665
Navigation and Seamanship Concepts Learned and
Students’ Level of Satisfaction in Training Ship
A.A. Bangalisan II & B. O. Morit
John B. Lacson Foundation Maritime University (Arevalo), Iloilo City, Philippines
ABSTRACT: This study aimed to determine the concepts learned in Navigation and Seamanship as well as the
level of satisfaction of students’ in using the training ship in terms of food, accommodation, readiness of venue,
quantity of equipment, activities, speakers, and ships’ crew. The respondents of this study were the 129 students
of JBLFMU-Arevalo. They were selected through stratified and cluster sampling. A questionnaire was sent to the
respondents through e-mail and Facebook messenger to gather the data. The comments of the students were
classified according to themes. For BSMT 1 – Familiarization and Ship Tour, in Navigation, the themes are
learning the ship nomenclature and manipulating the different navigational equipment onboard, inculcating
skills to plan and manage a ship for safety voyage, employing the concepts learned about the various ship
positioning to arrive at the port or point of destination, and refining the importance of learning the qualities of a
competent navigator. In Seamanship, the themes are enhancing concepts learned about the importance of
prioritizing safety on board and learning the International Maritime Law, learning the important purposes and
uses of the different navigational equipment on board, improving skills on proper operation of the ship, and
uplifting the duties and responsibilities of officers and crew members on board. For BSMT 2, Port and Anchor
Watch, in Navigation, the themes are, learning the uses and importance of the different navigational equipment
on board, different types of navigation use to navigate accurately, employing the concepts learned about the
various ship positioning to arrive at the port or point of destination, uplifting the duties and responsibilities of
officers and crew members on board, and defining navigation for watercraft. In Seamanship, the themes are
learning about anchor operations, familiarizing different parts of the ship, integrating seamanship skills in
navigation, enhancing concepts learned about the importance of prioritizing safety on board, learning mooring
operation, and definition of seamanship. For BSMT 3, Navigational Trip, in Navigation, the theme is learning the
different navigational equipment on board and for Seamanship, improving seamanship skills. Having different
themes for every year level indicates that the students have actually learned various knowledge about Navigation
and Seamanship during their stay onboard the training ship. For the students’ level of satisfaction, the grand
mean is described as “High”. This means that some aspects are good in terms of food, accommodation, venue,
quantity of equipment, activities, speakers, and ships’ crew. This study concludes that the concepts learned by
students’ in Navigation and Seamanship varies in each activity. Furthermore, the students were highly satisfied
in using the training ship’s amenities in terms of food, accommodation, readiness of venue, quantity of
equipment, activities, speakers, and ships’ crew. The researchers recommend another follow-up study to include
respondents from other units as well and some other non - JBLFMU/JBLCF students utilizing the training ship to
further validate the results, reduce the number of students participating in every activity to optimum to maximize
the outcome intended for each activity, and finally, create a multiple choice questionnaire to assess better the
concepts learned and to be given personally to the respondents.
http://www.transnav.eu
the International Journal
on Marine Navigation
and Safety of Sea Transportation
Volume 16
Number 4
December 2022
DOI: 10.12716/1001.16.04.08
666
1 INTRODUCTION
For more than a year, the JBLFMU training ship has
been utilized by all three JBLFMU academic units to
maximize the learning experiences and to improve the
skills of the students. The training ship is used to train
students as a sailor and future maritime officers and at
the same time housing the students during the course
of their activity onboard the training ship.
The training ship serves as an instrument in the
hands-on application and the development of the
student’s knowledge in Navigation and Seamanship. It
is utilized to supplement the theoretical knowledge of
the students discussed inside a classroom. The training
ship has been purchased for each school to have
standardization of training, at-sea experience,
familiarization training, and expose them to the real
operations while the ship is in port, at anchor, or at sea.
The knowledge of the students is further enhanced
and improved if paired with a hands-on application.
According to data released in 2014 “Learning in
America Survey” 52% out of the 1,011 respondents
listed active participation through hands-on training as
the best learning method, and listening inside a
classroom is only 16% of the total respondents [1].
A manual/handbook on Best Practice Guide for
Recruitment, Welfare, and Ability of Cadets deals with
cadets as learners toward the beginning of their
adventure in the sea business. Subsequently, the
industry division has that commitment to give a steady
preparing stage to the improvement of abilities,
information, and comprehension in a proper preparing
condition and culture with center and prosperity.
