(Awareness of Seafaring Career Among Student)

CHAPTER 1

INTRODUCTION

1.0 Introduction

Seafaring is the career of the sea that is related to shipping which keeps the world’s

commerce and trade running. There are over 50,000 merchant ships trading internationally,

transporting every kind of cargoes. About 90 percent of everything we see around us has traveled

by sea at some point in its life, carried by the international shipping industry. It brings benefits to

people across the world and it is the most efficient transport mode when large amounts of

manufactured items or bulk transport of raw materials needs to be moved around. For the interest

of this study, seafarers are defined as sailors who work on a merchant navy ranking from officer,

crew on the deck, engine officer and catering department.

Every hour of every day, thousands of commercial ships are traveling around the world,

transporting goods and people across oceans and seas. Those ships don’t travel on their own but

are run by over a million seafarers, from nearly every country of the world. The seafarers make

sure that the operations run smoothly, 24 hours a day, 365 days a year.

Seafaring is one of the world’s oldest professions in history. It has been there since man made

the first water craft. In the past, a seafarers’ career usually started at sea on board a ship, where

all the youths at very early age were introduced to the work culture of shipping. Their skills

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changed slowly, and the profession was learned while working. But now, due to development of

different ships and technological advances, demand of a higher level of education are needed.

Maritime education started to be offered in schools on shore, in addition to a variety of subjects

relevant to the safe operation of ships.

Over the past half century, employment patterns have changed radically. There are so many

challenges the seafarers’ profession have to face, but the most important challenge is the

shortage of the supply of skilled local seafarers. There is a need of continued efforts to invest in

the skills and quantities required for the changing nature of the ships in the future. A lot of

pressure is put on the current and future maritime education and training. It should be of high

quality and visible to attract good students, producing graduates with appropriate and needed

competences and at the same time be able to respond to new and changing training needs

quickly.

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1.2 Problem statement

According to the maritime division mission statement, the division encourages Malaysian

entrepreneurs to participate in the domestic and international shipping industry. Malaysia is

located at a strategic location where it acts as a transshipment hub. Thus, the maritime industry is

playing a vital role in Malaysia economics. However, Malaysia is facing a shortage of seafarers

from time to time. Malaysia is unfortunately facing a shortage of local seafarers and is depending

on foreign seafarers. The younger generation is the future of the country and principal source of

seafarers but sadly they lack awareness about the seafaring career. It is due to the lack of

information that have been risen up by the industry about the interesting facts and awareness of

this career. In response to this problem, our research’s aim is to study the awareness of seafaring

career among the cadets. Cadets have been selected for them being the most suitable group for

the study as it would reflect the awareness of the cadets about this career and contribute to our

research purposes.

1.3 Objectives of the study

1. To know the factors affecting the awareness among the cadets towards the seafaring career.

2. To determine how they gained the information and knowledge about the seafaring career.

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1.4 Research Questions

i. What are the factors affecting the seafaring career among cadets before entering ALAM?

ii. What are the sources used by students to obtain the knowledge about seafaring career?

1.5 Significance of study

To conclude, this study is so important because it will raise the awareness of those incoming

cadets, especially ALAM’s cadets, about seafaring career.

By determining the sources and factors of where they gain the information and knowledge, we

can determine how to enhance the awareness among the students.

1.6 Limitations of the study

This research is narrowed down to the cadets of Malaysian Maritime Academy in the state of

Melaka as they are unequivocally representing the local students. Accordingly, the results of this

study are solely based on the awareness of cadets that were professionally questioned through the

questionnaire that will be passed out to them to be completed. Malaysian Maritime Academy’s

cadets were specifically chosen as they are directly related to our study and should already have

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the awareness of this career within themselves. Malaysian Maritime Academy is situated and

established at Masjid Tanah, Melaka and is well known throughout Malaysia as the pioneer of

producing world class seafarers, offering extensive and encyclopedic knowledge regarding the

marine and maritime world. Therefore, the awareness of cadets about the seafaring career

influences the awareness of students throughout Malaysia without any doubts.

1.7 Definition of Term

● Awareness : Knowledge or perception of a situation or fact

● Seafaring career : Seafaring is a tradition that encompasses a variety of professions and

ranks. Each of these roles carries unique responsibilities that are integral to the successful

operation of a seafaring vessel. A ship's crew can generally be divided into four main

categories, the deck department, the engineering department, the steward's department,

and other.

