School activities are really of import for the pupils and for the school. For the pupils. because they gain new accomplishments and motive. It’s a existent opportunity for them to bask school and take to make something they are truly interested and passionate about. and therefore their motive for larning and their motive for their instructors and the school addition.
It makes them associate academic cognition to the practical experience. which leads to a better apprehension of their ain abilities. endowments. and calling ends and for the school because as surveies shows that such engagement provides fringy pupils an chance to make a positive and voluntary connexion to their school besides. Engagement in extracurricular activities may back up the at-risk pupil by keeping. heightening. and beef uping the student-school connexion therefore lessenings dropout
School activities at St. Therese MTC – Colleges are frequently held when there is a jubilation it’s either a school jubilation ( like foundation twenty-four hours ) . national or international. These were held most particularly for the enjoyment of the pupils and for them to carry through their potencies. But these activities frequently cancels categories.
We can non conceal the fact some pupils are non take parting in the school activities therefore. they take the cancellation of categories as an chance for them to travel out and make whatever they want that normally consequences into bad things like imbibing intoxicants. taking drugs and other frailties. While some considers it as a load for it adds to there payment. Some consider it chiefly as a break of categories and a hold to their acquisition. While some consider it really of import and take the chance to show and detect themselves. bask and hike their potencies.
Every individual have changing perceptual experience on things particularly on things that they truly do non cognize about. And everytime there is an activity pupils make a different perceptual experience about it. Either good or bad.
These perceptual experiences are really of import in the portion of the organisers and to the facilitators for it makes them cognize if the activity was successful or non and what will they make to do it more successful so that they could use it the following clip they conduct the same activity.
Maritime Courses here in the Philippines are at high cost. Though many are still taking it because of high demand in the market and higher salary rate particularly on international ocean trips where one earns dollar. many of the maritime pupils are coming from households holding low Socio Economic Status ( SES ) . Still they prosecute even though they get through loans and depts trusting that when their kids alumnus and acquire onboard ships they can easy pay all their depts and raise their life’s state of affairs.
Every centavo and Peso is of import. It is a merchandise of blood and perspiration of those who earned it. That’s why in every centavo and a peso addition in the histories of the pupil adds to the load of their household.
Rumors were heard every clip there is an activity and everytime the statement of history were released. Some say that another payment is added to the school fee. While some say that the payment was deserving it.
For these grounds that triggered the research workers to carry on this survey to foster happen out and discourse the existent perceptual experience of nautical pupils on school related activities and make a guidelines on what and how to carry on the activities the maritime pupils want. Statement of the Problem
This research aims to happen out what are the perceptual experiences of nautical pupils towards school related activities.
Consequently. this research survey seeks replies to the undermentioned inquiries:
1. What are the school related activities of ST-MTCC engaged by Maritime pupils when classified as to class and twelvemonth degree?
2. What are the perceptual experiences of Maritime pupils on school related activities when classified as to class and twelvemonth degree?
3. How to carry on the activities that the pupils want?
4. Is there a important difference on the perceptual experience of the maritime pupils to school related activities when classified as to class and twelvemonth degree?
Aims of the survey
This research chief aims is to find and discourse the chief perceptual experience of Maritime pupils about the school related activities. Furthermore it aims to: 1. Determine the school related activities of ST-MTCC pupils when classified as to class and twelvemonth degree. 2. Determine the perceptual experience of Maritime pupils on school related activities when classified as to class and twelvemonth degree. 3. Determine how to carry on the activities that the pupils want. 3. Find out the important difference of the pupils on school related activities when classifies as to class and twelvemonth degree.
Based on the foregoing statements. the hypotheses are advanced: H0
There is no important difference on the perceptual experience of the Maritime pupils on school related activities when classifies as to class and twelvemonth
There is a important difference the perceptual experience of the Maritime pupils on school related activities when classifies as to class and twelvemonth degree. Definition of Footings
Activities – things being done for leisure. merriment or acquisition ( Meriam Websters Dictionary )
In this survey activities refers to the school related activities participated by the ST-MTCC Maritime pupils.
