“PERCEPTIONS OF 2ND YEAR MARITIME STUDENTS IN OUR LADY

OF TRIUMPH INSTITUTE OF TECHNOLOGY-PAGADIAN CITY TOWARDS

GENDER EQUALITY”

Labador,Geronimo

Luminog,Pamela

Quindo ,Edwin Jr.

Rivera, Shane Mark Bryan

Sulay,Angelou

Tatel, Joshua
Chapter 1

THE PROBLEM

Introduction

Understanding the gender equality impact is critical to learning more about the

accomplishment of this study to our societal role and to the maritime course. The relevance

of a gender perception is growing in recognition, prominence, and applicability throughout

the maritime environment. This study is all about Gender Equality and to the deficient

impact of gender inequality on maritime students in Our Lady of Triumph Institute of

Technology-Pagadian City.

Gender Equality, also known as sexual equality, is a state of equal ease of access to

resources and opportunities regardless of gender, including economic participation and

decision making; and the state of valuing different behaviours, aspirations and need

equally, regardless of gender. Gender equality is achieved when women, men, lesbian,

gay, bisexual, transgender, and queer enjoy the same rights and opportunities across all

sectors of society, including economic participation and decision-making, and when the

different behaviours, aspirations and needs of women and men are equally valued and

favoured. (Gonzel, 2017).

Gender Equality could have a great impact to our society even in Maritime

Community, but there was a big problem especially among maritime students or learners in

Our Lady of Triumph Institute of Technology- Pagadian City especially on 2 nd year students
that is opposite to equality, the “gender inequality”. The researchers have noticed that there

were still maritime students who were being discriminated and underestimated because of

their gender identity that leads to affect the capacity of the other learners who were taking

a Maritime Course, even in group chats. Since most maritime students are males, some 2 nd

year students discriminate other learners especially on gays, because of it, they feel out of

place. So, the researchers must take an action by making this study.

This study have a furthered research about the Gender Equality so that the people

especially in maritime course could realized and understand about gender equality. The

maritime students need to know gender equality for good interpersonal relationship, and to

have a friendly connection with each other even though who you are and what gender you

have. This would make our maritime students mingle with other students and to get along

with each other to indicate their basic human friendliness and affinity.

Theoretical Framework

The theory adapted to support this study was the Social Role Theory of Gender

(Eagley, A. 2016). It stated that, these generalization, shape as individuals watch male and

female including gay, lesbian, bisexual, transgender and queer, conduct and surmise that

the gender have comparing airs. For instance in industrialized social orders, ladies would

probably fill caretaking parts in business and at home. Individuals make the journalist

derivation that ladies were collective and mindful people. The roots of people's social parts

lie basically in people's advanced physical gender differences, particularly men's size and
quality and ladies' regenerative exercises of gestating and nursing youngsters, which

interface with a general public's conditions and culture to make certain exercises even

more effectively performed by one gender or the other. Individuals do gender parts as they

authorize social parts (e.g., parent, worker).

Gender equality has a significant effect on child’s learning since it can either boost

or disrupt the student’s performance in school. It can create an imbalance in the work load

and can lead in inequality in opportunities between men, women, gay, lesbian,

transgender, bisexual and queer. The disparities in gender leads to the division of labor

where it can bring forth the issue of unequal rights, status and opportunities that can

promote gender discrimination.

The researchers chose this theory because it emphasizes that we should promote

gender equality as it means to our society. The problem that most people have was that we

considered that, in maritime industry even in maritime schools, we accepted it as a male

dominated environment and we viewed it that men started it and, it is uncommon to see

that there were women and even gays that join in maritime industry, that’s why gender

discrimination is unavoidable. So, the theory and the study try to remind that we should not

forget, however, the fact that there is a link between man and woman from creation, and

we should not make the capacity of other gender besides males as an excuse on not

making them as a part of the maritime industry.

Statement of the Problem

This study aimed to realize that anyone can handle being a maritime regardless of

their gender identity. Specifically, the study sought to answer the following questions:

1. What were the demographic profiles of the respondents?

 1.1 Age

1.2 Section

1.3 Gender

2. What was the perceptions of the 2 nd year maritime students in Our Lady of Triumph

Institute of Technology – Pagadian City towards gender equality in terms of:

2.1 Skills;

2.2 Attitudes;

2.3 Social Interaction and Accessibility?

Scope and Limitation

This research was conducted at Our Lady of Triumph Institute of Technology-

Pagadian-City 2nd Year maritime students. The researcher was expecting all sections in 2 nd

year Bachelor of Science and Marine Transportation students to participate in this

research.

The researchers provided a survey questionnaire for the students of Our Lady of

Triumph Institute of Technology- Pagadian City, specifically, in 2 nd year maritime students.

The gathering of the data were collected during the vacant time of the researchers and

adjusted for their respondents in terms of their schedule. The researchers observed the

students having gender inequality and how it affects their academic performances. The

researchers had knowledge about their topic because they have experienced gender
discrimination, and they were also students from Our Lady of Triumph Institute of

Technology- Pagadian City.

