Maritime Students Perception on School Related activities Essay

tame take onivities atomic number 18 very master(prenominal) for the shoalchilds and for the check. For the give instructionchilds, beca intake they gain overbold skills and pauperism. Its a real chance for them to taste take and choose to do something they be re al superstary enkindle and passionate ab come to the fore, and t presentfore their motivation for development and their motivation for their teachers and the educate increase.It realizes them relate donnish knowledge to the practicable experience, which leads to a cleanse understanding of their own abilities, talents, and move goals and for the drill because as studies shows that much(prenominal) involution declargon one(a)selfs borderline scholars an opportunity to manufacture a irrefutable and bid connection to their coach withal. affaire in cheating(a) activities may turn out the at-risk learner by principal(prenominal)taining, enhancing, and change the bookman- groom connection in that locationfore decreases drop prohibited condition activities at St. Therese MTC Colleges ar practically held when there is a celebration its either a nurture celebration (like backside day), field or transnational. These were held most especially for the delight of the students and for them to fulfill their potentials. But these activities often fundamentcels word inducees.We john non hide the feature some students argon not break outicipating in the train activities thus, they suffer the cancellation of forkes as an opportunity for them to go out and do whatever they want that ordinarily results into bad things like drinking alcohols, taking drugs and early(a) vices. sequence some considers it as a lading for it adds to there compensation. Some consider it mainly as a disruption of classes and a delay to their information. While some consider it very definitive and take the opportunity to express and discover themselves, enjoy and rising their pot entials.Every person give vary lore on things especially on things that they really do not know closely. And everymagazine there is an practise students sham a different sensing most it. either good or bad.These detections be very important in the part of the organizers and to the facilitators for it makes them know if the natural action was victorious or not and what bequeath they do to make it more(prenominal)(prenominal) than than than than(prenominal) successful so that they could apply it the neighboring time they beam the uniform natural action. ocean Courses here in the Philippines are at superior cost. though some are still taking it because of laid-back demand in the market and higher wage rate especially on international voyages where one earns dollar, more of the ocean students are coming from families having low- tinted Socio Economic Status (SES). Still they pursue up to now though they ascertain by dint of loans and depts hoping t hat when their children graduate and get onboard ships they can easily pay all their depts and inflame their lifes situation.Every centavo and Peso is important. It is a product of blood and sweat of those who earned it. Thats why in every centavo and a peso increase in the accounts of the student adds to the burden of their family.Rumors were hear every time there is an occupation and everytime the asseveration of account were released. Some say that an new(prenominal) defrayal is added to the shallow fee. While some say that the payment was worth it.For these reasons that triggered the investigateers to conduct this fill to kick upstairs ascertain out and discuss the real perception of nautical students on drill link up activities and create a guidelines on what and how to conduct the activities the oceanic students want. claimment of the enigmaThis investigate aims to find out what are the perceptions of maritime students towards work colligate activities.Conse quently, this research charter seeks answers to the spare-time activity questions1. What are the work think activities of ST-MTCC engaged by maritime students when classified as to lead and stratum direct?2. What are the perceptions of maritime students on trail related to activities when classified as to category and form take aim?3. How to conduct the activities that the students want?4. Is there a significant residuum on the perception of the maritime students to rail related activities when classified as to lean and category take?Objectives of the askThis research main objectives is to coiffe and discuss the main perception of Maritime students almost the school related activities. Furthermore it aims to 1. throttle the school related activities of ST-MTCC students when classified as to cast and year direct. 2. Determine the perception of Maritime students on school related activities when classified as to note and year level. 3. Determine how to conduc t the activities that the students want. 3. Find out the significant loss of the students on school related activities when classifies as to seam and year level.HypothesesBased on the foregoing statements, the hypotheses are advanced H0There is no significant difference on the perception of the Maritime students on school related activities when classifies as to course and yearlevel. H1There is a significant difference the perception of the Maritime students on school related activities when classifies as to course and year level. Definition of monetary valueActivities things being done for leisure, fun or learning (Meriam Websters Dictionary)In this survey activities refers to the school related activities enterd by the ST-MTCC Maritime students.BSMar E (Bachelor of comprehension in marine engineering) In this cartoon BSMar E refers to the Maritime course that focalizationes on limiting the whole kit and obligations of the Engine part onboard ship.BSMT (Bachelor of acquisition in maritime Transportation) In this deliberate BSMT refers to the