CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This section presents the materials such as thesis, dissertations, books, journals,

magazines, novels, poetry and etc. that contain facts, laws, theories and other documented

observations in which the researcher found to be related to the study undertaken. These materials

were served carefully by the researcher to ensure their relevance to the study and presented them

chronologically and also classified them either as foreign or local.

Related Literature

A. Foreign Literature

The ships are the biggest machines ever created by the human being. The new ships are

huge, state of arts and fully automated. To handle such modern ships efficiently and safely, the

maritime industry needs highly qualified seafarers in particular seafaring officers. Since 1980s

crewing is a significant problem for maritime industry. Many studies such as BIMCO ISF

Manpower Report 2005, 2010 and 2016 proved that there is a significant lack of seafaring

officers. BIMCO/ISF Manpower Report 2016 estimates the shortage of Seafaring officers is

97,000 at 2020 and 147,500 at 2025. This situation enforces the revision of the programme and

their contents to prepare the seafaring officers also for their future roles and encourage the young

people to attract maritime schools. The Germanischer Lloyd and Fraunhofer CML (2014)

conducted a large scale study involving 100 ship management companies across the globe to find

what they are doing to improve their operation and what they consider as best practices in the

industry. The companies have explained that their biggest challenges of ship management in

mid-term future in five areas; Crewing (88%), Technical Management (62%), Financial

Management (50%), Quality and Safety (27%) and procurement (12%). Pourzanjani (2002) and
Schroder (2004) state that the crewing problem does not consists of quantity but also quality.

There are also severe shortages of well qualified seafarers at different levels of seniority. To

improve quality of the seafarers IMO (International Maritime Organization) started a study to

establish international standards in early 1970s. IMO’s STCW (Standards for Training,

Certification and Watchkeeping) defines international recognized standards for crew on board.

The competencies in the STCW mainly based on technical and management skills as well as

long duration practical studies at sea training. The STCW is the main reference of the maritime

education and training (MET). A major change is made in the STCW in 2011 which is required

changing of MET programmes. This change lead to the diversity of MET training courses, the

existence and development of MET programs, co-operations between MET and shipping

companies, competitiveness of students and trainees in different MET programs. The MET

institutions should keep close watch for such.

The maritime industry serves as an illustrative example, especially after its

transformation from a largely unskilled labour- to a capital-intensive industry, and contributed to

the presence of tertiary education in maritime studies). Many governments formulate policies to

train up officers on sea-going vessels and shipping firms ashore through maritime education.

Mitropoulos, the secretary-general of the International Maritime Organization (IMO) believed

that an extensive international education and training would be essential to continually upgrade

knowledge and skills throughout one’s working life Footnote2. In the early years, maritime education

mainly focused on vocational training of deck and electronic officers on board sea-going vessels

as their knowledge, skills and willingness could contribute to the reliability and efficiency of

shipping operations. However, factors such as economic growth, the rise in multimodal supply

chains, technological revolution and sophisticated maritime business models have called for the
need to redesign the curriculum of maritime education with an objective to appeal to the younger

generation. There is also a need for maritime programs to adopt a wider strategic view, as

opposed to a narrow, operational view.

The maritime cluster is one of the key enablers for growing global industry and trade. It

requires skilled and competent workforce in administration, business, and industry, including

those who operate modern ships and port equipment for cargo transportation and handling. The

cluster should respond effectively to growing demands of international trade and ongoing

changes in the shipping business and industry, especially in the context of virtual intelligence

and advanced technology. Seafarers are the first in line to implement the conventions and

regulations developed by maritime entities. Improving seafarers’ competences by all means

would help enhance safety and efficiency of navigation and marine environment protection.

The International Maritime Organization (IMO) reported that the human element and

poor competence are among the main causes of accidents at sea1 . Competence of seafarers can

be described as worthy performance on-board. This places emphasis on the need for effective

Maritime Education Training (MET) to overcome the problem of human errors and keep pace

with rapid changes in maritime2 . Ships are only as good as the officers who operate them3 . For

this reason, the need for proficient seafarers seems to be a global concern for maritime

effectiveness, especially in the light of shifting shipping trends, increasing ship sizes and speed,

increasing cargo capacities as well as demand for marine transport.

