ST.

THERESE MTC-COLLEGES
COLLEGE OF MARITIME EDUCATION PROGRAMS
Iloilo City, Philippines

Problems Encountered by Maritime Students in Operating

ARPA/RADAR Simulator

A Research Paper
Presented to
DR. LINA GRABATO, Ph.D.
Faculty, St. Therese MTC-Colleges Magdalo Site
La Paz, Iloilo City

In Partial Fulfillment
Of the requirements
for the course; Research I (Methods of Maritime Research I)
For the Degree in Bachelor of Science in Marine Transportation

By:
Castronuevo, Rodolfo C.
Condez, Climark A.
De Asis, Lorenz C.
Letsoncito, Roland B.
Maniscan, Kenneth L.
Juare, Jasper L.
Saldo, Paolo Dave N.
Tiberio, Andrew P.
 ST. THERESE MTC-COLLEGES
COLLEGE OF MARITIME EDUCATION PROGRAMS
Iloilo City, Philippines

CHAPTER I

Introduction

Simulators have become a very useful tool to use in the education and when

used correctly the simulator could be an effective teaching method to transfer

theoretical knowledge into practical application. Do we really need simulators in the

maritime education and if we think we do, maybe we should ask why? The benefits of

simulator training are many from economical reasons and not least the issue of safety,

most of us would agree that it’s safer to train emergency situations in a simulator rather

than on a real ship. In a simulator we are able to do repeated training and it’s in a

controlled and safe environment. Another advantage would also be the possibility to

evaluate the trainee and/or to tutor the trainee with adequate feedback .

Most maritime schools and nautical training centers around the world provide

training in ship simulators, both for the basic nautical programs and for active sea

personnel participating on different courses. The simulators are however not

standardized and may vary from simple table computer based training to training in full

mission simulators. The rationale for a full mission simulator is to give as real

environment as possible, in a high-fidelity manner, giving the sensation that is similar to

an actual bridge (Carson-Jackson, 2010). The full mission simulators are equipped with

visual channels, providing a perspective of the scenery around the simulated ship. The

steering and sailing directions of the “International Regulations for Preventing Collision

at Sea” (COLREG) are determined by the visibility. When using full mission simulators

with visual channels, the simulator trainees must also determine the visibility and decide

which regulations are applicable.

The use of simulators varies; there are cultural differences and also the question

of resources. The full mission simulators are very expensive and need qualified
 ST. THERESE MTC-COLLEGES
COLLEGE OF MARITIME EDUCATION PROGRAMS
Iloilo City, Philippines

personnel. It’s clear that all schools can’t afford the latest and best technology

regarding simulators, so the amount of hours in simulator training varies depending on

where the student gets his/her training. Large shipping companies are however

investing in more sophisticated equipment and different joint-venture projects with

schools around the world, which is also in the benefit of students. Companies have seen

the value of training up their junior officers in simulators, with their own specific

training programs, company or even ship specific standard operating procedures (SOP)

as a complementary education to the basic training their junior officers received in

school.

The students on maritime (deck officer) programs have various sessions in the

simulator, from basic navigation courses to more advanced courses, for example ship

handling and ship maneuvering. The code “Standards of Training, Certification & Watch

keeping” (STCW-95) is regulating the minimum requirements of the education / training

of deck officers. Some of the courses described in the code are to be held as simulator

training, one of these courses is a course called “Automatic Radar Plotting Aids” (ARPA).

The IMO (International Maritime Organization) has published an IMO model course 1.07

describing the objectives and purpose of ARPA. The purpose is stated in the

introduction of the model course; “the purpose of the IMO model course is to assist

maritime training institutes and their teaching staff in organizing and introducing new

training courses” (IMO, 1999).

Studies have been done on cognitive learning and also about the simulator as

learning environment (human factors etc), but I haven’t seen any studies conducted on

the actual assessment and evaluation of simulator trainees. The focus has been on the

simulator environment (human versus machine) or the resource management (how

humans work in operative environment). There are also several interesting studies

available on workload, both from the aviation and the maritime domain. Staffan
 ST. THERESE MTC-COLLEGES
COLLEGE OF MARITIME EDUCATION PROGRAMS
Iloilo City, Philippines