Cadet preparing software engineers ought to likewise
support an association's long haul keeping an eye on
the system [2].
Mr. Dario Alampay of the Filipino Ship-owners
Association (FSA), urged vessel proprietors to give
billets to cadets. He expressed that if the nation is truly
keen on keeping up its title as the world's main
provider of profoundly qualified sailors, vessel
administrators should do everything conceivable to
give sea cadets shipboard compartments required by
the last to pick up their seagoing experience [3].
World sea specialists state that the transportation
exchange is as yet confronting a worldwide deficiency
of 10,000 officials. In spite of measures done by the
business to control the mass migration, there has
consistently been a battle to draw in fresh recruits of
graduates from various sea countries have neglected to
fulfill the need of qualified officials in the Philippines
presently considered as the chief provider of the
world's sailors. Sea foundations have been delivering
about 40,000 cadets for every year around 10% or just
4,000 lean toward their profession adrift. Today,
benchmarking the exhibition of the worldwide field of
nautical countries has been the most recent pattern in
transportation [4].
Consequently, it goes without saying that the
intended learning outcome of the course can be
achieved best during a hands-on situation. Carefully
designed activities and assessments prepared for the
students during their stay onboard the training ship
must be done, making sure all students are able to
perform the said activity individually and in the
presence of a competent officer/instructor.
The activities on board the training ship must be
properly regulated, controlled, and organized to
maximize the stay of the students and their learnings,
adhering to all shipboard rules and regulations. Thus,
this study was conducted.
This research aimed to determine the knowledge of
the students in Navigation and Seamanship and their
level of satisfaction onboard the training ship.
2 MATERIALS AND METHODS
2.1 Research Design
This research utilized survey as a research design. A
survey involves asking people for information through
a questionnaire, which was distributed on paper [5].
Survey was used because the concepts learned in
Navigation and Seamanship in various activities while
utilizing the trainings ship were determined from
BSMT students while the level of satisfaction in various
activities while utilizing the trainings ship were
identified from Bachelor of Science in Marine
Transportation (BSMT) and Senior High School (SHS)
students.
2.2 Participants
The respondents of this study were the 129 students
composed of 76 BSMT and 53 SHS students. These
BSMT students have experienced various activities at
the training ship. They were selected through stratified
and cluster (by section) random sampling techniques.
These BSMT students answered on what concepts they
had learned in Navigation and Seamanship in various
activities at the training ship. For BSMT 1 students
(Familiarization and Ship Tour), 18 students were
selected. Fifty two (52) BSMT 2 students for Port and
Anchor Watch and six BSMT 3 students for
Navigational Trip.
Meanwhile, the same sampling procedure was
applied in selecting the 53 SHS students composed of
23 Grade 11 and 30 Grade 12 students. It must be noted,
that SHS students answered only the level of
satisfaction of the various activities in the training ship.
2.3 Instrument
The researcher-made questionnaire was used to
determine the concepts learned in Navigation and
Seamanship for Familiarization and Ship Tour, Port
and Anchor Watch, and Navigational Trip through the
4-item open-ended questions.
On the other hand, a four-point Likert scale was
used to determine the level of students’ satisfaction on
the various activities such as Familiarization and Ship
Tour, Port and Anchor Watch, Navigational Trip, Ship
Tour, and Ship Immersion where they answered each
statement that range from 1 to 4 where 1 is Very Low
and 4 is Very High. Each activity consists of seven
ships’ amenities: food, accommodation, readiness of
venue, quantity of equipment, activities, speakers, and
ships’ crew.
667
This researcher-made questionnaire was validated
by three experts in research and grammar and
underwent reliability-testing through Cronbach alpha
with a reliability index of 0.84.
2.4 Data Collection
Data were collected from the open-ended
questionnaire to generate concepts learned in
Navigation and Seamanship. Moreover, another set of
questionnaire was used to capture the satisfaction level
of maritime students in utilizing the training ship for
various activities such as Familiarization and Ship
Tour, Port and Anchor Watch, Navigational Trip, Ship
Tour, and Ship Immersion. The questionnaire was
administered to the respondents through e-mail and
Facebook messenger and the response were retrieved
through the same platform.
2.5 Data Analysis
In the qualitative data, themes were generated from the
concepts learned in Navigation and Seamanship while
mean, descriptive rating, and indicators were used for
interpreting the students’ satisfaction level as shown in
Table 1.
