MOTIVATION AND EXPECTATION OF FRESHMEN CADETS IN MARITIME

EDUCATION AT SAINT JOSEPH INSTITUTE OF TECHNOLOGY

A J D. Acabal, I D. Allego, F.T. Grendula, R S. Magto, R I. Mangahoc, M D G. Mernilo, A M Pareñas
Maritime Academy
Saint Joseph Institute of Technology, Butuan City

ABSTRACT

The study aimed to determine the relationship between motivation and expectation of 1 st
year cadets in pursuing maritime education at SJIT. The respondents are BS Marine
Transportation and BS Marine Engineering 1st year cadets of the academic year 2022-2023
where complete enumeration sampling was used to determine the respondents of the study.
The research used frequency, percent, weighted mean and Pearson r as statistical tool in data
analysis. The findings of the study showed that financial goal and career/professionalism are
strong indicators of motivation than family influence. The results also showed that cadets
expectations in pursuing maritime education is at a very high extent. The correlation between
levels of motivation and expectation indicates that financial goal and career/professionalism has
a strong positive correlation while family influence has a weak positive correlation.

Keywords: Motivation, Expectation, Maritime Education

Introduction

The maritime industry is vastly known for its importance in world trade which is greatly
influential to students that want to get into maritime education. Republic Act No. 10635 governs
maritime education in the Philippines and acknowledges its importance for both national
development and safety. Through a number of laws and regulations, such as Republic Act No.
9295, which establishes the foundation for domestic shipping growth and contains requirements
for marine education, the marine Industry Authority (MARINA) governs this industry. In order to
guarantee the caliber of the education given to seafarers, MARINA Circulars 2014-01 and 2018-
01 create regulations on training standards, certification, and the accreditation of maritime
training institutes. Additionally, the Philippines is in compliance with international training
standards for seafarers thanks to its adherence to the International Convention on Standards of
Training, Certification, and Watch keeping for Seafarers (STCW Convention). These legal
documents work together to create the framework for the nation's effective maritime education
and training. Nowadays, the youth dream big as far as their imaginations could reach. They
want to go beyond the farthest destination. They plan the best for their future and for their
family. Seafaring remains to be enticing to Filipinos who are young resulting in students’
enrollment in maritime courses significantly high making an average of 51,917 enrollees per
annum, both BSMT and BSMarE from the years 2000 to 2008 (Abila, 2016).

Most students pursue maritime courses because it’s a job that can earn more than other
professional jobs. Currently, a third officer or fourth engineer in Taiwan can earn a monthly
salary of around US$5,000 on board in mostly large ocean-going ships. This salary gap is
attractive to some young people seeking to improve their family’s financial status. Those who
have strong expectations to earn more will take such a job to improve their families’ financial
condition (Sung et al., 2019).
 Additionally, interest also plays a big factor in students who want to choose career paths
and it keeps them motivated to learn in line with maritime education. Some maritime students
show levels of interest in their enrolled degree program, agreed strongly that the maritime
profession will take their employment abroad, the maritime profession will bring them to different
places in the world since it is the true nature of their profession, and they find working in the
maritime sector stimulating and challenging (Aguado et al., 2015). The environment and
influence of young people may lead them to pick in pursuing maritime courses. The location of a
home or place of upbringing in which most traditional areas often continue to be significant from
which seafarers may be recruited.

Moreover, the majority of recruits have a seafaring family member who is often their
source of information regarding careers at sea. The influence of family and the use of extended
family connections in the member states in each country were quite different. For example, in
Greece, where family connections are used to help gain employment, while in countries like the
UK are much less evident, although present (Barnett et al., 2006). Family influence could also
be a relevant factor that leads maritime students motivated in pursuing maritime education.
This study examines the satisfaction levels of 2nd-year cadets at Saint Joseph Institute
of Technology Maritime Education and Training in both online and face-to-face learning
modalities. Previous research has shown that face-to-face learning generally leads to higher
satisfaction due to greater social presence, while online learning is perceived as lacking in this
aspect. However, the impact of satisfaction on students' motivation and learning outcomes
suggests a potential link between satisfaction with social presence and interaction and
academic performance. Despite various studies highlighting the differences in satisfaction
between the two modalities, there remains a lack of research exploring how these differences
manifest in the context of the 2nd-year cadets' academic performance. Therefore, this study
aims to gather data on the level of satisfaction regarding social presence and interaction in both
modalities and how it correlates with the cadets' performance in class.

