Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

Simulator is a machine with a set of controls designed to provide a

realistic imitation of the operation of a vehicle, aircraft, or other complex system,
used for training purposes. The advantages of simulator are that it provide the
users with practical feedback when designing of the real world system. This
allows the designer to determine the correctness and efficiency of a design
before the system is actually constructed. Consequently, the users may explore
the merits of the system without actually doing it on the real world. The risk or
possibility that you will fail is alright.

By investigating the effects of specific design decision during the design

phase rather than the construction phase, the overall cost of building this system
diminishes significantly. As an example, consider running the whole ships
system, instead of doing that on constructed phase doing it in this system, can do
this easy. The system allows you to explore every single one of the system on
the ship.

Simulator is very much associated with our collage time, especially on our
program. Simulator help us to be more sufficient in our line of work especially
when it is on actual. But our school is not spending more attention on this matter.
If we only learn on theoretical part only, we can be more useful on our line of
work. We all know that marine engineers is working more on actual than paper
works. Even though this time the work of marine is getting easier because of the
automation.

Every company is going to buy a new ship eventually. It means that there
is more automation that newly graduate marine should know. That means,

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simulator is more needed by the students for them to be productive on the ship.
Schools that have marine program has a competition to produce a student that
have a knowledge and skills to contribute on their line of work. This time marina
is also have a high standards to be accredited even though TIP is one of the
accredited schools in Luzon TIP must work on the outcome of the student. Today
the period where information and knowledge are easily acquired by man through
different forms of actual activity where the information is applied on the situation.

Simulation is a form of activity which is used to show or feel what is

actually happening on the particular situation to train the people who is using it.
In marine training needs analysis conducted by an expert panel to identify
procedural steps and pitfalls. Board exam for marine include simulator test after
the written exam. Simulator test must be pass to be a license marine. Simulator
prepare the marine for the future problem on the automation on ship.

According to Standard of training, Certification and Watchkeeping (STCW)

simulator training is steadily replacing the service training of seafarers and the
STCW Convention also gives weight age to the training time, simulator with the
experience of an in-service training. Over the time, simulator training has started
having more face value and weight age. Training in schools need to have both
validity and reliability paralleled. Now simulators can simulate a diverse range of
ships types, scenarios and situations which in actual life may be rare to happen.
This increases the validity of the simulator training in service experiences. And
with regard to reliability, simulation can be very effective due to a positive control
and training environment.

STCW desire to see how seafarers will react on the physical and
behavioral realism of the simulators appropriate to the training and assessment
objectives. Simulators will correct the errors that will human do in the certain
situation more likely the dangerous emergency on the ship. This how seafarers
will avoid to have an emergency on the vessel.

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Background of the study

According to Yaser H. Sendi Nowadays, most sophisticated maritime

simulators have high-fidelity visual representation system along with hydraulic
motion system. However, maritime simulators are built in order to drill seafarers;
they are mostly used to emulate very large vessels. They consist of different
types of computers to control the different types of system in the ship such as
hydraulics.

Due to the fact that recent issues of asymmetry in human actions and
environmental behaviors, vessels and its operation zones that covers almost two-
thirds of the world, put the maritime work a target by land-based maritime
agencies whose pressure have given International Maritime Organization (IMO)
more challenges of environmental protection that has called for a new manner of
doing things based on risk. Simulators are distinctly one of the tools that fit in
such advanced measures in order to prevent incidents as it leads to severe
environmental dilemmas.

The briefing, planning, familiarization, monitoring, and debriefing are parts

of any maritime simulation-exercise stimuli by the instructor himself through the
observations along with the usage of peer assessment techniques in the phase
of de-briefing. Maritime simulator exercise are required to be designed, created
and tested by the instructor to assure their appropriateness for the specified
training aims.

We conduct this study The advantages of using simulator among the

Marine Engineering students of TIP manila year 2016-2017 for us student to
know what is the importance of these simulators on our line of work. In the past
there is no automation yet on ship, but as the years go by our technologies

3
evolve as well as the vessels use for transportation. Automation made up for the
seafarers to do much less work.

Theoretical Framework

This study anchored on the Information Processing Model which is

discussed by George E. Belch and Michael A. Belch on the year (2001). It
discuss how student process and react on the information of the simulator. With
the IPM, the ultimate objective of the simulator is to encourage and give
learnings to the marine engineering student. The model sees the Marine
Engineering student to someone in a complex situation and looking for
information relevant to his line of work. The Marine Engineering students pass
through five stages in his bit to process the information and finally adapt and
learn new ideas (Belch, 2001). The first stage is exposure which means students
coming into contact with the simulators message but these exposing students to
the simulator are not enough for them to adapt quickly. The second stage is
comprehension which means the students tries to understand and create
meaning out of symbols, words, pictures and colors because students need to
see and understand the simulators message as they are intended. After
comprehension the students try to accept or reject what he interpreted and
understand that will lead him to the third stage that is yielding. In this stage the
students do not only comprehend the simulators messages but they can reject or
accept them base on the importance of those messages have on their choices
and needs at the time of the delivery and reception. The students would move to
the fourth stage which is the retention stage meaning the students stores the
processed information and uses it to do it for their future careers when needed.
The last stage is the action stage where students apply what they learned from
the simulator then relies on the stored information and manifest in his action for
their future works.

