CHALLENGES AND COPING METHODS OF FEMALE MARITIME

STUDENTS

A Thesis Presented to the Faculty of the University of Cebu

Maritime Education and Training Center
Cebu City, Philippines

In Partial Fulfillment of the Requirements

for the Subject Research 211

By
D/C Aserios, Emmanuel D.
D/C Bacus, Ella Mariz T.
D/C Delos Reyes, Heifetz P.
D/C Paras, Ginamer D.
D/C Juros, Pinky M.
D/C Caburnay, Jayson Jay

November 2023
 ACKNOWLEDGMENT

The completion of this research paper has been a collaborative effort, and the
researchers would like to express their gratitude to the individuals and institutions that
have played a significant role in its development.

First and foremost, the researchers are deeply indebted to their advisor, Ms. Carly
Mae Suico, for her unwavering support, guidance, and profound expertise. Her
mentorship has been instrumental in shaping the content and direction of this paper. They
are fortunate to have had her invaluable insights throughout this research journey.

They extend their sincere appreciation to the participants and volunteers who
willingly shared their time, experiences, and knowledge, enabling the successful
execution of this research. Their contributions have been the bedrock upon which this
paper is built.

Their heartfelt thanks go to their colleagues and peers who have provided support
and offered constructive feedback during the research and writing process. Their insights
and discussions have greatly enriched the content presented in this paper.

The researchers would also like to give special thanks to their families, for their
continuous support, encouragement and understanding in making this research.

And above all, the researchers want to thank God for giving them his guidance
through all the difficulties that they have experienced.
 DEDICATION

The researchers dedicate this study to the faculty, staff, and management of the
University of Cebu Maritime Education and Training Center, who helped us become
more independent and globally competent citizens.

We dedicate the writing of this thesis to the group of D/C Aserios, Emmanuel, for
their cooperation and dedication during the study. We also acknowledge the assistance of
Ms. Carly Mae J. Suico, whose efforts are reflected in this publication, which directs the
researchers toward a more effective synthesis of pertinent theories and data.

We kindly dedicate the research findings to the families, guardians, friends,

classmates, and mentors who have helped shape the researcher's promising future. The
researchers have dedicated numerous hours of work to the completion of this project
because of their inspiration.

The researchers also dedicated this research to the respondents, maritime female
students, who are progressing in their course through the help of the Learning
Management System.

Especially to our Almighty God, who has blessed us with his mercies in our daily
lives, for the direction, love and wisdom offered in the completion of this research writing
as well as the enormous work put out by the researchers.

Finally, the researchers have dedicated this academic endeavour to the next
generation of maritime researchers, whose bright minds will use the results of this
research to refine and serve as a guide in developing the marine academic industry.
 APPROVAL SHEET

IN PARTIAL FULFILLMENT of the requirements for the Degree of Bachelor of

Science in Marine Transportation, this research entitled “CHALLENGES AND
COPING METHODS OF FEMALE MARITIME STUDENTS" prepared and
submitted by D/C Aserios, Emmanuel, D/C Bacus, Ella Mariz T., D/C Delos Reyes,
Heifetz P., D/C Paras, Ginamer D., D/C Juros, Pinky M. D/C Caburnay Jayson Jay
has been examined, accepted, and approved for PROPOSAL HEARING/FINAL
EXAMINATION.

CARLY MAE J. SUICO, LPT, MAEd

Adviser
ACCEPTED as partial fulfillment of the requirements for RESEARCH METHODS
COURSE (RES-211)

CARLY MAE J. SUICO, LPT, MAEd

Dean, College of Maritime Education
APPROVED by the tribunal on Proposal Hearing with the grade of PASSED.

PANEL OF EXAMINERS

MRS. IRIS O. HESLOP

Chairman

MARIO GENER ABELLA CARLY MAE J. SUICO, LPT, MAEd

Member 1 Member 2

C/M GUILLERMO E. DILUVIO

Program Research Coordinator

CAPT. GERRY D. ENJAMBRE DR. DARYL G. BABATID, Dev.Ed

Dean ,College of Maritime Education Research Director

Date of Proposal Hearing: November 19, 2023

 TABLE OF CONTENTS
CONTENTS PAGE
Title Page 1

Acknowledgement 2

Dedication 3

Approval Page 4

Table of Contents 5

List of Tables 7

List of Figures 7

CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale 8

Theoretical Background 13

Review Related Literature 16

Review Related Study 19

THE PROBLEM

Statement of the Problem 22

Significance of the Study 22

RESEARCH METHODOLOGY 24

Research Design 25

Research Environment 26
Research Respondents

Research Instruments 28

Research Procedure 29

Gathering Data 29
Data Analysis 29

Treatment of Data 29

Ethical Considerations 30

DEFINITION OF TERMS 33

CHAPTER 2

PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA

CHAPTER 3

Summary

Findings

Conclusions

Recommendations

Limitations of the Study

REFERENCE 36

APPENDICES
 A-1 Transmittal Letter to the Dean 39

B-1 Research Instrument 40

B-2 Certificate of Content and Face

Validity of the Research Instrument

B-3 Certificate of Reliability of the

Research Instrument

C Informed Consent

D ERB Certificate

E Grammarly Result

CURRICULUM VITAE 54
 LIST OF TABLES AND FIGURES

List of Table

Table Description Page

1 Scaling and Interpretation 29

2 Research Instrument 41

List of Figures

Figure Description Page No.

1 Research Flow 25
2 Location Map 1 53
 CHAPTER 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION

Rationale of the Study

Gender discrimination is a controversial and globally debated issue,

irrespective of a country's level of development. The statistic revealing that 15%
of female maritime education students have experienced unfair treatment
underscores the significance of these students' challenges. This assessment
considers factors like enrollment disparities, high dropout rates, lower graduation
rates, limited employment opportunities, and reported incidents of discrimination
and harassment (UPC 2007; De la Campa et al. 2013; Romero and Kitada, 2013).
Despite being a prevalent problem, gender discrimination in the maritime sector
is more of a practice issue than a legal one in business life. This multifaceted
challenge extends beyond stereotypes, affecting various professional aspects in
an industry historically perceived as male-dominated. The enduring biases
disproportionately impact women, particularly in roles traditionally with physical
strength, limiting their access to opportunities and hindering professional
advancement. The maritime industry's persistent adherence to traditional gender
norms creates an environment where women are often underrepresented, facing
barriers to entry and career progression. These systemic biases can result in a
lack of diversity, impeding innovation and overall industry development. Gender
discrimination in the maritime sector involves not only overt biases but also
subtler forms of exclusion and unequal treatment, evident in hiring practices,
career development opportunities, and the distribution of responsibilities and
tasks in educational settings.