Review of Literature and Studies

Motivation is shown as a catalyst for a seafarer to do better work and stay with the
sector for a longer period. Studies show a positive parallel between motivation and employee
retention. ‘Motivating’ factors which include benefits, salary, accomplishments, opportunity,
promotion, and growth must be offered tosatisfy the employee at work (Wadhwa &
Mahadevan, 2019). According to (Weintrit & Neumann, 2013), the great majority of young
people’s motives for choosing a profession were determined by economic, social, and
psychological factors. It has been statistically proven that if a student chooses a profession
based on his emotions, interest in the profession and understanding of the benefits of
professions, his studies are more effective than if he chooses a profession by accident or
influenced by his/her family or relatives.

Meanwhile, an essential component in attaining positive learning outcomes of fulfilling

the objectives of quality instruction in educational institutions is the motivation of students to
study. The struggle of the students to learn the courses of Maritime Education will result in a
domino effect on their behavior to accomplish their task with passion for brilliance (Atienza et
al., 2017). The related literature, as well as concepts and studies mentioned in this chapter,
provided the researcher with valuable insights and important information in conforming to the
assumptions of the main variables of the present study and will assist in substantiating the
findings of the study.
 Several researchers have highlighted factors affecting motivation and expectation.
Foremost, Laguador (2014) espoused that some environmental factors, most notably their
parents, have a significant impact on students’ career choices. It is already part of Filipino
culture to consult with parents about this decision because they are the ones who will be
providing financial support for their children’s education. In this matter, parents voices and
opinions are incredibly powerful. However, it is still a part of the study’s question whether
students are continuing to follow what their parents want them to be, even if it is not their choice,
or whether they are the ones to decide for themselves. Considering the social environment and
how the importance of the maritime profession in contributing to the economic growth of society
and country is an important aspect to investigate in the study. It also emphasized the
significance of deciding on a college degree program. Aimed to determine the profile of maritime
students in terms of the type of senior high school attended and program preference; to figure
out how much of the variables influence the preference of maritime students in choosing the
college degree program in terms of behavioral, environmental, and personal aspects; to test the
difference in the extent of the aforementioned factors when grouped according to profile; and to
test if there is an association between the type of senior high school attended and program
preference; and to test if there is an association between the type of senior high school attended
(Ghosh & Fouad, 2016).
Research shows that individuals’ career decision-making self-efficacy is mostly
influenced by their families. Families are very influential in shaping their children’s interests and
values, developing self-concepts, and giving positive and negative perspectives on professions
(Halim et al., 2018). Additionally, parents’ education levels might have a moderating effect on
the impact of the students’ family influence, the career decision-making competence of the
students, and on the effect of academic satisfaction levels of the students on the happiness of
students, as educated families are more knowledgeable, experienced, and competent in terms
of life, education, professions, and career paths. In some cases, the high education level of the
parents causes high expectations of the children. This situation shows a decrease in the
happiness of some children who cannot meet these high expectations (Chi et al., 2019).
Moreover, family influence is one of the most crucial mechanisms during career decisions. We
found a significant positive relationship between family influence and Career Decision Self-
Efficacy (CDSE). Most of the literature considers family as a coping mechanism during career
decisions, and family influence has a positive association with CDSE. Parents’ attitudes towards
essential decisions of their children enable children to perceive their support and overcome the
challenges during the process. Trying to provide support without any coercion can contribute to
children’s correct career decisions (Nota et al., 2016).