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 From this model, it is clear that the action or inactions of the students
towards simulator are due to how successful the presentation has being able to
take such students through different stages. Thus, a well packaged and good
delivery of message through simulator will have a positive impact on student
attention and retention.

EXPOSURE

COMPREHENSION

YIELDING
Reject

RETENTION

ACTION

Figure 1. Information Process Model

Conceptual Framework

The diagram below is the systems approach or Input-Process-Output

model devised by Stoner, Freeman and Gilbert, Jr. (1995). The model illustrates
a system has flows of information, material and energy that enter the system
from the environment as inputs, undergo transformation processes within the
system and exit the system as an output. A feedback mechanism is installed and
is considered as the key to system controls. As the operations of the system
proceed, information is fed back to the appropriate so the work can be assessed
and, if necessary corrected.
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 Input Process Output

Profile of the Gathering The proposed

respondents respondents enhance
the conflicts in using assessment through: Engine Room
simulator among marine Simulator
engineering students -Survey
(ERS)
extent is the use of Questionnaires
simulator among the
Marine Engineering Analyze and evaluate
student date gathered from
ways to maintain the respondents by
simulator random sampling.

Figure 2. Input-Process-Output Model

As shown in the paradigm, the input variables include the profile of the
respondents of the students in TIP Manila their age, year level and gender.
Another input is to know the extent use of the simulator among the Marine
Engineering students, conflict of using simulator in the Marine Engineering
students, ways of maintaining the simulator. Further, the inputs are the respective
opinions or perceptions of the respondents about billboard ads of food products.

Statement of the problem

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 This study is all about The advantages of using simulator among the
Marine Engineering students of TIP manila year 2016-2017 it is soth to answer
the following question:

1. What is the profile of the respondents in terms of:

1.1 Age;

1.2 Year level;

1.3 Gender?

2. What are the advantages in using simulator among the marine

engineering students?

3. To what extent is the use of simulator among the Marine Engineering

student?

4. What are the ways to maintain the simulator?

Importance of the study

This study may benefits the marine engineering students, professor,

trainees, future researchers, and other people. This study may help them to
increase their knowledge and confidence regarding this study.

Marine engineering students

The importance of this research to the future marine engineering students

is that this research may serves as their guidance to what advantages engine
simulator may bring to their future career as a marine engineer officer, also this
research will identify the benefits a future marine engineer officer may acquire
upon learning in engine room simulator and this research will also be able to
present the different uses of an engine room simulator.
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Faculties/Professors

For professor, this study may serve as a reference manual to guide them
when they are conducting similar investigation in their future studies. This study
could serve as additional source of knowledge and it will provide information that
will apply into future time.

Future researchers

And for future researchers, this study may serve as a sample and they can
also get some ideas in this study as a reference for their related literature. It will
help them enhance and increase more knowledge about engine simulator and
gain some further information in our research topic. It will be easy for them to
know some parts of the engine that is capable to do more than the other
researchers does. This topic is one of the important because it will help us to
know the basic use of this engine.

Definitions of Terms

The following terms were used in this study and hereby design for better
understanding:

Automation

-It is the technique of making an apparatus, a process, or a system

operate automatically.

Convention

-It is a large meeting of people who come to a place for usually several
days to talk about their shared work or other interests or to make decisions as a
group.

Hydraulics

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 -It is operated by the resistance offered or the pressure transmitted when
a quantity of liquid (as water or oil) is forced through a comparatively small orifice
or through a tube.

International Maritime Organization (IMO)

-It is a specialized agency of the United Nations that is responsible for

measures to improve the safety and security of the International shipping and to
prevent marine pollution from ships.

Machine

-It is a piece of equipment with moving parts that does work when it is
given power from electricity, gasoline, etc.

Realism

-It is the quality of a person who understands what real and possible in
particular situation and is able to deal with problems in an effective and practical
way.

Seafarers

-It is someone who works or travels on a boat or ship on the sea.

Simulator

-It is a machine that is used to show what something looks or feels like
and is usually used to study something or to train people.

Standard of training, Certification and Watchkeeping (STCW)

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 -It is the International Convention for seafarers, 1978 sets qualification
standards for masters, officers and watch personnel on seagoing merchant
ships.

Vessel

-It is a ship or a large boat.

-a craft larger than a rowboat for navigation of the water.