BSMar E – ( Bachelor of Science in Marine Engineering ) In this survey BSMar E refers to the Maritime class that focuses on analyzing the plants and duties of the Engine Department onboard ship.
BSMT – ( Bachelor of Science in Marine Transportation ) In this survey BSMT refers to the Maritime class that focuses on analyzing the plants and duties of the Deck Department onboard ship. Maritime Students– in this survey nautical pupils refers to pupils taking up Bachelor of Science in Marine Transportation ( BSMT ) and Bachelor of Science in Marine Engineering ( BSMar E ) courses. Perception – the act or module of comprehending. or groking by agencies or of the head ; apprehension.
In this survey perceptual experience refers to the apprehension of the pupils about the school related activities. School – an establishment for the instruction of kids ( Meriam Websters Dictionary ) In this survey school refers to St. Therese MTC- Colleges ( ST-MTCC ) . Tigbauan Site. Year degree – in this survey. twelvemonth degree refers to the degree achieved in school by which the respondents are enrolled in.
Significance of the survey
The behavior and consequence of this survey will convey benefits to the followers:
School Administration – the important consequence Made from this survey will function as usher to the Student Affairs Office. Office of the Students Services. Student Executive Council. and other activity implementing sections and organic structures of the school.
Students – The important consequence of this survey would assist the pupils enjoy the activities and fulfill their outlooks as the consequence of this
research were applied.
Future Researches – this survey was extremely recommended to hold a farther survey on the same subject. Scope and Restrictions of the Study
The descriptive survey will be conducted to happen out the perceptual experience of the nautical pupils on school related activities.
This survey will affect 310 pupils who are taking Bachelor of Science in Marine Transportation ( BSMT ) and Bachelor of Science Marine Engineering ( BSMarE ) SY 2012-2013. The participants will be selected indiscriminately and will be classified harmonizing to class and twelvemonth degree. The information to be used in this survey will be gathered by the research workers.
The Antecedent Variable will be the respondents’ class and twelvemonth degree and the School Related activities classified into in and out campus activities
The dependant variable to be treated in this survey will be the perceptual experience of the nautical pupils on school related activities.
This survey will be conducted at St. Therese MTC-Colleges in Tigbauan. Iloilo on June-October 2013. The descriptive statistics to be used in this survey will be the mean and intend standard divergence. The illative statistics to be used will be the Mann Whitney U trial for independent samples. Kruskal Wallis H Test. and Spearman Rho to find the perceptual experience of the pupils in school related activities. All degrees of significance will be set at 0. 05 alpha. The Statistical Package for the Social Sciences Software ( SPSS ) version 16. 0 will be used to treat the information. Chapter II
Review of Related Literature
Key Concepts on Benefits of Co-curricular Activities
Activities Support the Academic Mission of Schools
School Activities are non a recreation but instead an extension of a good educational plan. Students who participate in activity plans tend to hold higher grade-point norms. better attending records. lower dropout rates and fewer subject jobs than pupils by and large. Activities are inherently Educational
Activity plans provide valuable lessons for practical state of affairss –
teamwork. sportsmanship. winning and losing. and difficult work. Through engagement in activity plans. pupils learn self-discipline. construct assurance and develop accomplishments to manage competitory state of affairss. These are qualities the public expects schools to bring forth in pupils so that they become responsible grownups and productive citizens. Activities Are Privileges. Attendance Is Required
School territories typically define extracurricular activities as privileges ; pupils earn the right to take part by following with school regulations and ordinances. These typically include regulations on school and category attending. Annandale High School in Virginia. for illustration. has an extracurricular activities engagement policy that requires pupils to go to all scheduled categories on the twenty-four hours of a competition or activity to be eligible to take part in extracurricular activities on that twenty-four hours Outreach Activities
Outreach activities are designed to beef up the relationship between a school system and the environing town groups or concerns. Outreach activities invite pupils to go more active members of their community every bit good as encourage community members to go portion of the school community. Activities Foster Success in Later Life
Engagement in school activities is frequently a forecaster of ulterior success – in a calling and going a conducive member of society. Students who spend no clip in extracurricular activities are 49 % more likely to utilize drugs and 37 % more likely to go adolescent parents than those who spend one to four hours per hebdomad in extracurricular activities. Extracurricular school activities are frequently of import to adolescent pupils. and they have many benefits.