● Student : Denoting someone who is studying in order to enter a particular profession.

● Cadet : a student in the armed forces or the police

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 CHAPTER 2

LITERATURE REVIEW

2.1 Training, Other Qualifications and Advancement

Entry, training and educational requirement for most water transportation occupations are

established and regulated by Marine Department, which a department under the purview of

the Ministry of Transport, Malaysia. The main functions of Marine Department Malaysia are to

ensure safety navigation of merchant vessels and maritime transport security, to provide services

to merchant vessels such as ship inspection, certification, registration and licensing, to provide

services to ships navigating in Malaysian waters and ports and to supervise examinations of

seafarers.

There are two ways to qualify for a deck and engine officer’s license which is application

either must accumulate sea time (12 months) and meet regulatory requirements or must graduate

from the Malaysian Maritime Academy (ALAM) or any other maritime academies. In both

cases, applicants must have passed a written examination and oral examination conducted by

Marine Department.

“On the basic requirements to become an officer onboard, seafarers must be trained or

certified as competent or otherwise qualified to perform their duties in accordance with flag State

requirements and must have successfully completed training for personal safety on board ship.

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Training and certification in accordance with the International Convention on Standards of

Training, Certification and Watch keeping for Seafarers, 1978 (STCW), as amended, is to be

accepted as meeting these requirements.

For the chief cook onboard, they only be qualified if they have:

1. (a) Served at sea for a minimum period to be prescribed by the competent authority, which

could be varied to take into account existing relevant qualifications or experience

(b) passed an examination prescribed by the competent authority or passed an equivalent

examination at an approved training course for cooks.

2. The prescribed examination may be conducted and certificates granted either directly by the

competent authority or, subject to its control, by an approved school for the training of cooks.

3. The competent authority should provide for the recognition, where appropriate, of certificates

of qualification as ships’ cooks issued by other Members, which have ratified this Convention or

the Certification of Ships’ Cooks Convention, 1946 (No. 69), or other approved body.”

(VeriSTAR)

2.2 Earnings

Earnings of seafarer is vary widely depending on the particular water transportation position

and experience, ranging from the minimum wage that exceeds $25,000 to $175,000 monthly.

“In 2017, the average pay for a ship captain was $80,970. The highest earners garnered

$138,620 and the lowest reported salary for a ship captain was $35,640. Inland water

transportation captains have the highest earning potential. The size of the boat and cargo

influences the pay” (by Dr. Kelly S. Meier; July 01, 2018). Based on the articles, the salary of

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captains are mostly based on the size of the boat and what type of the cargo do the captains

sailed on.

Here are the average salaries of the seagoing seafarer :

(Rotating schedule) (ex. 3 months. on, 3 months. off)

Deck Department

• Third Mate - $17k/month

• Second Mate - $22k/month 6y

• Chief Mate - $27k/month

• Master Mate - $30k/month

• Captain - $200K +

• Boatswain- $50,136

• Able Seaman- $39,908

• Ordinary Seaman- $25,497

Engineering Department

• 3rd engineer- $84,479- $97,290

• 2nd engineer- $106,692

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• 1st engineer- $146,503

• Chief engineer- $185,603

• Mechanic/Chief Mechanic- $56,000

• Oiler- $45,560

• Wiper- $34,341

• Fitter- $43,916

Annual pay for the seafarers were depending on what type of ships they sailed on, such as

tanker ships, passenger ships, container ships, general cargo ships and etc. Numbers also could

be more or less than the actual amount offered by different companies. Factors including

overtime wages, bonuses and other additional benefits can reduce your salary. Usually the pay

for captains of larger vessels may exceed $100,000, but only after many years of experience.

Wages earned by seafarers usually rise above related ashore occupations. According to ICS,

officers of ships serving on globally trading ships are among the very highest paid in their

countries in developing countries. Chances of accumulating savings are significant, even when

young. The real value of wages can often be significantly higher, because they are often tax-free.