Scope and Limitation of the problem

This research entitled The advantage of using simulator among the marine
engineering students of TIP, Manila school year 2016-2017 only covers and has
been undertaken limited circumstances. This study is conducted in Technological
Institute of the Philippines, Manila. In this study, the 50 marine engineering
students of TIP which are currently in 3 rd year 2nd semester will serve as the
respondents.

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 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

The literature review summarizes the theoretical context, publications and

researches to be able to support on the study. The compilations of studies that
are closely associated to the research are also reviewed in detailed.

Local literature

According to Bacasdoon (2011), The contributions of simulation exercises

to the academic progress and enrichment of the cadets are inestimable and
convey many advantages to them. Firstly, the engine cadets will understand
wholly the fundamental operation and usage of the equipment in the engine room
control. Knowing the functionality of such equipment, the engine cadets can fully
practice convenient usage of the said equipment either through the guidance of
the faculty-in-charge or through discovery by practicing fundamental principles in
the simulator. Also, simulators train MAAP cadets to evaluate circumstances
under a controlled environment where they are to respond to different conditions.
This setup immerses the cadets to a wide variety of terrains, situations and

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scenarios that are manipulated by their instructors. These different circumstances
are scenarios that may be faced by the cadets in an actual voyage in the high
seas. With this, it makes the cadets confident enough and used to situations
where difficulty may arise due to pressures in the environment, nature and any
other external forces. These simulator exercises will make the cadets more
confident to face the challenges of future merchant marine officers, especially
MAAP Simulator Integration Program: a tool for excellence 3 because they have
encountered similar situations in the simulator.

Escobar pointed out that (2009), the usage of these simulators from a
training perspective is to bring the cadets to a virtual environment where they can
improve their skills without the consequences of failing the operation. With such,
the cadets can think and evaluate clearly the situation where they are in. This is
to address the issue of human error usually occurring due to the unfamiliarity of
the officer which causes him fear and apprehension that eventually makes him
baffled on what to do or how to do such things or what the best response to such
situation is and many other things that run through his mind during similar
incidents. That is why simulators give MAAP cadets a huge leap in preparation
for their maritime career due to the fact that they are practiced to adapt to such
situations that they may eventually face onboard their vessels in the near future.
As such, these cadets are honed to react confidently under pressure and stress.

Orbe stated that (2003), these engine simulators pave the way for engine
cadets to try things that they could never try in the actual setting on their vessels.
The most important reasons on using simulators prior to shipboard training or
prior to the cadets graduation are the reduction of mistakes due to the improper
reaction of the cadets to situational events, the safety of the cadet in performing
such, and the gain of confidence in the kind of situation they are in.

Tumala mentioned in his studies (2008), that Simulation activity offers

numerous maritime education providers significant educational tool that meet the

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needsof todays maritime learners by providing them with interactive, practice-
based, instructional technologies. Discoveries and development in educational
technology make a wide array of options, such as sophisticated simulators,
available to faculty to facilitate knowledge acquisition and cognitive growth. Such
developments also create an environment that is ripe for systematic and
substantial change. To create the most effective and efficient ways of teaching
maritime education, faculty members need to develop a wide range of methods
of engaging students in learning activities, including simulation. By incorporating
simulation technology into maritime courses, faculty can begin to explore the
impact of such strategies on learning even on their critical-thinking and problem-
solving skills.

Alimen pointed (2013) out that the ERS Training Course is essential
onboard ship/ in a manner, that most of the vessels are computer based or UMS.
It gives basic idea and knowledge on the operations and functions of the
machineries and equipment in a specific system onboard, gives experiences on
how to trouble shoot and rectify and make the mastery of operating procedure
easy like starting and stopping of the main engine, synchronizing of generators.

Foreign literature

According to Marcin Szczepanek (2013), the use of simulator as a tool for

training staff connected is a key issue, due to practical application of acquired
skills. Practice on the most corresponding to reality object with the possibility of
supplying scenarios based on used at work procedures, tools and probable
emergency situations allows trainees to perform technological operations safely
and learn from their mistakes without any influences on reality. Software
simulators make the training process for engine room crews easier and faster as
a result of learning by ones mistakes, without the cost of damaging or
destruction of a real device. That plays an important role in the process of

13
acquiring proper maintenance skill for a future engine room operator. It is difficult
to estimate how much the training on computer simulators improves safety, yet it
permits to prepare engine crew to possible situations that can happen during
exploitation ships engine rooms. Insurance companies and institutions that
engine room crew training simulators for certifications provide an classification
significantly affects the reduction in the number of accidents compared with the
number of fatal accidents on the training without the use of simulator.