Nählinder has a study on the mental workload measuring eye movements and heart

rate (Nählinder, 2010). From the maritime domain there are similar studies made on

workload by measuring heart rate (Gould, Roed, Saus, Koefoed, Bridger, & Moen, 2009)

and also studies where the nasal temperature is measured as one parameter in

determining the workload (Okazaki, Murai, Mitomo, & Hikida, 2007) Training centers’

provide training and build up custom-made training exercises for their customers. The

participants in the simulation training programs are assessed and evaluated for their

performance in the exercises. (Sjöström, 2010) One typical way of assessment is

structured instructor assessment which means that the instructor keeps score using

some form of a checklist or rating scale. The final assessment of the participants’

performance is usually the subjective opinion of the instructor, lacking the systematic

procedures for evaluating the effectiveness of training programs. (Farmer, van Rooij,

Riemersma, Jorna, & Moraal, 1999)

Theoretical Framework

The availability of information from radar and Automatic Radar Plotting Aid

(ARPA) forms the basis of a number of techniques which may assist in the safe

navigation of vessels. Successful and safe use of these require an ability to relate the

echoes displayed by the radar to the information shown on the chart and an

understanding of the levels of performance and accuracy which can be achieved under

given circumstances. Where radar information alone is used in making a landfall, the

ship’s position may be in considerable doubt and it may be difficult to positively identify

specific echoes, particularly if the observer is unfamiliar with the locality. In routine

coastal navigation there may be more general certainty as to the vessel’s position, but

effective use of these techniques will require organization, skill, practice and a thorough
 ST. THERESE MTC-COLLEGES
COLLEGE OF MARITIME EDUCATION PROGRAMS
Iloilo City, Philippines

awareness of the capability of the radar system. They will also be found to be of great

assistance in certain pilotage situations, but it has to be said that current civil marine

radar equipment has a very limited ability to contribute to the docking of vessels. (Alan

Bole & Andy Norris, 2014)

The Bridge System would include an automatic radar plotting aid display, an

electronic chart table, an autopilot, a gyro, log, and echo sounder. The Cargo Control

System will vary according to the type of vessel, but will enable loading calculations,

cargo management, ballast control and data logging. The Machinery Control System will

combine various control systems to enable surveillance to UMS requirements,

performance and condition monitoring, generator control and automatic data logging.

Ship Management would involve administrative record keeping, word processing, stock

control and maintenance planning. Workstations with computers, monitors and

keyboards would be provided in the appropriate locations, such as the machinery

control room, on the bridge, in the cargo control room and various ship's offices. A

network would connect the various workstations and enable the exchange of

information between them. (The Maritime Engineering Reference Book, 2008).

Research Paradigm

Problems of Maritime Students

ARPA/RADAR Simulator  Expectations

 Knowledge
 Failure

Independent variable Dependent variables

Figure 1. Paradigm of the study

 ST. THERESE MTC-COLLEGES
COLLEGE OF MARITIME EDUCATION PROGRAMS
Iloilo City, Philippines

The major variables of the study are presented above. The ARPA/RADAR simulator is

the independent variable of the study while the Problems of Maritime students

(Expectations, Knowledge, Failure) is the dependent variable.

Statement of the Problem

This study aimed to determine the problems encountered by operating ARPA/RADAR

simulator.

1.) What are the problems encountered in operating ARPA/RADAR simulator in

terms of knowledge, expectation, and failure.

2.) What are the most dominant problems encountered by operating ARPA/RADAR

simulator.

3.) What are the factors encountered by operating ARPA/RADAR simulator.

Hypothesis

In this study we provide some useful tools and questioners that may pin point

those problems tackled by students and also instructors in simulator.

This study will give bunch of information to those involve persons in able to

prepare themselves on where they weak and good facing simulator.

This study also gain more data about problem/barrier operating ARPA/RADAR

simulator at the end this study helps those institution involve and it’s member to know

their dearth’s in able to improve it for better out come.

Definition of Terms
 ST. THERESE MTC-COLLEGES
COLLEGE OF MARITIME EDUCATION PROGRAMS
Iloilo City, Philippines

Automatic Radar Plotting Aid (ARPA). A machine radar with automatic radar

plotting aid capability can create track using radar contacts.

RADAR. A system for detecting the presence, direction, distance, and speed of ship

and other object by sending pulse of high frequency electromagnetic waves that are

reflected off the object back to the source. (Merriam – Webster Dictionary 2017)

Simulator. A machine with a similar set of controls designed to provide a realistic

imitation of the operation of a vehicle, aircraft, ships, or other complex system, used for

training purposes.

