Vol. 4, Issue 3

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This study examined the employment status, career trajectories, and professional development of Bachelor of Science in Marine Transportation (BSMT) graduates from the Asian Institute of Maritime Studies (AIMS), covering batches from 2020 to 2023. The findings can serve as a basis for evaluating the effectiveness of the academic program and assessing the outcomes of the institution's educational efforts. A descriptive survey design was employed using a structured tracer study questionnaire administered to 103 alumni. Data were analyzed using frequency, percentage, and weighted mean. Results revealed that a substantial majority of respondents are employed in maritime-related fields, primarily as active seafarers, showing strong alignment between AIMS’ academic preparation and industry requirements. Respondents reported high levels of satisfaction regarding career advancement opportunities, promotion, empowerment, and work-life balance, with an overall weighted mean of 4.32, interpreted as strongly agree. Furthermore, 41.7% of the graduates secured their first seafaring employment within six to eight months after graduation, while 42.7% attributed their employment opportunities to personal and professional networks. In terms of career engagement, 45.6% were employed in maritime-related positions, and 37.9% participated in professional training programs to enhance their competencies. Additionally, 97.1% of the respondents took the Officer-in-Charge of a Navigational Watch (OIC-NW) Licensure Examination, while 2.9% pursued the Management Level Licensure Examination. Overall, the study affirms that AIMS effectively equips its graduates with the necessary competencies and values for successful maritime careers. It further recommends continued curriculum enhancement and stronger industry partnerships to sustain and improve graduate employability and career advancement.

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This study explored the motivations, achievements, leadership experiences, challenges, and coping strategies of female cadets who assumed student leadership roles at the Asian Institute of Maritime Studies (AIMS), a predominantly male educational environment. Using qualitative interviews with twelve female cadets actively engaged as student officers, organization leaders, marchers, or institutional representatives, the study found that their motivation to seek leadership positions was influenced by a combination of internal and external factors. Internal motivations included self improvement, confidence building, preparation for maritime careers, and the desire to overcome gender-based barriers in leadership. External factors comprised the presence of female role models, prior organizational involvement, mentorship, and institutional support. Findings revealed that leadership participation contributed significantly to the cadets’ personal growth, enhancing their confidence, responsibility, communication skills, resilience, and sense of service. Female cadet leaders played active roles in organizing school activities, managing organizational responsibilities, leading community outreach programs, and representing the school in institutional and inter-school events. Despite these achievements, the cadets encountered challenges such as academic pressure, time constraints, emotional stress, fear of judgment, and balancing leadership and academic responsibilities. Notably, these challenges fostered adaptability, perseverance, and emotional maturity. Overall, the study highlights the transformative leadership journey of female cadets and underscores their potential to promote inclusive leadership and positive change within maritime education.

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This study examined the relationship between perceived instructional practices and COLREGs literacy among Second Year Marine Transportation students at the Asian Institute of Maritime Studies during Academic Year 2025-2026. Employing a quantitative descriptive-correlational design, data were collected from 253 respondents through a validated survey questionnaire, while COLREGs literacy was measured using students' final course grades. Results revealed that respondents perceived instructional practices to be highly effective across the dimensions of clarity and content mastery (M=4.16), instructional delivery and application (M=4.15), engagement and support (M=4.21), integration and motivation (M=4.29), and overall perception (M=4.16). The majority of students obtained excellent to outstanding academic performance in COLREGs subjects, indicating a high level of literacy. Statistical analysis showed a strong and significant positive relationship between instructional practices and COLREGs literacy (r=0.838, p<0.001). Among the dimensions, clarity and content mastery demonstrated the strongest association with literacy levels (r=0.917, p<0.001). The findings suggest that effective instructional practices significantly contribute to students' understanding and application of COLREGs. The study recommends strengthening instructional approaches that promote clarity, engagement, practical application, and maritime relevance to further improve students' professional competence and navigational preparedness.