Students learn how to take through student authorities or how to play a musical instrument. or take on the duty of teamwork in athleticss. while keeping their faculty members. The challenge of equilibrating these viing duties is an chance for pupils to turn and maturate. Educators have studied the relationship between category attending and extracurricular activities. and many schools set policy in these countries. Foreign Studies
A 2010 survey of a western Nebraska school territory found a correlativity between a student’s extracurricular activities and her attending record. The survey concluded that pupils who participated in extracurricular activities had a higher rate of school attending than pupils who did non take part. It used informations from 2007-08 and 2008-09 pertaining to 275 of the district’s high school alumnuss. A University of Massachusetts pedagogue studied in-between and high school pupils and how certain school-related factors — including extracurricular activities and school attending — affected their eventual completion of a college grade.
The survey concluded that a student’s good attending — non jumping categories or school — had a positive correlativity to college degree completion. Additionally. the survey concluded that the more a pupil participated in school-sponsored extracurricular activities. the more likely he was to finish a bachelor’s grade. The survey besides tested these consequences across racial lines and found that attending was every bit of import to future completion of the bachelor’s degree regardless of the student’s race or ethnicity.
A Harvard Educational Review article in 2002 found that engagement in extracurricular activities in high school appears to be one of the few intercessions that benefit low-status. deprived pupils – those less good served by traditional educational plans – every bit much or more than their more advantaged equals. In telephone interviews of a national sample of teens in 2001. more than half ( 54 % ) said they wouldn’t watch so much Television or play video games if they had other things to make after school.
The same study found that more than half of teens wish there were more community or neighborhood-based plans available after school. and two- tierces of those surveyed said they would take part in such plans if they were available. Bonnie Barber and her co-workers. subscribers to the 2005 book. Organized Activities as Developmental Contexts for Children and Adolescents. concluded that doing diverse nines and activities available to a broad scope of pupils is of import.
The chance to implant one’s individuality in multiple extracurricular contexts and to see multiple competences facilitates attachment to school and accommodation. Activity engagement is besides linked to association with equals who are academically focused. Adolescents can profit from this interactive system when they have chances to take part in diverse activities.
A Minnesota State High School League study of 300 Minnesota high schools showed that the mean GPA of a student-athlete was 2. 84. compared with 2. 68 for the mean pupil. and that student-athletes missed an norm of merely 7. 4 yearss of school each twelvemonth. compared with 8. 8 for the mean pupil.
( Trevor Born. High Standard for GPA. in Minneapolis Star Tribune. May 14. 2007. ) Engagement in extra-curricular activities provides all pupils – including pupils from disadvantaged backgrounds. minorities and those with otherwise less than distinguished academic accomplishments in high school – a mensurable and meaningful addition in their college admittances trial scores harmonizing to research workers Howard T. Everson and Roger E. Millsap. composing for the College Entrance Examination Board in 2005.
In a 2006 research undertaking published by the Center for Information & A ; Research on Civic Learning & A ; Engagement ( CIRCLE ) . it was found that 18-25 old ages old who participate in athleticss activities while in high school were more likely than nonparticipants to be engaged in volunteering. regular volunteering. registering to vote. vote in the 2000 election. experiencing comfy speech production in a public scene. and watching intelligence ( particularly sport intelligence ) more closely than non-participants.
An extended survey commissioned by the Alberta Schools’ Athletic Association found. in that Canadian state in 2006. an norm of 78. 3 % of Alberta’s top corporate CEOs and Members of the Legislative Assembly had participated in interscholastic athleticss. About 80 % indicated that being involved in school athleticss significantly. extensively or reasonably complemented their calling development and/or academic 5 chases. This same survey pointed out that normal engagement rate of pupils in high school athleticss is about 30 to 35 % .