Significance of the Study

This study helped our maritime students in Our Lady of Triumph Institute of

Technology – Pagadian City to recognize that equal rights should exist between men,

women, lesbian, gay, bisexual, and transgender community. However, the fact remains that

woman, lesbian, gay, bisexual, and transgender community have fewer opportunities than

men to benefit the maritime intercourse.

This study also aimed to motivate those people who belongs to LGBT community

(lesbian, gay, bisexual, and transgender) to be proud, leave their closets and do what they

want to do, especially, chasing on their dreams. This study aimed to help the following

individuals:

Students – This research study will help them realized or discipline and make the

students responsible for their actions.

Teachers – This will help them to have better relationship with their students and

guide them accordingly. It will also help them to discover new learning regarding to this

kind of matter.

School administrations - This study will help the school administrations in

assessing the gender inequality cases. This will make them develop rules and regulation

that will lessen the discrimination between genders.

 Parents - This will help the parents to guide their child to this kind of issues and

concerns. And also, to make them comfortable and assured that the school is free from

discrimination and bullying.

Future Researchers - This will help them gather data and help them to apply the

ways on how to find solutions in their study. Also, this study will guide the future

researchers on their future research paper.

Definition of the Terms

Discrimination - the practice of unfairly treating a person or group of people

differently from other people or groups people.

Gender Equality - state of being equal in all gender. Having the same right social

status, and postures.

LGBT - Lesbian, Gay, Bisexual, and Transgender.

LGBTQ - Lesbian, Gay, Bisexual, Transgender, and Queer.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Review of Related Literature (Local)

There has been very limited related literature particular to the topic in the

Philippines. Nevertheless, the absence of succulent researches fueled the spirit of the

researchers of this paper to pursue this study to contribute in very limited resource

material.

According to Mendez (2011), it was an accepted fact that the maritime industry were

dominated by men, which was why the term “seaman” us widely used to describe anyone

working at sea. But since the United Nations (UN) started promoting gender equality,

women have been taking part in industries that once belonged to men, the maritime

industry included. In the Philippines, women were being encouraged to join it, seeing that

they have the same potential and skills as men. To further encouraged and support women

in the industry. The Philippines followed the steps established by the International Maritime

Organization (IMO) in strengthening and empowering women on issues involving the

industry. As a result, the Women in Maritime Philippines were formed. Since its

establishment in 2007, Wimaphil has gathered 300 women as members and developed

four regional chapters across the nation. It oversees the UN’s Millennium Development
Goal (MDGs), which include coastal clean-ups; livelihood programs for coastal

communities; and the supervision and formulation of programs and seminars that discuss

women’s health issues, like HIV-AIDS, maritime pollution and the illegal trafficking of

women in seaports.

According to Molster (2017), the number of Filipino seamen around the world

reached over 400,000, which was more than a quarter of the total 1.3 million-strong

workforce in the global maritime industry. Of these figures, women only comprise 2

percent. During the celebration of the International Seafarers Day 2016 in the country, IMO

Secretary Kitack Lim said the maritime industry need more women because of the quality

work they provided. According to him, women were very important source of human

resources, which would make for safer sea travel. It would do well for the shipping industry

to seriously consider this new well-spring of quality manpower.

The pioneer maritime school in the Philippines, the Philippine Marine Merchant

academy (PMMA), started offering marine engineering and other maritime courses in 1993

in compliance with Republic Act (RA) 7192, or the Women in Development and Nation

Building Act. This law mandated the integration of women in various industries and in the

military to make them on par with men in terms of development and the nation building.

Several maritime institutions followed thereafter.

According to Lares (2017), the promotion of gender equality and women’s

empowerment has been a goal of the United Nations Organization and its specialized

agencies, within each one’s particular scope of competencies. The World Maritime

University (WMU), a postgraduate maritime university founded by the International

Maritime Organization (IMO), has put in place its own policies to promote the participation

of women in the maritime transport sector. The main idea behind this case study analysis is

to look at how WMU’s policies on the gender equality and women’s empowerment have
evolved over time; their impact on the student and employee body; curriculum, conferences

and seminars; and propose area for improvement.

This research was aimed at gaining a deeper understanding of an on-going process

by exploring enrolment and hiring statistics, documents and related articles over a period of

34 years.

According to Molster (2017), seafaring as an occupation, and the maritime

community as a whole, was still a male-dominated industry. In order to encourage more

women to engage in a career at sea, a number of campaigns have been launched by

various stakeholders. Since gender gaps in education generally were larger in the

developing world, while steadily closing in the developed countries, it is both

understandable and appropriates that efforts largely gave been directed towards enabling

women in developing countries to engage in professional education and training, may it be

maritime or other. However, was opening the door and encouraging women to participate

in maritime training sufficient to keep and encourage women to embark on a maritime

career? In this article, authors set out to examine how gender equality was addressed in

the curricula of maritime education. A document analysis was performed, examining official

study plans and curricula from eight maritime universities in Finland, Norway, Sweden and

the Philippines; all nations ranked in the top five in the Global gender Gap Index.