According to Barrett (2022), despite laws aimed at fostering gender equality and
the growing number of female students in educational institutions, persistent
challenges continue to hinder women's educational experiences. Cultural and
societal norms, profoundly ingrained gender roles, and implicit biases contribute
to subtle yet impactful obstacles. Discrimination within academic and
professional settings, coupled with the struggle to balance academic pursuits
with societal expectations, poses significant hurdles for female students. Limited
representation in specific fields, Insufficient support systems and unconscious
biases in hiring practices further compound these challenges. Despite efforts to
increase gender diversity in science, technology, engineering, mathematics, and
medicine (STEMM), men continue to hold the most tenured leadership positions.
Moreover, the specific population shifts and timelines that may be required to
achieve gender parity have not been well delineated. It is obvious that if women
are statistically underrepresented in a field, then men must be statistically
overrepresented; however, male overrepresentation and related gender-based
advantages are rarely mentioned in conversations about gender equality. It is
important that actions to address both overrepresentation and underrepresentation
are elements of any strategy that seeks to move STEM fields closer to gender
parity. Only through such concerted efforts can the full potential of female
students be realized, transcending legal frameworks to create truly equitable
educational opportunities. Moreover, the persistence of gender-related challenges
for female students is also influenced by the dynamics of work-life balance and
the cultural expectations placed on women in caregiving roles. The lack of
representation in certain academic disciplines and professional fields contributes
to a sense of isolation and may limit aspirations. Additionally, the inadequacy of
support systems, such as mentorship programs and tailored resources, further
amplifies the difficulties faced by female students in navigating their academic
journeys. Furthermore, unconscious biases in hiring practices, coupled with
societal norms, may affect post-graduation opportunities, creating gender gaps in
various industries. Despite the progress made, addressing these multifaceted
challenges requires a holistic approach that not only emphasizes legal
frameworks but also actively promotes cultural shifts, encourages diversity in all
fields and provides robust support systems to empower female students on their
educational paths. While women have tripled in number worldwide in the last 30
years, when it comes to accessing higher education, more men than women still
hold academic positions in science and medicine (Hurtado, 2021; UNESCO
International Institute for Higher Education in Latin America and the Caribbean,
2021). Even though women and men earn many advanced degrees, such as MDs
and PhDs in the biomedical sciences, in roughly equal numbers, gender
disparities remain particularly high at tenured and leadership levels (AAMC
2020).

Despite the progress made, addressing these multifaceted challenges requires

a holistic approach that not only emphasizes legal frameworks but also actively
promotes cultural shifts, encourages diversity in all fields, and provides robust
support systems to empower female students on their educational paths.While
women have tripled in number worldwide in the last 30 years when it comes to
accessing higher education, more men than women still hold academic positions
in science and medicine (Hurtado, 2021; UNESCO International Institute for
Higher Education in Latin America and the Caribbean, 2021). Even though
women and men earn many advanced degrees, such as MDs and PhDs in the
biomedical sciences, in roughly equal numbers, gender disparities remain
particularly high at tenured and leadership levels (AAMC 2020).

Women find themselves occupying the least senior administrative roles and
receiving the lowest compensation among higher education administrators. The
situation is more pronounced for women of color, with only 14 percent of higher
education administrators, both men and women, being racial or ethnic minorities
in 2016. Women, particularly those of color, remain underrepresented in both
tenured positions and full professorships, limiting their opportunities to progress
into formal leadership roles within colleges and universities. Despite ample
evidence from research and academic experiences, qualified and ambitious
women continue to face barriers to advancement. In the business sector, there is
a commonly described phenomenon known as the glass ceiling, symbolizing the
hurdle women encounter in mid-management. In the academic context, barriers
to women’s progress can be likened to a labyrinth. Top leadership opportunities
do not just elude women at the pinnacle of their careers; instead, such prospects
seem to vanish at different junctures in their trajectories. Even when women
achieve leadership roles, they contend with challenges ingrained in institutional
structures, systems, and, notably, mindsets, necessitating transformative change.
(Alcalde,2020).

Despite the 40 years that have passed since the adoption of the
Convention on All Forms of Discrimination Against Women (CEDAW, 1979),
discrimination persists both in legal frameworks and practical applications. Over
the last decade, 131 countries have introduced 274 gender-related reforms to
laws and regulations. However, it is estimated that over 2.5 billion women and
girls reside in countries where at least one discriminatory law remains in effect.
These statutes curtail women’s decision-making authority in matters such as
marriage, divorce, child custody, and career choices. (UN75, 2020)
Simultaneously, violence against women continues to be a widespread human
rights violation. Globally, one in five women has experienced sexual and
physical violence at the hands of an intimate partner in the past year. While laws
against domestic violence were rare in the 1990s, today, they are in place in
approximately three-quarters of countries. This marks significant progress,
largely propelled by feminist activism. However, much work remains to ensure
effective implementation and to provide service and access to justice for
survivors. Power and decision-making continue to be Overwhelmingly
dominated by men. The representation of women in parliaments has more than
doubled since 1995, reaching 11 percent, but men still occupy three-quarters of
the seats. Additionally, men hold 73 percent of management positions and
constitute 70 percent of climate negotiators. In peace negotiations, the situation
is even more disheartening. Despite conclusive evidence demonstrating that
women’s participation in formal peace processes leads to more inclusive and
lasting agreements, women account for just 13 percent of peace negotiators and a
mere 4 percent of signatories. This study is dedicated to examining the
challenges that female students encounter. As the academic landscape continues
to evolve, it remains crucial to address issues of gender equality and inclusivity.
Within this context, female students face a range of challenges, including socio-
academic and personal ones. This study takes an approach by adopting a third-
person perspective to explore these issues faced by female students at this
institution. By conducting surveys, interviews, and analyzing data, this study
aims to provide an understanding of the obstacles that female students at the
University of Cebu METC campus face. The findings from this research are
expected not only to enhance our understanding of the barriers women encounter
in pursuing their education but also to lay the groundwork for developing
policies and support systems that promote gender equality and improve the
educational experience for all university students.

The overall purpose of the study “Challenges and coping methods of female
maritime students” likely aims to investigate and understand the unique obstacles
and difficulties faced by women pursuing maritime education. Additionally, the
study may seek to explore how female maritime students navigate and cope with
these challenges in their academic and professional journeys. Key aspects of the
study could include identifying specific challenges such as gender
discrimination, limited representation, and biases in the maritime sector.
Moreover, the research may delve into the coping mechanisms employed by
female maritime students, which could include strategies for overcoming
barriers, seeking support, or advocating for gender equity in the field. Ultimately,
the study aims to contribute insights that can inform educational institutions,
policymakers, and the industry about ways to enhance the experiences and
opportunities for female students in maritime education.
 Theoretical Background

This study is anchored on the following theories: Theory of Challenge

and Coping by Lazarus (1984), Feminism Theory (Mackinnon, 1979). These
theories provide the background that supports the investigation and offers the
reader a justification for the study of particular research problems. It includes the
variables intended to measure and the relationships sought to understand.

Theory of Challenge and Coping

Lazarus (1984), Coping Theory provides a comprehensive framework

for understanding how individuals navigate and respond to stressors. At its core,
this theory posits that stress is not an inherent quality of a situation but rather
emerges from an individual's cognitive appraisal of that situation. Lazarus
identified two key stages of appraisal that contribute to the stress experience.

The first stage is primary appraisal, where individuals assess whether a

given situation is a threat. This involves evaluating the significance and potential
harm of the stressor. Following primary appraisal, the individual moves on to
secondary appraisal, a process through which they assess their ability to cope
with the identified threat. This secondary appraisal is crucial in determining the
emotional and physiological responses to stress.