Studies indicate that some 38 500 skilled officers were needed in the maritime industry

by the end of 2018. The IMO endorsed Maritime Education and Training as the theme for World

Maritime Day in 20155 . The same source reported that maritime education should be focused

on, considered, discussed, analysed, and continuously improved. Moreover, during the 112th
session of the IMO Council meeting (16-19 June 2014), the IMO Secretary General, Mr Koji

Sekimizu pointed out that “effective standards of training remain the bedrock of a safe and

secure shipping industry, which needs to preserve the quality, practical skills and competence of

qualified human resources.

Military Education Institutions

As indicated by Saydaliyevich (2023), it is crucial to highlight that, given the current

state of our education system, the focus should be on individualized approaches to education that

facilitate the seamless integration of digital technologies and education. This entails providing

normative-legal, stylistic, and informational foundations to support the effective utilization of

digital tools. The aim is to cultivate skills in organizing independent learning and fostering self-

directedness in one's career, both during the process of professional training and in future

professional endeavors within military higher education institutions.

As stated by Mukherjee, A. (2017), in the context of civil-military relations, this article

asserts that the responsibility for professional military education (PME) should not solely rest

with the military. Instead, it argues for an ideal approach that promotes a joint effort involving

civilians, including academics and policy makers, alongside the military. By fostering dialogue

and collaboration between these stakeholders, this partnership has the potential to not only

improve military professionalism but also foster healthier civil-military relations overall. It is

important to note that the intention here is not to advocate for the complete civilianization of

military education, but rather to propose the concept of a collaborative civil-military approach.

Moreover, as mentioned by Hristov (2018), Bulgaria's higher military training institutions

have taken the initiative to incorporate modern approaches in specialist training, aiming to align

graduates' skill levels with the requirements of the armed forces. Among the primary objectives
of Bulgaria's professional military education system is the breaking down of psychological

barriers between civilian personnel in government and non-governmental organizations and

military personnel at all command levels. Additionally, it seeks to foster friendly relations

between higher military education institutions and civilian staff members.

Furthermore, the education system in Bulgaria was developed to meet the specific

requirements of the armed forces missions. The defense sector is closely linked to the training of

personnel for the armed forces, while education is focused on providing them with higher

education that aligns with both national and European standards. The higher military schools

play a crucial role in training students for military service, as well as meeting the needs of other

ministries and agencies responsible for national security.

Additionally, in accordance with Kelley et, al (2013), Military educations brings up

several thought-provoking points, the first being the apparent diminishing importance of

education in the eyes of both civilian and military leaders. This alone is concerning and warrants

closer examination. Given the increasingly limited resources in the Department of Defense

(DOD), it becomes crucial to evaluate the current state of Professional Military Education

(PME). We recommend conducting an independent and comprehensive study to accomplish this.

For instance, at its core, there are three fundamental questions that every academic

institution must address: What should be expected of the institution's graduates? Consequently,

what should be taught? and Who should be responsible for teaching? In the context of PME, to

pave the way for future military officers who can effectively navigate change, it is essential to

first ascertain the status of each of these aspects: the expectations from students, the content

being taught, and the instructors themselves. These inquiries are more intricate than they may

initially appear, demanding the right set of specific questions from individuals who possess
expertise in both the military profession and the academic realm, all while maintaining

impartiality towards the outcome.

Academic Performance of students in Military Education Institution

According to Kirchner (2019), Veterans who pursue higher education face distinct

challenges that differ from those of traditional students. Their unique experiences and

perspectives, along with the obstacles of battling stereotypes and adapting to the unstructured

college environment, can make their transition difficult. While universities have started

implementing new approaches such as student veteran organizations, veteran resource centers,

veteran-specific orientations, and faculty training, there is limited research and reporting on their

effectiveness. It is crucial for educators to be familiar with the available support services and be

prepared to create a safe and inclusive classroom environment for student veterans. By

recognizing the experiences of student veterans and knowing how to provide them with

appropriate support, education providers can help dispel the persistent stereotypes surrounding

veterans.