Women generally do not received adequate support (Both from family and society)

to choose seafaring as their career. Educators often do not provide the necessary skills

and support to helped young women climb the shipping sector ladder. Women were also

deprived of family support which is very essential and crucial for them to establish their own

identity in such a sector where women count is very limited.

 According to Mukherjee (2017), Parents must be made aware of this field so as to

motivate and encourage their daughters who are willing to make a difference. Lack of

support is one of the reasons why women become upset, disappointed, and eventually

step back from taking seafaring as a career. This is also the reason they are not seen as

decision makers. These changes can definitely make merchant navy more acceptable by

women. Less acceptance by companies, he difficulty of getting access to jobs and

professional development in the maritime industry is also a reason for less women

seafarers in the maritime sector. Lack of workplace support keeps women out of this

career. Aspiring female seafarers perceive little chance of advancing in their field. Many

women feel that they would be subjected to difficulties such as performance pressures or

face a hard time moving up in the company.

Review of Related Literature (Foreign)

According to Horck (2010), there was more to be done in order to have women

compete on a level playing field in the sphere of shipping. Shipping is historically male

dominated and conservative, so it was well understood that there were ropes to be untied.

In this article, there were examples on how stakeholders in society have introduced policies

on how to meet diversities. It was recommended that universities seriously pursue this

trend.

“I wish to appeal to educational institutions to publish a university policy on the

gender perspective and diversity management in general”.

This policy must be written form in order for staff and students to understand and

remember the content of the policy. This was an issue that should follow the quality
assurance aims and goals and should be posted in a public place within the university’s

premises for everybody to be reminded.

The Maritime Industry was used to describe things relating to the sea, ships, shore-

based people, institutions, facilities that make sea transport possible and the people who

sail the ships. This industry was one of the largest international industries with a vast need

for technical, legal and administrative branches. About 90% of the world’s trade was carried

by sea, and the sea is the common heritage of mankind (Ma, 1999). It therefore offers

many job opportunities; one need not go to sea to be in the Maritime Industry. There are

career opportunities covering the design and building of ships, maritime

environment/resources management and protection, training of personnel in the maritime

industry, marine insurance, maritime law, ports and harbor management and administration

and managing of internal water resources. The Maritime Industry is accepted as a male

dominated environment, which is viewed with skepticism, all because it is men who started

it. One should not forget, however, the fact that there is a link between man and woman

from creation. Naturally, there is the tendency for men to protect women as all male

species do. However, that of the human male has turned to over protectiveness over the

years, which is viewed as gender imbalance/inequality. The effort by international

organizations is to achieve an effective balance, and it is nevertheless a step in the right

direction for the whole world. Generations ago, traditionally, the key role for women was as

mothers and teachers of primary school children, but this is history now. A woman no

longer wants to be the “little homemaker” while her husband “brings home the bacon” from

the sea. There is the need for education and training to encourage females into this

industry and change the human perspective that the maritime industry is a job for men only.

Education does not only involve the provision of knowledge but also a change in attitude.

This dissertation has been inspired by the fact that in 1999, IMO took account of its 10
years of Women in Development Programmed, the integration of women into the maritime

sector, the objectives and aims and its achievements over the past decade. Equally

motivating is the provision of the revised STCW 95 resolution 14, “Promotion of the

participation of women in the maritime industry”, which desires governments to 3 secure

equal access and highlight the role of women in the seafaring profession and to promote

their greater participation in maritime training and at all levels in the maritime industry.

Women play an important financial role in the running of the family. The side issues are

that one sees different countries while being exposed to people of different cultures and

backgrounds, all broadening one’s knowledge. There is no reason why women should not

participate in, and benefit from, employment such as the shipping industry. Participation by

more women in the maritime industry (seafaring) in this decade will be beneficial to the

society as a whole. It will be a form of partial solution to the problem of shortages of

officers, which is anticipated to rise to 46,000 within this decade (Telegraph, May 2000).

Related Studies (Local)

According to the book of MochNeil and Ghost (2016), entitled Gender equality,

several studies have shown gender inequality in maritime industry were relevant. In the

current Philippines gender inequality is one of the relevant problems especially for getting

job. Most of men choose seaman profession. The reality of a global gender imbalance in

the workforce is undeniable; however, it is even more profound in the traditionally male

dominated maritime industry, where women make up a mere 2% of the workforce.

In the study by Hannah Aba Aggrey (2000), “Women in the Maritime Industry” a

review of female participation and their role in maritime Education and Training in the 21st

century. In various maritime museums she contacted for the background history of early
women in the maritime industry. Personal contact was used as a way to enab07le the

author to analyse the difficulties, hindrances and problems encountered by women in the

industry.

This research was based on the maritime women in development of maritime

industry. This study was related to our study because it aimed about the maritime

institutions gender encountered by women in maritime industry.

