The Influence of Students’ Engagement on Learning Comprehension of Maritime Insurance Course
DOI:
https://doi.org/10.51278/bpr.v5i3.2008Keywords:
Students’ Engagement, Learning Comprehension, Maritime Insurance CourseAbstract
This study examines the influence of students’ engagement on learning comprehension in the Maritime Insurance course at Politeknik Pelayaran Sumatera Barat. Motivated by concerns about vocational learning effectiveness and graduates’ professional readiness, the study’s primary objective was to test whether students’ engagement affects learning comprehension and to quantify the magnitude of this effect. A quantitative, comparative design was employed using an independent-samples t-test to compare two groups defined by engagement level. The population comprised 153 students enrolled in the Marine Transportation program for the 2025/2026 academic year; samples were selected via quota-based random sampling, yielding two groups of 103 respondents each. The t-test results showed t-calculated = 24.578 versus t-critical = 1.66 with p < 0.05, leading to acceptance of the hypothesis that students’ engagement significantly influences learning comprehension. Effect-size analysis produced Cohen’s d = 3.43, indicating a very large practical effect and substantial mean differences between groups with differing engagement levels. These findings underscore the importance of active learning strategies and interventions that enhance behavioral, emotional, and cognitive engagement to strengthen conceptual mastery and workplace readiness in maritime contexts; practical implications include integrating claims simulations, authentic tasks, and targeted formative feedback. The study recommends future research employing objective outcome measures and longitudinal or experimental designs to improve generalizability and clarify causal mechanisms.
References
Abduh, M., Hasnur, J., & Siska, S. Y. (2022). The effect of maritime English vocabulary for beginners module on the vocabulary learning outcomes. Jurnal Pendidikan Vokasi, 12(2), 117–129. https://doi.org/10.21831/jpv.v12i2.49033
Abravitova, Y. A., Khairusov, D. S., & Lipsky, N. A. (2022). Problems of Application of Certain Concepts in the Field of Maritime Transportation. Transportation Research Procedia, 68, 347–356. https://doi.org/10.1016/j.trpro.2023.02.047
Ajjawi, R., Tai, J., Dollinger, M., Dawson, P., Boud, D., & Bearman, M. (2024). From authentic assessment to authenticity in assessment: broadening perspectives. Assessment and Evaluation in Higher Education, 49(4), 499–510. https://doi.org/10.1080/02602938.2023.2271193
Al Shloul, T., Mazhar, T., Abbas, Q., Iqbal, M., Ghadi, Y. Y., Shahzad, T., Mallek, F., & Hamam, H. (2024). Role of activity-based learning and ChatGPT on students’ performance in education. Computers and Education: Artificial Intelligence, 6(April), 100219. https://doi.org/10.1016/j.caeai.2024.100219
Alam, A., & Mohanty, A. (2024). Framework of Self-Regulated Cognitive Engagement (FSRCE) for sustainable pedagogy: a model that integrates SRL and cognitive engagement for holistic development of students. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2363157
Aliabadi, R. B., & Weisi, H. (2023). Teachers’ strategies to promote learners’ engagement: Teachers’ talk in perspective. International Journal of Educational Research Open, 5(June). https://doi.org/10.1016/j.ijedro.2023.100262
Armas-Cervantes, A., Abedin, E., & Taymouri, F. (2024). Dusting for fingerprints: Tracking online students’ engagement. Computers and Education: Artificial Intelligence, 6(December 2023), 100232. https://doi.org/10.1016/j.caeai.2024.100232
Assefa, Y., Tilwani, S. A., Moges, B. T., & Majeed, H. (2025). Unpacking students’ engagement and its mediating role in predicting the relationship between self-determination and academic satisfaction among undergraduate students in higher education. Social Sciences and Humanities Open, 12(July), 101797. https://doi.org/10.1016/j.ssaho.2025.101797
Baartman, L. K. J., & Quinlan, K. M. (2024). Assessment and feedback in higher education reimagined: using programmatic assessment to transform higher education. Perspectives: Policy and Practice in Higher Education, 28(2), 57–67. https://doi.org/10.1080/13603108.2023.2283118
