PERCEPTIONS OF COLLEGE STUDENTS ON ROTC PROGRAM

________________

Bachelor’s Thesis

Presented to

The Committee of Oral Examiners

J.H Cerilles State College-Dumingag Campus

Extension Classes

Tambulig, Zamboanga del Sur

________________

In Parial Fulfillment

of the Requirements for the Degree

Bachelor of Science in Criminology

By

CHRISTIAN NORBERTO W. BANA

April 2021
 APPROVAL SHEET

This Bachelor’s Thesis titled, “PERCEPTIONS OF COLLEGE

STUDENTS ON ROTC PROGRAM”, prepared and submitted by

CHRISTIAN NORBERTO BANA, in partial fulfillment of the

requirements for the Degree Bachelor of Science in

Criminology, has been examined and is hereby recommended for

approval.

APRIL 2021 JUDITH AGAD, BS Crim.

Date

Approved by the Committee of Oral Examiners on November

12, 2019 with a rating of ____________.

MARK E. PATALINGHUG, Ph.D

Chairperson

RUTHER D. BIANAN
Member

This research is approved in partial fulfillment of the

requirements for the Degree, Bachelor of Science in

Criminology.

______________ MARK E. PATALINGHUG, Ph.D

Date Program In Charge, BS Crim
 ACKNOWLEDGMENT

Foremost, the researchers would like to express

gratitude to their research adviser Mrs. Judith Agad for the

unconditional support to the study, for patience, immense of

knowledge and for how many hours proofreading and helping to

accomplished this study.

The researchers also would like to thanks to the

following thesis committee: Dr. Mark E. Patalinghug, the

chairperson; and Mr. Ruther Bianan, the panel members, for

their encouragement, comments and questions. And for the

valuable insights shared in accomplishing this study and to

Mr. Kremir Alicaway for sharing his technical expertise

being the statistician of this study in helping the

rsearcher quantifying and interpreting the data gathered

from the conducted study.

An intense gratitude to the approachable school

librarian, Mrs. Erma Ambalong and her staff: Grape Acebo,

Jerry Duco, and Michael Rey Queje for teaching them on how

to construct the proper referencing and allowing them to

borrow undergraduate thesis. Lastly, the researchers would

like to say “Millions of thanks” to the parents friends and

to the participants for participating and supporting me in

order to complete the study.

Norberto
 DEDICATION

This piece of work is humbly dedicated

to all persons who inspired and supported me in fulfilling

our study.

A special feeling of gratitude to my loving parents

Mrs. Christiana W. Bana and Mr. Norberto D, Bana;

whose words of encouragement enlightened me and boost my

confidence to do the task.

To my friends and classmates

who supported me throughout the process. I always appreciate

all they have done.

Special thanks to my loving wife,

Mrs. Trisha Ann Bana

for the support and understanding.

Lastly, I am most grateful to our Almighty God for the

wisdom, guidance, strength and knowledge given us.

Norberto
 TABLE OF CONTENT

Page

TITLE . . . . . . . . . . . . . . . . . . . . . . . i

APPROVAL SHEET . . . . . . . . . . . . . . . . . . . ii

ACKNOWLEDGMENT . . . . . . . . . . . . . . . . . . . iii

DEDICATION . . . . . . . . . . . . . . . . . . . . . iv

ABSTRACT . . . . . . . . . . . . . . . . . . . . . v

TABLE OF CONTENTS . . . . . . . . . . . . . . . . . vi

LIST OF FIGURES . . . . . . . . . . . . . . . . . . viii

CHAPTER

1 INTRODUCTION

Background of the Study . . . . . . . . . . 1

Theoretical/Conceptual Framework . . . . . 3
Statement of the Study . . . . . . . . . . 6
Importance of the Study . . . . . . . . . . 6
Scope and Limitation of the Study . . . . . 7
Definition of Terms and other Variables . . 7

2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature . . . . . . . . . . . . 9
Related Studies . . . . . . . . . . . . . . 13

3 RESEARCH METHODOLOGY

Research Design . . . . . . . . . . . . . . 17
Research Setting . . . . . . . . . . . . . 17
Research Participants . . . . . . . . . . . 17
Ethical Consideration . . . . . . . . . . . 18
Sampling Design . . . . . . . . . . . . . . 18
Research Instrument . . . . . . . . . . . . 18
Data Gathering Procedure . . . . . . . . . 19
 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Perceptions of Students . . . . . . . . . . 20
Significant Difference on Perceptions. . . . 38