Table 1 Mean, Descriptive Rating, and Indicators for
Students’ Satisfaction Level
________________________________________________
Mean Descriptive Indicators
Scale Rating
________________________________________________
3.51-4.00 Very High All aspects are good in terms of
accommodation, food, venue,
equipment, activities, speakers
and ships’ crew.
2.51-3.50 High Some aspects are good in terms of
accommodation, food, venue,
equipment, activities, speakers
and ships’ crew.
1.51-2.50 Low Many aspects need improvement
in terms of accommodation, food,
venue, equipment, activities,
speakers and ships’ crew.
1.00-1.50 Very Low All aspects need improvement in
terms of accommodation, food,
venue, equipment, activities,
speakers and ships’ crew.
________________________________________________
3 RESULTS AND DISCUSSION
Navigation and Seamanship concepts learned by the
students’ in using the training ship from various
activities were classified according to themes.
3.1 Familiarization and Ship Tour
3.1.1 Navigation
Learning the ship nomenclature and manipulating
the different navigational equipment on board. Twelve
respondents highlighted ship nomenclature and the
different navigational equipment on board ship (i.e.,
saw the different parts of the ship and the different
equipment used in navigation; know the functions and
importance of different navigational equipment on
board; tried and utilized all the navigation equipment
on board such as radar, gyro compass, ARPA, ECDIS,
echo sounder, etc.; and learn how to compass reading,
plotting, GPS reading, Correcting the compass and
Map reading). Fan, Huang, Jiang, and Xu [6] in their
report, the introduction of three-dimensional models
and actual ship driving systems was suggested and
analysis was presented on "virtual-real" and "dynamic-
static" technologies and equipment for ship navigation.
The hydrological variables, topographical
characteristics, rivers, traffic patterns, and ship driving
data are effectively incorporated in the proposed
process, concentrating on achieving key developments
such as the convergence of simulations and actual ship
driving as well as the fusion of multi-source
knowledge.
Inculcating skills to plan and manage a ship for
safety voyage. Three respondents stated that they
learned how to plan and manage a ship for a safety
voyage (i.e., controlling a ship to have a safe voyage
and the importance of planning, managing, and
directing a vessel’s voyage). Lazarowska [7] presented
the design and evaluation of modern ship route
preparation and collision avoidance algorithms. The
results of his findings have contributed to the
development of new technologies in the field of
autonomous ship navigation that will lead to making
shipping safer and more efficient.
Employing the concepts learned about the various
ship positioning to arrive at the port or point of
destination. Two respondents stated that they had
learned the concept of ship positioning (i.e., the use of
fixed position, dead reckoning position, estimated
position, and the purpose of navigation which is to get
the speed, direction to arrive at the port, and determine
the present position). One of the key duties of marine
administration services is to ensure maritime safety in
areas where vessel traffic is monitored. In these parts
of the sea, coastal radar stations, part of the facilities of
the vessel traffic detection and control scheme, are
used to detect the movements of ships [8].
Refining the importance of learning the qualities of
a competent navigator. One respondent learned some
of the qualities of a navigator like the importance of
being competent navigator on board vessel. The mental
workload assessment during ship handling training
typically depends on professionals (captain, pilot) with
a lot of experience on board [9]. In addition, Ihor et al.
[10] claimed that based on the results of the
experimental research of successful interaction
creation of 'The Ship's Captain and the Pilot' through
training technologies, it will promote solving problems
in the training of ship handlers, as well as in improving
captain skills.
3.1.2 Seamanship
Enhancing concepts learned about the importance
of prioritizing safety on board and learning the
International Maritime Law. Eight respondents
learned about the importance of safety on board (i.e.,
familiarizing and understanding the basic safety
procedures in the ship; the safety of oneself, crew and
the ship; the importance of wearing safety gear such as
safety helmet and high-visibility clothing, the
importance of safety onboard the vessel by properly
following the rules and instructions onboard the
vessel, always prioritizing safety on board and
learning the concepts of International Maritime Law).