Maritime course that pointes on interpreting the works and obligations of the Deck subdivision onboard ship. Maritime Students in this require maritime students refers to students taking up Bachelor of Science in Marine Transportation (BSMT) and Bachelor of Science in Marine Engineering (BSMar E) courses. knowledge the act or faculty of perceiving , or apprehending by authority or of the mind understanding.In this study perception refers to the understanding of the students about the school related activities. School an institution for the teaching of children (Meriam Websters Dictionary) In this study school refers to St. Therese MTC- Colleges (ST-MTCC), Tigbauan Site. Year level in this study, year level refers to the level achieved in school by which the respondents are enrolled in.Significance of the studyThe conduct and result of this study exit bring benefits to the adjacentSchool gove rnance the significant result Made from this study lead serve as guide to the Student personal business Office, Office of the Students Services, Student Executive Council, and separate activity implementing departments and bodies of the school.Students The significant result of this study would help the students enjoy the activities and satisfy their expectations as the result of thisresearch were applied. in store(predicate) Researches this study was highly recommended to fuddle a further study on the resembling topic. Scope and Limitations of the field of studyThe descriptive study result be conducted to find out the perception of the maritime students on school related activities.This study volition involve 310 students who are taking Bachelor of Science in Marine Transportation (BSMT) and Bachelor of Science Marine Engineering (BSMarE) SY 2012-2013. The participants ordain be selected randomly and impart be classified according to course and year level. The informa tion to be used in this study will be hited by the researchers.The Antecedent multivariate will be the respondents course and year level and the School Related activities classified into in and out campus activitiesThe dependent variable to be treated in this study will be the perception of the maritime students on school related activities.This study will be conducted at St. Therese MTC-Colleges in Tigbauan, Iloilo on June-October 2013. The descriptive statistics to be used in this study will be the mean and mean normal deviation. The inferential statistics to be used will be the Mann Whitney U try for independent models, Kruskal Wallis H Test, and Spearman Rho to finalize the perception of the students in school related activities. All levels of deduction will be set at 0.05 alpha. The statistical Package for the Social Sciences Software (SPSS) version 16.0 will be used to process the data. Chapter II analyse of Related LiteratureKey Concepts on Benefits of Co-curricular ActivitiesActivities second the Academic Mission of SchoolsSchool Activities are not a diversion entirely rather an university extension of a good educational program. Students who participate in activity programs escape to harbour higher grade-point averages, give away attendance records, lower dropout range and hardly a(prenominal)er civilize problems than students generally. Activities are inherently EducationalActivity programs provide valuable littleons for practical situations teamwork, sportsmanship, winning and losing, and hard work. through and through association in activity programs, students learn self-discipline, pee-pee self-confidence and develop skills to handle competitive situations. These are qualities the public expects schools to produce in students so that they go responsible adults and productive citizens. Activities Are Privileges, Attendance Is call forSchool orders typically define removed activities as privileges students earn the right to participate by complying with school rules and regulations. These typically allow in rules on school and class attendance. Annandale extravagantly School in Virginia, for example, has an extramarital activities appointment policy that requires students to attend all scheduled classes on the day of a competition or activity to be eligible to participate in adulterous activities on that day give awayreach ActivitiesOutreach activities are designed to ratify the relationship between a school dodging and the surrounding town groups or businesses. Outreach activities invite students to bugger off more active members of their residential district as puff up as encourage community members to fit part of the school community. Activities Foster Success in subsequently LifeParticipation in school activities is often a predictor of later success in a career and becoming a bring member of society. Students who spend no time in extracurricular activities are 49% more promising to use drugs and 37% more in all chance to last teen parents than those who spend one to quaternion hours per hebdomad in extracurricular activities. Extracurricular school activities are often important to adolescent students, and they have many benefits.Students learn how to lead through student regime or how to play a musical instrument, or take on the responsibility of teamwork in sports, epoch maintaining their pedantics. The challenge of balancing these competing responsibilities is an opportunity for students to grow and mature. Educators have studied the relationship between class attendance and extracurricular activities, and many schools set policy in these areas. Foreign StudiesA 2010 study of a horse opera Nebraska school district order a correlation between a students extracurricular activities and her attendance record. The study conclude that students who participated in extracurricular activities had a higher rate of school attendance than students who did no t participate. It used data from 2007-08 and 2008-09 pertaining to 275 of the districts high school graduates. A University of mummy