(Crewtoo articles)

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 CHAPTER 3

RESEARCH METHODOLOGY

3.0 Introduction

Our group used survey questionnaires as an instrument for collecting raw data  from

respondents. We analyzed the raw data collected. The details of the method of gathering data

will be discussed further.

3.1 Research Design

The primary data in our research were obtained from the questionnaires given to the fresh

year cadets without any sea time yet. Analyzing the primary data gathered would assist our group

to achieve the objective of our studies.

3.2 Population

The respondents will be those who have finished their Sijil Pembelajaran Malaysia (SPM),

considered as a fresh batch of cadets that have joined Malaysian Maritime Academy (ALAM).

100 sets of questionnaires were completed through soft copy medium by using google form.

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3.3 Method of Collecting Data

In completing this research, these are the methods that will be used to accomplish the

objective of this research. Those methods are

Primary Data Source

1) Questionnaire

Secondary Data Source

1) ALAM Resource Center

3.3.1 Primary Data Source

The questionnaire survey has been chosen as the method of collecting primary data for this

study. There are few reasons that encouraged us to use this method. First of all, we stay here in

ALAM and all of my correspondents would be in ALAM. It is the easiest mean to conduct a

research compared to conducting an interview.

3.3.2 Secondary Data Collection Method

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 Secondary data in this research were based on text based materials such as maritime

magazine, maritime conference papers, journals, maritime books and manuals that the researcher

managed to obtain at ALAM Resource Centre.

3.4 Method of Analyzing Data

Microsoft Excel is the software that was used as a tool to gather all the given data by the

respondents to analyze and interpret them. It easily permits the researcher to obtain the following

statistical information too. With this software we could determine the percentage of our data and

we can determine if our questions are related to our research.

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 CHAPTER 4

DATA ANALYSIS AND FINDING

4.1 Introduction

In this chapter, all data collected from the survey done will be analysed and presented in

the form of bar charts. The following sub topic will explain about the questionnaire and its

sections. The results of the questionnaire for the research will be represented by bar charts. Each

bar charts will indicate the percentage and frequency of respondents who respond to the

questions given in the questionnaire. This chapter also elaborates the responses for each question

by pointing on majority and minority respondents. This data analysis was done by the

researchers for better understanding and conclusion in the chapter 5.

4.2 Questionnaire

In this research, the researchers used questionnaire as the instrumentation to obtain data

from the respondents. The self-constructed questionnaire divided into 3 sections. The first

section in this questionnaire is regarding the demographic data of the respondent where it gives

the information of the respondent such as age group, gender, race, program taken in ALAM,

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state and also school type. Section 2 which was titled “Factors to Choose Seafaring Career” and

consist of 7 questions. Section 3 is regarding “Source Used by Students to Obtain The

Knowledge About Seafaring Career” where it consists of 7 questions.

4.3 Section A : Respondent’s Profile

4.3.1 : What is your age?

Figure 1 : Age

Figure 1 - Age shows the age of respondents and obviously majority of respondents

making up a lot of 79 persons (79%) are those of between 18-20 years old and another 19%(19

persons) ranged 21-25 years old and lastly the minority (2%) which represents 2 persons aged

more than 55 years old.

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 In conclusion, majority of the respondents’ age are in the range between 18 to 20 years

old. This is due to most of the present cadets in ALAM doing combined courses fall in that age

group. The minority based on the pie chart which are respondents with age more than 21 years

old.

4.3.2 : What is your gender?

Figure 2 : Gender

Figure 2 - Gender shows the gender of respondents and obviously majority of

respondents in about 80 individuals (80%) are male and another (20%) of 20 individuals are

female.

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 In conclusion, the majority of our respondents are male standing at 80% (80 persons)

while the rest 20% (20 persons) are female.

4.3.3 : What is your race?

Figure 3 : Race

Figure 3 - Race shows the race of respondents and obviously majority of respondents

about 68 individuals (68%) are Malays and another (22%) 22 individuals are Indians, (4%) 4

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individuals are Ibanese, (3%) 3 individuals are Chinese and lastly (3%) which represents 3

individuals of Bidayuh.

In conclusion, majority of the respondents’ race is of Malay. The minorities based on the

pie chart which are respondents from the race of Bidayuh and Chinese.

4.3.4 : What is your program taken in ALAM?