668
Although the advancement of techniques and
technology has greatly improved ship navigation
during sailing, seafarers are now expected to be well
versed in a growing array of maritime regulations and
procedures promoting the safety of life and property at
sea and the conservation of the marine environment,
while at the same time ensuring the unimpeded
exploitation of ships. For the Master, as the person with
the highest responsibility on board a ship, that
particularly applies [11]. Learning the important
purposes and uses of the different navigational
equipment on board. Five respondents learned the
ship’s nomenclature and uses of different equipment
on board (i.e., the use of tools on board; different
equipment on board and their uses like vests, life raft,
etc.; the operation of deck equipment; ship’s
nomenclature purposes and uses; and the different
ship’s line.) Lee, Kim, Lee, and Cho [12] mentioned the
primary cause for marine accidents is human error
with regard to the running of the ship. The human
error of the officers in charge of the watch is linked to
the capacity of the officers to manage navigational
equipment. A vital function is played by navigational
devices to help officers determine what to do for safe
navigation. Therefore, the ability to manage
navigational equipment means not only the
application of equipment, but also the full
understanding of the device, such as the analysis of
information obtained from equipment, the effective
use of information in the light of navigational
circumstances.
Improving skills on proper operation of the ship.
Three respondents stated that they learned about the
concept of operating and handling the ship (i.e., how
the bridge of the ship operates and what it does in
order to navigate the ship to the right course, watch
keeping and ship handling). Quality assurance of ships
and equipment and the development of management
schemes can only work if expertise and experience are
contributed by the responsible persons involved in
shipping. The IMO has placed a lot of effort into
legislation and guidelines that help the growth of
workers [13].
Uplifting the duties and responsibilities of officers
and crew members on board. Two respondents learned
the duties and responsibilities of an officer on board
(i.e., the duties and responsibilities applied by a
seafarer and the ship-board organizational structure or
the roles and crew members on board.) The crews of
the ship are the personnel who sail on board a ship and
are mainly responsible for its service while the ship is
at sea (with some responsibility when at port). A
decreased workload for the shipping crew can be
accomplished during the port stay of the vessels by
shifting some routine duties to shore-side personnel. In
addition, the accessibility of welfare services and
clearer knowledge about their offerings should be
given greater importance. Measures to encourage visits
to maritime health facilities should be taken as an
effective refuge for seafarers [14].
3.2 Port and Anchor Watch
3.2.1 Navigation
Learning the uses and importance of the different
navigational equipment on board. Twenty respondents
learned the concepts, uses and importance of different
navigational equipment on board (e.g. the concepts of
navigational equipment such as ECDIS, Radar, GPS,
AIS; the difference between the magnetic and the gyro
compasses; using the instrument sextant; how to use
the different navigational equipment on board and its
importance; learned how to use and operate the
Radar/ARPA and other equipment onboard; learned
how to detect targets, gather information about the
targets’ distance, other objects and how to avoid
collision; learned how to use X band and S band radar
as well as of Gyrocompass in coastal; how to use
NAVTEX to receive intended type of messages,
Weather Facsimile to obtain a weather chart, Gyro
Compass, GPS, taking azimuth of celestial body and
computing its error and other use of other navigational
equipment; how to take bearings on terrestrial objects
accurately and have gained a lot of knowledge on how
to use the basic operations of ECDIS and ARPA
especially passage planning; using sextants and
celestial calculations such as Nories Table has also
given me a primary idea how to solve errors on charts;
solving of problems with the aid of almanac;
operational use of Radar/ARPA and other Equipment
onboard, how to detect targets and display the
information on the screen such as the distance of the
ship from land, any floating objects and other vessels
to avoid a collision; the used of maps or charts and
recognized different symbols and signs; the used of
compass and other navigational tools; knowledge on
how to use Radar to determine distances of certain
objects whose position is known; and learned different
navigational terms; the use of parallel indexing
technique in the marine radar in order to monitor the
progress of the vessel on its course or track; learned
about the calculations we need to apply on board in the
future as a seafarer and how to operate equipment such
as the sextant). Fan et al. [6] in their report, the
introduction of three-dimensional models and actual
ship driving systems was suggested and analysis was
presented on "virtual-real" and "dynamic-static"
technologies and equipment for ship navigation. The
hydrological variables, topographical characteristics,
rivers, traffic patterns, and ship driving data are
effectively incorporated in the proposed process,
concentrating on achieving key developments such as
the convergence of simulations and actual ship driving
as well as the fusion of multi-source knowledge.