Besides, as indicated by McAllen et, al. (2018) study aimed to explore the correlation

between academic performance and prior military service using two different models. Firstly, a

logit model was utilized to assess the impact of prior military education on the likelihood of a

student graduating from a Technology Management program within three years of enrollment.

Secondly, a fixed-effects regression model was employed to examine the effect of prior military

education on academic performance, measured by grade point average.

Moreover, several variables were considered in both models, including age, gender, and

the total number of transfer credits. The findings from the logit model indicated that there was no

statistically significant relationship between the probability of graduating within three years and
factors such as age, gender, transfer credits, or prior military experience. However, the results

also demonstrated that while the individual variables had limited predictive value, their

combined effect yielded a significant predictive power for the model.

Furthermore, regarding the regression model, no significant evidence was found to

support a link between academic performance and prior military experience. However,

interestingly, the model did uncover significant results beyond the scope of this study, hinting at

a potential avenue for future research focusing on the interplay between gender, military

experience, and student success.

In addition to by Ady (2019), study was to identify factors that influenced the academic

success of enlisted active-duty army soldiers who were enrolled in college courses at a

community college located on a military installation. The study was based on Cabrera's Student

Retention Model, which considered individual, environmental, and institutional influences on

college retention. The focus was on individual and environmental factors and their impact on

academic success, which was measured by the students' grade point average and degree

progression.

The study examined several independent variables, including rank, deployment, years of

service, and General Technical scores, in relation to academic success. These variables were

analyzed alongside covariates such as age, marital status, ethnicity, and gender.

Therefore, according to the study of Abramov et, al. (2017), The sociocultural approach

provides a comprehensive framework for examining the complexities involved in the

modernization of cadet education. These complexities encompass various determining factors,

including structural, institutional, socio-political, socio-economic, and socio-cultural aspects. It is

crucial to consider the dynamic nature of changes in value structures that establish the
boundaries within which individuals undergo transformative processes as active participants in

their education.

Moreover, through a socio-cultural analysis, it becomes evident that pupils in specialized

military schools primarily exhibit "traditional" characteristics in their attitudes towards the

educational environment, particularly in terms of quality and effectiveness. These characteristics

are closely associated with values of training and education. However, there is a discernible trend

towards the development of modern models of engaging with social reality. This includes the

emergence of pragmatism in judgments and a certain degree of mutual distrust, which stems

from rational forms of social interactions.

Finally, in terms of academic performance, the full model did not yield statistically

significant results. However, stepwise regression analysis showed a significant negative

relationship between academic performance and belonging to the "other" ethnic group. This

finding indicated that students from the "other" ethnic group did not perform as well

academically compared to white students.

B. Local Literature

The driving force on eagerness of the students to surpass the challenges of a certain

college degree can be associated on the level of their interest towards the program. Interest is an

intrinsic motivational factor that stimulates the enthusiasm of a person to perform better or more

than what is expected of him to accomplish. Expectancy Theories connect thought and

motivation and are explanations of behaviour that focus on people’s expectations of success in

reaching a goal and their need for achievement as energizing factors (Miranda, 2008). The value

of what the students are learning provides higher motivation and gives strong foundation to

perform their responsibilities and work harder in achieving their goals. Maritime program in the
Philippines is one of the well-known college degree for male students who aspire for higher

salaries while working aboard. Based on the enrolment data from the Commission on Higher

Education for 2018-2019, Maritime program has 87,960 enrollees or 2.7 percent from

prebaccalaureate to doctoral program as of June 30, 2019 out of 3,212,542 enrolled students in

all levels and programs of all HEIs in the Philippines which makes it as 9th discipline group with

the highest number of enrollees. There are 17, 634 or 2.35 percent maritime graduates in 2018

out of 751,310 graduates in all disciplines. There is a decreasing number of enrollees almost half

for 2019 in Maritime program for the last five years from its highest peak of enrolment during

Academic Year 2014-2015 with 161,229 total number of enrollees. Maritime Industry is

considered one of the largest industries in the world which needs good number of qualified and

highly skilled graduates to sustain the productivity and efficiency of all economic activities

involving sea transports of people and goods. In order to do that, Higher Education Institutions

are called to provide educational services and curricular offerings which meet the demands of the

Maritime Industry Authority (MARINA) in the Philippines as well as the International Maritime

Organization (ILO).