Coping strategies play a pivotal role in Lazarus' theory, and he categorized

them into two main types: problem-focused coping and emotion-focused coping.
Problem-focused coping involves addressing the stressor directly, while
emotion-focused coping aims to manage the emotional response to the stressor.
The choice of coping strategy is influenced by the individual's appraisals and the
nature of the stressor.
 Lazarus highlighted the dynamic and interactive nature of coping,
emphasizing that it evolves as individuals engage with the stressor and the
context surrounding it. This dynamic process underscores the adaptability of
coping mechanisms over time.

The Coping Theory of Lazarus has been instrumental in shaping their

understanding of stress and coping mechanisms, providing a nuanced perspective
that goes beyond a simplistic stimulus-response model. By focusing on the
cognitive appraisal of stressors and the individual's coping strategies, this theory
offers valuable insights into the variability of stress experiences across
individuals and contexts. It has become a cornerstone in the field of stress
research, influencing psychological interventions and strategies aimed at
enhancing individuals' ability to cope with the challenges they encounter in their
lives.

Feminism theory by MacKinnon (1979) is a diverse and multifaceted

body of thought that seeks to understand and challenge the historical and
contemporary inequalities between genders. It encompasses various perspectives
and approaches, but at its core, feminism advocates for the social, political, and
economic equality of the sexes. Feminist theories emerged in different waves
throughout history, each responding to the unique challenges and contexts of its
time.

First-wave feminism, which emerged in the late 19th and early 20th
centuries, primarily focused on securing legal rights for women, such as the right
to vote. Key figures like Susan B. Anthony and Elizabeth Cady Stanton in the
United States and Emmeline Pankhurst in the United Kingdom played pivotal
roles in these efforts. The first wave laid the foundation for gender equality in
many legal and political spheres.
 Second-wave feminism emerged in the 1960s and 1970s and expanded the
feminist agenda to encompass a broader range of issues. It challenged traditional
gender roles, critiqued the patriarchy as a system of oppression, and sought to
address issues like reproductive rights, workplace discrimination, and domestic
violence. Prominent figures like Betty Friedan, Gloria Steinem, and Simone de
Beauvoir were central to this wave, which significantly impacted societal
attitudes and policies regarding gender.

Third-wave feminism, which emerged in the 1990s and continues today, is

characterized by its intersectional approach. It acknowledges that gender
inequality intersects with other forms of oppression, such as race, class, and
sexual orientation. Third-wave feminists emphasize the importance of diversity
and inclusivity within the movement and work to amplify the voices of
marginalized groups. This wave also embraces digital activism and social media
as powerful tools for advocacy and change. In sum, feminism theory has evolved
over time, adapting to changing societal contexts and expanding its scope to
address the complex and intersectional nature of gender inequality. It continues
to play a crucial role in advocating for gender justice and promoting a more
equitable and inclusive world for all genders.

Women who have academic careers in engineering have successfully

navigated the social identity threats that prevent many other women from feeling
that they belong in science, technology, engineering, and math fields. In this
research, we examined what factors may be related to resilience in these
academic environments. Female academics in engineering and non-engineering
fields watched a fictitious conference video depicting either an unbalanced ratio
of men to women or a balanced ratio. Subjective measures of identity threat were
collected. Past experience with discrimination, positive experience with female
role models, family support, and general social support were associated with a
greater sense of belonging to or desire to participate in the conference. These
variables all buffered negative responses to social identity threat. Implications
are discussed for understanding resilience to social identity threat, particularly
among women in engineering. (Van Dellen (2011)

REVIEW RELATED LITERATURE

Career and technical education (CTE) with the purpose of training

individuals in job-related skills has traditionally been segregated by gender.
Women continue to dominate enrollments in health care, child care, education,
and cosmetology, while men dominate in agriculture, construction, and materials
production. Women CTE students also experience differential outcomes from
enrollment and certificate completion. Using interviews with women in
traditionally male-dominated career and technical education, this study examines
the experiences of women in CTE in community colleges, and concludes that
women students experience a lack of emotional and institutional support and
gender bias in the classroom. The female students find success by maintaining a
sense of resilience despite the discrimination. Implications of research and
practice are included. (Jaime Lester, 2010)

Typical masculine behavior related to success in a male-dominated

environment included political game playing, aggressiveness, backstabbing,
point-scoring, overconfidence, and 'stitching people up'. The mechanisms women
use to cope in male-dominated environments include mentorship and adopting
participatory leadership styles like being caring, fair and encouraging, which is
more attuned to their natural feminine inclination (Chovwen, 2007). Contrary to
this, female graduates adopted uncharacteristic masculine behavior, like self-
seeking and individualistic behavior, to survive (Davey, 2008). Ironically, some
opinions point to the detrimental effect of adopting characteristic male behavior
on women's feelings of authenticity and work identity (Du Plessis & Barkhuizen,
2012). Therefore, women seem caught between resisting and accommodating
masculine politics (Davey, 2008).
 Even though female students now make up more than half of all higher
education students in many countries, the distribution of women across fields of
study is still very uneven. This study examines the gendered nature of
recruitment and dropout in higher education. Our results show that students who
made gender traditional choices more often had an early preference for the study
programmed they enrolled in. Moreover, female students reported more often
than male students that they had been encouraged by their parents and friends.
However, unlike what we expected, there are no differences between students in
gender traditional and non-traditional programs with regard to encouragement
from parents and students’ confidence that they had made the right choice. While
male students’ dropout is unrelated to the gender composition of educational
programs, women drop out of female-dominated programs to a lesser extent.
(Arne Mastekaasa & Jens- Christian Smeby, 2006)

In some parts of the world, the enrolment rate of children is very low, and
this is particularly true for girls. Despite the equality in the distribution of the
population by sex, gender inequality is still traditionally visible both in public
life and within the family. In patriarchal family structures, the needs of adult men
and boys are prioritized over those of women and girls, and there is even
discrimination between women and girls (UNICEF, 2010; Adıguzel, 2013). As
can be seen from basic indicators such as the low enrollment rates of girls and
the high infant and maternal mortality rates of illiterate women, this situation can
have a negative impact on both the development and education of children and
the future of society. Research shows that women's education has positive effects
on human development. An educated woman is more conscious and sensitive
about her own health and the health of her children in terms of nutrition, hygiene
(cleanliness), disease prevention, vaccination, and education, thus increasing the
chances of survival of both herself and her children (KSSGM, 2001).
 Using data drawn from the National Longitudinal Study of the High
School Class of 1972, this study examined 16 variables classified into categories
of family background, high school experience, academic ability, life-goal
orientations, and extent of education planned that might influence women’s entry
into male-dominated fields of study in higher education. Results indicate that
women in male-dominated fields have higher academic ability and more course
work in science and mathematics in high school, and that they are more work-
oriented than women in traditional fields. Results also indicate that family
influence on women’s entry into male-dominated fields is not significant.
(Samuel S. Peng and Jay Jaffe, 2003)
Using a Feminist Institutional perspective, and drawing on a wide range
of evidence in different institutions and countries, this article identifies the
specific aspects of the structure and culture of male-dominated higher
educational organizations that perpetuate gender inequality. Gender inequality
refers to the differential evaluation of women and men, and of areas of
predominantly female and predominantly male employment. It is reflected at a
structural level in the under-representation of women in senior positions and at a
cultural level in the legitimacy of a wide range of practices to value men and to
facilitate their access to such positions and to undervalue women and to inhibit
their access. It shows that even potentially transformative institutional
interventions such as Athena SWAN have had little success in reducing gender
inequality. It highlights the need to recognize the part played by the ‘normal’
structures and culture in perpetuating gender inequality. (Pat O’Connor, 2020)
 REVIEW RELATED STUDY

Hatikullah Bin Ahmad Ong (2019) likely explores the multifaceted

relationship between gender equality, religion, and women's empowerment
within the Malaysian maritime industry. This research may delve into how
religious beliefs and cultural norms impact the roles and opportunities available
to women working in the maritime sector in Malaysia, shedding light on the
challenges and potential avenues for promoting greater gender equity within this
context.