5 SUMMARY FINDINGS,CONCLUSION, AND RECOMMENDATIONS

Summary . . . . . . . . . . . . . . . . . . 42
Findings . . . . . . . . . . . . . . . . . . 43
Conclusion . . . . . . . . . . . . . . . . . 44
Recommendation . . . . . . . . . . . . . . . 45

LITERATURE CITED . . . . . . . . . . . . . . . . . . 46

APPENDICES

A Letter of Request . . . . . . . . . . . . . 47
Letter of Consent . . . . . . . . . . . . . 48
B Informed Consent . . . . . . . . . . . . . . 49
C Interview Guide Questions . . . . . . . . . 50
D Interview Transcription . . . . . . . . . . 51
E Pictorials . . . . . . . . . . . . . . . . 52

CURRICULUM VITAE . . . . . . . . . . . . . . . . . . 53
 LIST OF FIGURES

Figure Page
1 Schematic Diagram of the Study . . . . . . . 5
 Chapter 1

INTRODUCTION

This chapter presents the background of the study,

statement of the problem, significance of the study, and the

scope and limitations of the study.

Background of the Study

Reserve Officers’ Training Corps (ROTC) is one of the

three program components of the National Service Training

Program (NSTP) which focuses on military training and

preparedness for national defense. The program in particular

is directed to prepare the youth, which by contemporary

definitions, are aged 15-24 to inculcate the values of

patriotism, nationalism, and character building (Raposas,

2016).

Military training for the youth rooted from the Spanish

period (Filipino Historian, 2016).When the colonial

government drafted a native contingent to reinforce the

armed forces. One significant draft was during the British

invasion of Manila in 1762. ROTC would become an optional

program in 2001 with the National Service Training Program

Act (Republic Act 9163). This was after the “crisis” caused

by the death of a UST ROTC member, Nark Chua, in the same

year. As with the pattern once employed by Marcos, NSTP

divides national service into three components: Civic

Welfare Training Service (CWTS), Literacy Training Service

(LTS), and military training (ROTC).

Fifteen years later, with the presidency of Rodrigo

Duterte, ROTC is making a comeback with advocates wanting it

to be restored as a mandatory program. And on July 05, 2016,

House Bill No. 1114 was passed on the Congress. Signed by

Hon. Gary C. Alejano, this act shall be known as an act to

re-institutionalize the mandatory military and civic reserve

officers’ training corps (ROTC) for students in all

colleges, universities and technical or vocational schools.

It is indeed acceptable since there are a number of

benefits with the program’s restoration. The objectives

being forwarded by ROTC are the following: 1. Prepare the

college students for possible service in the event of

emergency; 2. Train and develop the ROTC cadets as future

enlisted reservist for the Reserve Component on the Armed

Forces of the Philippines; 3. Inculcate in the youth the

spirit of patriotism and nationalism; develop and promote

the physical, moral, spiritual, intellectual and social

well-being of the youth; 4. Train and develop the youth as

potential community leaders, and 5. Develop civic

consciousness and good citizenship among the youth.

 However, there are also points being raised by those

opposed to the mandate: 1. Military service is not the only

way of serving the nation. In addition, the Philippines has

more frequent problems than military, such as disasters

(natural or man-made). 2. A large reserve force would prove

difficult to maintain. It would require greater sources to

mobilize and arm the reservists. The experience with the

Second World War proved that a large reserve force would

prove ineffective without modernization. 3. ROTC training

may prove inadequate, if not antiquated, with the advent of

electronic warfare. Given that the reservists be provided

enough guns and ammunitions, but cyber-attacks can paralyze

communications and operations within seconds. The new cadets

would need to be train with the latest equipment and the

latest methods of warfare to become efficient. 5. The

Philippines being an archipelago, improving naval and air

assets would prove more helpful than training foot soldiers

that can only fight on the ground.

These opposing views on ROTC prompted the researchers

to conduct a study which will identify the perceptions of

1st year college students about the mandatory ROTC Program,

and whether ROTC has a significant influence on the training

and development of the students.

Theoretical and Conceptual Framework

Much progress has been made in training and development

methodologies, some of which has occurred in the era of

scenistic methods, a set of approaches or processes focusing

on situations, events, case-studies and narratives that

furnish a specific setting for performance issues, needs,

deficiencies and scripted actions for particular situations

(Paul, 2010).

