ABSTRACT
This study examined the relationship between perceived instructional practices and COLREGs literacy among Second Year Marine Transportation students at the Asian Institute of Maritime Studies during Academic Year 2025-2026. Employing a quantitative descriptive-correlational design, data were collected from 253 respondents through a validated survey questionnaire, while COLREGs literacy was measured using students' final course grades. Results revealed that respondents perceived instructional practices to be highly effective across the dimensions of clarity and content mastery (M=4.16), instructional delivery and application (M=4.15), engagement and support (M=4.21), integration and motivation (M=4.29), and overall perception (M=4.16). The majority of students obtained excellent to outstanding academic performance in COLREGs subjects, indicating a high level of literacy. Statistical analysis showed a strong and significant positive relationship between instructional practices and COLREGs literacy (r=0.838, p<0.001). Among the dimensions, clarity and content mastery demonstrated the strongest association with literacy levels (r=0.917, p<0.001). The findings suggest that effective instructional practices significantly contribute to students' understanding and application of COLREGs. The study recommends strengthening instructional approaches that promote clarity, engagement, practical application, and maritime relevance to further improve students' professional competence and navigational preparedness.
KEYWORDS
Instructional Practices, COLREGs Literacy, Perception, Maritime Transportation Students
CITATION
Maniquis, B. J. R., Constantino, B. D., Patacsil, S. L. G., Torida, M. B. P., & Viloria, M. J. R. (2026). Navigating the rules of the sea: How instructional practices shape COLREGs literacy among maritime cadet. GET International Research Journal, 4(3), 36–52. https://doi.org/10.5281/zenodo.22044132
https://doi.org/10.5281/zenodo.22044132