Baum-Talmor, P., & Kitada, M. (2022). Industry 4.0 in shipping: Implications to seafarers’ skills and training. Transportation Research Interdisciplinary Perspectives, 13(May 2021), 100542. https://doi.org/10.1016/j.trip.2022.100542
Belabyad, M., Kontovas, C., Pyne, R., & Chang, C. H. (2025). Skills and competencies for operating maritime autonomous surface ships (MASS): a systematic review and bibliometric analysis. Maritime Policy and Management, 00(00), 1–26. https://doi.org/10.1080/03088839.2025.2475177
Bergdahl, N. (2022). Engagement and disengagement in online learning. Computers and Education, 188(March), 104561. https://doi.org/10.1016/j.compedu.2022.104561
Broeren, M., Heijltjes, A., Verkoeijen, P., Smeets, G., & Arends, L. (2021). Supporting the self-regulated use of retrieval practice: A higher education classroom experiment. Contemporary Educational Psychology, 64, 101939. https://doi.org/10.1016/j.cedpsych.2020.101939
Ching, R. H. F., & Yip, T. L. (2022). Marine insurance claims analysis using the Weibull and log-normal models: Compensation for oil spill pollution due to tanker accidents. Maritime Transport Research, 3(March), 100056. https://doi.org/10.1016/j.martra.2022.100056
Chiu, T. K. F. (2021). Digital support for students’ engagement in blended learning based on self-determination theory. Computers in Human Behavior, 124(June), 106909. https://doi.org/10.1016/j.chb.2021.106909
Chiu, T. K. F. (2022). Applying the self-determination theory (SDT) to explain students’ engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(S1), S14–S30. https://doi.org/10.1080/15391523.2021.1891998
Christopoulos, A., & Stylios, C. (2024). Virtual Reality in Maritime Training: A Mini Literature Review and Open Issues. IFAC-PapersOnLine, 58(3), 203–208. https://doi.org/10.1016/j.ifacol.2024.07.151
Cipriano, C., Ha, C., Wood, M., Sehgal, K., Ahmad, E., & McCarthy, M. F. (2024). A systematic review and meta-analysis of the effects of universal school-based SEL programs in the United States: Considerations for marginalized students. Social and Emotional Learning: Research, Practice, and Policy, 3(January), 100029. https://doi.org/10.1016/j.sel.2024.100029
Costa, A., Rodrigues, F., Pitarma, R., & Ferreira, M. E. (2024). Design and validation of an instrument to evaluate the workgroup methodology in university students. International Journal of Educational Research Open, 7(June 2023). https://doi.org/10.1016/j.ijedro.2024.100351
Daly, R., Spooner, M., Offiah, G., Flood, K., & Illing, J. (2024). Protocol for a realist review of case-based learning in undergraduate medical education. International Journal of Educational Research Open, 7(June), 100366. https://doi.org/10.1016/j.ijedro.2024.100366
De Bruijn-Smolders, M., & Prinsen, F. R. (2024). Effective students’ engagement with blended learning: A systematic review. Heliyon, 10(23), e39439. https://doi.org/10.1016/j.heliyon.2024.e39439
Deng, R., Jiang, M., Yu, X., Lu, Y., & Liu, S. (2025). Does ChatGPT enhance student learning? A systematic review and meta-analysis of experimental studies. Computers and Education, 227(August 2024). https://doi.org/10.1016/j.compedu.2024.105224
Dewan, M. H., & Godina, R. (2024). An overview of seafarers’ engagement and training on energy efficient operation of ships. Marine Policy, 160(December 2023), 105980. https://doi.org/10.1016/j.marpol.2023.105980
du Plessis, F., Goedhals-Gerber, L., & van Eeden, J. (2024). Climate change and marine cargo insurance - A global survey of insurers’ perceptions. Heliyon, 10(17), e37117. https://doi.org/10.1016/j.heliyon.2024.e37117
Görlich, D., & Friederichs, H. (2021). Using longitudinal progress test data to determine the effect size of learning in undergraduate medical education–a retrospective, single-center, mixed model analysis of progress testing results. Medical Education Online, 26(1). https://doi.org/10.1080/10872981.2021.1972505
Hanif Dewan, M., Ahmed Mustafi, M. A., Matos, F., & Godina, R. (2024). Exploring seafarers’ knowledge, understanding, and proficiency in SEEMP: A strategic training framework for enhancing seafarers’ competence in energy-efficient ship operations. Heliyon, 10(17), e36505. https://doi.org/10.1016/j.heliyon.2024.e36505