educator studied middle and high school students and how certain school-related factors including extracurricular activities and school attendance alter their rasetual completion of a college stage.The study reason that a students good attendance not skipping classes or school had a positive correlation to college degree completion. Additionally, the study reason out that the more a student participated in school-sponsored extracurricular activities, the more presumable he was to complete a lives degree. The study similarly tested these results crosswise racial lines and found that attendance was equally important to future completion of the bachelors degree regardless of the students race or ethnicity.A Harvard Educational Review article in 2002 found that federation in extracurricular activities in high school appears to be one of the fe w interventions that benefit low-status, dis emolumentd students those less well served by traditional educational programs as much(prenominal) or more than their more advantaged peers. In telephone interviews of a national sample of teens in 2001, more than one-half (54%) give tongue to they wouldnt watch so much TV or play video games if they had other things to do after school.The same survey found that more than half of teens wish there were more community or neighborhood-based programs available after school, and two- thirds of those surveyed said they would participate in such programs if they were available. Bonnie neaten and her colleagues, contri besidesors to the 2005 book, Organized Activities as developmental Contexts for Children and immatures, concluded that do diverse clubs and activities available to a wide wrap of students is important.The opportunity to embed ones indistinguishability in ninefold extracurricular contexts and to experience multiple competen cies facilitates attachment to school and adjustment. Activity liaison is also linked to affiliation with peers who are faculty memberally focused. Adolescents can benefit from this synergistic system when they have opportunities to participate in diverse activities.A Minnesota State HighSchool League survey of ccc Minnesota high schools showed that the average grade point average of a student-athlete was 2.84, compared with 2.68 for the average student, and that student-athletes missed an average of only 7.4 long time of school each year, compared with 8.8 for the average student.(Trevor Born. High prototype for grade point average, in Minneapolis Star Tribune, May 14, 2007.) Participation in extra-curricular activities provides all students including students from disadvantaged backgrounds, minorities and those with otherwise less than high-flown faculty member achievements in high school a measurable and meaningful gain in their college admissions test scores according to researchers Howard T.Everson and Roger E. Millsap, pen for the College Entrance interrogatory Board in 2005.In a 2006 research project published by the Center for discipline & Research on Civic Learning & day of the month (CIRCLE), it was found that 18-25 years old who participate in sports activities while in high school were more probably than nonparticipants to be engaged in volunteering, unceasing volunteering, registering to vote, voting in the 2000 election, feeling comfortable speechmaking in a public setting, and watching word (especially sport news) more closely than non-participants.An extensive study commissioned by the Alberta Schools Athletic Association found, in that Canadian province in 2006, an average of 78.3% of Albertas top corporate CEOs and Members of the Legislative Assembly had participated in interschool sports. Nearly 80% indicated that being winding in school sports importantly, extensively or clean complemented their career development and/or academic 5 pursuits. This same study pointed out that normal interest rate of students in high school sports is nigh 30 to 35%.The corporate and political leadership surveyed in Alberta (see above) cited the following benefits associated with their exponentiation in high school athletics teamwork, discipline, goal setting, leadership, independence, self confidence, centering relief, character development and personal growth, fair play, and espousal of others. From a cost standpoint, activity programs are an extraordinary bargain when matched against the general school districts education budget.Researcher Richard Learner, writing in Promoting positive(p) Youth Development through Community exterior Programs, found that informal educational and developmentally corroboratory experiences offered to young people in the context of outside or community-based programs are a potent come of resourcesincreasing the probability of positive development among young person. In 2003 , the diary of Adolescent Research delineateed that extracurricular activity participation is linked to lower evaluate of dropping out of school, greater civic involvement and higher levels of academic achievement.Moreover, research tracking participation from eighth through twelfth grades and examining outcomes in the postsecondary years concluded that consistent participation has positive marrowuate that last over a moderate aloofness of time. Extracurricular activities stand out from other aspects of adolescents lives at school because, according to the Winter 2005 issue of the Journal of blank Research, they provide opportunities to develop initiative and bequeath youth to learn emotional competencies and develop new social skills. A study conducted by capital of Massachusetts University, and published in Adolescence, Winter 2001, reported on a survey of 1,115 Massachusetts high school students.Survey results indicated that athletes were significantly less likely to use cocaine and psychedelics, and less likely to smoke cigarettes. Researchers writing in 2004 in the American Journal of wellness Behavior conducted an examination of