According to Senbursa (2020) The World Maritime theme for 2019 has
been selected by the International Maritime Organization in order to increase the
awareness of women in the global arena. Even though the number of female
students and graduates in Maritime Education and Training institutions (MET) is
increasing across the globe, the gender gap in the maritime industry like in many
other sectors is still notable. Despite the continuous efforts of female seafarers
trying to demonstrate their existence in the sector, women still face obstacles and
glass ceilings in their career development and promotion in shipping - a male-
dominated industry. In recent years, gender studies in literature about maritime
women have gained speed but still limited. This review article aims to reveal
today’s scenario to focus on specific researches which are well known in the
field. For this reason, this review article not only evaluates leading articles of
gender literature in the maritime industry and methodologies that are used; but it
also reveals the status quo of the maritime women and maritime sector’s
viewpoints.
 Dragomir (2013) stated that 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. This paper includes a study
that presents the perception of women regarding their main motivation and
factors of influence for choosing a maritime career, the most likely to happen
problems in their career offshore and motives of quitting this job.
According to Seedat-khan (2020) Women seafarers face a series of gender
related challenges whilst working in a male dominated maritime environment.
These challenges include stress, anxiety, depression, isolation, loneliness and
occupational injuries. It is important to note that the list of challenges is
extensive and cannot be fully explored in detail at this stage. A large number of
the women engaged in the maritime sector are from poor developing countries
with limited employment opportunities and minimal skills. Women find
themselves simultaneously dealing with gender-based challenges while adjusting
to a gender-biased job in the maritime sector. The research will go on to describe
how to deal with the challenges faced by women on board the ships. participants.
Additionally, this indicate that gender-based challenges such as inequitable
working facilities, sexual harassment, loneliness and isolation are significant
challenges faced by women in the sector. While the maritime sector is beginning
to address these issues, the process remains slow for women as they continue to
cope in this harsh environment that makes little accommodation for them as a
gender.
The general objective is to improve the educational experience and success
of female maritime students by addressing the challenges they face. This
involves identifying and understanding obstacles, establishing support
mechanisms, promoting gender sensitivity in curricula, raising awareness to
change perceptions, advocating for equal opportunities, providing skills
development programs, monitoring progress, and fostering a diverse and
inclusive maritime community. Ultimately, the goal is to contribute to gender
equality in the maritime industry and create an environment where female
students can thrive.
Lastly, the overall purpose is to mitigate and eliminate challenges faced by
female maritime students in maritime education. This encompasses empowering
female students to overcome gender-specific obstacles, educating maritime
administrators to create inclusive environments, engaging parents to support their
daughters' pursuits in the maritime field, training maritime teachers to foster
equality, and inspiring future researchers to explore and address gender-related
issues within maritime education. By doing so, the overarching purpose is to
build a more inclusive, diverse, and supportive maritime educational landscape
that benefits all stakeholders and contributes to gender equity in the maritime
industry.
 THE PROBLEM

Statement of the Problem

This study aims to determine the challenges and Coping Methods of

female students in University of Cebu – METC campus for the school year 2023-
2024

Specifically, it aims to answer the following questions

1. What is the level of gender-related challenges encountered by

female maritime students?

2. What coping methods are used by the respondents?

3. Based on the results, what recommendations can be

proposed?
 Significance of the Study

The maritime community will benefit from this study, “Challenges and
Coping Methods of Female Maritime Students” as knowing the challenges and
the coping methods of female students in maritime education can lead to
improved teaching methods, support systems, and gender diversity initiative
community. In addition, the following sectors would again and have gained from
the study:

Female Maritime Students. This study will be beneficial to the female

students pursuing maritime education, they can have a better understanding of
the challenges they might face and potential strategies for overcoming them. This
knowledge can empower them to make informed decisions and persevere in their
studies.

Maritime Administrations. They may create policies and practices that

promote gender inclusivity in education. The findings may lead to the
development of the targeted support programs, mentorship, initiatives and
resources aimed at assessing a welcoming environment for female students. This
contributes to a diverse and academic community.

Maritime Teachers. The study’s significance to maritime teachers lies in

its ability to provide insights into the specific challenges faced by the female
students in maritime education. This knowledge empowers teachers to adopt
their teaching methods, create inclusive learning environments, and offer support
tailored to the challenges. It also encourages teachers to advocate for gender-
inclusive policies and resources within their institutions, fostering a fair and
supportive environment for all students pursuing maritime education.

Parents. The significance of this study for parents is that it provides them
with valuable information about the obstacles their daughters might face in
maritime education, enabling them to offer better guidance, support and
encouragement, ultimately ensuring their daughters can pursue their career
aspirations with confidence.

Shipping Companies. This study is significant for shipping companies

because it provides insights into the unique obstacles women may face in
pursuing maritime education. Understanding these challenges allows companies
to implement more inclusive policies and support systems, fostering diversity in
the maritime industry. This, in turn, can contribute to a more equitable and
skilled workforce, enhancing overall efficiency and innovation within the
shipping sector.

Future Researchers. The comprehensive study of the challenges faced

by female students in maritime education holds significant implications for
future researchers in the field. It not only sheds light on the specific obstacles
and gender-related issues within this domain but also paves the way for further
exploration and potential solutions.
 RESEARCH METHODOLOGY

This part reveals the methods of research to be used by the researcher in

conducting the study which includes the research design, the population or the
respondents of the study, its research instrument, the research locale, data
gathering procedure and the ethical standards of the researcher in conducting the
said study.

Research Design

The researcher will be using a quantitative descriptive type of approach in

gathering the needed data. The researcher also needs to seek the answer to the
stated problem and to justify the objectives of the study. Descriptive research in
quantitative studies describes individuals, events, or conditions as they naturally
occur (Siedlecki, 2020). It is a non-experimental design that does not manipulate
any variables. The respondents of this study will be given a survey questionnaire
for them to freely and comfortably express their point of view regarding this
study.

According to Sis International Research (n.d.) quantitative research is a

structured way of collecting and analyzing data obtained from different sources.
Quantitative research involves the use of computational, statistical, and
mathematical tools to derive results. It is conclusive in its purpose as it tries to
 quantify the problem and understand how prevalent it is by looking for
projectable results to a population.

Using a quantitative descriptive approach in research on the challenges and

coping methods of female maritime students allows for the systematic collection
and analysis of numerical data. This method helps quantify the prevalence and
intensity of specific stressors and coping strategies, providing a structured and
measurable understanding of the phenomena. It enables researchers to identify
patterns, correlations, and trends, contributing to a more comprehensive and
statistically grounded exploration of the experiences of female maritime students
in coping with challenges.