The study of Lucia P. Tangi (Empowering Filipino Women Seafarers in the Maritime

Industry) Achieving gender equality and empowerment of women and girls is one of the

crucial targets enshrined in the United Nations Development Program (UNDP) Sustainable

Development Goals. According to the UNDP, the elimination of all forms of discrimination

against women and girls is not only a basic human right, but is also a crucial factor in

accelerating development. This means that the fight for the elimination of other indicators,

such as poverty, hunger, corruption, malnutrition, corruption, poor health, and illiteracy,

areal meaningless if women and girls do not benefit from it. While the world may have

achieved strides in many aspects and sectors in terms of gender equality, the maritime

sector appears to have been left behind.

Previous studies done by the International Labor Organization (ILO) and the

International Maritime Organization (IMO) show that women account for only two percent of

the world’s seafarers. The majority of these women are in the hotels and services

departments of passenger vessels or cruise ships. Their integration into the industry has

been driven more by the demand fore-women's jobs on board passenger vessels rather

than to improve the gender-gap in the industry. It is still rare to find women officers and

ratings (skilled personnel) on foreign vessels, and most of the women who control the

helms of these vessels come from developed countries.

 This study was related to our study since it assessed the measures to empower

women by addressing issues on welfare, access, conscientization mobilization, and control

in the maritime industry.

Another study by Cristina Dragomir, Felicia Surugiu (2013) “Seafarer Women

Perception of the Seafaring Career”. Nowadays, the problem of equal chances in the

maritime field represents a challenge for obtaining human progress, respect and

recognition of human rights. In a specific area like the maritime one, the gender equality

has always been an issue due to the differences that exist among enrolment per gender at

maritime engineering universities. Women had for years the false impression that the

maritime business is forbidden for them. Men were the ones conducting this business and

they’ve never allowed women’s access as this would have looked like an intrusion in a

sector that for centuries has been exclusively under men’s control. Many developed

countries still restrain women’s access to the maritime business. There may also be some

cultural resistance to women working outside the home, but the principal objections to

employing women at sea appear to center on lack of adequate separate facilities for

women on board and stringent physical requirements. Accordingly, Seafarers’ Rights

International Centre for advancing the legal protection of seafarers approximates that 1.5

million seafarers daily serve on a worldwide fleet of over 100,000 ships that transport over

90% of world trade while the International Labour Organization (ILO) considers that more

than 1.2 million seafarers operate ships. In this figure, seafarer women represent a very

small percentage. Current statistics of International Transport Workers’ Federation show

that women make up only an estimated 2% of the world’s maritime workforce. According to

ILO, in the cruise line sector, women represent 17-18% of the workforce. Ninety-four per

cent of women are employed on passenger ships (with 68% on ferries and 26% on cruise

ships) and 6% are employed on cargo vessels (i.e., container ships, oil tankers, etc.). As
for jobs, there are women ship masters and chief engineers, as well as other officers.

However, generally, women are working as hotel staff on passenger ships. Women

employment as seafarer can resolve such problems. Today, in the digitalize and automated

world, where physical labor is mostly taken over by machines, on board ship an engineer

woman can work as better as a man. We can say even better, if we take into account the

fact that in the case of Constanta Maritime University, since 1995 when began to be

accepted female as students, the graduating class leaders were mostly female, both in

navigation, mechanical engineering or electrical engineering. Another advantage of women

seafarer’s presence onboard ship is that it creates a more normal social environment. This

is particularly important because the nature of seafaring life has changed in recent years

and there is less time to go ashore and there are less people on board. Having women as

part of the crew can reduce the sense of isolation felt by many seafarers.

This study was related to our study because it shows the Seafarer women represent

a very small percentage of the world’s maritime workforce. In the conditions of an expected

shortage of seafarers, women represent an untapped human resource in seafaring that has

to be attracted to join the maritime sector

Related Studies (Foreign)

According to the book of Momoko, et.al, (2015) entitled Why Inequality? “Seafaring

as an occupation and the maritime community as a whole is still a male dominated

industry”. In order to encourage in a career at sea, the promotion of gender equality and

women’s empowerment has been a goal of the United Nations Organization and its

specialized agencies, within each ones particular scope of competencies.

 The study made by Journal of Marine Science and Technology, Vol. 25, No. 4

(2017) “FACTORS AFFECTING FEMALE STUDENTS CHOICE OF MARITIME MAJORS“

Maritime majors has long been dominated by male students. Society has established a

restrictive gender culture for sailors as well as different societal expectations for the

genders (Dragomir and Surugiu, 2012). However, social changes and development have

gradually highlighted the issue of gender equality, which has subsequently affected female

students’ choice of maritime majors. Concerning the Maritime majors included in this study

(e.g., merchant engineering and navigation), the percentage of female students in the

academic years 2007-2014 increased by 2.2%. In 1988, the International Maritime

Organization developed the Strategy on the Integration of Women in the Maritime Sector

(IWMS) to secure women’s jobs and development opportunities within the maritime

industry using methods such as education, technology application, and knowledge transfer.