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This study aimed to describe the perceptions of maritime instructors at the Asian Institute of Maritime Studies (AIMS) on the impact of Maritime Autonomous Surface Ships (MASS) technology on future seafaring careers. Using a qualitative-descriptive research design, data were collected from a purposive sample of four (N=4) maritime instructors through a combination of online surveys and face-to-face interviews. The findings reveal mixed perceptions characterized by optimism about automation’s potential to enhance operational efficiency and safety, alongside concerns about job displacement and the irreplaceable role of human seamanship. Key thematic insights include a shift towards hybrid skill sets integrating traditional maritime knowledge with advanced digital and technical competencies, significant readiness gaps in current Maritime Education and Training (MET) programs, and financial and regulatory barriers limiting adaptation. The main takeaway highlights the transformation of seafaring careers rather than their elimination, underscoring the critical need for urgent curriculum reform, continuous faculty development, and stronger policy frameworks. These measures are essential to effectively prepare future seafarers to thrive in the evolving automated maritime industry.

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This study examines the need to reform Maritime Education and Training (MET) in response to challenges affecting seafarer well-being, safety, and professionalism, particularly in the post-pandemic context. The study aims to identify priority areas for improvement and propose evidence-based recommendations. Using the Delphi method, ten subject matter experts from academia and industry participated in iterative rounds of structured questionnaires to achieve consensus. Findings revealed moderate agreement (Kendall’s W = 0.309) on seven priority program areas, with actual training, academic development, and practical skills ranking highest. Experts emphasized the importance of integrating soft skills, technological competencies, and mental health support into training systems. The results highlight the need for a holistic and multidisciplinary approach to maritime education that goes beyond technical proficiency. The study concludes that policy reforms should prioritize experiential learning, continuous professional development, and well being initiatives to ensure globally competitive and resilient seafarers. These findings provide implications for international maritime education policy and institutional curriculum development.

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As customs operations increasingly rely on digital platforms, evaluating the role of technological systems in bridging theoretical knowledge and practical competency is essential for workforce preparation. This study investigated the extent of eXPERIENT system usage and its predictive relationship to the lodgement skills of Bachelor of Science in Customs Administration (BSCA) graduates at the Asian Institute of Maritime Studies (AIMS) during their practicum. Employing a predictive-descriptive-correlational research design, data were collected from 43 BSCA graduates (graduating batches 2022–2025) using a structured Likert-scale survey distributed via snowball sampling. Findings revealed frequent system utilization during practicum, with an overall mean of 3.65 ("Most of the Time"), indicating consistent exposure to the eXPERIENT system in daily tasks. Respondents demonstrated high competence in end-to end lodgement transactions (mean = 4.01), reflecting strong procedural familiarity and functional independence. Lodgement skills were rated "High" overall (mean = 4.09), with documentation assessment achieving a "Very High" rating (mean = 4.19), underscoring advanced proficiency in preparing and evaluating customs documents. These results suggest that practicum experiences effectively bridged academic instruction with operational practice, equipping graduates with essential competencies to manage documentation protocols, maintain accuracy, and adapt to evolving customs policies. This study addresses the limited empirical evidence regarding the role of the eXPERIENT system in translating academic learning into practical customs competencies among AIMS graduates. The findings provide critical insights for academic institutions in aligning customs administration curricula with the digital demands of the logistics and trade facilitation industry.

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Student engagement remains a persistent challenge in radiologic technology (RT) education, particularly as digital technologies increasingly compete for learners' attention outside formal instruction. Gamification, the integration of game design elements into non-game contexts such as instruction, has emerged as a promising strategy for sustaining motivation, yet its influence on the specific motivational constructs of Attention, Relevance, Confidence, and Satisfaction (ARCS) among RT students remains underexamined, particularly within Philippine higher education institutions. This study employed a descriptive research design combining qualitative and quantitative data to describe the role of gamification in RT education at the College of Our Lady of Mercy of Pulilan Foundation, Inc. A 20-item survey combining Likert-scale and open- and closed-ended questions was administered to 89 respondents selected through stratified random sampling from the BSRT population, covering four variables: Demographic Information, Motivation and Relatedness, Effects on Learning, and Significance and Application. Results showed a consistently positive relationship between gamification and the ARCS constructs, with highest-frequency responses ranging from 49 to 57 and highest percentages ranging from 55% to 64% for motivation and relatedness items, and comparably high “Agree” ratings across attention, relevance, confidence, and satisfaction items. Respondents most frequently used Quizlet (29%), Quizizz (27%), Kahoot (16%), and Gizmo (9%) for gamified learning, with the remaining 19% distributed across other tools such as Anki and Duolingo. These findings imply that embedding ARCS-aligned gamification techniques into RT curricula can meaningfully strengthen student motivation, engagement, and learning satisfaction, offering RT programs an evidence-based rationale for wider adoption of gamified instructional strategies.