Different types of navigation use to navigate
accurately. Nineteen respondents stated that they
learned the concepts of different types of navigation
use to navigate accurately (e.g. celestial navigation,
terrestrial navigation, electronic navigation, dead
reckoning, GPS, maps and compass, how to solve
celestial navigation problems with the data we
gathered using the sextant and became familiar on
some formulas regarding celestial navigation.)
Navigation is a field of study which focuses on the
process of monitoring and controlling the movement
from one place to another of a craft or vehicle. Four
general divisions form the field of navigation: land
navigation, maritime navigation, aeronautical
navigation and space navigation. It is also the term of
art used to conduct navigation duties for the advanced
skills used by navigators. Compared to known
positions or patterns, all navigational strategies include
finding the position of the navigator. In a wider
context, navigation may refer to any capacity or
669
analysis involving the determination of location and
direction. Navigation requires orientation and
pedestrian navigation in this context [15]. Employing
the concepts learned about the various ship positioning
to arrive at the port or point of destination. Nine
respondents stated that they learned the concept of
ship positioning (e.g. the 3 types as with different ways
to describe location; how to plot your position
manually on the chart and there are several types of
determining your location manually just like running
fix and navigating the ship by the use of the ECDIS by
the help of the GPS; several concepts like position
identification through the use of cross-bearing; the
application of waves and currents to the positioning of
a ship when anchored but not in a docking site, how to
use a sextant, how to solve and calculate position using
the sextant and the sun, and how the radar manually
operates; practice estimating distances through getting
the compass bearing of the navigational landmarks;
getting the azimuth distances of celestial objects
through navigational stars or sun to know your ships
position; how to get your position by the use of light
house; the use of maps or charts and recognized
different symbols and signs; the use of compass and
other navigational tools; knowledge on how to use
Radar to determine distances of certain objects whose
position is known; and how to get your position by the
use of light house; the use of maps or charts and
recognized different symbols and signs; the used of
compass and other navigational tools; knowledge on
how to use Radar to determine distances of certain
objects whose position is known). One of the key duties
of marine administration services is to ensure maritime
safety in areas where vessel traffic is monitored. In
these parts of the sea, coastal radar stations, part of the
facilities of the vessel traffic detection and control
scheme, are used to detect the movements of ships [8].
Uplifting the duties and responsibilities of officers and
crew members on board. Four respondents learned the
duties and responsibilities of officer on board the ship
(e.g. the importance of fulfilling the duties and
responsibilities of each crew for the sake of effective
and safe navigation, learned that one should be a
responsible officer on board, the proper use of life-
saving appliances, and the international Convention
from the safety of Life at Sea wherein it was discussed
hat we must protect the lives of every personnel and
the prevention of marine pollution). The crews of the
ship are the personnel who sail on board a ship and are
mainly responsible for its service while the ship is at
sea (with some responsibility when at port). A
decreased workload for the shipping crew can be
accomplished during the port stay of the vessels by
shifting some routine duties to shore-side personnel. In
addition, the accessibility of welfare services and
clearer knowledge about their offerings should be
given greater importance. Measures to encourage visits
to maritime health facilities should be taken as an
effective refuge for seafarers [14]. Defining navigation
for watercraft. Two respondents (Respondents 36 and
44) stated the definition of navigation which is the
movements of watercraft from one point to another; (a
vessel is not drifting and under way which varies with
the craft type, area of operation, and mission).
Navigation is organized and goal-directed movement
by organisms or intelligent machines through the
world. It requires both movement preparation and
implementation. The two elements of locomotion and
way finding can be understood to involve it [16].
3.2.2 Seamanship
Learning about anchor operations. Eleven
respondents stated that they have learned the concept
of ship anchoring operations (e.g. learned how to
anchor watch; the concept on how to drop the anchor;
proper ways of anchoring the ship; introduced with the
proper operation of the anchors and cables; have a
glimpse of the principles and guidelines during
anchoring, give us an idea on how, where, and when is
the best way and place to anchor the ship; how to drop
the anchor the safest way and as well as familiarizing
the parts of the bow and anchor of the ship; ship’s
position during anchorage with regards to the
direction of the wind; learned on what to do’s and what
not to do during anchoring operations; and learned
how to anchor a ship and that the tides’ direction varies
by the day so a good sailor should know where to
anchor it safely and foresee possible tide influence that
may put the ship in danger). The phrase 'anchor
handling' covers a wide range of procedures, including
the following: removing the anchor from the rig,
transporting and deploying the anchor to its proper
position, retrieving and transporting the anchor from
the sea floor to the surface, carrying the anchor on
board the recovery vessel, and bringing the anchor
back to the ship. Both of the above include some anchor
handling procedures, while some procedures involve
only any of the above [17].
