New Revised Thesis (Comparison Between Local & Foreign Engineers)

MARITIME ACADEMY OF ASIA AND THE PACIFIC - KAMAYA POINT
Associated Marine Officers' and Seamen's Union of the Philippines - PTGWO-ITF

K a m a y a P t . , B rg y. A l a s - a s i n , M a r i v e l e s , B a t a a n
“Ensuring Excellence at Sea at All Times” Page 1 of 47
Running head: THE COMPARISON BETWEEN LOCAL AND FOREIGN ENGINEERS
Comparison between Local and Foreign Engineers in relation to
Engine Cadets’ Productivity during Shipboard Training
Midn. 1CL Arnoco, Josua A.
Midn. 1CL Cabanacan, John Carlo D.
Midn. 1CL Cudiamat, Geminiano H.
Midn. 1CL Golecruz, Arjay R.
Midn. 1CL Reyes, Van Wendell R.
Maritime Academy of Asia and the Pacific
Authors’ Note
Josua Arnoco, John Carlo D. Cabanacan, Geminiano H. Cudiamat, Arjay R. Golecruz
and Van Wendell R. Reyes, Department of Marine Engineering, Maritime Academy of Asia
and the Pacific.
The researchers would like to thank the following people, for without their help,
support, love, and encouragement, this Research would not be possible and would never be
accomplished. To our Research Adviser 3/E Marinas, Francisco who had been there always to
V I R T U S  F I D E S  D I S I P L I N A
Page 2 of 47
THE COMPARISON BETWEEN LOCAL AND FOREIGN ENGINEERS
support, assist, correct us throughout the process of making this Research. His dedication in
helping us and in his involvement in this project, made this researched accomplished. We,
researchers commend his efforts, comments, and lectures to us. To our English 5 – Research
and Academic Writing instructor, Dr. Rosa Jade Valiente for her teaching method, her
persuasion skill, and her heart for the subject matter took a great deal for us to finish this
research. Without her dedication to us, this research could not be possibly made. To our
loving parents and siblings who had given the researchers love, hope and inspiration to
pursue and complete this study. As well as, to our classmates who were more than willing to
share their knowledge and opinions to this study. our beloved Academy, Maritime Academy
of Asia and the Pacific for giving us the opportunity and chance to perform this research. We
will always be grateful to you, our Alma Mater, for your academic support and unending
willingness to teach us what we ought to learn. And lastly, and the most important
acknowledgement we would like to give is to the Most High Above all things, God for giving
us life and these resources we have, the knowledge, intelligence to start and finish this
research study.
Correspondence concerning this study should be addressed to Josua A. Arnoco, B13
L3 Tahanang Yaman Homes Brgy. Buenavista II Gen. Trias, Cavite.
Contact:[email protected]; John Carlo D. Cabanacan, Had. Bagroy, Silay
City, Neg. Occ. Contact: [email protected]; Geminiano H. Cudiamat, Latag,
Nasugbu, Batangas. Contact: [email protected] ; Arjay R. Golecruz, #20 Sili 1 Street
Lawa, Meycauayan, Bulacan. Contact: [email protected] and Van Wendell R.
Reyes, #I85 Luta Sur, Malvar, Batangas, Contact: [email protected].
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Abstract
As a part of the academic program set by CHED and Maritime Academy of Asia and
the Pacific, cadets on the 3rd year are required to board vessel, assigned by their companies
for their shipboard training for 365 years.
Each cadet who returned from shipboard training was required to assess by MAAP
Assessor to know if they are ready for licensure examination. MAAP Cadet boarded different
types of vessel and met different nationalities on board; with this, their shipboard training is
affected.
This study aims to know the right kind/type/nationality of engine officer that suits
best for the productivity of Filipino engine cadets during shipboard training. The researchers
intend to know the character towards learning of cadets, based on their engine officers
nationality and compare the style of teaching and attitude of local engine officer and foreign
engine officer to the training of his/her cadet.
The respondents were engine cadets of class 2015 who returned from shipboard
training. They boarded in different types of vessels and worked with different nationality of
engine officer. Through the use of the questionnaires made by the researchers, the nationality
of engine officer that suits for a Filipino future engine officer/ engine cadet for the
productivity of his/her training will be determined. The findings of the study suggested that
Filipino engine cadets should be assigned to a vessel that has local and foreign engine
officers.
Keywords: Local Engine Officers; Foreign Engine Officers; 1st Class Midshipmen;
First Batch; Second Batch; Engine Cadet Productivity
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Introduction
Nowadays, shipping is the leading international trade that dominates around the
world. Due to increasing demand of shipping industry, the demand for competent seafarers
also increases. It is undeniably inconsiderate if those marine seagoing officers will not share
their knowledge and expertise to those who are newbie in maritime profession. Because of
the increasing demand of marine seagoing officers, maritime education and training will be a
need for perfection for the next decades. For better understanding, it is necessary to focus on
how this training will be easy, quick and effective in a very short span of time. It means,
better curriculum on how this will be attain. With this, it is a need to have an effective
training in maritime industry. (Magramo, M.M. & Gellada, L.D., 2005)
Based on the study of Laguador (2013), cadets need the necessary practical and
negotiation skills, tolerance for uncertainty, knowledge and eventually real-world preparation.
For cadets who are aspiring to be competent seafarers, they need to experience all the
necessary things needed in their profession not only in theoretical knowledge but also
practical knowledge. Adams (2002) confirmed that education and practical training are
necessary to the future of a profession. It is therefore critical for a cadet to have a productive
shipboard training to ensure that they are able to reach the competency needed to their
profession. With this critical part of cadet’s training, they should be able to act, think and
work under pressure based on the situation that they will be facing in their shipboard training.
This is only possible if the designated training officers on board will focussed on the
shipboard training needed by cadets.
According to Andres, T. (n.d.) Filipino seafarers are happy blend of several races,
their values and ways makes them unique. With such attitude and values, local engine officers
will be a great help for the productivity of the shipboard training of engine cadets, not only in
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getting along with other nationalities but also gaining the knowledge they needed throughout
the shipboard training. But Hunter, W. (2004) argued that trainees/apprentice is required to
participate in cross-national working atmosphere. With this, Filipino cadets should have an
exposure to such environment to increase their self-esteem towards working with multi-
national vessel.
The main purpose of shipboard training is to expose the cadet to the skills, knowledge
and professional attitudes required to be a licensed ship’s officer. According to Massachusetts
Maritime Academy (2000), the purpose of shipboard training is to allow the cadet to
understand the importance between classroom study and practical operations. The cadet is
exposed to the demands and benefits of a maritime career first hand and thus can judge if, in
fact it is a suitable career choice. It also helps to enrich the cadet’s professional character in a
real life environment not generally available to the average state college student.
To ensure that the shipboard training of an engine cadet on board will be productive,
each shipping company wherein they intend to board provides job descriptions that are stated
in company contract policy. These job descriptions are designed to ensure that their
knowledge and skills will be nurtured. According to Bernhard Schulte Shipmanagement
(2013), Engine Cadet’s duties includes, but not limited to: 1) Form as a part of the engine
room watch as directed, but never without proper supervision; 2) The proper maintenance of
tools and equipment in cooperation with Fitter; 3) Maintaining a high standard of cleanliness
and good housekeeping throughout machinery spaces; 4) Participating in any shipboard
activity including the moving of stores, overhauling of machinery and assisting in
maintenance or repairs as required or directed by the Officer in charge; 5) Cleaning,
descaling, priming and painting as required; 6) Reporting damages and irregularities
immediately to the First Assistant Engineer (2nd Engineer) and / or Duty Engineer Officer. 7)
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To carry out additional duties as per instructions received from Chief Engineer / Second
Engineer / Duty Engineer.
Shipping company designates training officers on board to ensure that the duties and
responsibility of engine cadets will be in progress. Bernhard Schulte Shipmanagement
(2010), defines Designated Training Officer (DTO) as the one who is responsible for:
Organising, under the authority of the Master/Chief Engineer, the practical training at sea;
ensuring in a supervisory capacity, that the training record book is properly maintained and
that all other requirements of the on board training are fulfilled; that appropriate opportunities
are made available for the collection of evidence of vocational competence; and Making sure,
as far as practicable, that the time a cadet spends on board is as useful as possible in terms of
training and experience.
Engine cadet shipboard training is affected by different factors. One of this is having
different nationality of officers on board. Different nationalities have different characteristics
and cultures in handling engine cadet training on board. Based on the study conducted by
Mohammed (2006), there were differences in the teachers’ attitudes towards teaching and
sharing their knowledge. There is no doubt that shipping industry is governed by different
countries and it is undeniably no reason that cadets will not be working with other
nationalities especially those officers on board.
The main objective of this research is to know whether having a foreign engine officer
or having a local engine officer will give a more productive shipboard training to an engine
cadet on board. In order for an engine cadet to perform well or gain all the knowledge and
experience he/she needed, a good attitude towards sharing his/her knowledge to his/her
trainees, however the nationality of the engine officer varies directly to the productivity of
shipboard training of engine cadet.
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This study would be a significant endeavour in promoting competent future marine
engineer being trained by engineers who would help them gain all the knowledge they need.
This study would benefit not just the engine cadets, but also the shipping companies. It would
help the engine cadets to find their stand in their training themselves. It will also serve as a
guide for companies in setting up a right training ground for their future engine officers with
the right training officer for the development of their trainee cadets.
The objective of the study is to answer the following question:
 How do cadets who worked with foreign engine officers differ to cadets who worked
with local engine officers when it comes to interaction and relation to their officer?
 How does foreign engine officer differ from local engine officer with regard to their
teaching method, their attitude toward the cadets’ progress, and their assignment of
work for the cadets?

