Simulator-Based and Hands-On Methods for Marine Engineering: A Descriptive and Comparative Analysis


  • Dominic Rey Y. Singuit BS Marine Engineering-Faculty, Maritime Education, University of Cebu Lapu-Lapu and Mandaue, Philippines
  • Betaliano S. Villalas BS Marine Engineering-OIC Chairperson, Maritime Education, University of Cebu Lapu-Lapu and Mandaue, Philippines
  • Rey Q. Aranzado Quality Assurance Manager, Maritime Education, University of Cebu Lapu-Lapu and Mandaue, Philippines



Simulator-Based, Hands-On, Propulsion Ancillary System, A Gas Turbine, Performance Level


This study assessed the simulator-based and hands-on methods of selected third-year marine engineering students at the University of Cebu Lapulapu and Mandaue. This study determined the respondents’ age, gender, and grade point average profile. Furthermore, it defined the subjects’ performance levels and the difference between simulator-based and hands-on methods in Propulsion Ancillary System and Gas Turbine (PASGT). This study used the descriptive-comparative method. The researchers used a convenient number as subjects of the total number of enrollees in the course. The investigation was carried out by the researchers in University of Cebu-Lapulapu and Mandaue. The study used a scenario-based researcher-made assessment tool to gather the data needed. The researchers used frequency count, percent, mode, and weighted to treat the data. The study revealed that in the simulator-based method, the subject’s performance in the chosen competencies of the course PASGT obtained a much higher mean interpreted as very satisfactory. It also established a significant difference between the subject’s performance in the simulator-based and the hands-on methods. The findings concluded that the simulation-based methods in teaching and learning the PASGT course have substantial educational effects. With particular consideration to the students’ psychomotor domain, the medium provides learning in a manner that is very suitable to the current practices of the younger generation.


R. Al Shahin, “The Effects of Marine Simulators on Training,” Int. Journal of Engineering Research and Application, Vol. 7, No. 3, (Part-5), pp. 01-13, March 2017. Retrieved June 2022 from, 2017.

J. A. Allen, R. T. Hays and L. C. Buffardi “Maintenance training simulator fidelity and individual differences in transfer of training,” Hum Factors Vol. 28, No. 5, pp. 497-509, 1986.

N. Brooks, A. Moriarty and N. Welyczko, “Implementing simulated practice learning for nursing students,” Nursing Standard, Vol. 24, No. 20, pp. 41, 2010. [Online]. Available:

M. T. Crichton, “From cockpit to operating theatre to drilling rig floor: five principles for improving safety using simulator-based exercises to enhance team cognition,” Cogn Tech Work, Vol. 19, No. 1, pp. 73-84, 2017. DOI: 10.1007/s10111-016-0396-9.

E. De Corte, “Acquiring and teaching cognitive skills: a state-of-the-art of theory and research. In: Drenth PJ, Sergeant JA, Takens J, editors,” European Perspectives in Psychology, Vol. 1, pp. 237-263, 1990, London: John Wiley.

F. J. R. C. Dochy, “Assessment of Prior Knowledge as a Determinant for Future Learning: The use of prior knowledge state tests and knowledge profiles,” Utrecht/London: Lemma BV, pp. 43-72, 1992.

M. Dresel, A. Ziegler, P. Broome and K. A. Heller, “Gender differences in science education: The double-edged role of prior knowledge in physics,” Roeper Rev, Vol. 21, pp. 102-107, 1998.

T. Hailikari, N. Katajavuori and S. Lindblom-Ylanne, “The relevance of prior knowledge in learning and instructional design,” American journal of pharmaceutical education, Vol. 72, No. 5, pp. 113, 2008, DOI:

J. I. Håvold, S. Nistad, A. Skiri and A. Ødegård, “The human factor and simulator training for offshore anchor handling operators,” Saf Sci. Vol. 75, pp. 136-145, 2015. DOI: 10.1016/j.ssci.2015.02.001.

R. T. Hays “Simulator fidelity: a concept paper,” U.S. Army Research Institute for the Behavioral and Social Sciences, 1980.

S. Hsieh and P. Y. Hsieh, “Integrating virtual learning system for programmable logic Controller,” Journal of Engineering Education, Vol. 93, No. 2, pp. 169-178, 2004.

Juhary and Manan, “Students’ Perceptions on the Use of Simulation Technologies for Leadership Competency,” Unpublished master’s thesis, Retrieved June 2022 from www.inaseorg/library/2014/prague/bypaper/ECs-EET/ECS-EET-12, 2014.

Te. Kim, A. Sharma, M. Bustgaard, et al., “The continuum of simulator-based maritime training and education,” WMU J Marit Affairs Vol. 20, pp. 135-150, 2021. DOI: 437-021-00242-2.

R. G. Kinkade and G. R. Wheaton, “Training device design,” Human engineering guide to equipment design, pp. 668-699, 1972.

M. Knowles, The Adult Learner: A Neglected Species (3rd Ed.) Houston, TX, Gulf Publishing, 1984.

D. Kolb, “Experiential Learning as the Science of Learning and Development, Prentice-Hall: Englewood Cliffs”, NJ, USA, 1984.

J. Lave and E. Wenger, “Situated Learning:Legitimate Peripheral Participation”, Cambridge UK: Cambridge University Press, 1990.

D. Liu, N. D. Macchiarella and D. A. Vincenzi, “Simulation fidelity,” Human factors in simulation and training, pp. 61-73, 2008.

K. Moorhead and D. Pinisetty, “Simulator Training in the Marine Engineering Technology Curriculum,” Retrieved June 2022 from, 2020.

K. Moorthy, C. Vincent and A. Darzi, “Simulation-Based Training,” British Medical Journal, Vol. 330, pp. 493-494. DOI:10.1136/bmj.3 30.7490.493, 2005.

M. Nahvi, “Dynamics of student-computer interaction in a simulation environment”, 1996.




How to Cite

Singuit, D. R. Y., Villalas, B. S., & Aranzado, R. Q. (2023). Simulator-Based and Hands-On Methods for Marine Engineering: A Descriptive and Comparative Analysis. Asian Journal of Science and Applied Technology, 12(1), 17–24.