Experiential and cognitive types of learning on the

other hand, are differentiated by experiential theory of

learning presented by C.Rogers. According to him, the wants

and needs of the learners are addressed by this type of

learning. Experience gives the person a maturity and

increases the learning power along with knowledge. Due to

the personal involvement, the learner is able to conduct a

self-evaluation test, which allows him to understand the

effect of learning on his/her attitude (Abbey, 2015).

Thus, as Dewey suggests: “when we experience something,

we act upon it, we do something: then we suffer or undergo

the consequences”. Experience for Dewey, is a training that

develops into “lived” experience. This experience as the

heart of learning therefore, is not something separate or

additional but something which embraces the lives of

individuals.

The general purpose statement of ROTC as whole is “to

instil in students in the United States secondary

educational institutions the value of citizenship, service

to the United States, personnel responsibility, and sense of

accomplishment (Department of Defense, 2006).

The National Defense Act of 1916 established Reserved

Officer Training Corps (ROTC) and its counterpart, the

Junior Reserve Officer Training Corps (JROTC) to maintain

and fill the ranks of officer in the event of a war to

provide educated and well-trained military personnel during

time peace (Long, 2003).

Argues that once students elect to join the ROTC, they

are given a “watered down” curriculum and are inundated with

so many time consuming requirements that they are not

neither prepared nor able to participate in more challenging

college preparation activities or courses. He found only

four credible studies on ROTC and commented that the

emphasis has been on leadership skills (Berlowitz, 2000).

Chaired by Berlowitz, another supported opposition to

ROTC and presented evidence to portray the program as a

recruitment tool that focuses on enlisting minority and

disadvantaged groups. Some accuse the military of being

manipulatively deceptive and call for increased honesty

regarding the program (Huet-Vaughn, 2013; Long, 2003).

Stated that the purpose of ROTC is to recruit for the

military, they argued the unlikelihood of pentagon funding

as support for their position (Arnold and Lubold, 2008).

Argued that the 49 discipline provided by ROTC failed

to produce critical thinking skills, he likened it to

obedience training, which “may have a place in instructing

dogs , but not in educating citizens (Ayers, 2006).

Effectiveness in ROTC cultivating a democratic culture

permeated by social justice maintain that ROTC equates

patriotism with militarism and therefore, supports the

premise that cadets are more patriotic than those who

exercise their rights of free speech (Meyer and Sandy,

2013).

Lutz and Barlett agreed that ROTC fails to support

peaceful solutions to promoting democracy and fails to teach

students how to resolve conflicts peacefully. They recommend

teaching patriotic behavior and citizenship through

community service opportunities and service learning outside

of military flavoured environments The nation witnessed a

second growth period of JROTC in the 90’s. In 1992, the

Department of Defense joined with the Department of

Education to establish military career academies modelled on

the concept of high-school career academies. This joint

venture placed most of the academies in large urban areas

that demonstrated a need for a more dynamic approach to

education.

The academies provided additional military personnel to

deliver instruction in other school subjects. Features

included integrated vocational and academic curricula, team-

teaching, block scheduling, and small classes.

Although the results reported from the academies were

required from the academies were often remarkable,

substantial resources were required from all partners

involved (Taylor, 1999).

Considering the need for safety and security in our

country, training and development program such as the

mandatory ROTC to train and develop its citizens for threats

and other forms of terrorism and war.

Hence, the researchers conducted this study to assess

the Mandatory ROTC Program in JHCSC-Tambulig and Molave as

perceived by the different college students from the said

school.

Below, is the Schematic Diagram of the study, which

shows the interrelationship between the three interplaying

variables: the independent variable which is the ROTC

Program, and the dependent variables which are the

perceptions of first-year college students on the program

and its impact on the training and development of the

student-participants.
 College Participants’
Perceptions on
Mandatory ROTC

Influence on Impact on Students’

Training Development Personal Aspect
 Figure 1 Schematic Diagram of the Study
Statement of the Problem

This study aimed to determine the perceptions of first-

year college students on ROTC Program.

Specifically, this study sought to answer the following

questions:

1. What are the perceptions of the student-participants on

ROTC Program?

2. What is the influence of Mandatory ROTC Program to the

students’ training and development?

3. Is there a significant difference between male and

female students’ perceptions on Mandatory ROTC Program?

4. Is there a significant difference on the perceptions of

the participants on ROTC when grouped by campus?

Hypothesis:

HO1:
There is no significant difference between the

perceptions of the male and female student-participant’s

perceptions on Mandatory ROTC Program.