 Who meets the cadets’ expectation with regards to the productivity of their own
training and with regards to the teaching method of their officer?

 What nationality of engine officer do the cadets prefer for a productive shipboard
training of an engine cadet?
This study covered the effects of having different nationality of engine officers on
board when it comes to the productivity of engine cadets during their shipboard training. This
study would state the effect of the kind or nationality of the engine officers on the attitude of
the cadet to his/her own training, on how the he/she interact with the officers, on how he/she
works on the job assignment in respect to the attitude/method of the officer towards the
cadet’s progress. To determine if there was a significant difference, the subject of statistical
analysis is to conduct a survey to first class engine cadets of Maritime Academy of Asia and
the Pacific who had gone on board. The limitation was the rating of the cadets to their own
training as led and taught by their designated trainer engine officers.
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The following terms are defined operationally.
Engine Cadet Productivity - Self-evaluation or self-rating of the cadet to his own
training whether he/she is satisfied or not.
First Batch - Term use for first class midshipmen who started
academic track from August .
First Class Midshipmen - Term use for 4th year cadets of MAAP.
Foreign Engine Officers - Generally refers to other nationality other than Filipino.
Local Engine Officers - refers to Filipino engine officers on board.
Second Batch - Term use for first class midshipmen who started
academic track from December.
Methodology
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The research design applied was descriptive design which falls to the cross sectional
design that is comparative. The researchers considered two variables, these variables are not
manipulated and it would establish a formal procedure to compare and conclude which is
better. This type of research aimed at describing and perhaps also explaining the invariances
of the effect of Foreign engine officer and local engine officer expertise to the productivity of
engine cadet to his/her shipboard training . These would not aim at generating changes in the
variables; on the contrary, these tried to avoid them.
The sampling design that the researchers used was non-scientific-purposive sampling
since not all midshipmen in MAAP were taking BSMarE in MAAP. Calmorin, M. &
Calmorin, L. (2007) defined non-scientific-purposive sampling as selecting the respondents
according to the researcher’s control. Only engine cadets from the Main Campus were used
as sample by the researchers. The experienced of these engine cadets on board determined if
the nationality of the engine officer, either foreign or local engine officer had a good or bad
effect to their productivity in their shipboard training.
The respondents were composed of 98 midshipmen from Main Campus who already
had gone on board internationally both first batch and second batch engine cadets of class
2015.The first batch are composed of three sections namely Gold, Bronze and Titanium with
31, 31, and 17 first class engine cadets respectively. The second batch which was A-Engine is
composed of 23 first class engine cadets, a total of 102 first class engine cadets. Each
individual had experienced to be with different Engine Officer Nationality that would
determine the difference of engine cadet productivity on his/her shipboard training under the
supervision of a foreign or local engine officer. Because the total number of population is too
large, the researchers use the formula,
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to determine the sample size of the respondents, where Ss stands for sampling size; N, the
population; V, standard value (2.58) of 1 per cent level of the probability with 0.99 reliability
level; Se, sampling error (0.01); and p, the largest possible proportion (0.50). (Calmorin, M &
Calmorin, L., 2007),
The researchers used a questionnaire as an instrument for the purpose of gathering
data and information from the 1cl engine cadets based on their experienced during shipboard
training to determine the effect of nationality of the engine officer to the training of the
engine cadet. This questionnaire was a 10-item question that answered the study’s objective.
It was divided into two columns, the first column were answered by those engine cadets who
experienced having foreign engine officers, the second column were answered by those who
experienced having local engine officers and both columns were answered by those cadets
who experienced having both foreign and local engine officer. The questionnaire helped the
researchers to compare the different advantages and disadvantages of having or being with
local engine officers, foreigner engine officers or both to the productivity of shipboard
training for cadet. The researchers formulated the questionnaire that would use to determine
the answer to their research problem. The English V instructor verified and validated the
questionnaire.
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The researchers distributed the questionnaires to first class engine cadets from the
Main campus. The researchers collected the questionnaires after they answered the entire
question raised by the researchers in their questionnaire.
Upon collection of the filled up questionnaires from the respondents, the researchers
tabulated and analyzed the data gathered to compare the effect of a Filipino engine officer
and the effect of the foreign ones to the training productivity of an engine cadet.
The statistical treatments that the researchers used were percentage and frequency.
Percentage was applied to determine the value of a segment of a part from the whole of the
data. It was determined by dividing the total number of responses in each item given by the
respondent and the quotient was multiplied by 100. The percentage was used in almost all
data showing the answer of the respondents in each question. Frequency Distribution was
applied to present each of the variable under study their personal response concerning given
statements.
Results
This study was made to compare the local engine officer to foreign engine officer and
to determine their effect towards the productivity of engine cadet productivity. Through the
help of the self-made questionnaires and participation of the respondents, data were gathered
and analyzed.
Below are the tables with the summarized results based on the questionnaire answered
by the respondents.
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Table 1
Nationality of Engineers based on Cadet's Vessel
Nationality of Engineers Frequency Percentage
Local Engineers 33 34%

