Transcript 1. INTRODUCTION - University of Rijeka

MEASURING THE VALUE OF
INFORMATION IN SEAFARERS’S
EDUCATION
Authors:
Ph.D. student , Nela Jadrijević
Ph. D. Marko Tomašević
Ph. D. Radovan Antonić
The main issue of this research paper is
analyzing and developing measurement
system for modelling and evaluating
information in the educational process of
the traditional and modern education
system.
 The entire process can be understood as a
process of interpersonal communication
focusing on education and a seafarer’s
personality development


Given that the basic goal of
communication among seafarers is
acquiring knowledge and personality
development, it is imperative that all
communication methods are based on
the seafarers’ possibilities to accept,
interpret and adopt a communication
message.
By definition, an individual or a group of
seafarers are in the purposeful state if:
 There is at least one possible outcome O1
of his or her behavior, which has a
relative value for him or her in that
situation, and
 There are at least two alternative courses
of action, C1 and C2, with unequal and
positive efficiencies for O1.






Thus, an individual or a group of seafarers is
in a purposeful state if he (they) wants
something and has unequally effective and
different ways to achieve it.
The purposeful state is determined by the
following elements:
I
an individual (a
group of students)
C1, C2, . . . , Ci, . . . , Cm
alternative
courses of action of all groups of seamen;
m≥2
O1, O2, . . . , Oj, . . . , On
possible
action outcomes

State variables are:
Pi probability that an individual (a group of
seafarers) I will choose Ci; P (Ci/I)
 Eij probability that Ci will result in outcome
Oj; i.e. efficiency Ci for Oj; P (Oj/I, Ci)
Vj relative value of the j-th outcome for an
individual (a group of seafarers) I.


The purposeful state value for an
individual (a group of seafarers) V(S) can
be defined simply as mathematical
expectation of the purposeful state, i.e.
m
n
V ( S )   PE
i ijV j
i 1 j 1
If the message affects the probability of
choice of Pi, it informs; if it changes Eij, it
directs and instructs; and if it changes Vj
then it motivates.
 Hence it is considered that the message
has three possible types of impacts and,
therefore, three types of content: it includes
not only the transmission of information
 Each message can inform, instruct (direct),
motivate
 The information indicates what an
individual does, the instruction shows how
he or she does it and finally, motivation
shows why he or she does it


Communication value can be defined
as the value of end-state, less the value
of the initial state:
Vc  V (S2 ) V (S1 ) 
   Pi  Pi   Ei j  Ei j V j  V j    PE
i i jV j
m n
m n
i 1 j 1
i 1 j 1

where ΔPi , ΔEij and ΔVj represent the
changes of changeable states between
S1 and S2.

The research has been associated with
comparing two ways of learning new
contents:
• Traditional learning;
• Individual learning.

there are two groups of 5 cadets (one
group was control one, and the other
group was experimental), where each
cadet was being interrogated on 10
topics, and each topic was scored 10
points.
Drill response
 Leadership skills
 Technical maintenance
 Watch keeping in different conditions
(response)
 Performing the engineering watch
 Watch keeping in port
 Taking over the watch
 Fitness for duty
 Protection of marine enviorment
 Konwledge of English language


In addition, in Table 2, the scores of
experimental and control groups were
given at the beginning of the experiment
and the control group at the end of the
experiment, i.e. after the classes were
held in the (old) traditional method and
the experimental group at the end of the
experiment, to be more precise, after
each topic delivered in a new way (the
material was revised several times and
after each assignment the results
together with the instructions and
explanations of concepts that cadets
didn’t understood were communicated).
The cadet has mastered the material if
he or she answered to 5 or more
thematic issues, i.e. achieved 50 or more
points. (Prior to boarding the ship all
cadets did the training in the training
center where they were taught the
above topics).
 Table 2 The scores of experimental and
control groups at the beginning of the
experiment, the control group scores at
the end of the experiment, and scores of
the experimental group at the end of the
experiment, according to the topics from
1-10

Topics
1
2
3
4
5
6
7
8
9
10
∑
Scores of experimental
and control group at the
beginning of the
experiment
Scores of the control
group at the end of the
experiment
0
0
0
0
10
10
30
40
50
80
10 10 10 10
10 10 20 30
10 20 30 30
20 20 30 40
20 30 40 40
30 40 50 50
40 50 50 60
50 60 70 80
60 80 90 90
90 100 100 100
0
0
10
10
20
30
40
50
70
90
0
0
0
10
20
30
30
60
70
80
0
0
10 10
10 10
20 20
30 30
40 40
40 50
60 70
80 80
90 100
Scores of the
experimental group at
the end of the experiment
30 30 30 40 50 50
30 40 40 50 50 50
40 50 50 50 50 50
50 50 50 60 60 70
50 60 70 60 70 80
60 60 70 80 80 90
60 70 80 80 80 90
80 80 90 90 90 90
90 90 90 90 100 100
90 100 100 100 100 100
220 320 300 380 410 340 420 490 530 580 630 670 700 730 770
At the beginning of the
experiment
At the end of the
experiment
Control group
At the end of the
experiment
Experimental group
Cadets
Passed out of 10 topics
Passed out of 10 topics
Passed out of 10 topics
I
II
III
IV
V
Total
number
2
3
3
3
3
4
5
5
8
8
9
10
4
7
10
15
24
45
The control group at the end of the
experiment passed by an average of
48%, while the experimental group at the
end of the experiment passed by an
average of 90%.
 If the control and the experimental
group are compared at the end of the
experiment it is then obvious that the
experimental group has improved by
1.875 times.


The average amount of information is
given as a function of
n
n
i 1
i 1
H ( p1 , p2 ,..., pn )   pi I ( pi )   pi logb pi
which is called entropy of final
distribution of probabilities
 p = ( p1, p2 ,..., pn ).


while the amount of the instruction
carried by the message is:
B  S   B  S2   B  S1 
Hence B  S1  is the amount of the
instruction at the beginning of the
experiment, a B  S2  stands for the amount
of instruction at the end of the
experiment
 The amount of instructions carried by the
message is Hunit.


The cadets belonging to the control
group received significantly smaller
amount of instructions with the amount
of information of 1.8269 HUnits
compared to the cadets who were part
of the experimental group whose
information amount is 1.9401 HUnits.

In finding answers to the objectives of
this paper, the very start derived from the
theoretical process of methods and
model of managing the classes of the
training center, and then using the
experiment there was a test of ability to
manage the teaching process by using
entropy analysis to measure the
information in the training of seafarers.
These calculations brought final results by
means of entropy and purposeful states of
control and experimental groups at the
beginning and end of the experiment.
 When calculating entropy the scores
obtained for each topic were taken, and
the probability of correctly solved issues was
calculated from the scores.
 Modern teaching methodology provides
different options for solving the problem of
introducing seafarers into independent and
research work as well as development of
their creative thinking and creative abilities

Solving each problem has somewhat
discovering and creative.
 Therefore, it is necessary that the
teachers (officers) encourage seafarers
to develop the spirit of curiosity, affinity
for independent intellectual work and
finally, they should show them different
ways and paths to new discoveries