Familiarizing different parts of the ship. Twelve
respondents learned and familiarize the ship’s
nomenclature (e.g. the parts of the ship and their
terminologies; manage to learn the different parts of
the ship and their uses; the basic information about the
ship: its vessel’s name, call sign, length overall, gross
tonnage, net tonnage and etc.; chance to be familiarized
with the ship’s components and nomenclature
especially what makes up the accommodation and the
bridge of the ship; familiarized ourselves with the
overall structure of the ship; different machinery and
parts of the bow and body of the ship in actual
observation; and learned about the equipment on the
forward and aft parts of the vessel which includes the
tension winch, anchor, cable, etc.). Although the
rudder, anchor, bow, keel, accommodation, propeller,
mast, bridge, hatch covers, and bow thrusters are
typical visible parts of a hull. In the other hand, the ship
consists of an intangible yet rigid part; bulkheads,
supports, cargo holds, hopper tank, double bottom,
girders, cofferdams, side hull, etc. With traditional
words such as front, left, right, and back,
understanding ship building is complicated and
uncomfortable; so we can look at some of the common
nautical terms used on the ship [18].
Integrating seamanship skills in navigation. Eleven
respondents learned the concept of watch keeping (e.g.
the importance of deck watch duty and the basic steps
on steering the ship; learned about Deck Watch
keeping time; practicing good watch keeping during
night time and how to maneuver the ship; the different
position and respective duties each member must do;
learned many important protocols while having the
bridge watch keeping and the information that needs
to be recorded while having the watch; communication
670
equipment that was used and the duties of the officer
to perform navigation watch; and able to participate
watch duties supervised by our STO and the Officer on
watch). Seamanship only involves the expertise and
experience that a seaman requires. This is apparent
since most seamanship books appear to be textbooks
that do not explicitly describe the term, but rather only
present the range of skills and expertise needed to
function at sea. Seamanship is, in addition, a seaman's
mix of expertise, experience, and overall specialist
mentality. Seamanship is one that cannot be learned in
books, but instead, it is an increasingly acquired
mentality [19].
Enhancing concepts learned about the importance
of prioritizing safety on board. Nine respondents
learned about the importance of safety on board (e.g.
the concepts regarding safety protocols; lifesaving
arrangements; have learned that in order to maintain
the safety of the ship we must practice it; having
Knowledge in doing some task will not lead you to a
risky outcome; basic knowledge on what to do during
emergencies, where to go and what to do; the value of
awareness and safety, following of protocols is a very
necessary thing to do to promote good seamanship).
Although the advancement of techniques and
technology has greatly improved ship navigation
during sailing, seafarers are now expected to be well
versed in a growing array of maritime regulations and
procedures promoting the safety of life and property at
sea and the conservation of the marine environment,
while at the same time ensuring the unimpeded
exploitation of ships. For the Master, as the person with
the highest responsibility on board a ship, that
particularly applies [11].
Learning mooring operation. Eight respondents
stated that they have learned about mooring operation
(e.g. familiarization of mooring equipment; learned on
what to do’s and what not to do during mooring and
anchoring operations; mooring and handling of the
basic operations of the ship itself were introduced to us
by the instructors; how to store ropes and the proper
knot tying; the use of pilot ladder and proper
embarkation and disembarkation onboard). Because of
the high accident risks, vessel mooring is one of the
most risky procedures for ships and terminals. During
mooring operations, several incidents have occurred
that cause serious consequences such as deaths, injury,
emissions and financial loss due to numerous reasons
such as lack of maintenance of mooring equipment,
untrained and inexperienced workers, equipment
failures, heavy weather conditions, inadequate
coordination, errors in the safety process and risk
management failures [20].
Definition of seamanship. Two respondents stated
the definition of seamanship that seamanship is the art
of operating a ship or boat (i.e., the degree of
knowledge needed within these areas is dependent
upon the nature of the work and the type of vessel
employed by a mariner and seamanship is the
knowledge involved in handling and storing ropes,
tying knots and performing practical tasks such as
mooring and anchoring). Seamanship only involves
the expertise and experience that a seaman requires.