Jundong (2010) discussed that the modern marine engine room simulator
(MERS) provides an integrated simulated operating platform for teaching and
training of marine engineering. The external equipment which is included in the
MERS and its effects such as light, sound, etc. can be designed basically as
same as the parent ship, the operating mode of the system and device, working
process, etc. can also be designed as close as the real ship in the greatest
degree. In some respects, engine room simulator (ERS) can even overcome the
existing defects of parent ship and realize overstepping. So, MERS has a strong
sense of real interaction and spot experience features. To improve the level of
automation, the ability of fault analysis and treating unexpected events, relevant
international conventions, laws and maritime organizations have made
mandatory provision for maritime colleges which training by MERS.

Marine engine simulator is a kind of device which can simulate the actual
equipment and system by using a pre-built mathematical model and carry out
combined calculation by computer, finally, show the calculation results on human-
computer interaction equipment in an information feedback form of real alike
object through various media. The operator can reproduce a running state of the
equipment and system in real engine room in greatest degree through a way of
simulated operation and a data feedback which is generated after that
interaction, so as to complete the tasks such as specialized skill training,
competence appraisal, assessment for operator. Security, energy saving,

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environmental protection, effectiveness are the biggest advantages of marine
engine room simulator, which is, of course, also determined by the meaning of
"simulator"

Hashimoto (2012) states that the Engine Room Simulator is designed to

simulate various types of machinery and equipment as used in the engine room
of an actual ship. The main objective of ERS training is that the training be
carried out efficiently, reliably and with cost-effective configuration by simulating a
realistic environment. The biggest advantage of using ERS as a training tool is
the possibility of creating malfunctions repeatedly, and in that way, increasing the
troubleshooting skills of trainees. Our ERS consists of two types of ERS. One is
CBT type ERS; the other one is full mission type ERS. We have six units of CBT
type ERS and one full mission type ERS. CBT type ERS is called WS. The
trainee is able to practice the operation of the engine plant in individual or a small
number of trainees on the Work Station (WS). The trainee can view mimic
pictures representing the various simulated systems on the monitor. These
graphic mimic process diagrams are interactive so that the process can be both
monitored and controlled. And then, by full mission type ERS, the trainee is able
to practice more realistic operation than WS in suitable size of group. The full
missions type ERS consists of the large-sized mimic panel which imitates an
engine room, a control console which imitates a control room, an instructor
console which imitates a bridge of an actual ship and a main switchboard which
has same function as monitoring system and remote control system. Each
composition apparatus has the function of the almost same grade as the
apparatus in a ship. Almost all the main machineries, equipment and associated
system are represented on the mimic panel and it makes a realistic operation
available.
Uchida (2002) stated that The ERSs are designed to simulate various
machinery and equipment as used in the engine room of a ship using generally a
diesel engine as propulsion system. The development of computer technology

15
has had a dramatic influence on simulators and most now run on highly
structured PC-based programs. ERSs could be a PC based selftraining software
or could include panels and interface equipments.

Shen (2016) stated that The function of virtual marine engine room should
not be limited to the simple roaming, furthermore, it should be applied as a self-
learning platform to promote and evaluate the professional skill of the marine
engineers, based on this development concept and the order that engine room
resources management is stipulated as mandatory competency standard
specified by the amendments to the convention STCW (International Convention
on Standards of Training, Certification and Watchkeeping for Seafarers) which is
effect on January 1, 2012.

Local studies

Pador (2013) said that the key issue in successful application of simulator
classes is ensuring that simulation serves its purpose. The primary aim of any
simulator experience is to create a certain level of skills performance among
students. The engine room simulator used in sustaining the marine engineering
students competent skill in performing the different tasks in simulator is needed
and it should likewise be enhanced, the significant correlation between the
attitude and skill performance in simulator is reinforced by several studies which
support the relationship between learner attitude and their performance. The 2D
and 3D simulator programs are good learning aids which are helpful to marine
engineering students. Sustaining the marine engineering students competent
skill in performing the different tasks in simulator is needed and should be
enhanced. These simulator programs are very useful to the students to
familiarize with the different parts of the machinery and equipment on-board. It is
also stated that technology has been apparent in this regard as it has reached a
threshold where virtual or simulated approaches can meet or exceed the learning
outcomes of expository (teacher-centered) approaches. The implications found

16
here suggest that the simulator should consist, more than anything else, of a set
of updated and upgraded computer software and hardware to address the
observations and comments of the students.

Ortega (2010) mentioned in his studies that it can be said that any
dynamic process or complex operational equipment is suitable to stand as a
model for a simulation system. Moreover, skills training, concept training and
understanding of interactivity of systems can be achieved by proper use of
qualitative simulator systems. As mentioned in the first chapter of this
dissertation, there are many types of simulators. However, the type that will be
under examination and related to the topic of this dissertation is ship-handling
simulator or as it is known ship-bridge simulator and the engine room simulator.