Through many years of promotion and efforts, women’s participation opportunities within

the maritime industry have increased; however, the number of female sailors and

development opportunities for women within the labor market are significantly lower

compared with those of their male peers (Horck, 2010); the proportion of female sailors is

less than 5% (Zhao, 1998). Baya (2015) identified that the employment and organizational

contexts limit women’s opportunities to become a sailor. However, the problem can be

fundamentally solved through education. Furthermore, Smyth’s (2005) transnational study

indicated that the greater the gender segregation in higher education majors is, the greater

the gender segregation in the workplace.

This study was related to our study because it’s all about the maritime women

affecting to gender, a typical career considerations by women and their career choice.

This study by M. Kitada, E. Williams & L.L. Froholdt (Eds), Maritime Women:

‘’Maritime Education for Gender-Equal Career Advancement’ ’The study presented in this
paper is limited by its clear focus on the gender discourse and gender inclusive pedagogy.

The study does not include other social categories such as age, class, ethnicity, religion

and sexuality that are equally important, especially since these categories often coexist.

But to enlighten such complexity would demand a different setting and is not within the

scope of this study. The content analysis of the official study plans yielded information on

learning objectives, content and to some extent, pedagogical strategies. To obtain a more

comprehensive view, it would have been desirable to complement the document analysis

with, for instance, studies of course literature and course evaluations, as well as classroom

interaction observations and interviews with students and staff. This is seen as a natural

next step for further studies of gender equality in maritime education. One of the most

prominent findings to emerge was that there seems to be a general ‘gender blindness’ in

maritime education, perhaps as a result of the fact that the maritime industry historically

has been largely dominated by men. This is not uncommon, especially in technically

oriented education and natural sciences (Hussenius et al. 2012). Bringing gender up on the

agenda may range from difficult to unappreciated. Difficulties are occasionally reinforced by

students, both female and male, who find gender discourse unnecessary and possibly

even ridiculous. This can, however, be attributed to the previously discussed adaption of a

new identity when entering a male-dominated education. It can be challenging to be ‘one of

the boys’, while at the same time celebrating womanhood and initiatives of bringing gender

issues up on the agenda. Similarly, this is seen also for women seafarers that enter the

male-dominated work arena at sea. In a recent study of female seafarers (Kitada 2013), the

results demonstrate how different strategies are used. Ideal types of strategies can be

categorized as negotiators, constructors, maintainers, and reproducers. The strategies vary

over time and most respondents in the study believed different strategies are needed on

ship and ashore. This leads to a complex switching between identities. Kitada further

identified three prominent subsets of norms and values on board ships: an emphasis on
the hiding of emotions and feelings, the importance of jokes, and the prioritization of the

requirements of the job over the needs of individuals (Kitada 2013). These features of the

seafaring culture reflect more masculine norms and values than in most shore-based

cultures, placing demands primarily upon women seafarers to adjust, when entering the

maritime work environment.

This study related to our study because its resolve gender bias and close the gap in

the maritime industry as whole, gender conscious pedagogical and didactic approaches

must be well defined, operational zed and put into practice in educational policy and

curricula making at individual, structural as well as symbolical levels.

This study by ILO/SIRC (Belcher, P., Sampson, H., Thomas, M., Veiga, J., & Zhao,

M.) 2003 ‘’Women Leaders in Shipping as Role Models for Women Seafarers’’ There have

been made increasing efforts to gain an awareness of human element issues. And also,

efforts were made to gain awareness on gender issues in shipping and on the increasing

role of women seafarers. Undoubtedly, a competitive maritime company is the one that

clearly states the mission of reflecting a serious commitment to provide qualitative transport

activities and has the ability to adjust rapidly to client’s needs and opportunities providing

competitive navigation. Yet, a competitive maritime company should also have the ability to

resonate to global societal necessities in the maritime sector. Many maritime companies

are concerned in developing and communicating more or less loud, responsible campaigns

towards societal needs outside their companies. For example, they would commit to urgent

medical cases; would offer sponsorship's for educational institutions, conferences, forums

and fairs; would plant trees or support the disadvantaged. Such actions are very fine and

much needed in the society. But sometimes people needing help might be closer than

expected.
 Namely, can be the case of a maritime companies own employees: seafarers and

crews that bring back direct return to the company. Seafarers are affected by several

labour issues and one of such issues is included under the large umbrella of gender

stereotypes.

Maritime companies would probably need to start social responsible campaigns first

with their own employees, by removing gender barriers at women seafarer employment

and glass ceiling barriers after employment of female.

This study related to our study because it determined the maritime women seafarers

that need models and motivational aid in order to join maritime education and maritime

careers, and to surpass any eventual challenges.

According to the book of Cavaldoro (2015) entitled LGBTQ, even though in Maritime

Industry had a high level of competency, but even women and LGBTQ can do it all the

time. It will remind the students of Our Lady of Triumph Institute of Technology- Pagadian

City, especially 2nd year students, that Gender Equality in Maritime have a great role and a

big risk to take. As the majority of these countries are either coastal states or islands, the

role of the maritime sector is large, contributing significantly to boosting the local

economies. “Women currently account for just 3% of the seafaring workforce”.