Foreign Engineers 13 13%
Both Local & Foreign Engineer 52 53%
Total 98 100%
Table 1 shows that of all the first class engine cadets of Main campus, 53% were found to be
with both local and foreign engine officers on board during their shipboard training, only 34% were
found to be with local engine officers and 13% were found to be with foreign engine officers.
Table 2
Interaction of Cadet to Engine Officers
Cadet who work with Cadet who work with
Local Engine Officer Foreign Engine Both Local & Foreign Engine Officer
only Officer only
Local Foreign
Frequency Percentage Frequency Percentage
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Lively 22 67% 3 23% 23 44% 17 33%

Tense 0 0% 0 0% 2 4% 3 6%
Nervous 0 0% 2 15% 0 0% 2 4%
Alert 3 9% 3 23% 11 21% 15 29%
Relax 6 18% 2 15% 12 23% 8 15%
Cautious 2 6% 3 23% 4 8% 7 13%
Total no. of
33 100% 13 100% 52 100% 52 100%
respondents
The data found in Table 2-Interaction of cadet to engine officers, shows a significant
figure. Among the respondents who work with local engine officers only, majority of them,
67% work with their officers lively and only few, 6% of them answers that they are cautious.
It also shows that some of them are alert about 9%, and relax, about 18% to their officers on
board and no one answers that they are tense when working with them. In cadets who work
with foreign engine officers only, majority which is 23% of them interacts with their officers
lively, alert and cautious. Only few of them are nervous and relax, about 15% both towards
their officers and no one said that there are tense when working with them. In cadets who
work with both local and foreign officers, majority of them are work lively bus g t livelier
cadets when working with local engine officers than foreign engine officers, about 11% difference.
Cadets tend to be more relaxed when working local engine officers than foreign engine officers;
about 8% difference and fewer cadets are alerts when working with local engine officers than foreign
engine officers, about 8% difference. Also, cadets are more cautious, 13% and tense when working
with foreign engine officers than local engine officers. Only few are nervous when working with
foreign engine officers and no one are nervous when working with local engine officers.
Table 3
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Expectation of Cadet in Teaching Method of his Engine Officers.

Local Engine Officer Foreign Engine Officer Both Local & Foreign Engine Officer
only only
Local Foreign
Reach 25 76% 7 54% 41 79% 30 58%
Not reach 8 24% 6 46% 11 21% 22 42%
Total 33 100% 13 100% 52 100% 52 100%
The result only shows that cadets were lively in any kind of officer. The attitude of the
cadets towards local engine officer was a bit relaxed different from the attitude of the cadets
toward foreign engine officer which were alert and cautious.
Table 3 shows the expectation of cadet in teaching method of their engine officer. 76%
cadets who were with local engine officer and 54% of cadets who worked with foreign engine officer
said that the teaching method of their engine officer reached their expectations. On cadets who
worked with both local and foreign engine officer, 79% when they were with local officer and 55%
when they were with foreign officer said that the teaching method of their engine officer reached
their expectation.
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Table 4
Types of Learning that Engine Officers Focused
only only
Local Foreign
Frequency Percentage Frequency Perce
Practical 33 100% 7 54% 51 98% 16 31
Theoretical 0 0% 6 46% 1 2% 36 69
Total 33 100% 13 100% 52 100% 52 10
The result implies that majority of the cadets regardless of the nationality of their
engine officer thinks that their expectation with regards to the teaching method of their
engine officer was reached. But it is also noticeable that the percentage of cadets who worked
with foreign engine officer and who said that their expectation with regards to the teaching
method of their engine officer was not met were bigger than the cadets who worked with
local.
Table 4 shows that the type of learning the officers gave to their cadet. Those cadets
who worked with local engine officers only, 100% of them said that their engine officers
focussed on practical knowledge and no one said that their engine officers focussed on
theoretical knowledge. In cadets who work with foreign engine officers only, 54% said that
their engine officers focussed on practical knowledge while 46% said that their engine officer
focussed on theoretical knowledge. For those cadets who work with both local and foreign
engine officers, 98% said that their local engine officers focussed on practical knowledge and
31 % said that their foreign engine officers focussed on practical knowledge while only 2% of
cadets said that their local engine officers focussed on theoretical knowledge and 69% of
cadets said that their foreign engine officers focussed on theoretical knowledge.
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Table 5
Attitude of Engine Officers towards Cadets’ Work
Local Engine Officer Foreign Engine Officer Both Local & Foreign Engine Off
only only
Local Foreig
Percentag Percentag
Frequency Frequency Percentag P
e e Frequency Frequency
e
Pushing to finish the
7 15% 1 5% 10 11% 8
task/work
Eager to share their
9 19% 2 10% 26 29% 22
knowledge
Motivate to do the
8 17% 2 10% 11 12% 5
task
Gives practical and
easy way to do the 12 25% 3 15% 20 22% 11
job
Always set time to
3 6% 5 25% 7 8% 5
finished the job
Accompany you in
5 10% 1 5% 16 18% 10
doing the job
Just instruct to do
2 4% 3 15% 1 1% 8
this, do that
Don't care about you
2 4% 3 15% 0 0% 8
progress
Total 48 100% 20 100% 91 100% 77
The result implies that majority of local engine officers teach their cadet mostly
practical knowledge while foreign officer often gives theoretical knowledge than practical
knowledge.
Table 5 shows the attitude of engine officer toward the work of the engine cadet. The
cadets who worked with local engine officer only said that their local officers mainly gave
practical and easy way to do the job, showed eagerness in sharing their knowledge, motivated
them in doing their task, kept on pushing the cadet to finish the task or work and
accompanied the cadet in doing a job. Their officer rarely set time to finish a job, instructed
without telling how, didn’t care about the cadets’ progress. The cadets who worked with
foreign engine officer only said that their foreign officers mostly set time for them to finish a
job, just instructed them to do this and do that without concern if they knew, didn’t care about
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the cadets’ progress and gave practical and easy way to do a job. Their engine officer were
rarely eager to share their knowledge to the cadets, rarely motivated the cadet in doing a task,
didn’t push the cadets to finish a work and seldom accompanied the cadets in performing a
job. The cadets who worked with both local and foreign engine officer said that their local
engine officers were eager to teach them, gave them practical jobs, accompanied them in the
job given to them, motivated them to do the work, and kept on pushing them to finish the job.
They said that their foreign engine officers were eager too to share their knowledge to the
cadets, gave practical jobs, and accompanied the cadets to do a job but they often didn’t care
about the progress of the cadets and just instructed to do this or do that without asking if they
knew how.
Based on the number and percentage result, the cadets who were able to work with local
engine officer commended their officer and said that most of local engine officer gives practical way
to do a job, shows eagerness in sharing knowledge, motivates cadets to do and finish a job, and
accompanies the cadets in doing a job, while the cadets who were able to work with foreign engine
officer said that most of foreign engine officer just gives orders to the cadets, and doesn’t care with
the progress of the cadets.
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Table 6
Cadet's Rating to their Competency on Board
only only
Local Foreign
Percentag Percentag
Frequency Frequency Percentag Percent
e e
Competent 25 76% 7 54% 41 79% 30 58%
Not competent 8 24% 6 46% 11 21% 22 42%
Total 33 100% 13 100% 52 100% 52 100%
Table 6 shows that of all the cadets who work with Local Engine Officer only, 76%
claimed to be competent enough after their shipboard training with while 24% out of 33
students do not consider themselves competent enough. Of all the cadets who work with
foreign engine officer only, 54% claimed to be competent enough after their shipboard
training while 46% do not consider themselves competent enough. With the cadets who
experienced having both Local and foreign engine officer, 79% said that under local engine
officer they are competent enough after training while under foreign engine officer only 58%
said. There is only 21% under local engine officer who weren’t satisfied with his/her training
while there is 42% under foreign said so. The result implies that the percentage of cadets who
worked with local engine officer that felt competent enough after their shipboard training is
20% higher than the cadets who worked with foreign engine officer. (This is for the cadets
who worked only with foreign or local and for the cadets who worked with both.)
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Table 7
Best Nationality of Engine Officers according to Engine Cadets