The role of HEIs in developing the skills, knowledge, values and character of the future

seafarers and maritime professionals is very significant to the achievement of the main goal of

safety and security at sea. Agena et al. (2017) emphasized that Maritime education institutions

are considered important training ground of future seafarers where they should have the

resources and practices to deliver quality instruction and relevant services towards efficient and

effective implementation of STCW and ILO requirements. The study of Manuel (2005)

examined the nature of the safety culture as it relates to attitudes and behavior and analyzes the

importance of the affective domain of education to the maritime industry. The preparation of the
maritime students during college defines their future success in the maritime profession.

Identifying the interest of the learners as important factor of success in college is described in

this study. Schiefele (1991) defined interest as a content-specific motivational characteristic

composed of intrinsic feeling-related and value-related valences. Ainley et al (2002) emphasized

that specific patterns of individual interests and how they influence student engagement with

learning have not been well researched. As well as the need to identify students’ specific patterns

of individual interests, it is important to determine how individual interests at different levels of

generality might differentially influence student learning. Students’ interest in learning are

associated with students’ anxiety to learn. Interest is fundamental in any individual’s choice task.

A characteristic feature of interest is a manifestation of a different preference toward actions,

events or plans. A student’s interest in academic achievement will induce him to behave and act

in a certain way towards his studies. Identifying the level of interest of the students to pursue a

certain program of study may help explain the succeeding behaviour on developing the positive

or negative attitude of the students as related with their academic life. Interests may vary also

according to personal experiences. Meanwhile, according to one study that students with high

level of interest towards their enrolled degree program might develop good study habits. High

level of degree program interest enhances the motivation of the students to learn more about the

subject and they exert extra miles to know better some of the opportunities of the profession.

Students are looking towards a future direction which leads them to a brighter side of the

challenges rather than its negative impact to their behavior. Study skills encourage areas such as

work attitudes, time management, homework strategies and testtaking skills. Levels of students’

interest towards their degree program may vary from time to time due to different degrees of

experiences encountered by the students themselves. An alarming observation of Filipino

students reveals that they excel in knowledge acquisition but fare considerably low in lessons

requiring higher order stated that students must study harder and accomplish all the requirements

each course has and through these responsibilities will test their determination and zest. Level of

program difficulty is also explored on this study to provide emphasis on how maritime students

experienced some challenges in general which can affect their level of interest towards the

maritime program. Andrieux, Danna and Thon (2018) believed that if the task difficulty is lower

or higher, learning would deteriorate because the task is either too easy or too difficulty. Fulmer

et al. (2018) noted that there is extensive theoretical support for moderate difficulty as a

favorable condition for engagement, deep cognitive processing, and learning. Interest like

motivation could drive someone to pursue their degree programs as they plan it to finish in

specified time. Since due to low or lack of interest, students could have thought of either

dropping the enrolled courses or even stop schooling. It is an important factor to be considered

when admitting the students in a certain program of study. Identifying this level may somehow

help the students and their parents to address some issues concerning students’ interest. Making

parents aware of the interests of their children towards their enrolled program may provide them

basic information and better understanding on how they will treat and advice their children,

while nourishing and challenging the interests of the students in a concerted effort and

responsibility for the university. The study anchored the interest of the students in terms of the

importance and objectives of having knowledge (cognitive), skills (psychomotor) and attitude

(affective) which are significant in their future employment. The cognitive aspect of interest

includes the investigation of student potential for success and knowledge related work

responsibilities and perceived complexities of the profession. Meanwhile, affective aspect

explores on acquiring some level of appreciation of the profession as well as the fulfillment of
their aspirations and development of work values and personality. Futhermore, the psychomotor

aspect includes the perceived participation in professional organizations and application of

learning from the program. But beyond the end result of acquiring those purposes at the end of

their college years is the essence of their interest and detailed process on how they obtained

proficiency and expertise in certain course or lesson; how they widen their critical and analytical

thinking in solving complex mathematical problems; how they formulated solutions and

decisions to a given case for analysis and how they developed the right attitude towards the

accomplishment of all hardships and trials of college education just to prepare themselves in a

more challenging corporate world. The maritime education perspective of this study brings into

the reality of careful selection of degree program in college which will translate into meaningful

outcomes based on interest of the learners. The Maritime industry needs graduates who are

resilient, committed, adaptable and optimistic in performing their duties and responsibilities for

their employers, co-workers, families, society and country. These traits can be developed and

strengthened within the entire college years of the maritime students. The motivation they have

towards the end the maritime program helps them to pursue higher obligations in the future.