Despite the sector’s traditionally male-dominated work environment, some women

have reached managerial positions and have performed as remarkably as their male

counterparts. However, this study highlights that to be successful in their maritime careers,

women managers tend to live a work-led life rather than one that is work-life balanced.
 Chapter 3

RESEARCH METHODOLOGY, SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the various methods used in the process of the study in

Perspective about Gender Equality Among the 2 nd Year Maritime Students. The

methodology used in the research was primarily quantitative, as baselines related to

gender indicators were very limited. The study gathered respondents’ perception of change

across the gender indicators used. It included the subject of the study and research design.

Also, this chapter is composed of results and discussion, the summary and the findings of

the researchers’ research data gathered. This also includes the conclusion of the findings

in the research and the corresponding recommendations of the research project.

Research Design

The research design used for this research was a quantitative type of research. The

researchers study also used research descriptive questioners. Score of the respondents,

was recorded and tallied using descriptive frequency tallies. To measure how relevant

gender equality among maritime students in Our Lady of Triumph Institute of Technology-

Pagadian City, researchers used the Frequency, Percentage, Mean, and Pearson

Correlation for the independent variable.

Research Locale

This research was conducted at Purok Tugas, Balangasan, Pagadian City,

Zamboanga Del Sur. Specifically, in Our Lady of Triumph Institute of Technology –

Pagadian City, Bachelor of Science and Maritime Transportation second year students.

The researchers chose the place of implementation because it gave the researchers the

needed information for the purpose of their research.

Sampling Design

This study utilized a random sampling design to collect the pertinent data from the

chosen sample.

Respondents
 This research was conducted in Our Lady of triumph Institute of Technology –

Pagadian City, the researchers were expecting all students from second year Bachelor of

Science and Maritime Transportation, School Year 2021-2022.

Instruments

Instrument used Survey questionnaire was the instrument used in this study. The

researcher utilized an adapted questionnaire in P the data. Thirty percent (30%) of the

questions were pilot tested and seventy percent (70%) of the question were adapted from a

source, European Trade Union Committee for Education. (Roi, 2009)

The questionnaire reflected the study skills described in terms of skills, attitude and,

social interaction and accessibility. Demographic profile of the respondents is also included

such as section, age, gender, and preferred pronoun.

Data Gathering Procedure

The researchers asked the approval of the teacher. The questionnaires then

distributed to the respondents in their classroom with the permission of the teacher or

during their break time when they are gathered at their classroom. The questionnaires

were retrieved immediately after giving the respondents enough time to answer. Clear

instruction was given by the researcher to ensure that the respondents were guided on

filling up the questionnaires. Moreover, through the resourcefulness and active participation

of some people close to the researchers, all data needed was retrieved.

Statistical Treatment of Data

 This section presents and enumerates the statistical measures and test that was

used in the gathering of the data for the studies.

The following statistic were employed in the analysis of the data gathered.

1.Frequency and Percentage, this is used to determine the proportion of

students who answered in a certain way.

    F %

Age 18 0

19 0

20 4 13

21 17 57

22 0

23 4 13

24 CHAPTER 4
25 1 3

26 1 3
PRESENTATION, ANALYSIS, AND
27
INTERPRETATION OF DATA
28 1 3
This section
29 1 3
obtained data.
30 1 3

Gender

Male 27 8.1

Female 3 0.9
Table 1. Demographic profiles of the
Section

Alpha 10 0.33 respondents

Charlie 10 0.33

Bravo 10 0.33

Total   30 100

Note: f = frequency, % = percentage

2.51- Agree

3.25

3.26- Strongly Agree

4.00
 28

Table 1: Descriptive levels of Skills (n=30)

  M SD QD

3.2 1.0

1. I can access the same right as others despite of my gender. 0 0 SA

2.2 1.1

2. Women does not have place in marine industry. 7 4 D

3.4 0.8

3.Gender inequality should take serious issue. 7 2 SA

3.7

4.Men should take part in achieving gender equality. 7 0.5 SA

3.0 0.9

5.I can see women and men have the same potential and skills. 0 2 SA

3.8 0.4

6. I think women has very important source of human resources. 7 3 SA

7. The maritime industry needs more woman because of the 3.5 0.7

quality work they provide. 7 3 SA

Note: M=Mean, SD = Standard Deviation, QD = Qualitative Description, 1.00-1.75 = Strongly Disagree (SD),1.76-

2.5=Disagree(D),2.51-3.25=Agree(A),3.26-4.00Strongly Agree(SA)

Table 1 shows the descriptive levels of skills among the students. Item

2 is interpreted as “disagree” and has a mean (M=2.27, SD = 1.14) this

implied that the perception among female cadets that they are not much

regarded as important as the male cadets. The rest of the item responded as

strongly agree. Where in item 1 is interpreted as” strongly agree” and has a

mean (M=3.20, SD=1.00) which implied that any gender can access the

same right .Item 3 is interpreted as “strongly agree” and has a mean

(M=3.47,SD=0.82) that gender inequality should be taken seriously. Item 4 is

interpreted as “strongly agree” and has a mean (M=3.77,SD=0.5) implied that

men should take part in achieving gender equality. Item 5 is interpreted as

“strongly agree” and has mean (M=3.77, SD=0.92) implied that men and
 29

women have the same potential and skills.Item 6 interpreted as “strongly

agree” and has a mean (M=3.38,SD=0.43) that women has a very important

source of human resources .Item 7 is interpreted as “strongly agree” and has

a mean (M=3.57,SD=0.73) implied that maritime industry needs more women

because of quality work that women provide. Overall, the respondents have

an outstanding understanding about the descriptive levels of skills among

maritime students.