only only
Local Foreign
Percentag Percentag
Frequency Frequency Percentag Percen
e e
They prefer
21 64% 3 23% 28 54% 28 54%
Local Engineer
They prefer
12 36% 10 77% 24 46% 24 46%
Foreign Officer
Total
33 100% 13 100% 52 100% 52 100%
respondents
Table 7 shows the best nationality of engine officer according to engine cadets.
Among the respondents who work with local engine officers, 64 % of them prefer local
engine officers and 36 % of them prefer foreign engine officers as the best nationality of
engine officer for their shipboard training. For those who work with foreign engine officers,
23% of them prefer local engine officers and 77% prefer foreign engine officers as the best
nationality of engine officer for their shipboard training. For those who work with both local
and foreign engine officers, 54% of them prefer local engine officers and 46% of them prefer
foreign engine officers as the best nationality of engine officers for their shipboard training.
The result implies that for the cadets who worked with local engine officer only they
prefer the cadets to work with local engine officer, for the cadets who worked with foreign
engine officer only they prefer the cadets to work with and for the cadets who worked with
both local and foreign engine officer, they prefer the cadets to work with both local and
foreign engine officer since the vote for local is just slightly higher that for foreign. As a
conclusion, the preferred type or nationality for the cadets as per opinion by cadet is mixed
officer.
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Table 8
Common Type of Engine Officers that Engine Cadet Work with