Identifying the strengths and weaknesses of the learners provides baseline information for the

HEIs on how they can develop strategies to enhance the confidence and self-esteem of the

students leading to a better appreciation of the maritime program.

The Philippine Merchant Marine Academy

The first institution in the country to provide maritime education, receives financial

support from the government and the shipping industry. It takes pride in producing highly skilled

Filipino merchant marine officers. Over the years, it has trained numerous master mariners, chief

engineers, shipping executives, naval officers, exceptional educators, and trainers who now serve
in various marine and maritime-related industries both in our country and overseas The

Philippine Merchant Marine Academy (PMMA).

Originally known as "Escuela Nautica de Manila," the school was established on April 5,

1820, through a Spanish Royal decree issued on January 1 of the same year. Initially situated at

Calle Cabildo in Intramuros, Manila, it later relocated in 1863. Under American occupation, it

was renamed as the Philippine Nautical School (PNS). In 1963, the Philippine Merchant Marine

Academy was formed through Republic Act 3680. It started offering bachelor's degree programs

in Marine Transportation and Marine Engineering. Since 1996, PMMA has also provided

master's degree programs such as Master in Shipping Management and Master in Maritime

Education and Training (pmma.edu.ph).

Moreover, According to Abutal (2000), a comprehensive analysis is conducted to provide

an extensive examination of a prominent maritime education and training (MET) institution, its

collaboration with other corporate entities, and the underlying historical advancements. The

study delves into the nature of work, income, and benefits of maritime educators at the PMMA,

while exploring how their commitment to the organization can serve as a valuable indicator of

job satisfaction and employee retention that ship officers pursue a career at sea solely for higher

salaries. The findings indicate that the primary motivation for seafarers joining MET institutions

is often influenced by familial and peer connections, as they seek shore-based employment

options to stay close to their loved ones. This trend is also observed among many maritime

educators who rely on additional sources of income apart from their salaries to remain in the

MET institution. While this phenomenon is partially true for East European countries, it is

becoming less attractive in the Philippines due to the abundance of shore-based employment

opportunities for qualified maritime educators.

 Furthermore, Based on Paraggua et. al (2022), higher education institutions engage in

strategic planning to achieve their objectives and enhance their operations. In pursuit of

improved institutional efficiency, the Philippine Merchant Marine Academy (PMMA) conducted

a SWOT analysis to establish an effective strategic plan. This quantitative-descriptive study

contributes to the understanding of the strengths, weaknesses, opportunities, and threats (SWOT)

that impact the operations of PMMA as a maritime higher education institution. Through a Likert

Scale survey questionnaire administered to 767 respondents, the gathered data revealed the need

for deliberate changes to facilitate institutional growth.

In addition, he strengths of PMMA indicate that the academy is successfully meeting its

objectives, while its weaknesses primarily revolve around process-driven issues that require

attention. The opportunities identified are external factors that provide favorable prospects and

options for midshipmen to enhance their academic and training experiences. Additionally, the

respondents acknowledged that the academy faces threats related to the ongoing COVID-19

pandemic and potential future health crises.

As well as to address the challenges posed by globalization and the pandemic, PMMA

must adopt a strategic approach based on the SWOT analysis to enhance its efficiency. This

initiative aims to institutionalize SWOT analysis within PMMA and promote its practice in other

sectors of higher education.

Social Development of students in Military Education Institution

As explained by Astor et, al. (2018), The role of supportive public-school environments

in promoting the development of children and adolescents from military families. It draws upon

various theories and research fields such as human development, studies on at-risk youth,

educational reform, goodness of fit theory, and school climate to outline how public schools can
contribute to the development of all children and adolescents. The study reinforces the notion

that school climates and the broader social-ecological contexts surrounding schools, including

universities, communities, and school districts, have the potential to shield at-risk children and

adolescents from various negative social, emotional, and psychological outcomes. The

researchers establish connections between these research areas and the specific development of

military children and adolescents. By embedding supportive and inclusive environments within

public schools, it is possible to create a social infrastructure that facilitates the development of

children and adolescents from military families.