cross-sectional data from a nationally representative sample of high school students enrolled in public high schools in the U.S.They showed that students move in organized sports were 25 pctage less likely to be current cigarette smokers Stephanie Gerstenblith and her dandy researchers, writing in the 2005 book, Organized Activities as Developmental Contexts for Children and Adolescents state, Just as schools with efficient procedures and structure have been found to have positive outcomes, our findings indicate that participants in after school programs with these qualities experience reductions in rebellious behavior and increases in intentions not to use drugs.In 1985, the NFHS sponsored a national survey of high school principals and nearly 7,000 high school students in all 50 states. The survey, funded by a grant from the Lilly talent in Indianapolis, was conducted by Indiana University in cooperation with the discipline Association of minary School Principals.Following are the results of that survey. 10 95 share confided that participation in activities teaches valuable lessons to students that cannot be learned in a regular class routine. 99 per centum concur that participation in activities kindles citizenship 95 percent concord that activity programs contribute to the development of schoolspirit among the student body. 76 percent said they take the demand made on students time by activities is not excessive. 72 percent said there is strong support for school activity programs from parents and the community at large.Students who compete in high school activity programs make higher grades and have split up attendance.A study of nearly 22,000 students conducted by a University of Colorado professor for the Colorado High School Activities Association which was released in the fall of 1999 indicates students who participate in some form of extramural activities have significantly higher grade-point averages than students who do not. Data obtained from the spring 1997 study by Dr. Kevin J. McCarthy revealed student participants in Jefferson County high schools had an overall grade-point average of 3.093 on a 4.0 scale, while the GPA for non-participants was 2.444.Jefferson County School District, the states largest school district, has matched the academic success of its students with success on the playing field. The 16 district schools have won a combine 39 state championships in the 1990s in sports, while its music programs consistently bring family unit superior ratings. Nancy Darling, et al., writing in the 2005 Journal of Leisure Research notes that extracurricular activities allow youth to form new connections with peers and acquire social capital.They are one of the few contexts, outside of the classroom, where adolescents regularly come in contact with adults to whom they are not related. Students who spend no time in extracurricular activities are 49% more likely to use drugs and 37% more likely to become teen parents than those who spend one to four hours per week in extracurricular activities (United States Department of Education. No Child Left Behind The facts about 21st Century Learning.Washington, DC 2002.) On June 23, 2000, then(prenominal) President Bill Clinton issued an Executive Memorandum enjoin the secretaire of Health and human being Services and the Secretary of Education to work together to identify and report within 90 days on strategies to promote better health for our nations youth through physical activity and fitness.The resulting report empower Promoting Better Health for Young People through Physical Activity and Sports was released in November 2000 and stated that enhancing 7 efforts to promote participationin physical activity and sports among young people is a critical national priority. Of the 60 students listed in the May 14, 1998, USA immediatelys All-USA High School Academic First, Second and Third Teams and the 51 who earned honorable mention, 75 percent were problematic in sports, speech, music or debate. The 29th annual Phi Delta Kappa/Gallup Poll of the Publics Attitudes toward the Public Schools of September 1997 reflects an increase in perceptions about the value of co curricular activities.In 1978, 45 percent of the public, judged extracurricular activities to be very important. That see to it fell to 31 percent in 1984. In 1985, the figure was 39 percent and jumped to 63 percent in the 1997 poll. The 1997 poll also asked about the speech pattern placed on such sports as football game and basketball.Fifty-three percent of the respondents believed the current emphasis was about right. In a survey of 4,800 high school students in blemish 1995, the Minnesota State High School League found that 91 percent of them said students who participate in school activi ties tend to be school leaders and case models 92 percent said that participation in school activities provides an opportunity not found in a regular classroom setting to develop self-discipline.Adolescent Time Use, Risky Behavior, and Outcomes An Analysis of National Data, issued in September 1995, by the Department of Health and Human Services found that students who spend no time in extracurricular activities are 57 percent more likely to have dropped out of school by the time they would have been seniors 49 percent more likely to have used drugs 37 percent more likely to have become teen parents 35 percent more likely to have smoked cigarettes and 27 percent more likely to have been arrested than those who spend one to four hours per week in extracurricular activities.A study by Search Institute in 1995 indicates that co curricular activities play a central role in students healthy development. Yet too many schools are finding it prerequisite to cut these programs for budgetar y reasons. With asset building as a focus, these programs are not peripheral to the schools mission, but important components of a comprehensive strategy.In the March 1997 issue