The corporate and political leaders surveyed in Alberta ( see above ) cited the following benefits associated with their engagement in high school sports: teamwork. subject. end puting. leading. independency. ego assurance. emphasis alleviation. character development and personal growing. just drama. and credence of others. From a cost point of view. activity plans are an exceeding deal when matched against the overall school district’s instruction budget.
Researcher Richard Learner. composing in Promoting Positive Youth Development through Community After-School Programs. found that informal educational and developmentally supportive experiences offered to immature people in the context of after-school or community-based plans are a powerful beginning of resources increasing the chance of positive development among young person. In 2003. the Journal of Adolescent Research reported that extracurricular activity engagement is linked to lower rates of dropping out of school. greater civic engagement and higher degrees of academic accomplishment.
Furthermore. research tracking engagement from 8th through 12th classs and analyzing results in the postsecondary old ages concluded that consistent engagement has positive effects that last over a moderate length of clip. Extracurricular activities stand out from other facets of adolescents’ lives at school because. harmonizing to the Winter 2005 issue of the Journal of Leisure Research. they provide chances to develop inaugural and allow young person to larn emotional competences and develop new societal accomplishments. A survey conducted by Boston University. and published in Adolescence. Winter 2001. reported on a study of 1. 115 Massachusetts high school pupils.
Survey consequences indicated that jocks were significantly less likely to utilize cocaine and psychedelics. and less likely to smoke coffin nails. Research workers composing in 2004 in the American Journal of Health Behavior conducted an scrutiny of cross-sectional informations from a nationally representative sample of high school pupils enrolled in public high schools in the U. S.
They showed that pupils take parting in organized athleticss were 25 per centum less likely to be current coffin nail tobacco users Stephanie Gerstenblith and her fellow research workers. composing in the 2005 book. Organized Activities as Developmental Contexts for Children and Adolescents province. “Just as schools with efficient processs and construction have been found to hold positive results. our findings indicate that participants in after school plans with these qualities experience decreases in rebellious behaviour and additions in purposes non to utilize drugs. ”
In 1985. the NFHS sponsored a national study of high school principals and about 7. 000 high school pupils in all 50 provinces. The study. funded by a grant from the Lilly Endowment in Indianapolis. was conducted by Indiana University in cooperation with the National Association of Secondary School Principals.
Following are the consequences of that study. 10 95 per centum believed that engagement in activities Teachs valuable lessons to pupils that can non be learned in a regular category modus operandi. 99 per centum agreed that engagement in activities promotes citizenship 95 per centum agreed that activity plans contribute to the development of “school spirit” among the pupil organic structure. 76 per centum said they believe the demand made on students’ clip by activities is non inordinate. 72 per centum said there is strong support for school activity plans from parents and the community at big.
Students who compete in high school activity plans make higher classs and have better attending.
A survey of about 22. 000 pupils conducted by a University of Colorado professor for the Colorado High School Activities Association which was released in the autumn of 1999 indicates pupils who participate in some signifier of interschool activities have “significantly higher” grade-point norms than pupils who do non. Datas obtained from the spring 1997 survey by Dr. Kevin J. McCarthy revealed pupil participants in Jefferson County high schools had an overall grade-point norm of 3. 093 on a 4. 0 graduated table. while the GPA for non-participants was 2. 444.
Jefferson County School District. the state’s largest school territory. has matched the academic success of its pupils with success on the playing field. The 16 territory schools have won a combined 39 province titles in the 1990s in athleticss. while its music plans systematically bring place “superior” evaluations. Nancy Darling. et Al. . composing in the 2005 Journal of Leisure Research notes that extracurricular activities allow youth to organize new connexions with equals and get societal capital.
They are one of the few contexts. outside of the schoolroom. where striplings on a regular basis come in contact with grownups to whom they are non related. Students who spend no clip in extracurricular activities are 49 % more likely to utilize drugs and 37 % more likely to go adolescent parents than those who spend one to four hours per hebdomad in extracurricular activities ( United States Department of Education. No Child Left Behind: The facts about 21st Century Learning.