In the context of passion to reach expectations, Sogor (2021) pointed out that many
seafarers both in the deck and engine departments aspire to achieve the required license,
certifications, and experiences to sail as Captain or Chief Engineer. However, sailing in these
ranks isn’t just about responsibility and authority to make decisions, safety, environmental and
security regulations, but should also entail leadership and motivation of others through showing
life-long learning. They should also be supporting onboard teams and shoreside colleagues in
appealing to life-long learning. Lifelong learners often want to share their passions and
motivations with others and use their collaboration and creativity for the development of the
mariners they lead and manage.

Framework

Motivation
 Financial Influence Expectation
 Financial Goal
 Career/Professionalism
Objectives of the Study

The study aimed to determine whether motivation relates to expectation of freshmen

cadets in the Maritime Education and Training Center. Specifically, it endeavored to answer the
following:

1. Reveal the profile according to course and year level

2. Verify the extent of motivation
3. Determine the extent of expectations
4. Test if motivation is a correlate of expectations

Methodology

The researchers utilized a descriptive-correlational research design to investigate the

motivation and expectation of first-year cadets pursuing maritime education at the Saint Joseph
Institute of Technology (SJIT). The descriptive method was used to describe the students'
motivation and expectation, while the correlational method aimed to determine if there was a
significant relationship between these two factors. The research was conducted at the SJIT
Maritime Education and Training (SMET) campus in Nasipit,. The respondents consisted of 112
first-year cadets enrolled in the Bachelor of Science in Marine Transportation (BSMT) and
Bachelor of Science in Marine Engineering (BsMarE) courses for the academic year 2022-2023.
The research instrument used was an analysis questionnaire comprising various types of
questions, including open-ended and closed-ended, with a 5-point Likert scale to measure
opinions, attitudes, and behaviors.

Results and Discussion

Table 1. Demographic Profile of the Respondents

Age Frequency Percentage
Below 20 years old 79 70.5
20 years old and above 33 29.5
Total 112 100.00
Gender Frequency Percentage
Male 104 92.9
Female 8 7.1
Total 112 100.00
Course Frequency Percentage
BSMT 94 83.9
BSMarE 18 16.1
Total 112 100.00

Table 1 presents the frequency and percentage distribution of the students’

demographic profile. The result showed that out of 112 respondents, 79 (70.5%) are
students belongs to the age of twenty years old and below, while 33 (29.5%) are
students ranging the age of twenty years old and above. This means that most of the
students in Maritime Academy are young adults. In addition, the findings revealed that
out of 112 respondents, 104 (92.9%) are male while 8 (7.1%) were female. This implies
that majority of the respondents are male and they are the most dominant gender taking
up maritime education courses. Furthermore, the result showed that 94 students
(83.9%) took BSMT while 18 students (16.1%) took BSMarE. In summary, it can be
deduced that majority of the respondents took up BSMT program in Maritime Academy.