Figure 4 : Program

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 Figure 4 – shows the program taken in ALAM by the respondents and obviously

majority of respondents making a lot of 66 person (66%) are into Diploma in Nautical Studies

(DNS) and another 34%(34 person) are into Diploma in Marine Engineering (DME).

From the findings above, it can be concluded that majority of respondents in this survey

are cadets from Diploma in Nautical Studies (DNS) program.

4.3.5 : What state are you from?

Figure 5 : State

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 Figure 5 – State above shows the state of respondents and obviously majority of

respondents in about 24 persons (24%) are from Selangor, 20 persons (20%) are from Johor, 13

persons(13%) are from Melaka, 9 persons(19%) are from Pulau Pinang, 8 persons(8%) are form

Sarawak, 6 persons(6%) are from Kelantan and Negeri Sembilan, 5 persons(5%) are from

Kedah, 3 persons(3%) are from Terengganu, 2 persons(2%) are from Pahang and Perak. Last but

not least 1 person (1%) from Perlis and Sabah.

In conclusion, majority of the respondents are from Selangor and minorities of the

respondents in ALAM are from Perlis and Sabah.

4.3.6 : What type of school that you graduated from?

Figure 6 : School Type

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 Figure 6 – School shows the school types of respondents and obviously majority of

respondents 55% (55 respondents) are those from SMK school type and another 14% (14

individuals) are from RMC and MRSM school type. 10% (10 respondents) are from SBP school

type and lastly the minority (7%) which represents 7 respondents are from SMKA school type.

In conclusion, majority of the respondents are from SMK school type. This is due to most

of the present cadets at ALAM fall in that school type. The minority of the cadets in ALAM’s

school type based on the pie chart which are respondents coming from SMKA.

4.4 Section B : Factors to Choose Seafaring Career

4.4.1: I choose seafaring to pursue my studies because my relatives are seafarer.

Figure 7 : I choose seafaring to pursue studies because my relatives are seafarer.

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 Figure 7 above presents the respondents’ feedback on Question 7 of the questionnaire in

Section B. Question 7 seeks respondents’ feedback on they choose seafaring to pursue their

studies because of their relatives are seafarers. From the survey, 35% (35 respondents) strongly

disagree with the statement, 25% (25 respondents) are neutral, 20% (20 respondents) answered

‘agree’, 12% (12 respondents) answered ‘strongly agree’ and 8% (8 respondents) answered

‘disagree’.

From the findings above, it can be concluded that majority of respondents in this survey

did not agree that they choose seafaring career because of their relatives are seafarer.

4.4.2 : I choose seafaring to pursue my studies because I want to change my family status.

Figure 8 : I choose seafaring to pursue my studies because I want to change my family

status.

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 Figure 8 presents the respondents’ feedback on Question 8 of the questionnaire in Section

B. Question 8 seeks respondents’ feedback on whether they choose seafaring to pursue their

studies because of they want to change their family status. From the survey, 56% (56 person)

respondents ‘strongly agree’ with the statement, 28% (28 person) respondent are ‘agree’, 11%

(11 person) respondents answered ‘neutral’, 4% (4 person) respondent answered ‘strongly

disagree’ and 1% (1 person) respondent answered ‘disagree’.

From the findings above, it can be concluded that majority of respondents in this survey

are agreed that they choose seafaring to pursue their studies because they want to change their

family status.

4.4.3 : I choose seafaring to pursue my studies because of my ambition.

Figure 9 : I choose seafaring to pursue my studies because of my ambition.

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 Figure 9 presents the respondents’ feedback on Question 9 of the questionnaire in Section

B. Question 9 seeks respondents’ feedback on whether they choose seafaring to pursue their

studies because of their ambition. From the survey, 41% (41 person) respondents ‘agree’ with the

statement, 25% (25 person) respondent are ‘neutral’, 24% (24 person) respondents answered

‘strongly agree’, 7% (7 person) respondent answered ‘disagree’ and 3% (3 person) respondent

answered ‘strongly disagree’.

From the findings above, it can be concluded that majority of respondents in this survey

are agreed that they choose seafaring to pursue their studies because this career is their ambition.

4.4.4 : I choose seafaring to pursue my studies because influence from my senior/friend at

school.

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 Figure 10 : I choose seafaring to pursue my studies because influence from my

senior/friend at school.