This is apparent since most seamanship books appear
to be textbooks that do not explicitly describe the term,
but rather only present the range of skills and expertise
needed to function at sea. Seamanship is, in addition, a
seaman's mix of expertise, experience, and overall
specialist mentality). Seamanship is one that cannot be
learned in books, but instead, it is an increasingly
acquired mentality [19].
3.3 Navigational Trip
3.3.1 Navigation
Learning the different navigational equipment on
board. Six respondents learned how to use the different
navigation equipment on board and the other
respondent mentioned that they learned the concept of
monitoring and maneuvering a vessel and plotting at
same time. Fan et al. [6] in their report, the introduction
of three-dimensional models and actual ship driving
systems was suggested and analysis was presented on
"virtual-real" and "dynamic-static" technologies and
equipment for ship navigation. The hydrological
variables, topographical characteristics, rivers, traffic
patterns, and ship driving data are effectively
incorporated in the proposed process, concentrating on
achieving key developments such as the convergence
of simulations and actual ship driving as well as the
fusion of multi-source knowledge.
3.3.2 Seamanship
Improving seamanship skills. Six respondents
learned the knowledge involved in performing
practical tasks such as anchoring and mooring, tying
knots, and storing and handling ropes. The other
respondent mentioned that the officer on board should
have a proper look out and helms proper execution to
the officer. Seamanship only involves the expertise and
experience that a seaman requires. This is apparent
since most seamanship books appear to be textbooks
that do not explicitly describe the term, but rather only
present the range of skills and expertise needed to
function at sea. Seamanship is, in addition, a seaman's
mix of expertise, experience, and overall specialist
mentality. Seamanship is one that cannot be learned in
books, but instead, it is an increasingly acquired
mentality [19].
3.4 Students’ Level of Satisfaction in Using the Training
Ship
Table 2 shows the students’ level of satisfaction in
using the training ship conducted last school year 2019
– 2020. The grand mean is 3.33 with the descriptive
rating of “High” which means the students are highly
satisfied in using the training ship during their stay
onboard. The highest mean is 3.48 which is the
Navigational Trip. The lowest mean is 3.08 which is the
Port and Anchor Watch. There were only 129
respondents who answered the level of satisfaction.
For Familiarization and Ship Tour, the highest
mean is on ships’ crew which is 3.56 described as “Very
High” while the lowest mean is on quality of food
served which is 2.61 described as “High”.
For Port and Anchor Watch, the highest mean is on
ships’ crew which is 3.48 described as “High” while the
lowest means are on quality of food served and
number of equipment which is 2.69 described as
“High”.
671
For Navigational Trip, the highest mean is on
accommodation of students before and during the
activity which is 3.83 described as “Very High” while
the lowest mean is on ships’ crew which is 3.17
described as “High”.
For Ship Tour, the highest mean is on ships’ crew
which is 3.70 described as “Very High” while the
lowest mean is on quality of food served which is 3.13
described as “High”.
For Ship Immersion, the highest mean is on ships’
crew which is 3.60 described as “Very High” while the
lowest mean is on quality of food served which is 3.17
described as “High”.
Table 2. Students’ Level of Satisfaction in Using the Training
Ship
________________________________________________
Activity Mean Descriptive SD
Rating
________________________________________________
Familiarization and Ship Tour 3.22 High 0.68
Port and Anchor Watch 3.08 High 0.65
Navigational Trip 3.48 High 0.54
Ship Tour 3.47 High 0.55
Ship Immersion 3.41 High 0.60
Grand Mean, Descriptive 3.33 High 0.60
Rating, and SD
________________________________________________
4 CONCLUSIONS
This study concludes that the concepts learned by the
students in Navigation and Seamanship vary in each
activity. This means that the students were actively
participating from the various discussions conducted
inside the classroom as well as in the training ship. In
addition, the learning objectives prepared by the
instructor for each activity conducted onboard the
training ship were appropriate, relevant, and therefore
had been achieved. Moreover, the students were
highly satisfied in various training ship activities.
REFERENCES
1. Harris Interactive. (2014). Learning in America Survey.
Retrieved from https://www.globenewswire.com
2. Adams, J. (2014). Best Practice Guide for
Recruitment,Welfare, and Competence of Cadets.