Table 2. Motivations of the students in pursuing maritime education in terms of: Family Influence
Verbal Result
Specific Indicators of Family Influence Mean
Rating Interpretation
1. I am motivated to take maritime courses
4.11 Agree Very Motivated
because of my parents’ occupation.
2. I am motivated to pursue maritime education Strongly
4.46 Highly Motivated
because my family supports me financially. Agree
3. My parents encourage me to take maritime
3.88 Agree Very Motivated
courses.
4. I chose the maritime education course
3.83 Agree Very Motivated
because of my relatives that influenced me.
5. My parents have a significant influence on
4.04 Agree Very Motivated
my professional choices.
6. I have a family full of seafarers, which is why
Moderately
I chose maritime education because I want to 3.37 Slightly Agree
Motivated
be like them.
7. I have relatives that are supporting me
financially in line with this course, thus, I chose 3.88 Agree Very Motivated
maritime education.
8. I chose maritime education to reach my
4.05 Agree Very Motivated
parents’ expectations.
9. I chose maritime education because my
family can back me up when I need 3.58 Agree Very Motivated
employment.
10. My relatives have convinced me to apply
Moderately
for this maritime course because of the stories 3.37 Slightly Agree
Motivated
they told me about life at sea.
11. My family’s influence played a big role in
3.65 Agree Very Motivated
choosing maritime education.
12. I chose maritime education because my
3.67 Agree Very Motivated
family can afford it.
13. I became interested in maritime education
because my family talked about other people’s
3.79 Agree Very Motivated
experiences in line with this course and how it
could benefit my family.
14. I chose maritime education because my
3.57 Agree Very Motivated
parents recommended it to me.
15. My family has less exposure to other
courses other than seafaring, so they let me
3.40 Agree Very Motivated
choose this course because I can learn from
their experiences too.
Overall weighted Mean 3.78 Agree Very Motivated
Table 2. focused on students' motivations to pursue maritime education and how
family support played a significant role in shaping their decisions. The highest mean
score (4.46) was obtained in the indicator measuring students' motivation to pursue
maritime courses due to financial support from their families, indicating a high level of
motivation ("Strongly Agree"). This finding aligned with a previous study by Kalvaitiene
et.al (2011), which found that economic and social support were major factors
influencing young people's career choices. Students who choose a profession based on
their emotions, interest, and understanding of its benefits tend to be more effective in
their studies compared to those who select a career by chance or influenced by family.
On the other hand, the indicator with the lowest mean score (3.37) was related to
students' motivation to choose maritime education because of family members'
influence, especially those who are seafarers, sharing stories about life at sea. These
students were moderately motivated ("Slightly Agree"). This suggests that while some
students are influenced by the presence of seafarers in their family, it does not exert a
strong motivational impact. The study also mentioned that family connections play a role
in helping family members gain employment in the maritime industry, as supported by
Barnett et.al's (2006) findings.
Table 3. Motivations of the students in pursuing maritime education in terms of: Financial Goal

Verbal Result
Specific Indicators of Financial Goal Mean
Rating Interpretation
1. High salary has been an issue in choosing a Strongly
4.21 Highly Motivated
career. Agree
2. I chose maritime education because I want Strongly Highly Motivated
4.24
to be wealthy. Agree
3. I chose maritime education because I want Strongly Highly Motivated
4.32
to earn a lot of money. Agree
4. I am motivated to pursue maritime education Strongly
4.42
because I want to save more money. Agree Highly Motivated
5. I am motivated to pursue maritime education
Strongly
because I want to invest my money for my 4.56 Highly Motivated
Agree
future.
6. When I have a lot of money, I can help my Strongly Highly Motivated
4.60
family. Agree
7. To earn more money is my professional Strongly Highly Motivated
4.45
goal. Agree
8. Because of my dreams to help my family by
Strongly
giving them money, I am motivated to enroll in 4.52 Highly Motivated
Agree
Maritime Education Course.
9. I am motivated that chose Maritime
Strongly
Education because it will help my needs in the 4.53 Highly Motivated
Agree
future.
10. I choose maritime education to save up
some money to help those who helped me and Strongly Highly Motivated
4.48
also those who influenced me to pursue this Agree
career.
11. I am motivated to take maritime education Strongly
4.31
to earn and buy a lot of land properties. Agree Highly Motivated
12. I choose maritime education to be Strongly Highly Motivated
4.51
financially stable. Agree
13. I'm determined to finish my maritime
Strongly
education to meet my long-term financial 4.58 Highly Motivated
Agree
needs.
14. I am committed to pursuing maritime Strongly Highly Motivated
4.44
education to have insurance. Agree
15. I am pursuing this maritime education to 4.22 Strongly Highly Motivated
 earn quick money. Agree
16. Because of the increased pay for sailors, Strongly
4.32
I'm determined to finish maritime education. Agree Highly Motivated
17. I am pursuing Maritime Education to invest Strongly Highly Motivated
4.45
my money. Agree
18. I am motivated to pursue maritime
Strongly
education so that I can have money to help my 4.52 Highly Motivated
Agree
family and relatives.
19. I choose maritime education to build up
Strongly
different types of businesses in the future using 4.46 Highly Motivated
Agree
the money that I saved.
20. I am motivated to pursue maritime
Strongly
education so that I can have the money to buy 4.43 Highly Motivated
Agree
anything that I want.
Overall weighted Mean Strongly
4.43 Highly Motivated
Agree