Below is the research flow of the study.

INPUT PROCESS OUTPUT

The level of parental

involvement of  Transmittal
maritime students. Letters
 Content and face
Validation of the
The level of school certificate
 Ethical review
behavior of the
Board Approval
maritime students.  Acquisition of
Informed Consent
Significant  Pilot Testing  Recommendation
relationship between  Test of Reliability
the level of parental  Acquisition of
Informed Consent
involvement and
 Actual Data
school behavior of Gathering
maritime students. Figure.1
 Data Analysis
 Interpretation
 Findings
 Conclusion
 Figure.1
Research Flow

Research Environment

The University of Cebu - METC, situated in Cebu, Philippines, is a dynamic

academic community primarily composed of talented and determined both male and
female students. Specializing in maritime education and training, the university offers a
range of specialized courses, including Bachelor of Science in Marine Transportation
(BSMT), Bachelor of Science in Marine Engineering(BSMARE), excluding the Bachelor
of Science in Naval Architecture and Marine Engineering(BSNAME). In addition to
higher education, the institution provides basic education for junior high students,
fostering foundational knowledge in the field of ships and maritime studies. The vibrant
atmosphere at UC-METC underscores its commitment to nurturing a diverse community
of learners and preparing them for careers in the maritime industry.

Research Respondents

Sampling Procedure

In conducting a study to investigate the gender related challenges and coping

methods of female maritime students, a purposive sampling procedure was employed.
The population, encompassing female students in UC-METC that are enrolled in the
course Bachelor of Science in Marine Transportation (BSMT) and Bachelor of Science in
Marine Engineering (BSMARE) This ensured that the sample adequately captured the
 diversity of the female Maritime population. The sample size was determined based on
factors such as precision requirements and available resources. Once the sample was
identified, participants were surveyed, and their consent was obtained. Academic
performance data were collected using various methods, and subsequent analysis
provided insights into the Gender Related Challenges and Coping Methods of Female
Maritime students in Uc-Metc. The purposive sampling approach enhanced the study's
ability to draw meaningful conclusions that could be more reliably generalized to the
entire Female Maritime student population.

Inclusion Criteria

1. The respondents must be enrolled in UC-METC for at least one term.

2. The respondents must be enrolled in the course of BSMT and BSMARE in UC-METC.

Exclusion Criteria

1. Maritime female students who have not enrolled for at least one term are not included
in this study.
2. BSNAME students of UC-METC are not included in this study.

Sampling Size Determination

As for the sample size of the respondents, according to Budiu and Moran (2021),
at least 30 respondents are appropriate for most quantitative studies. The researchers will
identify and collect data from a minimum of 30 Maritime female students to aid in this
research endeavor.

Research Instrument

Questionnaires will be used as the main data gathering instrument. The instrument
to be prepared focused on answering questions related to the research objective. The
questionnaire contains questions that will be distributed to all female students with their
consent signed by them. The research instrument to use is Google Form questionnaires
with combination of the Likert Scale using google forms, which contains 15 questions
lifted from Review of Related Literature (RRL) and Review of Related Studies (RRS).
The researcher will use the Google form platform for their survey questions.

The Likert scale will be utilized as the basis for the questions on academic
retention of the BSMT graduates and maritime students. Every choice will be ranked from
1 (lowest) to 4 (highest), with 4 indicating "strongly agree," 3 "agree," 2 "disagree," 1
"strongly disagree,".

Research Procedure

Gathering Data

During the proposal hearing, the research panel had been asked to authorize this
project. Once the research was authorized, the chairpersons, dean, and ERB had received
transmittal letters from the researchers requesting approval to conduct the study. The
respondents have given their permission to take part in the survey after being questioned.
Face-to-face data gathering is essential in research for richer, nuanced data, immediate
clarification, establishing rapport, understanding context, and promoting participant
comfort. It allows researchers to observe non-verbal cues and facilitates a deeper
exploration of the research topic, particularly in qualitative studies. The respondents had
been given instructions by the researchers on how to answer the survey question and why
they had been chosen as responders. Data confidentiality and participant anonymity were
ensured. The data had been gathered by the researchers in accordance with legal and
accepted procedures. The researchers' tool was carefully applied so that the respondents
could comfortably observe while completing the questionnaire.

Data Analysis
 This research will utilize causal analysis statistics, which, as stated by Amadebai
(2023), focuses on determining the cause that resulted in the effect of particular variables.
Since the researchers' main focus is the challenges and coping methods female maritime
students will encounter in their journey in maritime education, it is critical to examine the
reasons behind the retention of this data and how they may impact the relevant variables.

Treatment of Data

The data collected through the administration of survey questionnaires will be

evaluated, confirmed, and examined by the researchers. The researchers may be able to
choose an appropriate data analysis technique for precise computation and data
interpretation with the help of the research statistician.

Scoring Procedure for the Challenges and Coping Methods of Female Students

Weight Range Responses Interpretation

4 3.26-40 Strongly Agree The respondents

indicated that they
strongly agreed that
they face certain
challenges and try
to cope with it.

3 2.51-3.25 Agree The respondents

indicated that they
agreed that they
face certain
challenges and try
to cope with it.

2 1.76-2.50 Disagree The respondents

indicated that they
disagreed that they
face certain
challenges and try
to cope with it.
 1 1.00-1.75 Strongly Disagree The respondents
indicated that they
strongly disagreed
that they face
certain challenges
and try to cope with
it

Quality Control

Quality control procedures guarantee that the quantitative data gathered is

accurate, reliable, and consistent. This entails three critical measures, the first of which is
to use standardized data gathering instruments, such as surveys or questionnaires, that are
developed with clear and unambiguous questions about academic retention. Then, before
full-scale implementation, these instruments are pre-tested to discover any potential
difficulties or ambiguities in the data gathering tools.

Ethical Considerations

Trustworthiness of the Research

In this academic paper, the researchers must exercise extreme integrity. For the
purpose of accurate data collection and interpretation, utmost reliability must be observed.
The researchers aim to conduct a pilot testing procedure to present a more reliable
sampling procedure.

Procedures and Protocol

 Along with the acquisition of necessary data, the respondents will be asked to
answer the survey questionnaires during their vacant time to avoid unwanted disturbances
of prior commitments during the day. It is up to the deliberation of the respondents
however they choose to answer the questions given appropriate choices. If some questions
are unanswerable by the choice of the respondent, they may do so and continue along the
questionnaire. All gathered information and strictly confidential. Only the researchers are
allowed to analyze and interpret the data collected. The questionnaires will be kept for
safe storage and be disposed of via proper burning methods after a few months to retain
the confidentiality of the respondent’s information.

Duration

The goal of this study is to finish this academic research within ten months. Next,
the respondents will have enough time roughly five to twenty minutes to complete the
survey questionnaire that has been provided.

Risks

Upon agreeing to become a respondent of this research, they should be fully aware
that pertinent data and information will be given to the researchers. Some research
questions may or may not be easily comfortable to answer hence the respondents are not
obligated to fulfill questions that may compromise sensitive information.