Intertanko. Retrieved from https://dx.doi.org/
10.24001/ijels.2.4.12
3. Salinas, C. (2010). Provide Berth to Cadets. Retrieved
from Buhay Marino Dyaryo at
https://dx.doi.org/10.24001/ijels.2.4.12
4. Diñoso, F. E. (2011). Sustain Philippine Seafarer’s Rank as
the Best in the World. Retrieved from Buhay Marino
Dyaryo at https://dx.doi.org/10. 24001/ijels.2.4.12
5. Bhat, A. (2019). What is a Survey – Definition, Methods,
Characteristics and Examples. Retrieved from
https://www.questionpro.com/blog/surveys/
6. Fan, Y., Huang, L., Jiang, D., & Xu, X., (2018). Research on
Shipborne Aided Navigation System Based on Enhanced
Traffic Environment Perception. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PM
C6209415/
7. Lazarowska, A. (2019). Research on Algorithms for
Autonomous Navigation of Ships WMU Journal of
Maritime Affairs 18(23). Retrieved from
https://www.researchgate.net/publication/334375364_Re
search_on_algorithms_for_autonomous_navigation_of_s
hips
8. Czaplewski, K., & Świerczyński, S., (2015). Determining
the Accuracy of Ship Position as a Function of Radar
Bearing. Retrieved from
https://ieeexplore.ieee.org/abstract/document/7352224/a
uthors
9. Kitamura, K., MuraI, K., Fukushi, K., & Hayashi, Y.
(2012). Evaluation of Ship Navigator's Mental Workload
for Ship Handling Based on Salivary NO3−. Retrieved
from https://www.researchgate.net/publication/27146
4118_Evaluation_of_ship_navigator's_mental_workload
_for_ship_handling_based_on_salivary_NO3-
10. Ihor, P. S., Vasyl, C. V., Sergiy, D. V., Serhii, Z. M., Pavlo,
N. S., Olena, Y. O., Oleksandr, B. O., & Vadym, M. M.
(2020). Experimental Research of Effective. The Ship’s
Captain and the Pilot. Interaction Formation by Means of
Training Technologies. Retrieved from
evistaespacios.com/ a20v41n11/a20v41n11p30.pdf
11. Petrinović, R., Mandić, N., & Siriščević, E. (2016). The
Importance of Maritime Law in Seafarer Training
Pursuant to Amendments to the STCW Convention.
Retrieved from
https://www.researchgate.net/publication/
301575713_The_Importance_of_Maritime_Law_in_Seafa
rer_Training_Pursuant_to_Amendments_to_the_STCW_
Convention
12. Navigational Equipment: To Focus on the ECDIS.
Retrieved from https://www.researchgate.net/
publication/ 303470523_A_Study_on_Advanced_
Seafarers'_ Training _for_Improving_Abilities_of_
Officers_in_Charge_of_a_Navigational_Watch_who_Ha
ndleNavigational_Equipment_To_Focus_on_the_ECDIS
13. Molland, A. F. (2008). The Maritime Engineering
Reference Book - The human factor. Maritime Education
and Training. Retrieved from https://www.scienced
irect.com/topics/engineering/ship-operation
14. Oldenburg, M., & Jensen, H.-J. (2019). Maritime welfare
facilities - utilization and relevance for the compensation
of shipboard stress. Journal of Occupational Medicine
and Toxicology 14(11), 1-8.
15. Wikipedia. (2001). Navigation. Retrieved from
https://en.wikipedia.org/wiki/ Navigation
16. Montello, D. R. (2005). Navigation. In P. Shah (Ed.) & A.
Miyake, The Cambridge handbook of visuospatial
thinking (p. 257–294). Cambridge University Press.
https://doi.org/10.1017/CBO9780511610448.008
17. Williams, B. W. (1981). Anchor Handling Guides.
Retrieved from https://patents.google.com/patent/
US4278041
18. Abhishek, A. (2019). Different Parts of Ship and its
Function. An Easy Guide Retrieved from
https://shipfever.com/ship-parts-function/
19. Okuzono, J. (2017). Seamanship and the Maritime Safety
Administration in Japan: Linkage between Public
Administration and Navigation. Retrieved from
https://www.jstage.jst.go.jp/article/jintransnavi/2/2/2_53/
_pdf /-char/en
20. Okuzono, J. (2017). Seamanship and the Maritime Safety
Administration in Japan: Linkage between Public
Administration and Navigation. Retrieved from
https://www.jstage.jst.go.jp/article/jintransnavi/2/2/2_53/
_pdf /-char/en