only only
Local Foreign
Percentag Percentag
Frequency Frequency Percentag Perce
e e
Management level
4 12% 4 22% 14 21% 17 25
engine officers
Operational level
25 76% 12 67% 39 59% 37 55
engine officers
Ratings 4 12% 2 11% 13 20% 13 19
Total 33 100% 18 100% 66 100% 67 10
Table 8 shows the percentage of engine cadet with whom they commonly work with
during their shipboard training. It shows that majority of them work with operational level
engine officers for the cadets who worked with local engine officer only, for the cadets who
worked with foreign officer only and for the cadets who worked with both local and foreign
engine officer. the local engine officer about 59-76% assigned their cadet to work with
operational level engine officers, about 12-21% assigned to work with management level
engine officers and assigned to work with ratings about 11-20%. The Foreign engine officer
about 55-67% assigned their cadet to work with Operational level, about22-25% assigned
their cadets to work with management level, and about 11-19% assigned to work with rating.
The results implies that there is no significant difference with the assignment to whom
the cadets will work with, but the percentage that the local engine officer would send the
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cadet to work with operational level engine officer is about 5% higher than the foreign
engine officer.
Table 9
Two Job Orders that Cadets mostly do
only only
Local Foreign
Percentag Percentag
Frequency Frequency Percentag Percenta
e e
Paper work 11 17% 4 15% 14 13% 22 21%
Overhauling 18 27% 8 31% 39 38% 33 32%
Testing &
14 21% 6 23% 20 19% 25 24%
inspection
Trouble
13 20% 4 15% 18 17% 10 10%
shooting
Mopping 2 3% 1 4% 2 2% 4 4%
Cleaning 8 12% 3 12% 11 11% 10 10%
Total 66 100% 26 100% 104 100% 104 100%
Table 9 shows that large no. of cadets who worked with local engine officers only and
cadets who worked with foreign engine officers only and for the cadets who worked with
both local and foreign were given mostly a job order of overhauling about 27-39% and
testing and inspection about 19-24%. Only few of all the respondents were given mostly of
the job mopping or cleaning ranging about 2-12%.
The result implies that there is slight difference on the job orders cadets mostly
receive from any nationality. The nationality of engine officer doesn’t greatly affect the job
orders given to cadets.
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Table 10
Training Result Expectation by Cadet as a Future Marine Engineer Officer
only only
Local Foreign
Frequency Percentage Frequency Percen
Yes 22 67% 7 54% 42 81% 38 73%
No 4 12% 1 8% 2 4% 4 8%
Maybe 7 21% 5 38% 8 15% 10 19%
Total 33 100% 13 100% 52 100% 52 100
Table 10 shows that 67% of cadet who worked with local engine officer and 54% of
cadets who worked with foreign officer thinks that their training expectations are met by the
help of their officer. With cadets worked with both foreign and local engine officer, 81%
when they were with local engine officer and 73% when they were with foreign officer thinks
that their training expectations were met by the help of their officer. 12% of the cadets who
worked with only local engine officer said that their engine officer did not met their training
expectations while 8% of the cadets who worked with foreign engine officer only said too
that their training expectation is not met. Of all the cadets who worked with both local and
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foreign engine officer, 4% said that their local engine officer did not met their training
expectations while 8% said that their foreign engine officer did not met their expectation.
21% of the cadets who only worked with local engine officer said that they are not sure if
their training expectation is met while there are 38% of the cadets who only worked with
foreign engine officer said the same. Of all the cadets who worked with both local and
foreign engine officer 15% said that they are not sure if their local engine officer met their
training expectation while there is 19% said that they are not sure if their foreign engine
officer met their training expectation
The result implies that the percentage of cadets who worked with local engine officer
that is satisfied with their shipboard training is higher than the cadets who worked with
foreign engine officer. (This is for the cadets who worked only with foreign or local and for
the cadets who worked with both.)
Discussion
Cadets’ Interaction and Relation to their Engine Officer
Table 1 shows how the cadets interact with their engine officer.
Based on the results, among the cadets who worked with local engine officers only,
majority of them, 67% work with their officers lively and only few, 6% were cautious, 9%
were alert, and 18% relax and nobody was tense when working with them. Among the cadets
who worked with foreign engine officers only, majority of them were 23% lively, alert and
cautious, 15% were nervous and relax and nobody was tense. Among the cadets who worked
with both local and foreign officers, majority of them are work lively but livelier cadets when
working with local engine officers than foreign engine officers, about 11% difference. Cadets
Page 24 of 47
tend to be more relaxed when working local engine officers than foreign engine officers,
about 8% difference. Also, cadets are more cautious, 13% and tense when working with
foreign engine officers than local engine officers.
The result only shows that cadets were lively in any kind of officer but the attitude of
the cadets towards local engine officer was a bit relaxed different from the attitude of the
cadets toward foreign engine officer
Difference between Local Engine Officer and Foreign Engine Officer.
Difference in Teaching Method
Table 3 shows how the Engine Officer taught the cadets
Based on the result, 98-100% of the cadets who worked with local engine officers
said that their engine officer taught them practical knowledge, 46-69% of the cadets who
worked with foreign engine officers said that their engine officers taught them practical
knowledge and 31% said that their foreign engine officer taught them practical one.
The result only shows that majority of local engine officers teach their cadet mostly
practical knowledge while foreign officer more often gives theoretical knowledge than
practical knowledge.
Difference toward Cadets’ Work Progress
Table 4 shows the attitude of engine officer toward the work of the engine cadet.
Based on the number and percentage result, the cadets who were able to work with
local engine officer commended their officer and said that most of local engine officer gives
practical way to do a job, shows eagerness in sharing knowledge, motivates cadets to do and
finish a job, and accompanies the cadets in doing a job, while the cadets who were able to
Page 25 of 47
work with foreign engine officer said that most of foreign engine officer just gives orders to
the cadets, and doesn’t care with the progress of the cadets.
It only shows those local engine officers were more focused and concern to the cadet
training than the foreign engine officers.
Difference in Giving Job Assignment
Table 7 shows of with who did the engine cadet commonly worked during their
shipboard training.
Based on the result, the local engine officer about 59-76% assigned their cadet to
work with operational level engine officers, about 12-21% assigned to work with
management level engine officers and assigned to work with ratings about 11-20%. The
Foreign engine officer about 55-67% assigned their cadet to work with Operational level,
about22-25% assigned their cadets to work with management level, and about 11-19%
assigned to work with rating.
The results show that there is slight difference with the assignment to which the
cadets will work with.
Table 8 shows the common job order of a local engine officer and a foreign engine
officer.
Based on the result majority either local or foreign engine officer about 27-39% gave
mostly a job order of overhauling about and about 19-24% gave testing and inspection job.
Page 26 of 47
Only few of all the respondents were given mostly of the job mopping or cleaning ranging
about 2-12%.The result implies that there is no significant difference on the job orders cadets
mostly receive from any nationality. The nationality of engine officer doesn’t greatly affect
the job orders given to cadets.
Cadets Productivity Based on their Expectation to their Engine Officer
Expectation to the Teaching Method of their Officer
Table 2 shows the expectation of cadet in teaching method of their engine officer.
Based on the result, 76% cadets who were with local engine officer and 54% of cadets
who worked with foreign engine officer said that the teaching method of their engine officer
reached their expectations. On cadets who worked with both local and foreign engine officer,
79% when they were with local officer and 55% when they were with foreign officer said that
the teaching method of their engine officer reached their expectation.
The result implies that majority of the cadets regardless of the nationality of their
engine officer thinks that their expectation with regards to the teaching method of their
engine officer was reached. But it is also noticeable that the cadets who worked with local
engine officers were more satisfied with the teaching method of their officer than the cadets
who worked with foreign engine officers.
Competency Expectation after working with their Engine Officer
Table 5 shows the competency expectation of the cadets after working with their
engine officer.
Page 27 of 47
Bases on the result, Majority, about 76%-79% of the cadets who were able to work
with Local Engine Officer, claimed to be competent enough after their shipboard training.
Majority about 54-58% the cadets who were able to work with foreign engine officer only
claimed to be competent enough after their shipboard training too. It is noticeable that the
percentage of the cadets who were able to work with foreign engine officer that didn’t claim
competency after working with their officer is bigger of about 25% that the cadets who were
able to work with local.
The result only shows that more of the cadets who were able to work with local
engine officer who felt competent enough after their shipboard training are 20% higher than
the cadets who worked with foreign engine officer.
Training Expectation as a Future Engine Officer
Table 9 shows the training expectation of the cadets as future engine officer.
Based on the result, majority of about 67-81%% of cadet who were able to work with
a local engine officer think that their training expectations as a future engine officer are met
by the help of their officer. Among the cadets who were able to work with a foreign officer,
54-73% thinks that their training expectations as a future engine officer are met by the help of
their officer. Only 15-21% of cadets who were able to work with a local engine officer and
about 19-38% of the cadets who were able to work with a foreign engine officer said that they
are not sure if their training expectation is met.
The result shows that majority of cadets either who worked with local or who worked
with foreign engine officer was satisfied with their shipboard training with the help of their
engine officer. The percentage of cadets who weren’t sure about if their training expectations
were met and who weren’t satisfied with their shipboard training with their officer is slightly
Page 28 of 47
higher from the cadets that worked with foreign engine officer than the cadets who worked
with local engine officer.
The Nationality of Engine Officer for a Productive Engine Cadet Training
Table 6 shows the best nationality of engine officer according to engine cadets.
Based on the results, among the respondents who work with local engine officers, 64
% of them prefer local engine officers and 36 % of them prefer foreign engine officers as the
best nationality of engine officer for their shipboard training. For those who work with
foreign engine officers, 23% of them prefer local engine officers and 77% prefer foreign
engine officers as the best nationality of engine officer for their shipboard training. For those
who work with both local and foreign engine officers, 54% of them prefer local engine
officers and 46% of them prefer foreign engine officers as the best nationality of engine
officers for their shipboard training.
The result shows that the cadets who worked with local engine officer only they
prefer the cadets to work with local engine officer. The cadets who worked with foreign
engine officer only prefer the cadets to work with foreign engine officer. And the cadets who
worked with both local and foreign engine officer, they prefer the cadets to work with local
engine officer than foreign engine officer. It only proves the report published by
Shipmanagement International (2010) and the article circulated by Samante, M.T. (2007) that
there is a visible demand for Filipino officers because they are preferred by several countries
and that the Filipino is the most sought seafarers of the shipping industry. Also according to
GMA News.TV, (2007), even Italian shipping industry believed that mixing skilled Filipino
seafarers and their equipment will make a better shipping industry. The results and the reports
only mean that not only cadets think Filipino engine officer will make them better but also
other nationalities.
Page 29 of 47
Conclusion and Recommendation
As for the conclusion of the study the researchers chose, the nationality of the engine
officer has a great effect to the productivity of the shipboard training of any cadet. In terms of
the attitude of the cadets or their relation toward their officer, the cadets are attentive, show
interest and always lively to whatever the nationality of the engine officer is. The little
difference with the relationship is that the cadets are more comfortable and relax with local
officers than foreign ones probably because the local officers show more concern, eagerness
and interest in teaching them than other nationalities. Both the local and foreign engine
officer gives the same work assignment to their cadets for their training productivity. The
only difference between the local engine officers and foreign engine is that local engine
officers give more practical knowledge to their cadets while the foreign ones give both
theoretical and practical learning to their cadets.
The cadets’ expectation with the productivity of their shipboard training, will not
merely depend on the nationality of their engine officer since majority of the cadets who
worked with either Filipino or foreign engine officer said that their training expectation and
competency expectation after shipboard training are met by their different engine officers.
Page 30 of 47
Guo,J. et al, (2007) cited that when working with other nationalities seafarers are having a
problems due to cultural differences but because Filipino are naturally adaptable, Filipino
cadets are still able to say that they are competent after working with foreign engineers.
Since the engine cadets who went onboard training with only local engine officer
prefer local engine officer; the engine cadets who worked with only foreign engine officer
prefer foreign engine officers; and the cadets who worked with both local and foreign engine
officer prefer local engine officer but with only a small percentage difference to foreign
engine officer, the researchers recommend that an engine cadet should be assigned to a vessel
with both local and foreign engine officer not just to have a productive shipboard training but
also to be prepared to become a globally competent seafarer.
For future related research studies, the researchers suggest for future researchers to
have deeper study regarding different nationalities of engine officers, their differences and
similarities in teaching method, culture, traits, and beliefs for the improvement of the said
study.
Page 31 of 47
References
Adams, E. (October 2002). Continuing Education and Professional Development.