Figure 10 presents the respondents’ feedback on Question 10 of the questionnaire in

Section B. Question 10 seeks respondents’ feedback on whether they choose seafaring to pursue

their studies because they are influenced by their friend or senior at school. From the survey,

28% (28 person) respondents ‘strongly disagree’ with the statement, 26% (26 person) respondent

are ‘agree’, 20% (20 person) respondents answered ‘neutral’, 13% (13 person) respondent

answered ‘disagree’ and 13% (13 person) respondent answered ‘strongly agree’.

From the findings above, it can be concluded that majority of respondents in this survey

are not agreed that they choose seafaring to pursue their studies because they are influenced by

their friend or senior at school.

4.4.5 : I choose seafaring to pursue my studies because I think this career are adventure and

thrill to the youth.

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 Figure 11 : I choose seafaring to pursue my studies because I think this career are

adventure and thrill to the youth.

From figure 11, it is very clearly shown that out of 100 respondents, 43% (43

respondents) have strongly agreed to the statement, 39% (39 respondents) have agreed to the

above statement, 14%(14 respondents) chose neutral, 3% (3 respondents) have strongly

disagreed and 1% (1 respondent) have disagreed to the statement of I choose seafaring career to

pursue my studies because I think this career are adventure and thrill to the youth.

As a conclusion from the above figure, it is shown that majority chose to pursue this

studies as the career is adventurous and thrilling to the youths.

4.4.6 : I am aware that seafaring career provides good income.

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 Figure 12 : I am aware that seafaring career provides good income.

The above figure 12 shows that among 100 respondents, 67% (67 respondents) have

strongly agreed of being aware that seafaring career provides good income. 25% (25

respondents) have agreed to the above statement, 5% (5 respondents) have chosen neutral, 2% (2

respondents) have strongly disagreed and 1% (1 respondent) have disagreed to the statement.

In a nutshell, it is shown that majority of respondents have the awareness that the

seafaring career provides good income.

4.4.7 : I get to visit other countries easily as a seafarer.

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 Figure 13 : I get to visit other countries easily as a seafarer.

Based on the above figure 13, in a cluster of 100 respondents, 45% (45 respondents)

have strongly agreed to the above statement, 36% (36 respondents) have agreed, 14% (14

respondents) have chosen neutral, 4% (4 respondents) have agreed and 2% (2 respondents) have

strongly disagreed that they get to visit other countries easily as a seafarer.

This concludes that a majority of respondents strongly agrees to being able to visit

other countries as a seafarer.

4.4.8 Summary of Findings

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Look at table provided below to show the finding from the data and analysis above mentioned.

Table 1 : Factors to Choose Seafaring Career.

Strongly
No Statement Agree Agree
Total Ranking

1 I choose seafaring to pursue my studies

because my relatives are seafarer. 12 20 32% 7

2 I choose seafaring to pursue my studies

because I want to change my family 28 56 84% 2
status.
3 I choose seafaring to pursue my studies
41 24 65% 5
because of my ambition.
4 I choose seafaring to pursue my studies
because influence from my senior/friend 26 13 49% 6
at school.
5 I choose seafaring to pursue my studies
because I think this career are adventure 39 43 82% 3
and thrill to the youth.
6 I am aware that seafaring career provides
25 67 92% 1
good income.
7 I get to visit other countries easily as a
seafarer. 35 45 80% 4

Based on the data collected to determine the factors of ALAM’s cadets to choose

seafaring career, Item 6 which is “I am aware that seafaring career provides good income” has

the highest percentage of agreement from respondents with 92% total of “AGREE” and

“STRONGLY AGREE”. From the results, it shows that ALAM’s cadets are aware of the income

of seafaring career even before they entered ALAM. This is because they had done some

research of this seafaring career before they chose to enter to this career.

Next, Item 2 which is “I choose seafaring to pursue my studies because I want to change

my family status” has the second highest percentage in determining factors to choose seafaring

career for ALAM’s cadets with a total of 84% of agreement among the respondents. From the

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results, most of them have agreed with this statement as they know this career gives them a good

income so that they could change their family’s status.