According to Rolando (2013), With the rapid development of technology, a

new and better training course is introduced which gives the new generation of
marine engineers the idea and knowledge with the usage of these technologies.
Such course is known as the Engine Room Simulator Training Course. The
ERSTC is an upgrading course offered by a school to the future Engine officers
with the functions and usage of the machinery and equipment in the engine room
and also enhances the abilities and competency of the engineers. The engine
room simulator Training Course is essential onboard ship/ in a manner, that most
of the vessel is computer based or UMS. Also, it gives basic idea and knowledge
on the operations and functions of the machineries and equipment in a specific
system onboard. When the system fails, it gives experiences on how to trouble
shoot and rectify and make the mastery of operating procedure easy like starting
and stopping of the main engine, synchronizing of generators, etc. The same
qualitative findings shared by the respondents during the interview when they
were grouped according to type of vessel, kind of cargo carried and mode of
operations, the ERS is essential onboard ship. Furthermore, ERS Training
Course is very practicable on the UMS vessel and practicable on the manned

17
machinery space when taken as whole. As such, the machineries and
equipment, the operation and functions are the same onboard even though the
positions are less complicated on the simulator that it is fixed and organized.

According to Bacay (2015) In Marine Education & Training (MET), the use
of simulators (engine or ships bridge) is fact. Various maritime educational
standards (i.e. STCW, 95, Manila 2011) allow the simulators using in educational
practice. The aim for the application of simulators in MET is the transport of
capacity which is the possibility to adopt the dexterities that are learned in a
frame of training one in the operation of a vessel.
Deniz (2014) mentioned in his study that the aim of the watchkeeping is
that trainee learns how to take over the duty of the watch by using full mission
ERS and how to fill Log Book, Oil Record Book up. Under the state of navigation
in ERS, a trainee performs the publication to the required documents of Log
Book etc. based on the state. Then, the training which duty of watch keeping is
taken over to the other trainees is performed.

Foreign studies

According to Cicek et. al. (2002), the engine room simulator aims ot
develop knowledge and skills of students on the regular operation, watchkeeping,
and malfunction detection of engine room machinery and systems. On having a
engine room simulator, marine engineering candidates can be able to accomplish
the given steps: [1] Handle comfortably the start-up procedures of the individual
engine room machinery and associated systems; [2] Learn and practice the
regular watch keeping operations in the engine room,; [3] Do practices to obtain
skills for detecting malfunctions for troubleshooting to manage the possible and
thee [4] Breakdowns bringing the engine room systems from abnormal
condition to normal one. Lastly is to [5] Develop higher level skills such s risk
management, team working understanding in the engine room, improvement of
internal and external communication skills in the engine room.

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 The biggest advantage of using ERS (Engine Room Simulator) as a
training tool is the possibility of creating malfunctions repeatedly to train students
for increasing their troubleshooting skills. However, even though ERS simulates
the real engine room environment and systems, still ERS is not the actual
working place of trainees. Therefore, effective utilization of ERS along with
laboratories and workshops, training on a merchant ship, and training using a
training ship would be most effective.

Cicek et. al. (2002) pointed out that education and training curriculum to
demonstrate these additional competences should be provided to undergraduate
students of IAMU member universities. ERS training could be used to give
marine engineer candidates higher-level qualifications discussed and proposed
above. For example, the use of ERS for team-management and for
communication skills could very efficiently be arranged because of the
opportunity of preparing the scenarios based on the type of the training and
education. Furthermore, by providing a scenario of simulated severe accidents in
the machinery space, marine engineer candidates will be able to experience the
situation without any damage to training equipments. Through this type of
training, marine engineer candidates can learn the safety culture for the
management of the risk (i.e. the aspect of human error). Simultaneously, the
behaviors of the trainees during this type of training recorded on ERS will provide
the academic staff of the department of marine engineering with opportunities to
do research on human factor issues for safety management.

Hikima (2001), studies that the simulators can be used not only for training
of candidates but also for other educational purposes and even for investigating
engineering problems in courses such as Marine Diesel Engines, Operations &
Troubleshooting, Auxiliary Marine Engines, Marine Electrical Systems,
Refrigeration & HVAC Systems, Thermodynamics, Automatic Control Systems.
Last few decades, some qualitative techniques such as automation of both

19
navigation and engineering systems in shipping industry have contributed to
productivity and saving of manpower on board, resulting a tendency of crew
reduction. Nowadays having 3-4 engineers onboard is common. Therefore, skills
and experience for a qualified marine engineer have been changing last decades
due to the technological innovation such as remarkable improvements of
computerized control systems. Therefore, the training of students in state-of-the-
art simulators is beneficial.