Harris, R., & Clayton, B. (2020). The value of vocational education and training. International Journal of Training Research, 18(3), 185–190. https://doi.org/10.1080/14480220.2020.1860309
Held, T., & Mejeh, M. (2024). Students’ motivational trajectories in vocational education: Effects of a self-regulated learning environment. Heliyon, 10(8), e29526. https://doi.org/10.1016/j.heliyon.2024.e29526
James Relly, S., & Laczik, A. (2022). Apprenticeship, employer engagement and vocational formation: a process of collaboration. Journal of Education and Work, 35(1), 1–15. https://doi.org/10.1080/13639080.2021.1983524
Jiang, M., Liu, Y., Lu, J., Qu, Z., & Yang, Z. (2023). Risk assessment of maritime supply chains within the context of the Maritime Silk Road. Ocean and Coastal Management, 231(September 2022), 106380. https://doi.org/10.1016/j.ocecoaman.2022.106380
Johansen, K. (2023). Challenges regarding digital distance learning of operationally- oriented professions, due to Covid-19 pandemic. International Journal of Educational Research Open, 4(September 2022), 100225. https://doi.org/10.1016/j.ijedro.2023.100225
Khan, I. M., Edwards, E., Ianicelli, B. M., Ahmed, W., Hardey, M., & Eremionkhale, G. (2025). University-industry collaboration for academic success and employability: a connectivist perspective. Studies in Higher Education, 5079, 1–21. https://doi.org/10.1080/03075079.2025.2545606
Korhonen, V., Ketonen, E., & Toom, A. (2024). Students’ engagement and its development in university education: A three-year follow-up study. Learning and Individual Differences, 113(May), 102465. https://doi.org/10.1016/j.lindif.2024.102465
Kosman, B. A., de Jong, D. C., Knight-Agarwal, C. R., Chipchase, L. S., & Etxebarria, N. (2024). Development and validation of an assessment tool for higher education learning abroad programs: A qualitative Delphi study. Nurse Education Today, 132(November 2023), 106030. https://doi.org/10.1016/j.nedt.2023.106030
Kurniawan, M., Hasnur, J., & Siska, S. Y. (2025). Character Building in University Students: Comprehension of Islamic Value & Discipline. Edureligia : Jurnal Pendidikan Agama Islam, 09(01), 48–67.
Laranjeira, M., & Teixeira, M. O. (2025). Relationships between engagement, achievement and well-being: validation of the engagement in higher education scale. Studies in Higher Education, 50(4), 756–770. https://doi.org/10.1080/03075079.2024.2354903
Latini, N., Bråten, I., & Haverkamp, Y. E. (2021). Breadth and depth of strategic processing during text comprehension. Learning and Individual Differences, 91, 102058. https://doi.org/10.1016/j.lindif.2021.102058
Li, X., & Yuen, K. F. (2024). A human-centred review on maritime autonomous surfaces ships: impacts, responses, and future directions. Transport Reviews, 44(4), 791–810. https://doi.org/10.1080/01441647.2024.2325453
Li, Y., & Yan, L. (2024). Which reading comprehension is better? A meta-analysis of the effect of paper versus digital reading in recent 20 years. Telematics and Informatics Reports, 14(19), 100142. https://doi.org/10.1016/j.teler.2024.100142
Lo, C. K., Hew, K. F., & Jong, M. S. yung. (2024). The influence of ChatGPT on students’ engagement: A systematic review and future research agenda. Computers and Education, 219(January), 105100. https://doi.org/10.1016/j.compedu.2024.105100
Medel, D., Bonet, A., Jimenez Herrera, M., Sevilla, F., Vilaplana, J., Cemeli, T., & Roca, J. (2025). Interactive Virtual Simulation Case: A Learning Environment for the Development of Decision-Making in Nursing Students. Teaching and Learning in Nursing, 20(1), e60–e68. https://doi.org/10.1016/j.teln.2024.08.002
Mengistu, M. A., Worku, M. Y., & Melesse, T. (2023). Perceptions and practice of primary school English teachers in lesson study to improve their classroom practices. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2196906
Nazarwin, Putra, R. W., Hermanto, B., & Siska, S. Y. (2025). Strategies for Enhancing Job Satisfaction : The Influence of Rewards , Work-Life Balance & Coworker Support. International Journal of Management, Entrepreneurship, Social Science and Humanities And, 9(1), 104–123.