Related Studies

A. Foreign Studies

In the study of Ching, Manny (2017), Quasi-military training experience, academic

performance and shipboard training competence: The PMMA success indicators of maritime

education and training. The Philippine Merchant Marine Academy’s (PMMA) context of

Maritime Education and Training (MET). The study utilized mixed methods of research and

implemented the sequential approach in data gathering using the selected midshipmen/women of

Class 2017, selected PMMA alumni, and officials as the source of data. The study found out that

after 197 long years, the Academy's inclusion of quasi-military training in the MET curriculum is

still commendable. The leadership and discipline program in a quasi-military training, when

combined with excellent academic preparation and outstanding shipboard training program

effortlessly produces highly qualified maritime officers.

According to the study of Price B. (2017), Concern about traditional schools' focus on

academics, neglecting the social and emotional development of young people. Specifically

highlights the vulnerability of certain groups, particularly Black and Latino students from urban
areas with lower socioeconomic status, who face a higher risk of dropping out. These groups are

disproportionately represented among school dropouts. To address this issue, the study suggests

modifying academic curricula to cater to the needs of at-risk students and promote their

academic success. The idea of employing military models to enhance the social and emotional

skills of troubled young individuals stems from the author's personal experiences. Although the

study has never served in the military, they have witnessed how some of their childhood friends

transformed into competent, responsible, and disciplined adults because of military service.

The study of Bittner, E (2020). Quasi-Military Organization of Police (From Police and

Society: Touchstone Readings. The military model is very attractive to police planners for

several reasons: the obvious parallels between the military and the police in terms of using force

to accomplish goals and employing highly trained personnel, the need for strict internal

regulations in order to eliminate and control police corruption, and the military experience shared

by many police officers which helps to strengthen internal discipline. The most important

exception to the military model found in police work is the officer's need to produce tangible

results in the form of arrests and successful prosecutions. This article notes that the need to

balance internal discipline with police-citizen interactions results in pressure on the individual

officer to produce results, often by relying on various degrees of misconduct. A truly professional

police force can be built only when officers are rewarded for possessing good qualities of police

work; this system, however, would be in direct competition with current methods of military-

bureaucratic regulation

According to the study of Jung et, al. (2020), The outcomes of the multiple regression

analysis showed that the pre-transfer college's multicultural education program had a substantial
impact on the Korean military cadets' attitudes toward diversity. The military academy's group

exercises and encounters with civilians also show the greatest influences on the attitudes toward

diversity of Korean military cadets. The findings imply that a military academy's management

and teachers should think about introducing official lessons on the diversity of its cadets. The

cadets must be aggressively encouraged to take part in various activities to expand their

understanding of varied members and to keep communicating with civilians.

In addition, based on the study of Pickens (2017), it reveals that military veteran students

face similar challenges as both traditional and nontraditional students. These challenges include

academic difficulties, difficulty juggling multiple responsibilities, adjusting to civilian life, and a

desire for more meaningful support from family and peers. However, these students also benefit

from positive support, goal orientation, and personal qualities acquired during their military

service, which aid them in overcoming obstacles and maintaining their determination to succeed.

Furthermore, In accordance with Peltonen et, al. (2020), Experiencing military trauma is

linked to heightened rivalry among siblings and lower quality friendships, particularly among

girls and younger children. The presence of poor friendships and competitive sibling

relationships mediates the connection between military trauma and symptoms. Notably, sibling

relationships, rather than peer relationships, play a moderating role, as children who have close

and harmonious sibling bonds, without rivalry, do not exhibit severe symptoms associated with

military trauma.

In the study of Ruff and Keim (2019), Military families encounter unique stressors

associated with the military culture, such as parental deployment and frequent relocations.

