walls (2009) emphasized some Descriptive type of research design was utilized in
factors influencing postsecondary students' career the study. The respondents of the study were 154
choice and how those factors impact college outcomes, randomly selected students currently enrolled in
including motivation towards, satisfaction with, and Marine Engineering and Marine Transportation
achievement in their chosen major field, appear to be programs during SY 2018-2019 in one private
more obscure and uneven. Guay et al. (2010) referred maritime institution in the Philippines. The survey
motivation as the reasons for underlying behavior and questionnaire utilized in the study was adapted from
is considered as willingness or volition (On the basis of Ramirez and Dizon (2014). The factors that influence
self-determination theory (Ryan & Deci, 2000). Shin the selection of the program with fifteen (15)
and Lee (2017) also noted that intrinsic motivation is statements were divided into three sub-variables:
formed by an individual’s interest or enjoyment. behavioural (1-5), environmental (6-10) and personal
intrinsic motivation makes individuals energetic and factors (11-15). This specific section was pilot-tested
enables them to take actions with high-level self- to the First year engineering students who were not
regulated strategies voluntarily, we infer that having included in the study to test its reliability obtaining the
career pessimistic thoughts will make people less Cronbach Alpha of 0.85 which falls within the rule of
active, less excited, and less energetic in engaging in thumb of ‘good’ which also signifies that the
the career decision-making process. instrument is acceptable and valid for use. The
The academic institutions have primary role in questionnaires were personally administered by the
designing curricular programs that will prepare the researchers during the 2nd semester to the randomly
maritime students top become competent workforce selected first year students regardless of their enrolled
who will also contribute to the economic development degree program.
of the country. Manuel (2005) noted that educational They were informed regarding the purpose of the
objectives of maritime institutions concern the study and only those students who are willing to
acquisition of skills, knowledge and the development participate were given the questionnaire. They were
of suitable affective dispositions. Angus (2012) also informed regarding their rights to withdraw their
emphasized that schools and other providers of participation if they feel not comfortable answering the
services need to be responsive to market discipline and questionnaire. They were assured that all answers will
adopt an enterprising approach in response to the be treated with utmost confidentiality and results will
expectations of clients that entrusting their children to solely be used for the purpose of the study. Their
them will be a worthwhile investment. The findings of anonymity as one of the respondents will not be closed
the study will serve as significant input to the to any third party. Names of the respondents were not
counselling process of the maritime students wherever identified in all questionnaires and any personal and
problem exists related to the behavioral, environmental highly confidential data were not included in the
and personal aspects of their learning experiences survey except for their type of senior high school
inside and outside the university. attended and their program preference. Therefore, data
privacy is highly observed in the conduct of this study.
OBJECTIVE OF THE STUDY Frequency count, weighted mean, and rank were
This study sought to determine the factors that used as descriptive statistics while t-test was used to
influence the preference of maritime students in test the difference of the respondents when grouped
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 Asia Pacific Journal of Maritime Education, Vol. 5, June 2019
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according to profile. The given scale was used to competition among the members of the organization
interpret the result of the survey: 3.50 – 4.00: Strongly and wealthy opportunities for professional and
Agree (SA); 2.50 – 3.49: Moderately Agree (MA); personal growth. The composite mean score of 3.37
1.50 – 2.49: Slightly Disagree (SLD); 1.00 – 1.49: implies that the maritime students have high behavioral
Strongly Disagree (STD). factor in choosing their college degree. Laguador
(2013) noted that developing positive mental attitude
RESULTS AND DISCUSSION and behavior of the students in the early years of
The maritime students strongly agreed that they are college would provide them greater opportunity as they
motivated to pursue maritime program because of their step-up to higher year level of studies to broaden the
ambition (3.64). The result of this also confirmed the scope of their responsibility and maturity to be more
finding of Ramirez et al (2014) that engineering confident and independent.
students have also high interest towards the program in Respondents strongly believed that graduates of
fulfilling their dreams and aspirations. Meanwhile, maritime program have more chances of working
they are moderately agreed in terms of their readiness abroad (3.83) and it offers many career opportunities
to face the challenges of maritime program no matter (3.73) because they have higher probability to work on
how hard it is (3.43) and believing that their personality international shipping vessels that can explore different
is appropriate to the maritime program (3.32). On the parts of the world. They also strongly agreed that they
other hand, they believed that they possess the qualities want to work with companies related to maritime that
and character to become successful mariners (3.29) and can offer competitive salary (3.68). Meanwhile, they
they are confident that they can handle all the are moderately agreed that maritime is their
challenges and difficulties of maritime (3.18) with the relatives’/parent’s choice (3.32) and slightly disagreed
least weighted mean scores. Laguador and Orence that most of their friends/relative are enrolled in
(2013) noted that getting employed is the primary goal maritime (2.45). The composite mean score of 3.40
of every college graduate who seeks to apply and implies that there is high level of environmental factor
develop more of his knowledge, skills and values in that influence the preference of maritime students in
various work environments that could provide healthy choosing their college degree.