Training. Is teaching, or developing in oneself or others, any skills and knowledge or

fitness that relate to specific useful competencies. Training has specific goals of

improving one's capability, capacity, productivity and performance. (Merriam – Webster

Dictionary 2017)

Education. The field of study that deals mainly with methods of teaching and learning

in schools. (Merriam – Webster Dictionary 2017)

Simulation. The use of a computer to calculate, by means of extrapolation, the effect

of given physical process or the duplicating or reproducing of certain characteristics or

conditions, as a system , by the use of a model for studying, training etc.

Problem. Something that is difficult to deal with and something that is a source of

trouble or worry. (Merriam – Webster Dictionary 2017)

Significance of the Study

The outcome of this study is most beneficial to the following:

Administration. The result of this study will help the administration to know the

problems that the students encountered in operating ARPA/RADAR simulator.

 ST. THERESE MTC-COLLEGES
COLLEGE OF MARITIME EDUCATION PROGRAMS
Iloilo City, Philippines

Teachers. The result of the study would help the teachers know the problems that the

students encountered in operating ARPA/RADAR simulator and they would be able to

help their students in dealing with it.

Students. The result of this study would greatly help them to overcome and adjust

with the problems they encountered in operating ARPA/RADAR simulator.

Parents. The result of the study would help the parents to be aware of the problems

that their children faced in operating ARPA/RADAR simulator.

Future researchers. The findings obtained in this study will be used as the basis for

similar studies in the future.

The researchers. To gain knowledge and to explore a new discovery which is

beneficial to us.

Scope and Limitation

This descriptive study aimed to identify the problems encountered by operating

ARPA/RADAR simulator and to identify the most dominant problem that they faced in

the said subject. The things needed in conducting the study were prepared at ST.

Therese MTC-Colleges. This study was conducted from January 2020 – March 2020.

This study utilized the descriptive research design. Descriptive research uses

quantitative methods to describe what is, describing, recording, analyzing, and

interpreting conditions that exist. The independent variable are problems encountered

by operating ARPA/RADAR simulator. The dependent variable dominant Problem face

by operating ARPA/RADAR simulator. The study was conducted at ST. Therese MTC-

Colleges in the school year 2019-2020. The respondents of this study covered are

random 3rd year maritime students of ST. Therese MTC-Colleges.

 ST. THERESE MTC-COLLEGES
COLLEGE OF MARITIME EDUCATION PROGRAMS
Iloilo City, Philippines

The Researchers – made Questionnaire on Problems encountered by STE students

towards mathematics was used to gather all the data needed in the study.

The study is only limited in identifying the common and the most dominant

problem encountered by operating ARPA/RADAR simulator.

Chapter 2

REVIEW OF RELATED LITERATURE AND RELATED STUDIES

Simulation could be a great learning tool, the simulator and the objectives may

be very clear for the instructor however the students represent that variable in the

exercise. The first step in a successful simulator training session is that the students

must be fully aware of the objectives of the exercise. The instructor should ensure that

all questions are answered related to the simulation exercise. (Carson-Jackson, 2010,

ss. 51-53) The briefing helps the student to remain highly motivated and prepares them

for the challenge. The instructor may provide the outlines of the exercise scenario and

suggestions for pre planning. The students are required to make a route plan and this

could be checked by the instructor on beforehand. Exercise parameters like weather,

tide, navigational dangers and traffic situation should be provided during the briefing of

the exercise. (Fisher & Muirhead, 2001)

The simulator environment as learning environment could be divided into inner

and outer learning environment. The outer environment is the physical environment

such as the simulator (bridge), the exercise, the equipment and persons involved. The

instructor as well as the students also affects the outer learning environment. (Kotila,

2003) The inner learning environment is influenced of previous experiences, knowledge,

 ST. THERESE MTC-COLLEGES
COLLEGE OF MARITIME EDUCATION PROGRAMS
Iloilo City, Philippines

bias and fears. These are in the students minds; however the instructor is able to affect

the student through facilitation. The change or reconsideration taking place is however

done by the student. It will be a challenge for the instructor and if he/she fails it could

prevent the learning environment. Prior to the simulator exercise the students should

be familiarized with the bridge equipment and the simulator environments possibilities

and restrictions. There should be a reciprocal action between students and instructor;

this is often connected to the expectations of the course in general. During the course

the students will spend four days in the simulator and to use a few hours to a proper

familiarization, will most likely save time and cause less frustration among the students

during the days of simulator training. The teachers leading the simulators session have

and tendency to stay in the teachers role and as experts in their field. As simulator

instructor they should however take the facilitators role and by guidance lead the

students.