Table 3 presents the mean distribution of students' motivations for pursuing

maritime education based on financial goals. All indicators received a rating of "Strongly
Agree," indicating a high level of motivation. The overall weighted mean of 4.43 also
signifies "Strongly Agree" with the interpretation of Highly Motivated. The indicator with
the highest mean score (4.60) was related to the statement that having a lot of money
would enable students to help their families, demonstrating a strong motivation to
pursue maritime courses if their financial situation improves. This finding aligns with
Sung et al.'s (2019) study, which found that many students choose maritime careers
due to the potential for higher earnings compared to other professions, aiming to
improve their families' financial status. On the other hand, the indicator with the lowest
mean score (4.21) was associated with high salary being a crucial factor in career
choice, indicating that students are highly motivated by the prospect of a lucrative
maritime career. The study also mentioned that currently, positions like third officer or
fourth engineer in Taiwan can earn a monthly salary of around US$5,000 on large
ocean-going ships, reinforcing students' aspirations to secure financial stability for
themselves and their families in the maritime sector (Sung et al., 2019). Abila (2016)
also supports this perspective, stating that students plan for their future and their
families, aiming to elevate their family's financial status with the high salary
opportunities offered by the maritime industry.
Reflected in Table 4 are the mean distribution of the level of motivations of the
students in pursuing maritime education considering career/professionalism dimension.
The data revealed that all indicators were rated to “Strongly Agree”. The overall
weighted mean of 4.52 was rated to “Strongly Agree” which indicates Highly Motivated.
Table 4. Motivations of the students in pursuing maritime education in terms of:
Career/Professionalism

Specific Indicators of Verbal Result

Mean
Career/Professionalism Rating Interpretation
1. I am motivated to pursue maritime education Strongly
4.46
because I want to develop leadership. Agree Highly Motivated
2. I am motivated to take maritime courses Strongly
4.60
because I want to become a future seafarer. Agree Highly Motivated
3. I am motivated to pursue maritime education 4.60 Strongly Highly Motivated
 to have a better future. Agree
4. I chose maritime education because I want Strongly Highly Motivated
4.54
to have a successful career. Agree
5. I have the ambition to reach a higher Strongly Highly Motivated
4.55
position in my line of work as a seafarer. Agree
6. I like to be challenged in my work because I Strongly
4.48
want to develop my independent life. Agree Highly Motivated
7. I am grateful to choose maritime education
Strongly
because it led me to practice in the maritime 4.57 Highly Motivated
Agree
industry as my future profession.
8. I am motivated to pursue maritime education
Strongly
because I want to become a Master/Chief 4.54 Highly Motivated
Agree
Engineer onboard the ship.
9. I chose my career of own will. Strongly Highly Motivated
4.45
Agree
10. I enjoy doing the tasks related to this Strongly Highly Motivated
4.52
career. Agree
11. I am motivated and confident to pursue
Strongly
maritime education to get serious about my life, 4.61 Highly Motivated
Agree
goals, and career path.
12. I am motivated to choose maritime
Strongly
education because I want to serve and be one 4.56 Highly Motivated
Agree
of the maritime industries.
13. I've always been motivated to pursue this Strongly
4.44
career since it's what I've always wanted to do. Agree Highly Motivated
14. I’m always motivated to complete this Strongly Highly Motivated
4.50
career since it is my ideal work life. Agree
15. I’m committed to pursuing this career to
Strongly
experience working outdoors and experiencing 4.53 Highly Motivated
Agree
the rough seas as a future seafarer.
16. I’m pursuing this career because such
Strongly
activities as working on board a ship make me 4.46 Highly Motivated
Agree
happy.
17. I'm driven to pursue this career since I've Strongly Highly Motivated
4.46
always wanted to be a seafarer. Agree
18. I chose Maritime Education because it Strongly
4.53
makes me motivated to be a success in my life. Agree Highly Motivated
19. I am motivated to choose Maritime
Strongly
Education because it will help me expand my 4.57 Highly Motivated
Agree
knowledge in Navigating the Seas.
20. I have high expectations when choosing Strongly
4.50
maritime education as my program in college. Agree Highly Motivated
Overall weighted Mean Strongly Highly Motivated
4.52
Agree