According to tomayko (2002). In this new generation technology has been

in demand to the students and other people. One area experiencing rapid growth
in the use of computers in recent years is simulation. Simulations are used for
training in procedure that would be too dangerous or expensive to perform in real
life. Some simulations are even used for routine and repetitious tasks. As
computers become more powerful, the variety of things that they can imitate
becomes larger, and the accuracy of the simulations is better. Simulator is a
machine with a similar set of controls designed to provide a realistic imitation of
the operation of the ship. According to rustams techno-feed (navigation and
programing) a simulation is a model of a system that captures the functional
connections between inputs and outputs of the system, but without necessarily
being based on processes that are the same as, or similar to, those of the
system itself. One that simulates, especially an apparatus that generates test
conditions approximating actual or operational conditions, the purpose of any
model is to enable its user to draw conclusions about the real system by studying
and analyzing the model. The major reasons for developing a model as opposed
to analyzing the real system, include economics, unavailability of a real system,
and the goal of achieving a deeper understanding of the relationships between
the element of the system.

Through the use of the simulations to the students an most likely marine
engineering students. it gives the more knowledge about the wok that they will be

20
facing in the real life. And also, the simulators pushes the marine engineering
students to understand more about the operation of the engine. Individuals do
things which depend on change mental operation. It is possible that they work
dynamically or solidly. These mental operations are utilized to distinguish logically
the major parts of mental life, similar to consideration, creating ideal models to
comprehend gathered perceptions. There are general standards which have
been revealed throughout the years of lab exploration on cognizance and some
of those standards appear to guarantee productive applications to regular
circumstances particularly in instructions and preparing. Reproduction movement
offers various oceanic training suppliers huge instructive apparatus that address
the issues of todays oceanic learners by giving them intuitive, rehearse based,
instructional advances.

Swift, (2011) study that the international maritime organization (IMO) is a

specialized agency of the United Nations. The responsibility of the IMO is to
create standards to improve the safety of international shipping and prevent
marine pollution from ships. Hence, the IMO determined the fundamental
requirements that all masters and watch-keeping officers must be well trained.
The training should be taken ashore and before watch-keeping officers are
assigned to their tasks on navigational watch in order to be qualified and
competent to conduct such tasks. As a result of that, the safety level on board
ships and at sea will increase. Moreover the IMO has decided to amend the
STCW 1978 Convention in order to enhance safety at sea. The STCW states
that the International Convention on Standards of Training, Certification and
Watch-keeping for Seafarers, since then many amendments. The 1995
amendments concerned the seafarer training, certification and watch-keeping
(STCW) Code. Furthermore, in both parts of STCW code A and B there were
recommendations to the parties to give the provision of the code power to earn
fulfilment and completeness. And then in 1998 more amendments were made to
the Convention and to part A of the Code concerning the training of seafarers on

21
specific types of ships such as passenger and Ro-Ro passenger ships.
Moreover, in 2010 more amendments were made to the Convention and the
Code through the conference of STCW Convention parties in Manila, Philippines.
The amendments renew standards of competence laid down especially in the
use of advanced technologies to enhance the competency of seafarers and, also
suggested a new training and certification requirement and methodology.
Provides the performance standards of the simulators that can be used for the
training and assessment of seafarers separately. Additionally, STCW
recommends that the scenario design is very important in getting the best
training value from an individual exercise on a simulator. Moreover, a realistic
simulator with a realistic visual capability is required. The input of the vital
operating conditions, which will bring desired actions and responses by the
trainees and create an effective imitation of reality with real situation pressures,
will be beneficial to the training and assessment objectives. The most important
aspect of the performance standards in STCW is the requirement of simulators to
provide the simulator
According to Feng (2016), the virtual engine room environment should be
real and precise. The virtual environment with high reality can enhance the
immersion for users and precise engine structure, pipes arrangement, shape of
equipment can promote the overall quality of the software and training effect. The
system should satisfy the function of multiplayer LAN (Local Area Network)
running and real-time transmission of simulation data. The function can
implement the training of communication ability, leadership and decision-making
ability and team corporation ability for marine engineers stipulated in the
amendments to the convention STCW.

22
 Chapter III

METHODOLOGY OF RESEARCH

This chapter presents the methods used in the study. This includes the
method of research, the research instrument, data gathering procedures, and the
statistical treatment.

Method of research

This study used the descriptive method. According to James P. Key, the
process of descriptive method goes more that getting information. It involves
interpretation of the meaning or significance of what is described. It is used to
obtain information concerning the current status of the phenomena to describe
"what exists" with respect to variables or conditions in a situation. The methods
involved range from the survey which describes the status quo, the correlation
study which investigates the relationship between variables, to developmental
studies which seek to determine changes over time.

23
 The researcher gained data from the respondent which are the marine
engineering students from the Technological Institute of the Philippines who were
undergoes the simulation courses/subjects.

Research instrument

The main instrument used in gathering data is survey questionnaire. The

survey questionnaire is a predefined series of questions used to collect/gather
datas and informations from the respondents or individuals. The survey
questionnaire is based on the statement of the problem and the topic to itself.
The survey must be answered by the marine engineering students. It tackles
about how and what are the really advantages of the engine room simulator. And
this survey helps us how we can improve and apply every little thing by its own
sake of the others for the upcoming generation.