Table 1. Factors that Influence the Preference of Maritime Students

Behavioral Factor WM VI Rank
1. I feel that I’m ready to face the challenges of maritime program no matter how hard it
3.43 MA 2
is.
2. I believe that my personality is appropriate to maritime. 3.32 MA 3
3. I’m confident that I can handle all the challenges and difficulties of maritime. 3.18 MA 5
4. I’m motivated to pursue maritime because of my ambition. 3.64 SA 1
5. I believe that I possess the qualities and character to become a successful mariner 3.29 MA 4
Composite Mean 3.37 MA
Environmental factor
6. Maritime is my relatives’/parent’s choice 3.32 MA 4
7. Maritime offers many career opportunities 3.73 SA 2
8. Most of my friends/relative are enrolled in maritime 2.45 SLD 5
9. I believe that graduates of maritime have more chances of working abroad 3.83 SA 1
10. I want to work with companies related to maritime that can offer competitive salary 3.68 SA 3
Composite Mean 3.40 MA
Personal Factor
11. Maritime is my personal choice 3.45 MA 2
12. This is my childhood dream to work as marine professional. 3.05 MA 5
13. I want to develop my knowledge and skills in maritime 3.52 SA 1
14. I believe that I can finish maritime program 3.21 MA 3
15. I believe that my intellectual capacity can handle the challenges of maritime program. 3.19 MA 4
Composite Mean 3.28 MA

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Maritime students strongly agreed that they marine professional (3.05) with the least mean scores.
wanted to develop their knowledge and skills in The computed composite mean score of 3.28 implies
maritime (3.52). This signifies that they have high level that there is high level of personal factor that influence
of interest in choosing maritime program because of the preference of maritime students. Malgwi et al.
their eagerness to enhance their technical skills in the (2005) found out that interest in the subject was the
profession. They are moderately agreed that maritime most important factor for incoming freshmen. In
is their personal choice (3.45) and they believed that addition, male first year students were significantly
they can finish the maritime program (3.21). They more influenced by the major's potential for career
believed that their intellectual capacity can handle the advancement and job opportunities and the level of
challenges of maritime program (3.19) and moderately compensation in the field than female.
agreed that this is their childhood dream to work as

Behavioral
3.48
3.5
Public
3.4
3.26
3.3
Private
3.2
3.1
3.25 3.29
3.32
Personal Environmental

Figure 1. Type of Senior High School Attended and the Factors that Influence the Preference

Behavioral
3.5
With Parents
3.4
3.3
3.2
3.1
Personal
3

Personal Environmental

Figure 2. Program Preference and the Factors that Influence the Preference

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Table 2. Significant Difference on the Factors that while those other factors do not significantly differ its
Influence the Choice of Maritime Students when influence to the choice of maritime students. Edmonds
grouped according to profile (2012) cited that personal interests of each student is an
Type of SHS Attended t-value p-value integral part of deciding what major to choose,
Behavioral 6.218* 0.012 however it is important to keep in mind how students’
Environmental 5.745* 0.021 interests are formed and how their personalities are
Personal 0.945 0.544 developed.
Preference Table 3 presents the significant association
Behavioral 1.211 0.519
between the type of senior high school and program
Environmental 1.429 0.618
Personal 5.814* 0.036 preference as denoted by the computed chi-square
*Significant at p-value<0.05 value of 10.3714 and p-value of 0.00128 which is less
than 0.01 alpha level. This signifies that those students
Table 2 reveals the significant difference on the from private senior high schools have personally
factors that influence the preference of maritime chosen maritime as their college degree while those
students when grouped according to profile. Results students from public senior high school have decided
showed that there is a significant difference on the to choose maritime with their parents and other
behavioral factor that influence the preference of relatives. The study of Ghosh and Fouad (2016)
maritime students as denoted by the computed p-value yielded non-significant findings on family influence
of 0.012 which is less than 0.05 alpha level. This which is in contrary to the present findings. According
signifies that those students from public senior high to Ghosh and Fouad that it is important to think
schools have significantly higher behavioral factor that critically about how the relational contexts of Asian
influence in choosing maritime program than those American college students and their parents are
from private as shown in Figure 1. Those from public influenced by one another in the overall career
SHS have significantly higher motivation to pursue the decision-making process.
program because of their ambition and they feel more Laguador (2014) claimed that some environmental
ready to face the challenges of the program than those factors really influence the choice of career of the
students from private schools. students, mostly especially their parents. It is already a
Meanwhile, there is also a significant difference on part of the culture of Filipinos to ask the parents
the environmental factor that influence the choice of regarding this decision because they are the ones who
students between public and private as denoted by the will provide financial support for the education of their
computed p-value of 0.021 which is less than 0.05 children. The voice and opinion of parents in this
alpha level. This signifies that those students from matter are really powerful. But, it is still a part of the
private SHS have influenced significantly higher by question of the present study whether the students are
environmental factor than those students from public still following what their parents want them to be even
senior high school. if it is not their choice or they are the ones deciding for
There is also significant difference on the program themselves.
preference between personal choice and with parents in In the Philippine context, most students who can
terms of personal factor as denoted by the computed p- afford to study in private schools belong to average or
value of 0.036 which is less than 0.05 alpha level. As above average family income level. Based on the
shown in Figure 2, those students who personally chose result, children are being given the freedom to decide
the maritime program have significantly higher what degree program they wanted to pursue in college
personal factor that influence their choice as expected and they were not being influenced directly by their
parents.

Table 3. Association between the type of senior high school and program preference
Public Private Total X2 value P-value
f % f % f %
Personal 29 18.8 50 32.5 79 51.30 10.3714 .00128
With Parents 47 30.5 28 18.2 75 48.70
Total 76 49.4 78 50.6 154
*significant at p-value<0.01

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But according to them, they were also influenced investigation like social, economic, political and
by their parents because some of their fathers are also technological aspect of choosing a college degree.
mariners and seafarers, therefore, without giving them Future studies may also be conducted for those
the advise what to take in college, they decided to students who are apparently changing degree programs
pursue the same profession. However, the choices of due to some aspects of academic performance, health,
the students from public schools are being influenced financial and and family problems.
by either family members or relatives who gave them
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