Niittylahti, S., Annala, J., & Mäkinen, M. (2023). Students’ engagement profiles in vocational education and training: a longitudinal study. Journal of Vocational Education and Training, 75(2), 372–390. https://doi.org/10.1080/13636820.2021.1879902
Niki, M. (2024). Does the reduction in instruction time affect student achievement and motivation? Evidence from Japan. Japan and the World Economy, 70(April), 101254. https://doi.org/10.1016/j.japwor.2024.101254
Nordahl-Hansen, A., Cogo-Moreira, H., Panjeh, S., & Quintana, D. S. (2024). Redefining effect size interpretations for psychotherapy RCTs in depression. Journal of Psychiatric Research, 169(November 2023), 38–41. https://doi.org/10.1016/j.jpsychires.2023.11.009
Nsikan, J., Micheal, R., Mercy, O., Adebukola, A., Briggs, I., & Inegbedion, D. (2023). Robust practices for managing maritime supply chain risks: A survey of Nigeria’s seaports. Asian Journal of Shipping and Logistics, 39(4), 1–7. https://doi.org/10.1016/j.ajsl.2023.09.001
O’Neill, L., Lauridsen, H. H., Østengaard, L., & Qvortrup, A. (2023). Validity evidence for the Experiences of Teaching and Learning Questionnaire (ETLQ) in evaluations of quality learning: A systematic critical literature review. Studies in Educational Evaluation, 78(June). https://doi.org/10.1016/j.stueduc.2023.101283
Ogunyemi, A. A., Quaicoe, J. S., & Bauters, M. (2022). Indicators for enhancing learners’ engagement in massive open online courses: A systematic review. Computers and Education Open, 3, 100088. https://doi.org/10.1016/j.caeo.2022.100088
Pahi, K., Hawlader, S., Hicks, E., Zaman, A., & Phan, V. (2024). Enhancing active learning through collaboration between human teachers and generative AI. Computers and Education Open, 6(April), 100183. https://doi.org/10.1016/j.caeo.2024.100183
Phanphichit, T., & Bartusevičienė, I. (2024). Perspectives of stakeholders on onboard training: A thematic analysis of qualitative interviews. Journal of International Maritime Safety, Environmental Affairs, and Shipping, 8(4). https://doi.org/10.1080/25725084.2024.2408698
Pruyn, J. (2024). The use of digital games in academic maritime education: a theoretical framework and practical applications. Maritime Policy and Management, 51(4), 558–571. https://doi.org/10.1080/03088839.2023.2174608
Ramsarup, P., McGrath, S., & Lotz-Sisitka, H. (2023). Reframing skills ecosystems for sustainable and just futures. International Journal of Educational Development, 101(June), 102836. https://doi.org/10.1016/j.ijedudev.2023.102836
Rawat, S., Rawat, A., Kumar, D., & Sabitha, A. S. (2021). Application of machine learning and data visualization techniques for decision support in the insurance sector. International Journal of Information Management Data Insights, 1(2). https://doi.org/10.1016/j.jjimei.2021.100012
Rico, F., Rico, H., de La Puente, M., Torres, J., & Guzman, H. (2025). Enhancing international trade competencies through local field trips: a study of Colombian undergraduate students. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2547940
Ruffini, C., Tarchi, C., & Pecini, C. (2023). Which executive functions affect text comprehension and writing in paper and digital mode? An investigation in primary school children. Computers and Education, 207(September), 104936. https://doi.org/10.1016/j.compedu.2023.104936
Shi, K., Fan, S., Weng, J., & Yang, Z. (2024). Seafarer competency analysis: Data-driven model in restricted waters using Bayesian networks. Ocean Engineering, 311(P2), 119001. https://doi.org/10.1016/j.oceaneng.2024.119001
Shwartz-Asher, D., Raviv, A., & Herscu-Kluska, R. (2022). Teaching and assessing active learning in online academic courses. Social Sciences and Humanities Open, 6(1), 100341. https://doi.org/10.1016/j.ssaho.2022.100341
Siddiqui, N., Nahar, N., Hossain, M. S., Tazmeen, A., & Ali, K. S. (2024). Context-specific adaptation of a students’ engagement measure: a case study of a private university in Bangladesh. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2380638
Singh, M., James, P. S., Paul, H., & Bolar, K. (2022). Impact of cognitive-behavioral motivation on students’ engagement. Heliyon, 8(7), e09843. https://doi.org/10.1016/j.heliyon.2022.e09843
Siry, C., Wilmes, S. E. D., & Frisch, R. (2024). Agentic student science engagement: Highlighting open-ended pedagogical structures in a plurilingual classroom. International Journal of Educational Research, 127(February 2023), 102357. https://doi.org/10.1016/j.ijer.2024.102357