Data gathering procedure

Survey questionnaire is the tool that we will use to gather accurate

informations from the 50 marine engineering students. After the professor
checked the questionnaire, these were distributed to the second year marine
engineering students of Technological Institute of the Philippines Manila. Before
we conduct our survey, theres a letter provided for the professor of our main
respondents in the study to have a permission and avoid inconvenience in their
classes. The answering of questions is only limited for few minutes. After the
answering of questionnaires, we the researchers will analyze the data we
gathered. We also use The World Wide Web as a source of data specifically the
website of the Kongsberg Company for the different simulators.

Statistical treatment of the data

After having retrieved the accomplished questioner by the second year

marine engineering students of Technological Institute of the Philippines

24
Manila. Researcher were statistically analyzed with the data instrument of the
study. The raw data were treated by frequency count and percentage
computation.

1. Percentage

Percentage will employ to determine the frequency counts and percentage

distribution of personal related variables of the respondents. It is used for the
profile of the respondents.

Formula:

F/N x 100 = %

The formula is computing percentage is follows:

Where: % = percentage

F = frequency

N = the total number of respondents

100 = constant value

2. Mean

Mean will employ to determine the percentage of the chosen answer by

the respondents. It is used to determine the highest percentage answer chosen
by the respondents. This will be used for the advantages of simulator, the extent
of the effectiveness of simulator and for the ways in maintaining the simulator.

X= n/N x 100

Where X= mean

n= Number of students who choose the answer

25
 N= Total number of respondents

Bibliography
A: Books

Key, James P. (1997). Research Design in Occupation Education.

Oklahoma State University.

Bacasdoon, Jeric (2011). MAAP Simulator Integration Program. Maritime

Academy of Asia and Pacific.

Escobar, Miguel Luis P. (2009). Determining the Learning Styles of BS

Marine Transportation Students Based on the Categorization of Honey and
Mumford. Istanbul Technical University Maritime Faculty.

Orbe, Maria Celeste A. (2003). Language Learning Beliefs among

Maritime Instructors. International Maritime English Conference, Istanbul.

Szczepanek, Marcin (2013). The Use of the Simulator as a Tool for

Training Students of Maritime Engineering Faculty. Gale group Inc.

Jundong, Zhang (2010). The Application and Development of Marine

Engine Room Simulator in The Field of Maritime Training. Maritime University
Philippines.

26
 Hashimoto, Seigo (2012). Engine Room Simulator Training Plan and
Evaluation Method. Istanbul Technical University Maritime Faculty.

Uchida, Makoto (2002). Improvement of Marine Engineering Curriculum

Using the Engine Room Simulator. Toyohashi University of Technology.

B. Websites

http://www.academia.edu/23182228/LEVEL_OF_KNOWLEDGE_OF_MARINE_E
NGINEERING_STUDENTS_IN_ENGINE_OPERATION_REVIEW_OF_RELATE
D_LITERATURE_Overview_of_Simulator

http://iamu-edu.org/wp-content/uploads/2014/06/31-Improvement-of-Marine-
Engineering-Curriculum-Using-the-Engine-Room-Simulator.pdf

http://iamu-edu.org/wp-content/uploads/2014/07/SIMULATOR-PROGRAMS-2-D-
AND-3-D-INFLUENCE-ON-LEARNING-PROCESS-OF-BSMT-AND-BSMAR-E-
STUDENTS-AT-MARITIME-UNIVERSITY-PHILIPPINES.pdf

http://iamu-edu.org/wp-content/uploads/2014/07/ENGINE-ROOM-SIMULATOR-
ERS-TRAINING-COURSE-PRACTICABILITY-AND-ESSENTIALITY-ONBOARD-
SHIP.pdf

file:///C:/Users/admin/Downloads/180-ST0008%20(2).pdf

file:///C:/Users/admin/Downloads/Engine-Room-Simulator-Training-Plan-And-
Evaluation-Method-At-Istanbul-Technical-University-Maritime-Faculty.pdf

http://www.polishcimeeac.pl/Papers2/2008/20081123181900.pdf

http://www.sersc.org/journals/IJMUE/vol11_no5_2016/11.pdf

27
 Appendices
LETTER OF REQUEST TO DISTRIBUTE QUESTIONNAIRES

March 13, 2017

CAPT. DANIEL D. TUMANENG

Superintendent CME
Technological Institute of the Philippines Manila

Dear Capt. Tumaneng:

Greetings! We are 3rd year BS Marine engineering students of Technological

Institute of The Philippines Manila conducting a Thesis entitled The advantage
of using simulator among the marine engineering students of TIP, Manila school

28
year 2016-2017, as part of our requirement in Research and Report Writing
Course.