Alasbimn Journal, 5(18). Article N° AJ18-16.
Andres, T. D. (n.d.). Understanding the Filipino seaman: His values, attitude. Retrieved
April 8, 2015, from Seaworm: http://seaworm.narod.ru/2/Filipino.doc.
Cadet Training (2010). Personnel-Selection, Recruitment & Management Manual (p. 1).
Bernhard Schulte Shipmanagement.
Calmorin, M and Calmorin, L. (2007). Descriptive Design. Research Methods and Thesis
Writing (2nd Edition). Manila: Rex Book Store, INC.
Calmorin, M and Calmorin, L. (2007). Determination of Sample Size. Research Methods

and Thesis Writing. (2nd Edition) .Manila: Rex Book Store, INC.
Demand for Filipino Officers Continues to Surge (2010). Shipmanagement International.

Retrieved from http://www.shipmanagementinternational.com/demand-for-
filipino-officer-continues-to-surge.
GMA News.TV (2007). Demand Increasing for Filipino Seafarers in Italy. Retrieved
from http://www.gmanetwork.com/news/story/61888/pinoyabroad/demand-
increasing-for-filipino-seafarers-in-italy.
Guo, J.-L., Ye, K.-D., & Liang, G.-S. (2007, March). Exploring Employment Condition
Dilemmas: An Interview Study with Seafarers. International Journal of
Management, 24, pp. 130-143.
Hunter, W. (2004). Knowledge, Skills, Attitudes, and Experiences Necessary to Become

Globally Competent. Lehigh University
Page 32 of 47
Job Descriptions (2013). Personnel-Selection, Recruitment & Management Manual (p.

14). Bernhard Schulte Shipmanagement.
Laguador, J. (2013). Developing s Students’ Attitude Leading Towards a Life-Changing

Career. Lyceum of the Philippines University.
Magramo, M.M. & Gellada, L.D. (2005). Lived Experiences of Deck Cadets on Board.
John B. Lacson Foundation Maritime University.
Massachusetts Maritime Academy Commercial Shipping Program 2000, 10 September

2000.
Mohammed Al-Z. (2006).Attitudes towards inclusive education in Jordan schools.

Retrieve from http://www.internationalsped.com/documents/07AlZyoudi.doc.
Samante, M.T. (2007). Filipino Seafarers World’s Most Sought. Retrieved from
http://www.ofwguide.com/article_item-566/Filipino-Seafarers-World-s-Most-
Sought.html.
Page 33 of 47
Appendix A
Survey Questionnaire
04 March 2015
Dear Respondent,
The researchers are conducting a study entitled “Comparison between Local and Foreign
Engineers in relation to Engine Cadets’ Productivity during Shipboard Training”. In
this connection, the undersigned request you to answer the questionnaire to gather the
information for the study. Your participation in answering the questionnaire is vital. Thank
you for your cooperation.
Sincerely yours,
____________________________________
MIDN. 1CL ARNOCO, JOSUA
____________________________________
MIDN. 1CL CABANACAN, JOHN CARLO
____________________________________
MIDN. 1CL CUDIAMAT, GEMINIANO
____________________________________
MIDN. 1CL GOLECRUZ, ARJAY
____________________________________
MIDN. 1CL REYES, VAN WENDELL R.
Page 34 of 47
Noted by:
__________________________
DR. ROSA JADE VALIENTE
ENGLISH 5 Instructor
Comparison between Local and Foreign Engineers in relation to Engine Cadets’
Productivity during Shipboard Training
Name (Optional): __________________________ Date: _________
Section: ___________
Foreign Engine Officer -- Generally refers to other nationality other than Filipino
Local Engine Officer -- refers to Filipino engine officers on board
Put a tick to your answer.
A. Are your Engine Officers foreigner, Local or both/mixed?