Benefits

After accomplishing the survey questionnaire, the respondents will not receive a
prompt incentive. However, as stated in the significance of this study, the results and
findings of this research will benefit the betterment of the maritime industry especially
with regards to the optimization of the curriculum, lesson deliveries, and future products
of the institution.

Reimbursements

Neither the researchers nor the respondents will receive or grant any payment
during the involvement of this research.

Confidentiality

All information and data collected throughout the course of this academic research
will all be kept private and confidential. As the respondents have entrusted the researchers
with sensitive information, the researchers must observe utmost confidentiality to respect
the privacy of the respondents. Only the researchers are allowed to have access to the
collected data along with the appropriate professionals in aiding with the calculation and
interpretation of data, such as the research statistician and adviser. Extremely sensitive
information will be available for the researcher’s use only.

Sharing of the Results

Upon the completion of this academic study, the researchers will present the
findings for the benefit of the targeted demographic of this study. Once a conclusion has
been inferred, it is up to the beneficiaries on how the concluded interpretation will be
utilized. Only the results and interpretations of this research will be readily available,
while sensitive data collected will be kept strictly confidential. For a better and neat
presentation of this academic paper, the researchers will then hard-bound the outcomes of
this research to be published for the beneficiaries involved.
 DEFINITION OF TERMS

These are the terms that are defined operationally in this study.

Challenges

It refers to the difficulties, obstacles, or problems that individuals or groups face in

a specific situation or context. This study focuses on the unique challenges that female
students face while pursuing a maritime education.

Coping Methods

Coping methods are strategies and techniques female maritime students use to
manage and navigate stress, challenges, or difficult emotions in their lives. These methods
can be diverse and may include problem-solving approaches, emotional regulation
strategies, seeking social support, engaging in activities that provide a mental break,
adopting positive thinking, and utilizing various relaxation or mindfulness techniques.

Female Maritime Students

This refers to the individuals who identify as female and are enrolled in maritime
programs, which traditionally has been male-dominated, and they form the focus group of
interest in the study on challenges encountered by first year-third year BSMT and
BSMARE female students in maritime education.

CHAPTER 2
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
 CHAPTER 3
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
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 APPENDIX A-1
TRANSMITTAL LETTER TO THE DEAN

November 19, 2023

CAPT. GERRY D. ENJAMBRE

Dean. College of Maritime Education

University of Cebu
Thru: CAPT. RAMON MEJARES, BSMT Chairperson
2ND/ENGR. RAMIRO F. CAÑAS, BSMARE Chairperson

Dear Capt. Enjambre,

Greetings!
The undersigned is the lead researchers of the study entitled “Challenges and
Coping Methods of Female Maritime Students”. This study aims to determine the
challenges and coping methods of the female maritime students in University of Cebu -
Maritime Education and Training Center.

With this premise, I humbly ask your permission to allow us to conduct this study
for this semester S.Y. 2023-2024. The result will substantially suffice and help the
researchers come up with potential recommendations. Rest assured that any information
gathered from the respondents is treated confidentially and only used for research
purposes.

I am looking forward to your favorable response on this matter.

 Respectfully,

ASERIOS, EMMANUEL D.
Lead Researcher
Noted by: Recommending Approval
CARLY MAE J. SUICO, LPT, MAEd ENGR. ALLAN R. NAVARRO
Research Adviser General Education

Permission to conduct the study is hereby granted as per request of the told
researcher.

CAPT RAMON MEJARES 2/ENGR. RAMIRO F. CAÑAS

BSMT Chairperson BSMARE Chairperson

CAPT. GERRY D. ENJAMBRE

Dean. College of Maritime Education
APPENDIX B

Research Instrument

CHALLENGES AND COPING METHODS OF FEMALE MARITIME

STUDENTS

Purpose of the Study:

The study aims to comprehensively explore and understand the challenges faced by
female students in maritime education. It seeks to identify specific obstacles, analyze
underlying factors, and provide insights for educators and policymakers. The ultimate
goal is to propose effective solutions that promote inclusivity and create a supportive
environment for female students pursuing maritime careers. This investigation aims to
further uncover which particular set of regulations under this maritime discipline is
deemed to be the most practical and of most use onboard. All participation is entirely
voluntary; if you are unable, unwilling, and uncomfortable answering a particular
question, feel free to skip that item. Sincerest gratitude for your cooperation and time.

Instructions: Please rate the statements below by putting a checkmark in the column
of your choice. Be guided by the indicator below.
 4 = Strongly Agree (SA)
3 = Agree (A)
2 = Disagree (D)
1 = Strongly Disagree (SD)

PART 1: LEVEL OF CHALLENGES

4 3 2 1
SURVEY QUESTIONS
(SA) (A) (D) (SD)

1. I face unique challenges in my academic journey as a

female maritime student.

2. In my experience as a female maritime student, I find

gender bias and discrimination prevalent in maritime
educational institutions.

3. As a female maritime student, I often struggle to find

adequate support and resources compared to my male
counterparts.

4. I have been frequently subjected to stereotyping and

prejudice within my field as a female maritime student.

5. I encounter challenges related to safety and security

concerns, both academically and in practical training.
6. I receive unequal opportunities for career
advancement compared to my male counterparts.

7. I receive inadequate mentorship and guidance to

navigate my academic and professional paths.

8. I face additional challenges balancing family

responsibilities with my academic and professional
commitments.

9. I am often discouraged from pursuing certain

specialties or roles within the maritime industry.

10. I experience inadequate representation and inclusion

in decision-making processes within maritime educational
institutions.

PART II: COPING MECHANISM

4 3 2 1

SURVEY QUESTIONS (SA (A) (D) (SD)

)

1. I often utilize social support networks (e.g., friends, family,

colleagues) as a coping mechanism.

2. I engage in physical exercise, as a common coping

mechanism for myself.

3. I find seeking professional counseling or therapy to be an

effective coping mechanism.

4. I frequently use relaxation techniques (e.g., meditation, deep

breathing) to cope with stress.

5. Immersing myself in hobbies or recreational activities (e.g.

reading, writing, traveling, gaming etc.) are preferred coping
mechanisms for me.
 6. I turn to spirituality or religious practices as an effective
coping mechanism.

7. I often use problem-solving strategies to cope with

challenges I encounter.

8. I utilize time management techniques (e.g. Time blocking,

Create To-do list, Use technology wisely, Promodoro technique)
as a common coping mechanism.

9. I engage in creative outlets, such as art or writing, as a

beneficial coping mechanism.

10. I find solace and comfort in connecting with nature as a

coping mechanism.

APPENDIX C

UNIVERSITY OF CEBU

RESEARCH CENTER

STANDARD TEMPLATE

NUMBER 9

INFORMED CONSENT FORM

RESPONDENTS

Informed Consent
Students and Faculty Researchers University of Cebu System

Name of Principal Investigator: D/C Aserios, Emmanuel D.

Name of Organization: University of Cebu - Maritime Education and Training
Center
 Title of Proposal: Challenges and Coping Methods of Female Maritime Students
This Informed Consent Form has two parts:
· Information Sheet (to share information about the research with the
respondents)
· Certificate of Consent (for signatures if the respondents agree to take
part)

The respondents will be given a copy of the full Informed Consent Form

PART I: Information Sheet

Introduction

The researchers are female students of the University of Cebu enrolled in the
course of Bachelor of Science in Marine Transportation. Currently, they are conducting a
study entitled: Challenges and Coping Methods of Female Maritime Students.