Item 5 which is “I choose seafaring to pursue my studies because I think this career are

adventure and thrill to the youth.” also has gained a total agreement of 82% among the

respondents. From the result, ALAM’s cadets have agreed that this career is adventurous and

thrilling to the youth. This is because, they know this career is indeed adventurous and they are

willing to accept all the challenges and face all the difficulties throughout this career.

From the findings, Item 6, Item 2 and Item 5 which are provides good income, want to

change my family status and this career are adventure and thrill to the youth are the main factors

to choose seafaring among ALAM’s cadets.

4.5 Section C : Source Use By Students To Obtain The Knowledge About

Seafaring Career

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4.5.1 : I know about seafaring career from my family because some of my relatives are seafarers.

Figure 14 : I know about seafaring career from my family because some of my relatives are

seafarers.

In accordance to above figure 14, out of 100 respondents, 23% (23 respondents) have

agreed to the above statement while 22% (22 respondents) have strongly agreed and another 22%

(22 respondents) have strongly disagreed that the respondents knew about seafaring career from

family because some of the relatives are seafarers. 17% (17 respondents) have chosen neutral

and 16% (16 respondents) have disagreed to the statement above.

The verdict of this figure 14 is that a majority have agreed that the seafaring career was

known through relatives who are seafarers by profession in the family.

4.5.2 : I know about seafaring career from my friends because they are cadets/officers in this

career.

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Figure 15 : I know about seafaring career from my friends because they are cadets/officers

in this career.

From the above figure 15, among 100 respondents, 30% (30 respondents) have agreed

to the statement stated above while 28% (28 respondents) have strongly disagreed, 19% (19

respondents) have strongly agreed, 13% (13 respondents) chose neutral and 10% (10

respondents) have disagreed to the statement of I know about seafaring career from my friends

because they are cadets/officers in this career.

As a conclusion for the above figure 15, majority of the respondents have agreed that

this seafaring career came to be known through their friends who are cadets or officers in this

career.

4.5.3 : I know about seafaring career from my school talk.

Figure 16 : I know about seafaring career from my school talk.

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 Figure above represents the respondent’s feedback on Question 16 of the questionnaire.

Question 16 seeks respondent’s feedback on how much they know about seafaring career from

their school talk. From the survey, 8% of respondent (8 persons) strongly agreed with the

statement. 15% of respondent (15 persons) agreed that they know about seafaring career from

school talk while 20% of respondent (20 persons) choose to be neutral. On the opposite, 8% of

respondent (8 persons) disagree and 49% of respondent (49 persons) strongly disagree with the

statement.

From the findings above, it can be concluded that majority of the respondent in this

survey (49%) strongly disagree that they know about seafaring career from their school talk.

Meanwhile, only 8% of respondent strongly agree with the statement.

4.5.4 : I know about seafaring career from the newspaper.

Figure 17 : I know about seafaring career from the newspaper.

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 Figure above represents the respondent’s feedback on Question 17 of the questionnaire.

Question 17 seeks respondent’s feedback on how much they know about seafaring career from

the newspaper. From the survey, 3% of respondent (3 persons) strongly agreed with the

statement. 14% of respondent (14 persons) agreed that they know about seafaring career from the

newspaper while 25% of respondent (25 persons) choose to be neutral. On the opposite, 11% of

respondent (11 persons) disagree and 47% of respondent (47 persons) strongly disagree with the

statement.

From the findings above, it can be concluded that majority of the respondent in this

survey (47%) strongly disagree that they know about seafaring career from the newspaper.

Meanwhile, only 3% of respondent strongly agree with the statement.

4.5.5 : I know about seafaring career from the maritime magazine.

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 Figure 18 : I know about seafaring career from the maritime magazine.

Figure above represents the respondent’s feedback on Question 18 of the

questionnaire. Question 18 seeks respondent’s feedback on how much they know about seafaring

career from the maritime magazine. From the survey, 8% of respondent (8 persons) strongly

agreed with the statement. 7% of respondent (7 persons) agreed that they know about seafaring

career from the maritime magazine while 27% of respondent (27 persons) choose to be neutral.

On the opposite, 11% of respondent (11 persons) disagree and 47% of respondent (47 persons)

strongly disagree with the statement.