In line with this we would like to request permission to conduct assessment

survey to all taking Bachelor of Science in Marine Engineering students to be our
main respondents to this study. Rest assured that all data we gathered will be
treated confidentially and will be used for academic purposes only.

Your positive response regarding this matter will be highly appreciated. Thanks
and God bless.

Respectfully yours,
E/C Camero Jayson G.

LETTER TO THE RESPONDENTS

March 13, 2017

CAPT. DANIEL D. TUMANENG

Superintendent CME
Technological Institute of the Philippines Manila.

Dear Participants:

Good day! We are graduating marine engineering students of Technological

Institute of the. Philippines. We are currently conducting a survey about the

29
advantages of using engine room simulator. The respondents for this study are
the marine engineering students who are currently taking the subject related to
simulator.

In line with this, we have chosen you to be one of our respondents of this study
and we hope that you will take time answering the questions honestly. Rest
assure that all data gathered will be treated with utmost confidentiality and will be
used for academic purposes only. Thank you for your support and cooperation

Respectfully yours,
E/C Camero, Jayson G.

Questionnaire:

This survey questionnaire is conducted to obtain information that will

contribute in our research entitled The advantages of using simulator among the
Marine engineering students of TIP, Manila school year 2016-2017, 2 nd
semester. Your answers are very valuable and only be used for this research.
This survey will only take 2-5 minutes of your time, thank you so much for your
help and valuable answers.

Part I

Profile of the respondent:

Name: _________________________ Year level: ________

Age: _____ Gender: __________

Part II

30
Directions: Please read the questions carefully and put check to your chosen
answer.

1. What are the advantages of using engine room simulator?

It gives knowledge on maintaining and operating some of the

machineries.

It gives you the idea on how the system works.

It helps you to understand the working principle of the
system/machineries.
It helps you to familiarize the system itself.
The operations of the machinery are simulated as close as possible
to their actual conditions.
Others, please specify:
_____________________________________________________
_____________________________________________________
2. To what extent is the use of engine room simulator?
Not very effective
Somewhat effective
Moderately effective
Very effective
Not sure

3. What are the ways to maintain the simulator?

Familiarization.
Level of keeping watch in the conditions of standard system and
equipment operation modes.
Level of keeping watch in the conditions of emergency modes and
faults.
Check pressure drop of oil in the machinery below alarm level.
Use it responsibly and accordingly to manual.

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 Others, please specify:
_____________________________________________________
_____________________________________________________.

PERSONAL INFORMATIONS

Name: Aguinaldo, Dexter Gibson T. Address:649C marzan st. sampaloc

manila
Address: 1089 Quirino Hiway brgy.
Kaligayahan Novaliches Quezon City Program: Bs. Marine Engineering

Program: Bs. Marine Engineering

Name: Cabungan, Gadcy

Name: Amparo, Elson John B.
Address: 14a conception marikina
Address: MEQ 15-14 D leon pacible
St. Sangley point Cavity City Program: Bs. Marine Engineering

Program: Bs. Marine Engineering Name: Camero, Jayson Gosim

Address: 1813 Villa evangelista

Compd. Brgy. Palatiw, Pasig City
Name: Balandang, Marksteven
Program: Bs. Marine Engineering

32
 Address: B13 Lot 4 phase 6
mahogany St. pleasant hills City of
Name: Castidades, Jead C.
San Jose Del Monte Bulacan
Address: 315 Loreto St. Sampaloc
Program: Bs. Marine Engineering
Manila

Program: Bs. Marine Engineering

Name: Omboy, Jun Brian T.

Address: Poblacion Minuyan

Name: Castillo Jaren D.S
Norzagaray Bulacan
Address: L2 Blk 3 Adams St.
Program: Bs. Marine Engineering
Broadway Pines Executive Village
Sumulong H-way, Antipolo City

Program: Bs. Marine Engineering Name: Sison, Isaias Tristan B.

Address: 293-A Sta. Teresita Street

Sampaloc Manila
Name: Logrono, Dio S.
Program: Bs. Marine Engineering
Address: Lorenzo de lapaz
Pandacan Manila

Program: Bs. Marine Engineering

Name: Luna, Ryan Christian S. Name: Toledana, Niccole L.

Address: 3913 B Biyaya St. Bacood Address: 1749 I Jose Abad Santos
Sta. Mesa Manila St. Tondo Manila

Program: Bs. Marine Engineering Program: Bs. Marine Engineering

Name: Nunez, Arlicero A. Name: Tunacao, Kim John E.

33
Address: Highview subdivision City Name: Valeroso, John Paul D.
of San Jose Del Monte Bulacan
Address: 80A Marzan Street
Program: Bs. Marine Engineering Sampaloc, Manila

Program: Bs. Marine Engineering

34