Table2:Descriptive levels of Attitude (n=30)

  M SD QD

2.0 0.8

1. I find myself uncomfortable around homophobic. 3 5 D

2.0 0.4

2. Men are more understanding than women 0 5 D

0.6

3. I underestimate others by their gender 3 4 A

1.8 0.5

4. Discrimination affects the academic performance of a student. 3 3 D

1.9 0.5

5. Teachers treat everyone equally in school. 3 8 D

2.1 0.5

6. Teachers give extra work to men 7 3 D

7. Men and women cooperate in school activities. 2.2 0.8 D

 30

7 3

Note: M=Mean, SD = Standard Deviation, QD = Qualitative Description, 1.00-1.75 = Strongly Disagree (SD),1.76-

2.5=Disagree(D),2.51-3.25=Agree(A),3.26-4.00Strongly Agree(SA)

Table 2 represents the statistical data of the second variable which

was attitude, of the Gender Equality among 2 nd year Maritime Students Our

Lady of Triumph Institute of Technology-Pagadian City. Item 1 is interpreted

as “disagree” Do you find yourself uncomfortable around homophobic?” and

has a mean (M=2.03,SD=0.85) as the students tends to fear the hostility

towards gay people or homosexuality. Item 2 is interpreted as disagree and

has a mean (M=2.00,SD=0.45)Do Men are more understanding than women,

and it clearly stated that the effect of discrimination can effect either mentally

and the academic performance of a particular student. Then, item 4

interpreted as “disagree” the statement “Teachers treat everyone equally in

school” with a mean (M=1.83,SD=0.53 shows that treating students equally

offers all students at all social, emotional, and learning levels the same

materials, timetables, and pathways to achieve the same learning goals.

Then, the statement “I underestimate others by their gender” interpreted as

agree and has the highest mean (M=3.00,SD=0.64)shows that the students

in school does not underestimate other students regarding of their gender

identity. Item the statement “Men are more understanding than women” and

“Men and women cooperate in school activities” got the mean

(M=2.27,SD=0.83) interpreted as disagree shows that the male are indeed

are more understanding to women despites of their attitudes and mental

health but they do all cooperate in all activities given by the school. And lastly,

the statement “Teachers give extra work to men” with a

mean(M=2.27,SD=0.53, shows that the students observed and agreed that

 31

their teachers gave more activities to men than woman especially in works

that needs physical strength. Overall the respondents have average

understanding, and perspective in terms of attitudes.

Table 3: Descriptive levels of Social Interaction and Accessibility (n=30)

  M SD QD

1. Gender inequality has a big impact in our country 3.73 0.58 SA

2.Government has an important role in achieving gender equality. 3.73 0.52 SA

3. Government should make an action plan in terms of gender

equality. 3.5 0.78 SA

4.Government give equal ease of access to resources and

opportunities regardless of gender. 3.44 0.86 SA

5. Our country can benefit by having equality. 3.7 0.65 SA

6. I think government has done something in gender inequality. 3.2 1.26 SA

7. Gender inequality should be prioritized by the government. 3.24 1.04 A

Note: M=Mean, SD = Standard Deviation, QD = Qualitative Description, 1.00-1.75 = Strongly Disagree (SD),1.76-

2.5=Disagree(D),2.51-3.25=Agree(A),3.26-4.00Strongly Agree(SA)

Table 3 shows the descriptive levels of social interaction and

accessibility. Item 7 shows the low interpretation among the seven questions,

interpreted as “agree” and has a mean (M=3.24, SD=1.04) implied that

gender inequality should be prioritized by the government. Item 1 and 2

shows the highest interpretation interpreted as “strongly agree” and has a

mean (M=3.73, SD=0.58) that gender inequality has a big impact in our

country and government has an important role in achieving gender equality.

The rest of the item interpreted as strongly agree which means that the

respondents have outstanding understanding, and perspective terms of social

interaction and accessibility.