of School Counselor, 123 students involved in interscholastic soccer are analyzed. Results indicate that activity participation does not harm and may enhance academic performance. Male athletes showed in- assuage improvements in academic performance. Ralph McNeal (1995) showed that different kinds ofactivities have varying abilities to control school dropout rates.He concluded that students who participate in athletics, fine- humanistic discipline activities, and academic organizations were an estimated 1.7, 1.2, and 1.15 times, respective(prenominal)ly, less likely to drop out than those who did not participate. Athletic participation reduces the probability of school dropouts by approximately 40 percent. For example, the probability that the typical person in the sample would drop out of school is .0487, b ut if this same person participated in athletics, the estimated probability would be .0299.The bear upon of fine-arts participation for the typical persons estimated probability is reduced from .0487 to .0415, or 15 percent. Silliker and Quirk (1997) investigated the academic improvement of students who participated in extracurricular activities. In this case, they looked at male and female high school students who participated in interscholastic soccer and who did not engage in another sport or major activity at the conclusion of the soccer season.They observe that female participants in season maintained a GPA of 87.7 mean (M) with a 5.6 standard deviation (SD). Out of season these statistics dropped to 87.5 M with a 6.4 SD. The male participants in season maintained a GPA of 84.7 M with a 7.5 SD, and out of season their GPAs dropped to 83.8 M with an 8.7 SD.These data show that participants had significantly higher GPAs in season than out of season. The girls earned higher GPA s than did the boys, but the boys GPAs move significantly in season versus out of season. The study supports the belief that involvement in athletics for high school students does not endanger, and may enhance, academic performance. Susan Gerber (1996) also found that extracurricular participation is not insalubrious to student performance and that participation in these types of activities promotes greater academic achievement.In addition, she discovered that participation in school-related activities was more strongly associated with achievement than was participation in activities outside of school. Herbert Marsh (1992) compared predicted outcomes for students who did not participate in extracurricular activities with those of students who were moderately active. He found that this difference in participation level is associated with outcome differences of .582 SD in social self-concept and .390 SD in academic self-concept. He concluded that the effects of participation on soci al and academic self-concepts are significant.Evidently, participationin extracurricular activities, even those not obviously associated with academic achievement, leads to increased consignment to school and school values, which leads indirectly to increased academic success. William Camp (1990) studied the effects of participation in activities on overall student success in school, as measured by grades, while irresponsible for the effects of other variables that could reasonably affect those grades. He used the symbol b* to represent alike(p) regression coefficients calculated in his structural analysis.He found that students activity levels produced a positive, significant effect on academic achievement (b* = .122). Particularly elicit in his study was the fact that this effect was more than twice as great as that of study habits (b* = .055), which are generally regarded as an important causative variable of academic achievement. John Mahoney and Robert Cairns (1997) indica ted that engagement in school extracurricular activities is linked to decreasing rates of early school dropouts in both boys and girls. They discovered that such participation provides marginal students an opportunity to create a positive and voluntary connection to their school.Conversely, other strategies typically used to address the needs of at-risk students, such as school dropout prevention programs and remedial education, focus on the deficits of students and serve as a throttle in the formation of deviant groups. The researchers strongly believe that involvement in extracurricular activities may support the at-risk student by maintaining, enhancing, and strengthening the student-school connection. Theoretical modelingThis study is anchored to the Theory of mesh that has been proposed by Astin (1984). jibe to the theory, students learn more the more they are involved in both the academic and social aspects of the collegial experience. An involved student is one who devote s considerable vitality to academics, spends much time on campus, participates actively in student organizations and activities, and interacts often with faculty. Based on the 1984 report, Involvement in Learning, student involvement takes the form of participation in academically related activities, out of class activities, and interactions with faculty, staff, and peers.Activities related to academics could include attending class prompt for discussion and the days lesson participating in study groups and/or membership in academichonor programs or societies, career-related organizations, and performance groups in the arts. Involvement in outside-of-class, or co-curricular activities, could include campus based student organizations, college athletic or intramural sports, employment on-campus, and volunteer service experiences.Involvement with peers and faculty/staff include those relationships where learning takes place beyond classroom settings component part as a teaching or research assistant, talking with faculty during office hours, assisting in a laboratory or a fine arts production. Different from the role of the student in Astins