Foreigner Local Both/mixed
Answer to the column base on your answer to question A.
Foreign Engine Officer Both Local Engine Officer
Page 35 of 47
1. If you have been in a ship with foreign 1. If you have been in a ship with Filipino
engine officer, how did you interact with engine officer, how did you interact with
them often? them often?
__ Lively __ Lively
__Tense __Tense
__Nervous __Nervous
__Alert __Alert
__Relax __Relax
__Cautious __Cautious
2. Did the teaching method of your foreign 2. Did the teaching method of your local
engine officer on board reach your engine officer on board reach your
expectation? expectation?
__YES __NO __YES __NO
3. What type of learning does your foreign 3. What type of learning does your local
officer mostly focused for you shipboard officer mostly focused for you shipboard
training? training?
__Practical __Theoretical __Practical __Theoretical
4. What was the attitude of your foreign 4. What was the attitude of your local
engine officer towards you when you were engine officer towards you when you
performing a task or work? were performing a task or work?
__They are pursuing me to finish the __They are pursuing me to finish the
task/ work quickly task/ work quickly
__They are eager to share their __They are eager to share their
knowledge knowledge
__They motivate me to do the task __They motivate me to do the task
__They give practical and easy way to do __They give practical and easy way to
the job do the job
Page 36 of 47
__They always set the time to finished the __They always set the time to finished
job the job
__They accompany me on doing the job __They accompany me on doing the job
__They just instruct me to do this, do that __ They just instruct me to do this, do
without asking if I know what to do or that without asking if I know what to do
how to do. or how to do.
__They don’t often care about my __They don’t often care about my
progress progress
5. Do you think you are now competent after 5. Do you think you are now competent after
your shipboard training under your foreign your shipboard training under your
engine officer? Filipino engine officer?
__YES __NO __YES __NO
6. What do you think is the best nationality 6. What do you think is the best nationality
of engine officer for the training of the of engine officer for the training of the
cadet? cadet?
__Foreign __Local __Foreign __Local
7. With whom are you commonly working 7. With whom are you commonly working
with? with?
__ Management Level Engine Officer __ Management Level Engine Officer
__ Operational Level Engine Officer __ Operational Level Engine Officer
__Ratings __Rating
8. Cite 2 things you mostly did during your 8. Cite 2 things you mostly did during your
training on board training on board
__Paper Work __Paper Work
__Overhauling __Overhauling
__Testing and Inspection __Testing and Inspection
__Trouble shooting __Trouble shooting
__Mopping __Mopping
__Cleaning __Cleaning
Page 37 of 47
9. Is your training as a future officer met by 9. Is your training as a future officer met by
the help of your senior? the help of your senior?
__Yes __NO __Yes __NO
__Maybe __Maybe
Appendix B
Curriculum Vitae
JOSUA A. ARNOCO
B13 L3 Tahanang Yaman Homes Brgy. Buenavista
II Gen. Trias, Cavite
Telephone No.: Cell (+63) 9333737594
Email Address: [email protected]
EDUCATIONAL ATTAINMENT:
College Maritime Academy of Asia and the Pacific
2011 up to present
Bachelor of Science in Marine Engineerig
Kamaya Point, Brgy. Alas-asin, Mariveles Bataan
Cavite State University

2009 to 2010
Bachelor of Science in General Engineering
Indang, Cavite
Secondary Tropical Village National High School

2006 to 2009
General Trias, Cavite
Biliran National Agricultural High School

2005 to 2006
Biliran, Biliran
Elementary Biliran Central School

1998 to 2005
Biliran, Biliran
Page 38 of 47
WORK RELATED EXPERIENCE:

June 18, 2013- July 02, 2014 Western Shipping Pte Ltd.
M/T Fotini Lady
Ship Board Training Engine Cadet
ACHIEVEMENTS:
A.Y. 2008-2009 2nd Honorable Mention
TRAININGS ATTENDED:
November 2011 Basic Safety Training
AMOSUP Seamen’s Training Center
 Personal Surviving Techniques
 Fire Prevention & Fire Fighting
 Elementary First Aid
 Personal Safety & Social Responsibilities
April 17, 2013 Shore-Based Fire Fighting
 AMOSUP Seamen’s Training Center
June 10, 2013 Anti - Piracy Awareness Training

 Philippine Transworld Shipping Corporation
SKILLS:
 Technical
 Drawing
 Sportsmanship
 Fast learner
 Flexible and exhibits good interpersonal
relations
PERSONAL BACKGROUND:
Age : 22 years old
Birthday : June 30, 1992
Birth Place : Leyte, Leyte
Civil Status : Single
Height : 5’5
CHARACTER REFERENCES:
Marlyn Tumbokon
Liaison – Western Shipping Pte Ltd
Page 39 of 47
JOHN CARLO D. CABANACAN
Had. Bagroy, Silay City, Neg. Occ.
2011 up to present
Bachelor of Science in Marine Engineering
Secondary Dona Montserrat Lopez Memorial High School
2007-2011
Elementary Governor Emilio Gaston Memorial Elementary School
2001-2007
June 26,2013- January 08,2014 Herning Shipping A.S.
M/V Caroline Theresa
Feb. 10, 2014- August 24, 2014 Herning Shipping A.S.
M/V Alice Theresa
Page 40 of 47
ACHIEVEMENTS:
A.Y. 2010-2011 3rd Honorable Mention
TRAININGS ATTENDED:
December 4, 2011 Basic Safety Training
April 2013 General Tanker Familiarization
PNTC Training Center, Intramuros Manila
June 2013 Anti-Piracy Awareness Training
Herning Shipping A.S.
Skils:
 Good knowledge in the Seafaring Industry
 Flexible and exhibits good interpersonal

relations
Age : 20 years old
Birthday : April 02, 1994
Birth Place : Navotas, Metro Manila
Height : 5’4
C/M Brandy Ban-eg
Fleet 3 Training Officer – Herning Shipping A.S
Page 41 of 47
Contact No: +63-917-8794366
GEMINIANO H. CUDIAMAT JR.
Latag, Nasugbu, Batangas
2009 up to present
Secondary Tala National High School