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CHAPTER 5

Summary, Conclusion and Recommendations

This chapter presents the summary, conclusion, and recommendation of the

study based on the data presented, in the study Perceptions of 2ND Year

Bachelor of Science and Marine Transportation Students in Our Lady of

Triumph Institute of Technology-Pagadian City towards Gender Equality. This

chapter also summarized all the content and the data of the study, present

the findings and also draw conclusion and some recommendation

Summary of the Findings

The researchers expected all students from 2 nd year BSMT

students to participate in the study but unfortunately, there are only 30

respondents who participated during the 1st semester of school year 2021-

2022, Gender Equality among 2nd Year College, Maritime Students. The

objective of this study was to help the 2 nd Year Maritime students in Our Lady

of Triumph Institute of Technology-Pagadian City to recognize that equal

 33

rights should exist and respected between men, women, lesbian, bisexual

and transgender.

It specifically sought to answer the following: (1) what were the

Demographic Profile of the respondents? (2) What was the understanding of

Gender equality in terms of skills? (3) What was the understanding of Gender

equality in terms of Attitude? (4) What was the understanding of Gender

equality in terms of Social Interaction and Accessibility? (5) Based on the

findings of the study, what were the suggested plans of gender equality?

The demographic data revealed that the majority of the respondents

are male, out of 30 respondents, ninety-three percent (93%) are male, and six

percent (7%) are female.

Out of 30 respondents, seventy five percent (75%) are ages between

18 to 21 years old and twenty- five percent (25%) are ages between 22 to 30

years old. Among the 30 respondents, thirthy-four percent (34%) are Section

Alpha, and thirty-three percent(33%) are section Bravo and thirty-three

percent (33%)are Charlie from 2nd year Bachelor of Science and Marine

Transportation.

Independent variable has 3 variables (1) Skills (2) Attitude and (3)

Social Interaction and Accessibility. First Variable which was Skills with a

weighted mean of 3.56, Second variable was Attitude has the highest mean

of 3.00, and lastly, the third variable was Social Interaction and Accessibility

also has the highest mean of 3.5.

Conclusion

Based on the data gathered the result was positive in the study

Perceptions of 2ND Year Bachelor of Science and Marine Transportation

Students in Our Lady of Triumph Institute of Technology-Pagadian City

towards Gender Equality. The researchers also included the data, shows that
 34

respondents agreed; with an overall weighted mean of (3.35) which means

they socially understand the gender equality among maritime students.

The researchers concluded that this study further proves that

community should acknowledge the fact that each student comes with a

unique personal story and set of experiences that seeks to affirm each aspect

of their identity and model a way in which they can do the same for

themselves.

Race, religion, sexuality and gender we are all equal. Whatever your

gender, race, region and sexuality you are still you are still the person which

you are now, your sexual preference does not define you.

Recommendations

Based on the finding and conclusion presented, the following

recommendations are suggested:

The Faculty of Our Lady of Triumph Institute of Technology-

Pagadian City - Researcher suggested that it was needed to give full

awareness or better understanding to the students of how important the social

acceptance towards female and LGBTQ+ students. As a teacher, encourage

students how to treat people equal regardless of what gender the

student/person.

The School Administration - For the school administrators, the data

gathered from this study indicated that majority of the respondents accepts

the women’s and LGBTQ+ students, however, the researchers of the study

would like to infer that there are still students who do not accept women’s and

LGBTQ+ to the industry of maritime and still need of development that the

administrators should take action.

The BSMT College Dean - For the dean of the BSMT College, the

findings from the conducted research, suggested that, it is still needed to

 35

evaluate students who are member women’s and LGBTQ+ community if they

are still experiencing bullying and discrimination.

The Students - The researcher advises to the student to be open in

this kind of world and in the industry of maritime. This will help the students to

be made them realize and discipline. This also helps to forget the boundary

that is created because of gender inequality, to have better communication

relation to fellow students.

The Future Researcher - The future researchers should do deeper

research on the social acceptance of women’s and LGBTQ+ not only in

school but also in the community.

Table 3: Descriptive levels of Social Interaction and Accessibility (n=30)

  M SD QD

3.7 0.5

1. Gender inequality has a big impact in our country 3 8 SA

2.Government has an important role in achieving gender 3.7 0.5

equality. 3 2 SA

3. Government should make an action plan in terms of 0.7

gender equality. 3.5 8 SA

4.Government give equal ease of access to resources and 3.4 0.8

opportunities regardless of gender. 4 6 SA

5. Our country can benefit by having equality. 3.7 0.6 SA

 36

6. I think government has done something in gender 1.2

inequality. 3.2 6 SA

7. Gender inequality should be prioritized by the 3.2 1.0

government. 4 4 A

Note: M=Mean, SD = Standard Deviation, QD = Qualitative Description, 1.00-

1.75 = Strongly Disagree (SD),1.76-2.5=Disagree(D),2.51-3.25=Agree(A),3.26-

4.00Strongly Agree(SA)

Table 3 shows the descriptive levels of social interaction and

accessibility among students .Item 7 is interpreted as “agree” and has mean

(M=3.24, SD=1.04) this implied that there should be an equal treatment of

gender .The rest of the items responded as “strongly agree” this implied that

the government should have a high understanding about gender equality ,in

which gender is not the hindrance of a certain person to achieve their wants

or goal. Overall ,the respondents have an outstanding understanding about

the descriptive levels of social interaction.

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