The data on table 4 focused on students' motivations for pursuing maritime education, with
the indicator "I am motivated and confident to pursue maritime education to get serious about
my life, goals, and career path" receiving the highest mean score of 4.61, indicating a strong
motivation ("Strongly Agree"). This suggests that students were highly motivated to pursue
maritime courses because they are committed to their life, goals, and career path. Similar
findings from Aguado et al. (2015) indicated that maritime students show a high level of interest
in their degree program and have positive perceptions of the maritime profession, anticipating
employment abroad and diverse experiences worldwide. Additionally, many seafarers aspire to
obtain the required licenses and certifications to advance in their careers, as highlighted by
Sogo (2021). The indicator with the lowest mean score of 4.44 was related to the statement "I've
always been motivated to pursue this career since it's what I've always wanted to do," also
signifying a high level of motivation ("Strongly Agree"). This indicates that students pursue
maritime education because it aligns with their desired career path, motivating them to work in
the maritime sector, as supported by Weintrit & Neumann's (2013) study, which highlighted that
young people's career choices are influenced by economic, social, and psychological factors.
The study concluded that some students pursue maritime education because it is genuinely
what they have always wanted to do in their lives.

Table 5. Expectation of the students in pursuing maritime education

Specific Indicators of Expectation Mean Verbal Rating Result Interpretation

1. To study hard. 4.37 Strongly Agree Very High Extent

2. To have high grades. 4.31 Strongly Agree Very High Extent

3. To be able to graduate in a maritime 4.62 Strongly Agree Very High Extent

program.

4. To pass the board exams. 4.61 Strongly Agree Very High Extent

5. To complete training. 4.54 Strongly Agree Very High Extent

6. To be fluent in English. 4.47 Strongly Agree Very High Extent

7. To go on apprenticeship after CAR. 4.54 Strongly Agree Very High Extent

8. To become an officer someday. 4.58 Strongly Agree Very High Extent

9. To share my knowledge and skills with 4.63 Strongly Agree Very High Extent
others who share the same dreams.

10. To improve my leadership. 4.35 Strongly Agree Very High Extent

11. To reach the expectations of my family. 4.35 Strongly Agree Very High Extent

12. To earn a high salary. 4.46 Strongly Agree Very High Extent

13. To be successful in my 4.55 Strongly Agree Very High Extent

career/profession.

14. To be my family’s successor. 4.39 Strongly Agree Very High Extent

15. To meet other peoples in other countries 4.36 Strongly Agree Very High Extent
and onboard the vessel.

Overall Weighted Mean 4.48 Strongly Agree Very High Extent

 The study revealed that the indicator with the highest mean score (4.63) was related to
students' motivation to share their knowledge and skills with others who have similar dreams.
This indicates that students have a very high extent of motivation in wanting to share their
expertise with like-minded individuals. This finding aligns with Sogor's (2021) assertion that
supporting lifelong learning and fostering collaboration among mariners is crucial for their
development and growth. On the other hand, the indicator with the lowest mean score (4.31)
pertained to students' expectation of achieving high grades. Although students strongly agreed
that high grades are important, their mindset regarding grades was not overly significant. While
grades can be valuable for employment purposes, the research suggests that students prioritize
other aspects of their education and career goals. Chi et al. (2019) suggest that high
expectations from parents can sometimes lead to decreased happiness in students who cannot
meet those expectations. Additionally, Chen and Cheng (2018) emphasize the importance of a
rational and fair learning evaluation system that aligns with students' personal goals and
aspirations, particularly regarding high-quality employment opportunities.