From the findings above, it can be concluded that majority of the respondent in this

survey (47%) strongly disagree that they know about seafaring career from the maritime

magazine. Meanwhile, only 8% of respondent strongly agree with the statement.

4.5.6 : I know about seafaring career through ALAM website/blog.

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 Figure 19 : I know about seafaring career through ALAM website/blog.

Figure above represents the respondent’s feedback on Question 19 of the

questionnaire. Question 19 seeks respondent’s feedback on how much they know about seafaring

career through ALAM website/blog. From the survey, 19% of respondent (19 persons) strongly

agreed with the statement. 27% of respondent (27 persons) agreed that they know about

seafaring career through ALAM website/blog while 25% of respondent (25 persons) choose to

be neutral. On the opposite, 6% of respondent (6 persons) disagree and 23% of respondent (23

persons) strongly disagree with the statement.

From the findings above, it can be concluded that majority of the respondent in this

survey strongly agree and agree that they know about seafaring career through ALAM

website/blog.

4.5.7 : I know about seafaring career from social media.

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 Figure 20 : I know about seafaring career from social media.

Figure above represents the respondent’s feedback on Question 20 of the

questionnaire. Question 20 seeks respondent’s feedback on how much they know about seafaring

career from social media. From the survey, 18% of respondent (18 persons) strongly agreed with

the statement. 30% of respondent (30 persons) agreed that they know about seafaring career from

social media while 26% of respondent (26 persons) choose to be neutral. On the opposite, 5% of

respondent (5 persons) disagree and 21% of respondent (21 persons) strongly disagree with the

statement.

From the findings above, it can be concluded that majority of the respondent in this

survey strongly agree and agree that they know about seafaring career from social media.

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4.5.8 Summary of Findings

Look at table provided below to show the finding from the data and analysis above mentioned.

Table 2 : Source Use By Students To Obtain The Knowledge About Seafaring Career.

Strongly
No Statement Agree Agree
Total Ranking

1 I know about seafaring career from my

family because some of my relatives are 23 22 45% 4
seafarers.
2 I know about seafaring career from my
friends because they are cadets/officers 30 19 49% 1
in this career.
3 I know about seafaring career from my
15 8 23% 5
school talk.
4 I know about seafaring career from the
14 3 17% 6
newspaper.
5 I know about seafaring career from the
7 8 15% 7
maritime magazine.
6 I know about seafaring career through
27 19 46% 3
ALAM website/blog.
7 I know about seafaring career from
social media. 30 18 48% 2

Based on the data collected to determine the source used by students to obtain the

knowledge about seafaring career, Item 2 which is “I know about seafaring career from my

friends because they are cadets/officers in this career” has the highest percentage of agreement

from respondents with 49% total of “AGREE” and “STRONGLY AGREE”. This shows that

most of ALAM’s cadets know about seafaring career from their friends whom are also in this

career. So they got more information about seafaring career from their friends whom are also in

this career and had experienced it.

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 Next, Item 7 which is “I know about seafaring career from social media.” has the second

highest percentage in determining the source used by students to obtain the knowledge about

seafaring career with a total of 48% of agreement among the respondents. It shows that some of

ALAM’s cadets are using social media to obtain the knowledge about seafaring career. The

information about seafaring career that had been shared through Facebook, Instagram,

WhatsApp and other social media were really helpful for ALAM’s cadets to obtain the

knowledge about seafaring career.

Then, Item 6 which is “I know about seafaring career through ALAM website/blog.” also

has gained a total agreement of 46% among the respondents. From the result, ALAM’s cadets

have agreed that they obtained the knowledge about seafaring career through ALAM’s website

blog. This is because ALAM’s website/blogs are full of information about ALAM’s life and

seafaring career. So, they could obtain information from this website and know well about

seafaring career.

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 CHAPTER 5

DISCUSSION AND CONCLUSION

5.1 Introduction

In this chapter will discuss about conclusion in chapter 4 and summarize all the findings

and to determine all accepted hypothesizes based on the research questions developed in the

previous chapter. The discussions, outcomes and suggestions that have been made were based on

the collected and analyzed data from survey. By this way, the researchers are able to compare the

objectives of the research with the data gained at the end of the study.

5.2 Conclusion

From this research, the result shows that ALAM’s cadets are aware of seafaring career.

They are aware

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