Washington. DC: 2002. ) On June 23. 2000. so President Bill Clinton issued an Executive Memorandum directing the Secretary of Health and Human Services and the Secretary of Education to work together to place and describe within 90 yearss on “strategies to advance better wellness for our nation’s young person through physical activity and fittingness. ”
The ensuing study entitled “Promoting Better Health for Young People through Physical Activity and Sports was released in November 2000 and stated that “enhancing 7 attempts to advance engagement
in physical activity and athleticss among immature people is a critical national precedence. ” Of the 60 pupils listed in the May 14. 1998. USA Today’s All-USA High School Academic First. Second and Third Teams and the 51 who earned honest reference. 75 per centum were involved in athleticss. address. music or argument. The 29th one-year Phi Delta Kappa/Gallup Poll of the Public’s Attitudes toward the Public Schools of September 1997 reflects an addition in perceptual experiences about the value of co curricular activities.
In 1978. 45 per centum of the populace. judged extracurricular activities to be really of import. That figure fell to 31 per centum in 1984. In 1985. the figure was 39 per centum and jumped to 63 per centum in the 1997 canvass. The 1997 canvass besides asked about the accent placed on such athleticss as football and hoops.
Fifty-three per centum of the respondents believed the current accent was approximately right. In a study of 4. 800 high school pupils in March 1995. the Minnesota State High School League found that 91 per centum of them said pupils who participate in school activities tend to be school leaders and function theoretical accounts ; 92 per centum said that engagement in school activities provides an chance non found in a regular schoolroom puting to develop self-discipline.
Adolescent Time Use. Risky Behavior. and Outcomes: An Analysis of National Data. issued in September 1995. by the Department of Health and Human Services found that pupils who spend no clip in extracurricular activities are 57 per centum more likely to hold dropped out of school by the clip they would hold been seniors ; 49 per centum more likely to hold used drugs ; 37 per centum more likely to hold become adolescent parents ; 35 per centum more likely to hold smoked coffin nails ; and 27 per centum more likely to hold been arrested than those who spend one to four hours per hebdomad in extracurricular activities.
A survey by Search Institute in 1995 indicates that carbon monoxide curricular activities play a cardinal function in students’ healthy development. Yet excessively many schools are happening it necessary to cut these plans for budgetary grounds. With plus edifice as a focal point. these plans are non peripheral to the school’s mission. but of import constituents of a comprehensive scheme.
In the March 1997 issue of School Counselor. 123 pupils involved in interschool association football are analyzed. Consequences indicate that activity engagement does non harm and may heighten academic public presentation. Male athletes showed in-season betterments in academic public presentation. Ralph McNeal ( 1995 ) showed that different sorts of activities have changing abilities to command school dropout rates.
He concluded that pupils who participate in sports. fine-arts activities. and academic organisations were an estimated 1. 7. 1. 2. and 1. 15 times. severally. less likely to drop out than those who did non take part. Athletic engagement reduces the chance of school dropouts by about 40 per centum. For illustration. the chance that the typical individual in the sample would drop out of school is. 0487. but if this same individual participated in sports. the estimated chance would be. 0299.
The impact of fine-arts engagement for the typical person’s estimated chance is reduced from. 0487 to. 0415. or 15 per centum. Silliker and Quirk ( 1997 ) investigated the academic betterment of pupils who participated in extracurricular activities. In this instance. they looked at male and female high school pupils who participated in interschool association football and who did non prosecute in another athletics or major activity at the decision of the association football season.
They discovered that female participants in season maintained a GPA of 87. 7 mean ( M ) with a 5. 6 standard divergence ( SD ) . Out of season these statistics dropped to 87. 5 M with a 6. 4 SD. The male participants in season maintained a GPA of 84. 7 M with a 7. 5 SD. and out of season their GPAs dropped to 83. 8 M with an 8. 7 SD.