Table 6. Levels of Motivation as correlates to Expectation

Levels of Motivation Expectation

Family Influence Pearson Correlation 1 .361**

Sig. (2-tailed) .000

N 112 112
Financial Goal Pearson Correlation 1 .649**

Sig. (2-tailed)
.000

N 112 112
Pearson Correlation 1 .624**
Career/Professionalism
Sig. (2-tailed) .000

N 112 112

**. Correlation is significant at the 0.01 level (2-tailed).

The table presents the Pearson correlation analysis of the entire model, indicating a
significant relationship between the levels of motivation and expectation among students. The
data reveal that there is a significant correlation between family influence and expectation, with
a Pearson correlation coefficient of .361** at a 0.01 (2-tailed) level of significance.
Furthermore, financial goals and expectation show a significant correlation with a Pearson
correlation coefficient of .649**. Similarly, career/professionalism also exhibits a significant
relationship with a Pearson correlation coefficient of .624** at a 0.01 (2-tailed) level of
significance. These findings imply that the levels of motivation are significantly correlated with
expectation, thereby leading to the acceptance of the hypothesis. Previous studies highlight
the importance of parental expectations in influencing children's academic standards, as
perceived by the children themselves (Yamamoto & Holloway, 2010). Additionally, some young
individuals are enticed by the opportunity to improve their family's financial situation, which can
impact their career expectations (Chen et al., 2015). The research findings further indicate that
students are aware of various internal and external factors that influence their current job
expectations (Paa & McWhirter, 2000).

Conclusions
The following conclusions were drawn from the study:

1. The study found that the majority of students in the Maritime Academy were young, with
males being the dominant gender enrolled in maritime education courses. Additionally, most
respondents chose to pursue the Bachelor of Science in Marine Transportation (BSMT)
program.

2. Regarding the levels of motivation among students, the following conclusions were drawn
based on the highest weighted mean scores:

2.1. Question number two, which assessed the students' motivation to pursue maritime
education due to financial support from their families, received a "Strongly Agree" rating and
indicated a high level of motivation. This suggests that students were highly motivated to pursue
maritime courses because their parents financially supported them.

2.2. Question number six, which focused on the students' motivation related to their financial
status and their ability to support their families when they have ample money, also received a
"Strongly Agree" rating. This indicates that students were highly motivated to pursue maritime
courses when their financial status improved and they could provide assistance to their families.

2.3. Question number eleven, which examined students' motivation and confidence in pursuing
maritime education to take their life, goals, and career path seriously, received a "Strongly
Agree" rating. This suggests that students were highly motivated to pursue the maritime course
because they were dedicated to their life, goals, and career path.

3. The highest weighted mean score for expectation was observed in statement number nine,
which stated the students' desire to share their knowledge and skills with others who have
similar dreams. This statement received a "Strongly Agree" rating and indicated a very high
extent of motivation. Thus, students were motivated to a significant degree because they
expected to share their skills and knowledge with like-minded individuals who shared their
aspirations.

4. The study identified a significant relationship between family influence and expectation, with a
Pearson correlation coefficient of .361** at a 0.01 (2-tailed) level of significance. This suggests
that the levels of motivation are significantly correlated with expectation. Therefore, the
hypothesis cannot be rejected.

Recommendations

The Saint Joseph Institute of Technology Administration should implement a better and
more interactive maritime education system to enhance the interests of cadets. They should
also provide easily accessible online and offline learning materials to bridge cadets' knowledge
gaps. Additionally, they should promote the inclusion of more women in maritime education to
increase female representation.
 Regarding levels of motivation, it is important to acknowledge that the majority of first-
year cadets are highly motivated in choosing maritime education. However, it is also important
to recognize that external factors, such as family support and financial considerations,
significantly influence their motivation.

For the expectation result, it is important to note that first-year cadets have high
expectations for their maritime education. However, it is also important to encourage a broader
range of expectations among cadets to ensure a more diverse set of aspirations.

Future researchers should conduct further investigations into the drivers behind first-year
cadets' pursuit of maritime education and their expectations. They should also encourage other
maritime institutions to explore similar research to generate insights beneficial to the maritime
industry.

References

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