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Bullying in the healthcare sector remains an under-recognized but pervasive problem that undermines quality care delivery and contributes to poor patient outcomes. This study examined whether hospital bullying is experienced by Radiologic Technologists (RTs) in selected hospitals in Bulacan, Philippines, and characterized its forms, perpetrators, and effects. Using a descriptive, quantitative research design, the researchers administered a 20-item, 4-point Likert scale questionnaire (1 = Never to 4 = All the time) to 44 RTs across seven hospitals, selected through purposive sampling from an initial pool of 57 respondents across eight hospitals. Items 1–7 measured work-related bullying, items 8–12 measured person-related bullying, items 13–15 identified perpetrators, and items 16–20 assessed effects on the RT. Frequency and percentage distributions and weighted means (WM) were computed to interpret responses. Results showed that RTs experience hospital bullying occasionally, with person-related bullying (Grand Weighted Mean [GWM] = 1.80) reported marginally more often than work-related bullying (GWM = 1.76). Seniors or superiors were the most frequently identified perpetrators (WM = 1.40), followed by co-employees (WM = 1.38). The most common effects were reluctance to go to work (WM = 2.38) and thoughts of resignation (WM = 2.34), both linked to heightened stress and anxiety. These findings indicate that hospital bullying, although occasional in frequency, is measurable and consequential among RTs, with implications for staff retention, morale, and the quality of patient care. Hospital administrators and policymakers should treat these results as a call to strengthen enforcement of anti-bullying legislation such as House Bill No. 815, institute regular training and confidential reporting mechanisms, and provide accessible emotional support to affected staff.

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English plays an important role in academic learning and communication in the Philippines. This study examined the motivation and task engagement of Grade 7 to Grade 10 students at Diplahan National High School to provide a basis for instructional development. Anchored on Self-Determination Theory and Task-Based Language Teaching, a descriptive-correlational research design was employed. Data were gathered from 301 respondents selected through proportionate stratified sampling using a validated 30-item questionnaire adapted from the Academic Motivation Scale and Student Engagement Scale. Descriptive statistics and the Pearson Product-Moment Correlation Coefficient were utilized for data analysis. Results revealed an overall motivation mean of 3.88 (SD = 0.53), categorized as High, with intrinsic motivation obtaining the highest mean (4.21, Very High). Overall task engagement was also High (M = 4.13, SD = 0.59), led by emotional engagement (4.22). A significant positive relationship was found between motivation and task engagement (r = .600, p < .001), prompting the rejection of the null hypothesis. The correlation was strongest among Grade 7 students (r = .719). Although engagement was high, cognitive engagement was comparatively lower (4.05). These findings suggest that motivated learners tend to demonstrate higher task engagement, while active participation does not necessarily guarantee deep cognitive processing. The findings offer a framework for enhancing student participation and meaningful learning in resource-limited secondary English education settings.

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This study aims to unravel the role of the soundtrack in selected Manuel Conde’s extant films from 1941–1958. I posit that soundtrack is a suite of interrelated, cohesive aural cues that act as a narrator in his cinema which also serves as a repository of meanings, consciously or subconsciously coded. Every movement or cue of the suite is deemed important to be decoded in order to understand the interconnection between music and images in part and as a whole. Semiotic analysis was utilized in deciphering the meanings of the sound-image relationship. Through semiotic analysis, the codification of music as “text” in historical, cultural, and sociological contexts is understood. Jerrold Levinson’s notions of “narrator” or “presenter" of the film’s plot and of the overall “inventor” or implied filmmaker of the “narrated” diegesis are essential in this dissertation. The concept of the Filipino word for picture, “larawan,” was also used to frame the act of narrating the diegeses of films. It encompasses both the moving image and sound. In addition, the moving images and music track reflect various social values that needed attention at the time of the creation of the selected films. Revisiting of the social values presented in the films is essential to understand the dynamics of the current.

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