These informations show that participants had significantly higher GPAs in season than out of season. The misss earned higher GPAs than did the male child. but the boys’ GPAs rose significantly in season versus out of season. The survey supports the belief that engagement in sports for high school pupils does non jeopardize. and may heighten. academic public presentation. Susan Gerber ( 1996 ) besides found that extracurricular engagement is non damaging to student public presentation and that engagement in these types of activities promotes greater academic accomplishment.
In add-on. she discovered that engagement in school-related activities was more strongly associated with accomplishment than was engagement in activities outside of school. Herbert Marsh ( 1992 ) compared predicted results for pupils who did non take part in extracurricular activities with those of pupils who were reasonably active. He found that this difference in engagement degree is associated with outcome differences of. 582 SD in societal self-concept and. 390 SD in academic self-concept. He concluded that the effects of engagement on societal and academic self-concepts are important.
Obviously. engagement in extracurricular activities. even those non evidently associated with academic accomplishment. leads to increased committedness to school and school values. which leads indirectly to increased academic success. William Camp ( 1990 ) studied the effects of engagement in activities on overall pupil success in school. as measured by classs. while commanding for the effects of other variables that could moderately impact those classs. He used the symbol b* to stand for standardised arrested development coefficients calculated in his structural analysis.
He found that students’ activity degrees produced a positive. important consequence on academic accomplishment ( b* = . 122 ) . Particularly interesting in his survey was the fact that this consequence was more than twice every bit great as that of survey wonts ( b* = . 055 ) . which are by and large regarded as an of import causal variable of academic accomplishment. John Mahoney and Robert Cairns ( 1997 ) indicated that battle in school extracurricular activities is linked to diminishing rates of early school dropouts in both male childs and misss. They discovered that such engagement provides fringy pupils an chance to make a positive and voluntary connexion to their school.
Conversely. other schemes typically used to turn to the demands of at-risk pupils. such as school dropout bar plans and remedial instruction. concentrate on the shortages of pupils and serve as a accelerator in the formation of aberrant groups. The research workers strongly believe that engagement in extracurricular activities may back up the at-risk pupil by keeping. heightening. and beef uping the student-school connexion. Theoretical Model
This survey is anchored to the Theory of Involvement that has been proposed by Astin ( 1984 ) . Harmonizing to the theory. pupils learn more the more they are involved in both the academic and societal facets of the collegiate experience. An involved pupil is one who devotes considerable energy to faculty members. spends much clip on campus. participates actively in pupil organisations and activities. and interacts frequently with module. Based on the 1984 study. Involvement in Learning. pupil engagement takes the signifier of engagement in academically related activities. out of category activities. and interactions with module. staff. and equals.
Activities related to faculty members could include: go toing category prepared for treatment and the day’s lesson ; take parting in survey groups ; and/or rank in academic award plans or societies. career-related organisations. and public presentation groups in the humanistic disciplines. Engagement in outside-of-class. or co-curricular activities. could include campus based pupil organisations. college athletic or intramural athleticss. employment on-campus. and unpaid service experiences.
Engagement with equals and faculty/staff include those relationships where larning takes topographic point beyond schoolroom scenes: helping as a instruction or research helper. speaking with module during office hours. helping in a research lab or a all right humanistic disciplines production. Different from the function of the pupil in Astin’s before “input-process-output” theoretical account ( Pascarella. 1991. P. 50 ) . where the pupil is passively developed by the module and by university plans. this theory posits that the pupil plays an built-in function in finding his or her ain grade of engagement in college categories. extracurricular activities and societal activities.
Of class. the more choice resources available. the more likely those pupils who are involved will turn or develop. Therefore. module interaction both inside and outside the schoolroom and high quality university plans and constabularies reflective of institutional committedness to pupil larning are necessary for pupil growing. Astin states that the quality and measure of the student’s engagement will act upon the sum of pupil acquisition and development ( Astin. 1984. p. 297 ) .