As Mr. Kotila considers in his book “Ammattikorkeakoulupedagogiikka” there are

four different intervention styles to be used in debriefing; · Approval style. This style

would be used when there are a lot of feelings involved. The approval style is about

listening and giving time to the student during debriefing to explain by own words

about the happenings in the exercise. The instructors’ role is to mentor the student and

help the student to recognize the reasons for the emotions involved. Sometimes it could

be required of the instructor to help the student to deal with negative occurrences. The

aim is to get the student to approve changes and through this learn new things and

maybe even new roles. · Catalytic style. This style is suitable to use when the student

has problems to understand the events in the exercise and the instructor tries to give

an overview of the exercise events. This method could be done like an interview, using

open questions starting with words like what, where and when. The aim with the

questions is to clarify the information as a basis for thought-awakening, decision-

 ST. THERESE MTC-COLLEGES
COLLEGE OF MARITIME EDUCATION PROGRAMS
Iloilo City, Philippines

making and taking action. · Confronting style. This style could be used if the student

has conflicts between actions, thoughts and statements. The student is hold back, to

reflect over his/her actions. The 13 instructors’ mission is to act as a mirror for the

student to review his/her own actions. Criticism or accusations must not be included in

the confronting style. · Determinative style. This style is used when there is a need for

fast decisions. The instructor acts as an expert and will by his input solve the students’

problem at hand. This could be in situations where students are instructed. This

intervention style is effective but the results may be very temporary. One condition for

this method is that the instructor must analyze the exercise, give a description of the

problem and expert advice for the best solutions and actions to be taken. The risk could

be that the student will be dependent of the instructor, the student will not embrace

the good advice given or the instructor (expert) does not know his/her limits in giving

the expertise. All these different intervention styles are effective and could be used

flexible in various situations. It’s important that the instructor’s may use the different

styles according to the prevailing situations. (Kotila, 2003, p. 166-167)

One of the most important aspects of any simulation is the debriefing. The

instructor has identified the weaknesses and the strengths of the students. These items

may be brought up in general manner to highlight different aspects of interest to all

students and ensure comprehension by the entire group. (Carson-Jackson, 2010, s. 57)

The students should be encouraged to discuss ways of how mistakes and errors could

be detected and corrected. This would illustrate the lessons to be learned. It’s however

important that the discussion is focused on the events and not on the persons involved.

The discussion environment must be kept blame free and only the events are discussed

without any blaming or accusing of anyone’s mistakes. (Fisher & Muirhead, 2001, ss.

117-118) The debriefing is essential for the learning process, this is the time when the

students should reflect and gain new experience. Why did it go wrong – or why did it
 ST. THERESE MTC-COLLEGES
COLLEGE OF MARITIME EDUCATION PROGRAMS
Iloilo City, Philippines

go well. If the debriefing fails there would be a great risk that the student does not

know what went well and what went wrong, without that knowledge what has he/she

learned? It could also be possible that the student even draws wrong conclusions and

what she/he learned is wrong. (Salakari, 2010, s. 42) The instructor must be attentive

when students are analyzing their performance, if the students draw wrongful

conclusions it could be necessary for the instructor to intervene and correct wrongful

statements.

Chapter 3

METHODOLOGY

This chapter describes the Purpose of the Study and Research Design, Methods,

Materials, Data Gathering Instruments, and Statistical Data Analysis Procedure

Purpose of the Study and Research Design

This study aims to determine the Problems encountered by operating ARPA/RADAR

simulator.

This study utilized the Descriptive research design. According to Babbie (2013) survey

research is a method of research that aims at knowing what a big number of people

think and feel about some sociological issues. The data it collects from the people

serving as “representatives or informants” explain or describe the society’s thoughts,

attitudes and feelings towards environmental issues. Although survey research is a very

old research technique that began in the period of the ancient Egyptian rulers, many

still consider this a very popular means of social inquiry.

 ST. THERESE MTC-COLLEGES
COLLEGE OF MARITIME EDUCATION PROGRAMS
Iloilo City, Philippines

In this study, the independent variable are problems encountered by operating

ARPA/RADAR simulator. The dependent variable dominant Problem face by operating

ARPA/RADAR simulator.

Methods

The Respondents

The respondents of the study were all the 3 rd year BSMT students who are

currently studying in St. Therese MTC-Colleges.