Existing literature identifies several factors contributing to the negative effects of multiple school

transitions, including tension at home, parental absence, delays in transferring school records,
curriculum differences between schools, adjusting to new school environments and establishing

friendships, limited access to extracurricular activities, and a lack of understanding among

schoolteachers and staff regarding military culture. Numerous studies indicate that these

challenges faced by mobile military students often result in decreased academic achievement and

social/emotional difficulties.

Moreover, the research suggests that supportive relationships and a nurturing school

environment can assist military students in coping with the hardships they are likely to

encounter. The literature emphasizes the role of professional school counselors in facilitating

these positive experiences and advocating for newly enrolled military students. School

counselors can contribute to a positive experience for these students by connecting parents and

caregivers with community resources, advocating for prompt transfer of school records,

developing programs that help new students acclimate to the school environment and culture,

promoting access to extracurricular activities, and organizing training sessions for school staff

that focus on military culture and the specific needs of military students.

Furthermore, according to the study of Schiavone (2019), Several students undergoing

military education employ sarcasm as a coping mechanism to deal with their challenges. This

study suggests that sarcasm is frequently observed among military personnel, and these students

find it effective in concealing their emotional stress, particularly when interacting with

classmates who are younger or less mature.

Finally, in line with Pospíšil (2018), The study investigates coping strategies employed

within the Army of the Czech Republic, with a specific focus on military students at the

University of Defense in Brno who are preparing to become commanders. The primary aim of

the study was to identify the preferred coping strategies among these students. The research
sample consisted of 130 participants, comprising 122 men and 8 women. The SVF 78

questionnaire was utilized to identify key coping strategies, and descriptive statistical methods

were applied to analyze the data.

The findings revealed that military students predominantly selected the coping strategy of

controlling the situation, followed by the strategy of resignation. In comparison to the general

civilian population, the soldiers achieved significantly better outcomes in their coping strategies.

B. Local Studies

In the study of Taberdo, Analiza et. al. (2021). Employability of Female Graduates in a

Quasi-Military Maritime Higher Education Institution: Towards Gender Equality in the Maritime

Industry. The Commission on Higher Education (CHED) underscores the value of conducting

graduate employability studies in higher education institutions. On the other hand, the Philippine

Commission on Women (PCW) battles for the empowerment of women, notably those who are

seafarers assigned to work-aboard inter-ocean ships. The study traces the employment, career

path, and relevance of the curriculum and competencies learned in the academy and gender

issues experienced by the 26 alumnae of the Philippine Merchant Marine Academy (PMMA)

who graduated in 2013-2018. The quantitative-descriptive research design was utilized. A

researcher-made questionnaire both via Google form and print-out was the main data gathering

instrument. Data were analyzed using frequency, percentage, mean and Likert scale. Data shows

that the female graduates are single, with an OIC license, able to land a job 1-6 months after

graduation and mostly working in either an international ocean-going vessel or serving at the

Philippine Coast Guard. They also perceive that they have acquired all competencies in PMMA

to a great extent which become handy in their respective jobs. Further, they strongly agree that

they have acquired work- related values from PMMA and that the curricula at the Academy are
relevant. Unfortunately, most of them have experienced gender inequality. The findings imply

that even if the alumnae were skilled and had the necessary competencies, gender inequality is

still prevalent in the male-dominated industry. The incidence of inequality was mostly

experienced in the assignment of tasks and finding a job. It is recommended that Gender and

Development seminars/lectures should be given to the students, which includes anti-sexual

harassment, safe space and violence against women and children acts and the Academy to

institutionalize system-wide the conduct of employability studies every three-school year to

include not only the graduates but also the employers as respondents.

According to the study of Mobo, Froilan (2022). Conquering the Stormy Seas of

Pandemic: Appropriateness and Effectiveness of a Quasi-Military Institution’s Covid-19

Response. The global health crisis brought about by the COVID-19 has disrupted and negatively

affected even the education sector. Strict measures and plans to curb the spread of the virus were

implemented nationwide, but a sudden surge of COVID-19 positive cases at the Philippine

Merchant Marine Academy was experienced. Thus, this research generally aimed to discover

how PMMA responded to the surge in terms of effectivity and appropriateness. This quantitative-

descriptive research used a bilingual researcher-made survey questionnaire. Through the

descriptive analysis of the data gathered, the study found out that the measures implemented