True engagement requires the investing of energy in academic. relationships and activities related to the campus and the sum of energy invested will change greatly depending on the student’s involvements and ends. every bit good as the student’s other committednesss. The most of import institutional resource. therefore. is student clip: the extent to which pupils can be involved in the educational development is tempered by how involved they are with household friends. occupations. and other outside activities ( p. 301 ) .
There are several practical applications ensuing from this theory. but Astin states that the most of import to learning is that teachers are encouraged to take the focal point off the class content and their ain technique and put it on their pupils. Astin states that the intended terminal of institutional and pedagogical patterns is to accomplish maximal pupil engagement and acquisition ; to make that teachers can non concentrate entirely on technique but must besides be cognizant of how motivated pupils are and how much clip and energy they are giving to the acquisition procedure ( p. 305 ) .
Harmonizing to Astin. his theory of engagement has an advantage over traditional pedagogical attacks because it focuses on the motive and behaviour of the pupil. Therefore all institutional policies and patterns can be judged by the grade of engagement they foster in pupil. Besides. all module. from teachers to counsellors. can work with the same end in head. uniting their energies into doing the pupils more involved in the college environment and hence better scholars ( p. 307 ) .
Astin besides discusses the benefits to pupils of remaining connected to the campus environment by populating in campus-related lodging. go toing college full-time instead than part-time. analyzing with other pupils on campus. and working at occupations on campus. Based on the declared theories. the survey is conducted and has the undermentioned variables as shown in Figure 1. ( The research paradigm )
The research paradigm of the survey is presented in Figure 1.
Figure 1. Research Paradigm. The paradigm shows the relationships of the ancestor variable. Course and twelvemonth degree and the in and out campus activities to the dependant variable. Percept of the nautical pupils on school related activities.
Research Design and Methodology
This survey will utilize descriptive method of research consisting of qualitative research as it seeks to find the perceptual experience of the nautical pupils on school related activities Respondents/Sample
This survey will affect 310 pupils who are taking up Bachelor of Science in Marine Transportation ( BSMT ) and Bachelor of Science in Marine Engineering ( BSMar E ) . S. Y. 2013-2014. The trying method to be used for this survey will be the simple random sampling because pupils from each class with changing twelvemonth degrees will be included as respondents of the survey.
Table 1. Profile of Respondents
Course and twelvemonth degree
Number of respondents
BSMar E 1
BSMar E 3
2. 3 %
Table 1 shows the figure of respondents every bit classified as to class and twelvemonth
This survey will utilize the researcher-made questionnaire based on the paradigm of this survey that the research worker has gathered and capable for proof by the experts. There will be two parts of the instrument: Part One will be the personal information of the respondents such as class and twelvemonth degree. Part Two is the questionnaire which will garner informations comparative to the perceptual experience of the nautical pupils on school related activities.
Permission to carry on the survey will be secured from the Dean of Maritime Studies of St. Therese MTC – Colleges Tigbauan. The research workers will personally administer the questionnaires which will be filled out by the respondents in their several schoolrooms. After which. these will be retrieved and reviewed fro completeness of informations. The information obtained will be culled. encoded. analyzed. and taken. Data Analyses Procedure
All informations gathered will be computer-processed utilizing the Statistical Package for the Social Sciences package ( SPSS ) . The descriptive statistics to be used will be the mean and standard divergence to find the perceptual experience of the pupils on school related activities. The illative analytical tools to be utilized will be the t- trial for independent samples to find differences that would be in class and twelvemonth degree with the outreach activities ; analysis of discrepancy ( AnoVa ) for ancestor samples to find differences that would be in class and twelvemonth degree with the school activities ;
Spearman Rho the perceptual experience of the nautical pupils on school related activities Finally. the degree of significance for the analysis was set at 0. 05 alpha. The bases for reading of the preparations ( SSO/SSA ) . company support. self-preparedness. onboard readying and steps and national/international coordinationand steps will be as follows: Average ScaleQualitative Description
3. 25 – 4. 00Highly effectual
2. 50 – 3. 24effective
1. 75 – 2. 49moderately effectual
1. 00 – 1. 74less effectual