Starup, M., Sellberg, C., & Wiig, A. C. (2024). Playing to learn? Analyzing participants’ framing of competition and professional conduct in maritime simulations. Learning, Culture and Social Interaction, 46(April), 100821. https://doi.org/10.1016/j.lcsi.2024.100821
Swiecki, Z., Khosravi, H., Chen, G., Martinez-Maldonado, R., Lodge, J. M., Milligan, S., Selwyn, N., & Gašević, D. (2022). Assessment in the age of artificial intelligence. Computers and Education: Artificial Intelligence, 3(August 2021). https://doi.org/10.1016/j.caeai.2022.100075
Tagliaferri, S. D., Belavy, D. L., Fitzgibbon, B. M., Bowe, S. J., Miller, C. T., Ehrenbrusthoff, K., & Owen, P. J. (2024). How to Interpret Effect Sizes for Biopsychosocial Outcomes and Implications for Current Research. Journal of Pain, 25(4), 857–861. https://doi.org/10.1016/j.jpain.2023.10.014
Thomann, H., Zimmermann, J., & Deutscher, V. (2024). How effective is immersive VR for vocational education? Analyzing knowledge gains and motivational effects. Computers and Education, 220(March), 105127. https://doi.org/10.1016/j.compedu.2024.105127
Thompson, C. P., & Hughes, M. A. (2023). The Effectiveness of Spaced Learning, Interleaving, and Retrieval Practice in Radiology Education: A Systematic Review. Journal of the American College of Radiology, 20(11), 1092–1101. https://doi.org/10.1016/j.jacr.2023.08.028
Weich, M., Göllner, R., & Stalder, B. E. (2024). Subject and time specificity of students’ cognitive, behavioral, and emotional engagement at school. Learning and Individual Differences, 114(September 2023). https://doi.org/10.1016/j.lindif.2024.102511
Weijzen, S. M. G., Onck, C., Wals, A. E., Tassone, V. C., & Kuijer-Siebelink, W. (2024). Vocational education for a sustainable future: Unveiling the collaborative learning narratives to make space for learning. Journal of Vocational Education and Training, 76(2), 331–353. https://doi.org/10.1080/13636820.2023.2270468
Weishaupt, T. (2025). Workforce development in low-carbon energy transitions: The case of horizontal governance in Schleswig-Holstein (Germany). Environmental Innovation and Societal Transitions, 57(August), 101040. https://doi.org/10.1016/j.eist.2025.101040
Widiana, I. W., Triyono, S., Sudirtha, I. G., Adijaya, M. A., & Wulandari, I. G. A. A. M. (2023). Bloom’s revised taxonomy-oriented learning activity to improve reading interest and creative thinking skills. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2221482
Wong, W. J., Lee, R. F. S., Chong, L. Y., Lee, S. W. H., & Lau, W. M. (2024). Work readiness of pharmacy graduates: An exploratory study. Exploratory Research in Clinical and Social Pharmacy, 13(August 2023), 100389. https://doi.org/10.1016/j.rcsop.2023.100389
Wróbel, K. (2021). Searching for the origins of the myth: 80% human error impact on maritime safety. Reliability Engineering and System Safety, 216(June 2020). https://doi.org/10.1016/j.ress.2021.107942
Wu, J. Y., Liao, C. H., Tsai, C. C., & Kwok, O. M. (2024). Using learning analytics with temporal modeling to uncover the interplay of before-class video viewing engagement, motivation, and performance in an active learning context. Computers and Education, 212(December 2023), 104975. https://doi.org/10.1016/j.compedu.2023.104975
Xu, X., Shi, Z., Bos, N. A., & Wu, H. (2023). Students’ engagement and learning outcomes: an empirical study applying a four-dimensional framework. Medical Education Online, 28(1). https://doi.org/10.1080/10872981.2023.2268347
Yan, Z., Lao, H., Panadero, E., Fernández-Castilla, B., Yang, L., & Yang, M. (2022). Effects of self-assessment and peer-assessment interventions on academic performance: A meta-analysis. Educational Research Review, 37(September 2022). https://doi.org/10.1016/j.edurev.2022.100484
Yan, Z., Wang, X., Boud, D., & Lao, H. (2023). The effect of self-assessment on academic performance and the role of explicitness: a meta-analysis. Assessment and Evaluation in Higher Education, 48(1), 1–15. https://doi.org/10.1080/02602938.2021.2012644
Zhao, L., Dai, X., & Chen, S. (2024). Effect of the case-based learning method combined with virtual reality simulation technology on midwifery laboratory courses: A quasi-experimental study. International Journal of Nursing Sciences, 11(1), 76–82. https://doi.org/10.1016/j.ijnss.2023.12.009
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Langandriansyah Dwi Yatno
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
