Motivation and Academic Performance in the JEEP Start Online Modularized Instruction among Maritime Students of ZSCMST
Ronald S. Lamata
Zamboanga State College of Marine Sciences and Technology, Zamboanga City, Philippines
Abstract
This study examined the level of motivation and academic performance of maritime students enrolled in the Job Enabling English Proficiency (JEEP) Start using online modularized instruction at the Zamboanga State College of Marine Sciences and Technology (ZSCMST). Using a descriptive–correlational research design with a comparative component, data were collected from 109 second-year maritime students through a standardized motivation questionnaire and official academic records. Descriptive statistics were used to determine students’ levels of motivation and performance, while Pearson Product–Moment Correlation and independent-samples t-tests were employed for analysis. Results revealed that students demonstrated a generally high level of motivation across various dimensions, including goal orientation, engagement, and self-efficacy. Academic performance was likewise satisfactory, with differences observed between academic programs. Correlation analysis showed no significant relationship between students’ motivation and academic performance. However, a significant difference in academic performance was found between Bachelor of Science in Marine Transportation (BSMT) and Bachelor of Science in Marine Engineering (BSME) students. These findings suggest that, while motivation remains high in online modularized instruction, academic performance may be influenced by factors beyond motivational levels. The study underscores the need for instructional strategies and institutional support mechanisms that address both learner motivation.
Keywords: Academic Performance; Job Enabling English Proficiency; Maritime Students; Motivation; Online Modularized Instruction
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