Materials

Prior to the conducting of the study the materials that were going to use are

questionnaires.

Data Gathering Instruments

The instrument sheet (questionnaires) was made up of important part as follows: the

upper part column the choices for checking was stated with five rows. Then at the

bottom part, it was divided into respective columns that to be check by the students.

Statistical Data Analysis Procedures

The following statistical tools were employed in the analyses of the data

gathered.

Mean. This was used to determine the Problems encountered by operating

ARPA/RADAR simulator.

Rank. This was used to determine the dominant problems by operating

ARPA/RADAR simulator.
 ST. THERESE MTC-COLLEGES
COLLEGE OF MARITIME EDUCATION PROGRAMS
Iloilo City, Philippines

References

https://www.merriam-webster.com/dictionary/

https://www.sciencedirect.com/topics/engineering/automatic-radar-plotting-aid

http://www.transnav.eu/Article_The_Role_of_Navigational_Aids_Such_Hu,2,23.html

Radar and ARPA Manual, (Third Edition) 2014,

https://www.sciencedirect.com/topics/engineering/au
http://publications.lib.chalmers.se

Research Title
Problems Encountered by Maritime Students in operating ARPA/RADAR Simulator
Activities Timeline
Sept. October November December January
1. Questionnaires
2. Letter
3. Validation of Questionnaires
4.Editng of Questionnaires
5.Pilot testing of non-respondent
6.Get reliability result from RDO
7. Editing and reproduction of
instrument
8. Data Collection Survey (Survey
and Interview)
9. Encoding (Coding sheet and
coding manual)
10. Data analysis (Submission of
data to RDO for SPSS analysis)
11. Writing of chapters 4 to 5
12. Writing the Research report
13. Presentation and Critiquing of
research report (Defense)
14. Revision of report
15. Finalization of Research
16. Printing for submission of final
report
 ST. THERESE MTC-COLLEGES
COLLEGE OF MARITIME EDUCATION PROGRAMS
Iloilo City, Philippines

ACTIVITIES ASSIGNED MEMBER

1. Questionnaire All Members

2. Letters CASTRONUEVO III, RODOLFO C.
3. Validation of questionnaire TIBERIO, ANDREW P.
4. Editing of questionnaire LETSONCITO, ROLAND B.
5. Pilot Testing to non-respondent MANISCAN, KENNETH L.
6. Get reliability result from the RDO JUARE, JASPER L.
7. Editing and Reproduction of Instruments DE ASIS, LORENCE C.
8. Data Collection (Survey and Interview) CONDEZ, CLIMARK A.
9. Encoding (Coding Sheet and Coding SALDO, PAOLO DAVE N.
Manual)
10. Data Analysis (submission of data to the CASTRONUEVO III, RODOLFO C.
RDO for SPSS analysis)
11. Writing of Chapter 4 and 5 TIBERIO, ANDREW P.
12. Writing the Research Report LETSONCITO, ROLAND B.
13. Presentation and critiquing of research MANISCAN, KENNETH L.
report (defense)
14. Revision of report JUARE, JASPER L.
15. Finalization of report DE ASIS, LORENCE C.
16. Printing for submission SALDO, PAOLO DAVE N.

QUESTIONNAIRE
 ST. THERESE MTC-COLLEGES
COLLEGE OF MARITIME EDUCATION PROGRAMS
Iloilo City, Philippines

Part I.
Name:
Age:
Section:

Part II. (Please put a check in the spaces that corresponds to you answer. Strongly
Dis-agree as the lowest and Strongly agree as the highest).
Description

Strongly Moderately Dis- Agree Strongly

Dis-agree Dis-agree agree Agree
1. If you have a low skill in
operating ARPA/RADAR simulator,
can they affect your grades?
2. In operating ARPA/RADAR
simulator, does your fear affect
your skills to do the activity?
3. Have you experienced
problems in running the ARPA /
RADAR simulator?
4. Do you know how to use the
ARPA / RADAR simulator?
5. Can the ARPA / RADAR
simulator help you with details to
prevent a collision?
6. Will the ARPA / RADAR
simulator help you practice before
you head to the manual?
7. Is it usable to test the drive
using the ARPA / RADAR
simulator?
8. The ARPA/RADAR simulator
will help you train your expertise
and skills to use it.
9. Can the ARPA / RADAR
simulator help you navigate
properly?
10. Is it important to know the
ARPA / RADAR simulator to ensure
navigation safety?