With this, the researchers would like to request a small amount of time from female
maritime students to accomplish the researcher-made survey questionnaire as reliably as
they can. The researchers may not have to participate in this data collection as it is their
final decision to cooperate in conducting the research or not. The respondents are able to
express how they feel on participating in this academic endeavor. If the respondents
agree, they are entitled to ask as many questions as they deem necessary if questions seem
to be ambiguous and vague. It is imperative that all data, such as information and
answers, collected will remain strictly confidential.
 Purpose of the Research

The purpose of the study on challenges encountered by female BSMT (Bachelor of

Science in Marine Transportation) students in maritime education is to systematically
investigate and understand the specific difficulties and obstacles faced by female
maritime students and how they cope up with pursuing education in the maritime sector.
The study aims to identify key issues, analyze their root causes, and provide insights that
can inform policies and practices to enhance the educational experience for female BSMT
and BSMARE students. This research seeks to shed light on the unique challenges faced
by female students in BSMT and BSMARE programs, contributing to a broader
understanding of gender-related issues within maritime education. Ultimately, the goal is
to facilitate the creation of a more inclusive and supportive environment that addresses
the challenges faced by female maritime students and promotes gender equity within the
maritime education domain.

Type of Research Intervention

This research will utilize the quantitative descriptive type of research method in
accomplishing the necessary information for the completion of this study.

Participant Selection
In the selection of respondents, the researcher will ask the first year to third year
BSMT and BSMARE female maritime students who are within the school grounds of the
University of Cebu Maritime Education and Training Center. As these students are
fulfilling the necessary requirements to further proceed with their careers, the researchers
would like to ask for a moment of their time to gather as much information and data as
possible.

Voluntary Participation
 All respondents of this research will be notified that this data collection process is
entirely voluntary. The researchers will respect the decision of those who are not
comfortable nor willing to undergo a survey questionnaire. No respondent of this study
will be forced into complying as participation is non-compulsory and it is up to their
discretion whether they will participate in this study.

Procedures and Protocol

Along with the acquisition of necessary data, the respondents will be
asked to answer the survey questionnaires during their vacant time to avoid
unwanted disturbances of prior commitments during the day. It is up to the
deliberation of the respondents however they choose to answer the questions
given appropriate choices. If some questions are unanswerable by the choice of
the respondent, they may do so and continue along the questionnaire. All
gathered information and strictly confidential. Only the researchers are allowed
to analyze and interpret the data collected. The questionnaires will be kept for
safe storage and be disposed of via proper burning methods after a few months to
retain the confidentiality of the respondent’s information.

Duration

This study will be conducted for 10 months as towards completing this academic
research. The respondents will be then given adequate time of around 5-20 minutes to
accomplish the provided survey questionnaire.

Risks

Upon agreeing to become a respondent of this research, they should be fully aware
that pertinent data and information will be given to the researchers. Some research
questions may or may not be easily comfortable to answer hence the respondents are not
obligated to fulfill questions that may compromise sensitive information.

Benefits
 After accomplishing the survey questionnaire, the respondents will not receive a
prompt incentive. However, as stated in the significance of this study, the results and
findings of this research will benefit the betterment of the maritime industry especially
with regards to the optimization of the curriculum, lesson deliveries, and future products
of the institution.

Reimbursements

Neither the researchers nor the respondents will receive or grant any payment
during the involvement of this research.

Confidentiality

All information and data collected throughout the course of this academic research
will all be kept private and confidential. As the respondents have entrusted the researchers
with sensitive information, the researchers must observe utmost confidentiality to respect
the privacy of the respondents. Only the researchers are allowed to have access to the
collected data along with the appropriate professionals in aiding with the calculation and
interpretation of data, such as the research statistician and adviser. Extremely sensitive
information will be available for the researcher’s use only.

Sharing of the Results

Upon the completion of this academic study, the researchers will present the
findings for the benefit of the targeted demographic of this study. Once a conclusion has
been inferred, it is up to the beneficiaries on how the concluded interpretation will be
utilized. Only the results and interpretations of this research will be readily available,
while sensitive data collected will be kept strictly confidential. For a better and neat
presentation of this academic paper, the researchers will then hard-bound the outcomes of
this research to be published for the beneficiaries involved.

Right to Refuse or Withdraw

In the event that the chosen respondents wish to refuse or even withdraw from
participating in this study, the researchers will gladly respect their wishes. No such
demerit nor repercussions will unfold on their careers if they wish to refuse or withdraw
as this is the right of a research respondent. Especially if the respondents deem that they
have prior commitments which collide with their busy schedule, the respondents are free
to do so.

Who to Contact
Throughout the course of the data gathering procedure, questions may arise
especially with regards to the survey questionnaire if respondents deem it too ambiguous
and difficult to understand. Respondents may contact the lead researcher of this academic
study, D/C Aserios, Emmanuel D., this research adviser and instructor, Ms. Carly Mae J.
Suico.
Name of the Researcher/Adviser Phone
Aserios, Emmanuel D. 09095237544
Ms. Carly Mae J. Suico 09958439157

This thesis proposal has been reviewed and approved by my thesis panel of
________________, which is a committee whose task is to make sure that researchers
have properly conducted the study. If the respondents have any questions for my panel,
please contact the University Research Office.
 PART ll: Certificate of Consent

I have read the foregoing information, or it has been read to me. I have had
the opportunity to ask questions about it and any questions that I have asked have
been answered to my satisfaction. I consent voluntarily to participate as a
participant in the research.

Print Name of Participant: ______________________

Signature of Participant: _______________________
Date: _______________________
Day/month/year

If illiterate
 A literate witness must sign (if possible, this person should be selected by the
participant and should have no connection to the research team). Illiterate participants
should include their thumbprints as well.
I have witnessed the accurate reading of the consent form to the potential
participant, and the individual has had the opportunity to ask questions. I confirm
that the individual has given consent freely

Print name of witness: ___________________

Thumb print of the participant
Signature of witness: ___________________
Date:__________________
Day/month/year

I confirm that the participant was allowed to ask questions about the study,
and all the questions asked by the participant have been answered correctly and to the best
of my ability. I confirm that the individual has not been covered into giving consent and
the consent has been given freely and voluntarily.

A copy of this IVF has been provided to the participant.