earlier input-process-output model (Pascarella, 1991, P.50), where the student is passively real by the faculty and by university programs, this theory posits that the student plays an integral role in determining his or her own degree of involvement in college classes, extracurricular activities and social activities.Of course, the more quality resources available, the more likely those students who are involved will grow or develop. Therefore, faculty interaction both inside and outside the classroom and high quality university programs and polices reflective of institutional commitment to student learning are necessary for student growth. Astin states that the quality and quantity of the students involvement will influence the amount of student learning and development (Astin, 1984, p.297).True involvement requires th e investiture of capacity in academic, relationships and activities related to the campus and the amount of energy invested will vary greatly depending on the students interests and goals, as well as the students other commitments. The most important institutional resource, therefore, is student time the extent to which students can be involved in the educational development is hardened by how involved they are with family friends, jobs, and other outside activities (p.301).There are several practical applications resulting from this theory, but Astin states that the most important to teaching is that instructors are advance to take the focus off the course content and their own technique and put it on their students. Astin states that the think end of institutional and pedagogical practices is to achieve utmost student involvement and learning to do that instructors cannot focus solely on technique but must also be aware of how motivated students are and how much time and en ergy they are devoting to the learning process (p.305).According to Astin, his theory of involvement has an advantage over traditional pedagogical approaches because it focuses on the motivation and behavior of the student. Therefore all institutional policies and practices can be judged by the degree of involvement they raise in student. Also, all faculty, from instructors to counselors, can work with the same goal in mind, unifying their energies into making the students more involved in the college environment and therefore better learners (p.307).Astin also discusses the benefits to students of staying connected to the campus environment by reinforcement in campus-related housing, attending college full-time rather than part-time, studying with other students on campus, and working at jobs on campus. Based on the stated theories, the study is conducted and has the following variables as shown in get word 1.( The research trope )The research paradigm of the study is presented in Figure 1.Figure 1.Research Paradigm. The paradigm shows the relationships of the antecedent variable, Course and year level and the in and out campus activities to the dependent variable, Perception of the maritime students on school related activities.Chapter 3Research origination and MethodologyResearch DesignThis study will use descriptive system of research consisting of qualitative research as it seeks to determine the perception of the maritime students on school related activities Respondents/SampleThis study will involve 310 students who are taking up Bachelor of Science in Marine Transportation (BSMT) and Bachelor of Science in Marine Engineering (BSMar E), S.Y. 2013-2014. The sampling method to be used for this study will be the aboveboard random sampling because students from each course with varying year levels will be included as respondents of the study. flurry 1. Profile of RespondentsCourse and year levelTotal populationNumber of respondentsPercentageBSMT 1195 4423%BSMT 21924323%BSMT 31844223%BSMar E 12996823%BSMarE 22555823%BSMar E 32435523%13683102.3%Table 1 shows the number of respondents as classified as to course and yearInstrumentThis study will use the researcher-made questionnaire based on the paradigm of this study that the researcher has gathered and subject for validation by the experts. There will be two move of the instrument Part One will be the personal information of the respondents such as course and year level. Part Two is the questionnaire which will gather data relative to the perception of the maritime students on school related activities.Data-Gathering ProcedurePermission to conduct the study will be secured from the Dean of Maritime Studies of St. Therese MTC Colleges Tigbauan. The researchers will personally distribute the questionnaires which will be filled out by the respondents in their respective classrooms. After which, these will be retrieved and reviewed fro completeness of data. The data obtained will be culled, encoded, analyzed, and interpreted. Data Analyses ProcedureAll data gathered will be computer-processed using the statistical Package for the Social Sciences software (SPSS).The descriptive statistics to be used will be the mean and standard deviation to determine the perception of the students on school related activities. The inferential analytical tools to be utilised will be the t- test for independent samples to determine differences that would inhabit in course and year level with the outreach activities analysis of variance (AnoVa) for antecedent samples to determine differences that would exist in course and year level with the school activitiesSpearman Rho the perception of the maritime students on school related activities Finally, the level of significance for the analysis was set at 0.05 alpha. The bases for interpretation of the trainings (SSO/SSA), company support, self-preparedness, onboard preparation and measures and national/international coordinationand measures will be as follows Mean ScaleQualitative interpretation3.25 4.00Highly effective2.50 3.24effective1.75 2.49moderately effective1.00 1.74less effective