2005 to 2009
Nasugbu, Batangas
Primary Latag Elementary School

1998 to 2005
Nasugbu, Batangas
Nov 10, 2013- June 16, 2014 Anglo Eastern Shipmanagement

M/V CMB Kristine
ACHIEVEMENTS:
A.Y. 2004-2005 Valedictorian
TRAININGS ATTENDED:
Page 42 of 47
February 2010 Basic Safety Training

SKILLS:
 Technical
 Welding
 Sportsmanship
 Fast learner
relations
Age : 22 years old
Birthday : September 16, 1992
Birth Place : Nasugbu, Batangas
Height : 5’4
Ms. Igle B. Daguio
Crewing Officer- Anglo eastern Shipmanagement
09178627542
Page 43 of 47
ARJAY R. GOLECRUZ
#20 Sili 1 Street Lawa, Meycauayan, Bulacan
Telephone No.: Cell (+63) 923-845-0479
2011 up to present
Secondary Dalandanan National High School
2007-2011
Elementary Lawa Elementary School
2001-2007
June. 8, 2014 – Sep. 8 25, 2014 Berhhard Schulte Shipmanagement (BSM)

M/V MOL GRANDEUR
Shipboard Training Engine Cadet
Sep. 24, 2014 – June 25,2015 Berhhard Schulte Shipmanagement (BSM)

M/V APL SYDNEY
Shipboard Training Engine Cadet
TRAININGS ATTENDED:
November 11, 2011 Basic Safety Training
Page 44 of 47

Philippine Transworld Shipping Corporation
SKILLS:
 Computer Literate
 Good knowledge in the Seafaring Industry
relations
Age : 20 years old
Birthday : October 26, 1994
Birth Place : Navotas City
Height : 1.66 m
Capt. Armando M. Santosidad
Director Tanker Fleet – BSM
Address: Malate, Manila 1004
Contact No: [02] 516 -5640
Page 45 of 47
VAN WENDELL R. REYES
#I85 Luta Sur, Malvar, Batangas
2011 up to present
Secondary Malvar National High School

2005-2009
Poblacion, Malvar, Batangas
Elementary Luta Elementary School
1999-2005
Luta Sur, Malvar, Batangas

June 8, 2013- Sept. 8, 2013 Berhhard Schulte Shipmanagement (BSM)
M/V MOL Grandeur
Sept. 26, 2013-June 27,2014 Berhhard Schulte Shipmanagement (BSM)
APL AMMAN
TRAININGS ATTENDED:
December 4, 2011 Basic Safety Training

Page 46 of 47
 Personal Safety & Social

Responsibilities
Sept 15, 2013 SDSDSAT
ACHIEVEMENTS:
A.Y. 2014-2015 Dean’s Lister


SKILLS:
 Athletic
 Computer Literate
 Good knowledge in the Seafaring Industry
 Flexible and exhibits good interpersonal
relations
 Photo Editing
 Proficient in English
 Stability under pressure at work
Age : 22 years old
Birthday : October 14, 1992
Birth Place : Malvar, Batangas
Height : 5’10
Capt. Armando Santosidad
Director Tanker Fleet- BSM
Address: 1965 Leon Guinto St. Malate 1004, Manila
Telephone no: [02]516-5640
Page 47 of 47

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MARITIME ACADEMY OF ASIA AND THE PACIFIC - KAMAYA POINT

Associated Marine Officers' and Seamen's Union of the Philippines - PTGWO-ITF

Running head: THE COMPARISON BETWEEN LOCAL AND FOREIGN ENGINEERS

Comparison between Local and Foreign Engineers in relation to

Engine Cadets’ Productivity during Shipboard Training

Midn. 1CL Arnoco, Josua A.

Midn. 1CL Cabanacan, John Carlo D.

Midn. 1CL Cudiamat, Geminiano H.

Midn. 1CL Golecruz, Arjay R.

Midn. 1CL Reyes, Van Wendell R.

Maritime Academy of Asia and the Pacific

Josua Arnoco, John Carlo D. Cabanacan, Geminiano H. Cudiamat, Arjay R. Golecruz

and the Pacific.

Correspondence concerning this study should be addressed to Josua A. Arnoco, B13

L3 Tahanang Yaman Homes Brgy. Buenavista II Gen. Trias, Cavite.

Contact:[email protected]; John Carlo D. Cabanacan, Had. Bagroy, Silay

City, Neg. Occ. Contact: [email protected]; Geminiano H. Cudiamat, Latag,

Nasugbu, Batangas. Contact: [email protected] ; Arjay R. Golecruz, #20 Sili 1 Street

Lawa, Meycauayan, Bulacan. Contact: [email protected] and Van Wendell R.

Reyes, #I85 Luta Sur, Malvar, Batangas, Contact: [email protected].

for their shipboard training for 365 years.

engine officer to the training of his/her cadet.

First Batch; Second Batch; Engine Cadet Productivity

training in maritime industry. (Magramo, M.M. & Gellada, L.D., 2005)

shipboard training needed by cadets.

and professional attitudes required to be a licensed ship’s officer. According to Massachusetts

knowledge and skills will be nurtured. According to Bernhard Schulte Shipmanagement

and good housekeeping throughout machinery spaces; 4) Participating in any shipboard

activity including the moving of stores, overhauling of machinery and assisting in

maintenance or repairs as required or directed by the Officer in charge; 5) Cleaning,

descaling, priming and painting as required; 6) Reporting damages and irregularities

Engineer / Duty Engineer.

responsibility of engine cadets will be in progress. Bernhard Schulte Shipmanagement

training and experience.

different nationality of officers on board. Different nationalities have different characteristics

nationalities especially those officers on board.

shipboard training of engine cadet.

This study would be a significant endeavour in promoting competent future marine

The objective of the study is to answer the following question:

work for the cadets?

training and with regards to the teaching method of their officer?

training of an engine cadet?

training as led and taught by their designated trainer engine officers.

The following terms are defined operationally.

Engine Cadet Productivity - Self-evaluation or self-rating of the cadet to his own

training whether he/she is satisfied or not.

academic track from August .

Local Engine Officers - refers to Filipino engine officers on board.

academic track from December.

variables; on the contrary, these tried to avoid them.

Calmorin, L. (2007) defined non-scientific-purposive sampling as selecting the respondents

effect to their productivity in their shipboard training.

large, the researchers use the formula,

Calmorin, L., 2007),

The researchers used a questionnaire as an instrument for the purpose of gathering

question raised by the researchers in their questionnaire.

Nationality of Engineers Frequency Percentage

Local Engineers 33 34%

Name (Optional): __________________ Date: _

Practical Theoretical Practical Theoretical