Print Name of Researcher/person taking the consent______________________
Signature of Researcher/person taking the consent_____________________
Date____________________
Day/month/year
 APPENDIX D

LOCATION MAP OF THE RESEARCH ENVIRONMENT

 CURRICULUM VITAE

PROFILE
Name : Carly Mae J. Suico
Address : 2-U Archbishop G. Reyes Ave.,
Brgy.Luz, Cebu City
Contact : 09958439157
Email : cmsuico@uc.edu.ph
PERSONAL INFORMATION
Age : 27
Sex : Female
Civil Status : Single
Birth Place : Cebu City
Birthdate : October 30, 1996
Religion : Roman Catholic
Parents : Carlito S. Suico, Sr. and Carmela J. Suico

Passed the Board Licensure Examination for Professional Teachers (BLEPT) Acquired
the Honor Graduate Eligibility for Civil Service Examinations

EDUCATIONAL BACKGROUND

Graduate Studies : Doctor of Education

major in English Language Teaching
: Cebu Normal University – Main
: Osmeña Blvd., Cebu City
: February 2023 – Present

: Master of Arts in Education

major in English Language Teaching
: Cebu Normal University – Main
: Osmeña Blvd., Cebu City
 : November 2021
Tertiary : Bachelor of Secondary Education major in English
: Cebu Normal University – Main
: Osmeña Blvd., Cebu City
: March 2017

High School : University of Cebu - Main Campus

: Sanciangko St. Cebu City
: March 2013

Grade School : Zapatera Elementary School

: Sikatuna St., Cebu City
: March 2009

SEMINARS, TRAININGS, AND WORKSHOPS

February 9 – 11, 2023 School Leadership Team Institute 2023

Sponsored by Phoenix Publishing House

March 1, 2023 2023 Year-End Private Schools Division Conference

Sponsored by Department of Education

May 19 – 21, 2022 Curriculum Unpacking, Assessment, and Flexible Instruction

Delivery Plan
Sponsored by University of Cebu

April 29, 2022 Psychological First Aid Training and Workshop

Sponsored by University of Cebu

June 24-25, 2022 Instructional Coaching for Better Teaching and Learning
 Sponsored by Phoenix Publishing House

June 9-11, 2022 In-Service Training (INSET) for Senior High School Teachers
Sponsored by Private Education Assistance Committee

February 20, 2021 Education in the New Normal: Challenges and Opportunities
Sponsored by Cebu City Private Schools Administrators’ Association

June 26-28, 2021 International Webinar on Exploratory Sequential Mixed Method

Design
Sponsored by Asian Society of Teachers for Research

June 5, 2020 Conducting Assessments to Online Distance Learning Sponsored by

Vibal Group

CURRICULUM VITAE

PROFILE
Name : Aserios, Emmanuel D.
Address : Gabuya Street Sniper Hunter Cogon Pardo,
Cebu City 6000
Contact : 09095237544
Email :superyman07192003@gmail.com

PERSONAL INFORMATION
Age : 20
 Sex :Male
Civil Status :Single
Birth Place :Sulat, Eastern Samar
Birthdate :July 19, 2003
Religion :Roman Catholic
Parents : Blenda Aserios and Rosuero Aserios
EDUCATIONAL BACKGROUND
College :University of Cebu – METC
:Alumnos, Mambaling, Cebu City
: 2022 – Present
Senior High School : Eastern Samar National Comprehensive
:Alang-alang, Borongan, Eastern Samar
: 2019-2021
Junior High School :Sulat National High School
:San Francisco, Sulat, Eastern Samar
:2016-2019
Grade School :Del Remedio Elementary School
:Del Remedio, Sulat, Eastern Samar
:2012-2015

CURRICULUM VITAE

PROFILE
Name : Bacus, Ella Mariz T.
Address : Talisay City, Cebu
Contact : 09287385851
Email : ellam1850@gmail.com

PERSONAL INFORMATION
Age : 19
Sex : Female
Civil Status : Single
Birth Place : Talisay City
Birthdate : December 9, 2003
Religion : Roman Catholic
Parents : Carmela Bacus and Edwin Bacus

EDUCATIONAL BACKGROUND
College : University of Cebu – METC
: Alumnos, Mambaling, Cebu City
: 2022 – Present
Senior High School : Benthel Asia School of Technology, Inc.
: Sudtunggan, Basak, Lapu-lapu City
: 2018 - 2020
Junior High School : Pajo National High School
: Pajo, Basak, Lapu-lapu City
: 2017-2018
Grade School : Lagtang Elementary School
: Lagtang, Talisay City, Cebu
: 2009-2015
CURRICULUM VITAE

PROFILE
Name : Delos Reyes, Heifetz P.
Address : Poblacion Ward 1, Minglanilla, Cebu
Contact : 09989206794
Email : heifetz41@gmail.com

PERSONAL INFORMATION
Age : 20
Sex : Male
 Civil Status : Single
Birth Place : Minglanilla,Cebu
Birthdate : January 9, 2003
Religion : Seventh-Day Adventist
Parents : Lea M. Permilona and Gaius Ritche Delos Reyes

EDUCATIONAL BACKGROUND

College : University of Cebu – METC

: Alumnos, Mambaling, Cebu City
: 2022 – Present
Senior High School : Immaculate Heart Of Mary Academy
: Minglanilla, Cebu
: 2020-2022
Junior High School : Tulay National High School
: Bacay,Tulay,Minglanilla,Cebu
: 2016-2020
Grade School : Lighthouse Christian Learning School
: Lower Calajoan, Minglanilla,Cebu
: 2011-2017
CURRICULUM VITAE

PROFILE
Name : Juros, Pinky m.
Address : Awihao Toledo City, Cebu
Contact : 09615726454
Email : yknipjuros@gmail.com

PERSONAL INFORMATION
Age : 19
Sex : Female
Civil Status : Single
Birth Place : Awihao Toledo City, Cebu
Birthdate : November 24, 2003
Religion : Roman Catholic
Parents : Josefina Juros and Felipe Juros

EDUCATIONAL BACKGROUND

College : University of Cebu – METC

: Alumnos, Mambaling, Cebu City
: 2022 – Present
Senior High School :Consolatrix College of Toledo City
: 2020-2022
Junior High School : Awihao National High School
: Awihao Toledo City, Cebu
: 2016-2020
Grade School : Awihao Elementary School
: Awihao Toledo City, Cebu
: 2011-2016

CURRICULUM VITAE

PROFILE
Name : Paras, Ginamer D,
Address : Nabangig, Palanas, Masbate
Contact : 09511822734
Email : ginamerparas@gmail.com

PERSONAL INFORMATION
Age : 21
Sex : Female
Civil Status : Single
Birth Place : Pintuyan Southern Leyte
Birthdate : September 12, 2003
Religion : Roman Catholic
Parents : Illan, Dennis B. and Paras, Merkalee D.

EDUCATIONAL BACKGROUND

College : University of Cebu – METC

: Alumnos, Mambaling, Cebu City
: 2022 – Present
Senior High School :Rondina Atendido National High School
: Nabangig, Palanas, Masbate
: 2020-2022
Junior High School : Rondina Atendido National High School
: Nabangig, Palanas, Masbate
: 2016-2020
Grade School : Nabangig Central School
: Nabangig, Palanas, Masbate
: 2011-2016

CURRICULUM VITAE

PROFILE
Name : Juros, Pinky m.
Address : Awihao Toledo City, Cebu
Contact : 09615726454
Email : yknipjuros@gmail.com

PERSONAL INFORMATION
Age : 19
Sex : Female
Civil Status : Single
Birth Place : Awihao Toledo City, Cebu
Birthdate : November 24, 2003
Religion : Roman Catholic
Parents : Josefina Juros and Felipe Juros

EDUCATIONAL BACKGROUND

College : University of Cebu – METC

: Alumnos, Mambaling, Cebu City
: 2022 – Present
Senior High School :Consolatrix College of Toledo City
: 2020-2022
Junior High School : Awihao National High School
: Awihao Toledo City, Cebu
: 2016-2020
Grade School : Awihao Elementary School
: Awihao Toledo City, Cebu
: 2011-2016