(e.g., adequate meals for the stay�in respondents, consultation with relevant personnel, ensuring

strict compliance with health and safety protocols.) were generally highly appropriate and highly

effective. Even so, some practices must be corrected to ensure the safety of cadets and

employees, including strict implementation/compliance to health and safety protocols, guidelines

on quarantine facilities, and allowing COVID-19 negative students to stay inside the Academy.
 In the study of Mariano, Marilou (2020). Training of Military Personnel: Issues and

Problems. Given the expanded role of the military in civilian bureaucracy, there is a need to

reexamine the structure and organization of professional military schooling and complementary

civilian education in terms of. (J) training objectives, (2) curriculum content, (3) teaching mix

and (4) composition of faculty to determine whether these programs provide the necessary skills

for administrative competence. It is also recommended that a complete and detailed training and

development program audit be undertaken at least every two years.

According to the study of Sunio, Varsolo (2022). Research and Development Agenda for

the Philippine Maritime Sector: Results from Stakeholder Consultation. The most critical

Science and Technology (S&T) interventions or solutions that need to be developed and

prioritized to advance and transform maritime transport in the Philippines. We present the results

of our consultations with 42 stakeholders, representing a total of 16 organizations from the

government agencies, academe, private sector and maritime associations. We group the responses

of our stakeholders into topics and identify three R&D themes: development of fleet and

facilities, digital transformation of the maritime sector, and maritime security/safety and

environmental protection. Our stakeholders rank the protection of marine environment as the

most important, while the development of autonomous ships as the least important. We

recommend that the results of our study be used by relevant agencies and institutions as basis for

the identification and prioritization of maritime-related transport projects.

In the study of Laguador, Jake (2019). Maritime Students’ Interest towards Enrolled

College Degree and Experienced Program Difficulty. It determine the level of interest of the

First Year Maritime Students towards their enrolled college degree and how they differed in

terms of program difficulty. Descriptive type of research was utilized in the study with 126
respondents. Result showed that they have expressed higher level of interest based on the

affective domain of learning followed by psychomotor. Findings also revealed that those

maritime students with low level experienced of program difficulty have expressed higher level

of interest towards the maritime program in terms of cognitive domain; while those maritime

students with high level of interest based on affective domain towards the maritime program are

also those who experienced higher level of program difficulty. Certain level of students’ interest

towards maritime program describes how far they could overcome the difficulties of their chosen

college degree and the findings suggest that the first year students need more

Conceptual Framework

The conceptualization of the framework of this study is to determine the Perception of

4CL Maritime Students on the effects of Quasi-military training on their Academic and Social

Development is shown in figure 1.

The researcher Perception of 4CL Maritime Students on the effects of Quasi-military

training on their Academic and Social Development.

In the manner of interview, the Perception of 4CL Maritime Students on the effects of

Quasi-military training on their Academic and Social Development was discussed through the

assistance of a structured interview guide. Afterwards, the researchers analyzes what are the

perceptions of the maritime students of Philippine Merchant Marine Academy of San Narciso,

Zambales.

Reactions of the respondents (positive and negative experiences) are also the concern of

this study an output of this study would be an propose program for the Philippine Merchant

Marine Academy of San Narciso, Zambales

 Figure 1 Paradigm of the Study

Academic Performance
 Written Exam
 Oral Exam
EFFECTS OF QUASI-MILITARY  Project and Assignments
TRAINING
Social Development
 Relationship with the Family
 Relationship with peers
 Relationship with the senior

Perception of 4CL Maritime

A PROPOSED INTERVENTION Students on the effects of Quasi-
PROGRAM military training on their Academic
and Social Development

Figure 1. Paradigm of the Study

The paradigm above shows the process of the study, it consists of the procedure on the

Perception of 4CL Maritime Students on the effects of Quasi-military training on their Academic

and Social Development. The first arrow indicates the effects of quasi-military training on
academic performance specifically on the written exam, oral exam, and project and assignments.

It also stipulates the effects of quasi-military training on social development which involves the

relationship with the family, relationship with peers, and relationship with Seniors. In the second

arrow depicts the Perception of 4CL Maritime Students on the effects of Quasi-military training

on their Academic and Social Development.