Ho2:

There is no significant relationship on students’

perceptions when grouped by campus.

Significance of the Study:

This study aim to identify the effectiveness of ROTC as

a structured program that pave the way to achieve training

and development at present time.

Specifically, the result of this study is beneficial

among the following individuals and groups:

CHED Officials. The result of this study gives

suggestions and recommendations among these officials to

help the policy becomes effective and efficient by means of

assessing the problems and addressing it one by one to

further improve and realize the goals and objectives of the

said program.

School Administrators. The result of this study, helps

the administrators to identify the problems encountered by

the students on the program and provide direct actions to

solve the problems.

Government Officials. The result of this study would

help the government officials to identify also their crucial

part to the learning of the studens on the program, and will

help them realize the need to study the program policy to

effectively implement the program that is intended for the

training and development.

 JHCSC. The result of this study will be beneficial

among the JHCSC schools to enhance and develop the

structured program of the ROTC to provide quality training

among their students.

Students. The perceptions of the students are the basis

for modifying ROTC Program if there are some issues that

wasn’t address during and after the implementation of the

program.

Future Researchers. The findings of this study would

serve as the basis of some researchers that has a direct and

related study conducted with this one. The insights and

ideas presented here would widen their understanding on the

concept of training and development and the ROTC Program.

Scope and Delimitations of the Study.

This study was undertaken to assess the implementation

of ROTC which includes the perceptions of the first-year

college students of J.H Cerilles State College, Tambulig

Campus, Tambulig, Zamboanga del Sur.

It also endeavored to determine the personal profile of

the student-participants; their perceptions on ROTC Program,

the significant relationship between ROTC and Its Impact to

their training and development.

 The participants of this study are selected randomly

from first-year students from different college departments

who has a direct subject in ROTC.

The researchers delimit its study to 100 participants.

50 participants were from the JHCSC Tambulig, and the other

50 participants were from JHCSC Molave.

The descriptive survey method was utilized by the

researchers by means of questionnaire-checklist as the main

instrument that was employed to gather the data needed from

the identified participants of the study.

To arrive at the interpretation of the data gathered

from the participants of the study, both the descriptive and

inferential statistics were utilized.

Definition of Terms

To afford the readers with better understanding of the

study, the following terms are hereby conceptually and/or

operationally defined:

Development. The state of being created or made more

advanced.

Impact. The tendency to produce an effect or change to

someone or something.

Mandatory. Obligatory, and which is required by rule or

law.
 Military. Controlled or supported by armed forces.

NSTP. National Service Training Program, a subject

offers in all colleges and universities nationwide.

Perception. This refers to the process by how the

people view a particular thing as whether good or bad.

Preparation. The action or process of making ready or

being made ready for use or consideration.

R.A 9163. An act to make ROTC as mandatory to all

public and private colleges, states, and universities.

ROTC. Reserve Officers’ Training Corps, is one of the

three programs offered in NSTP

Training. A process by which someone is taught the

skills that are needed for an art, profession or job.

 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This portion of the study presents the related

literature and studies reviewed for the purpose of research

which provide the needed background and insights to the

present investigation.

Related Literature

Expectancy theory postulates that people tend to

select a job that they believe they can successfully perform

and that they believe will result favourable outcomes

(Porter, Lawler, and Hackman, 1975).

Corbett and Coumble (2001), cited that broader public

policy issue reso;ves around the value of offering ROTC in

public schools, which has been the subject of on-going

debate. Proponent argue that the program improves both the

cognitive and the non-cognitive skills of participants.

President George H. Bush described ROTC as a program that

boosts high school completion rates, reduce drug use, and

raises self-esteem.

Educational initiatives with some elements comparable

to ROTC are those that assist the transition from school to

employment. These include career academies and federally-

funded school-to-work (STW) programs-reforms that stress

both academic and vocational curricular and that establish

formal links with employers. Evidence on the effects of

these educational initiatives has been mixed. Attending

career academies had no effect on high school completion or

post-secondary education, but male attendees eight years

after high school (Kemple, 2008).

According to Heckman et al. (1998), find that matching

perform well in the presence of a rich set of control

variables. Our two-stage sample selection method is similar

in spirit to the sample restriction made by Diaz and Handa

when estimating the effect of a poverty program. They use

experimental data to evaluate their matching outcomes, and

find that restricting the sample to eligible household

substantially reduces bias compared to when all households

are used in estimation.

Related Studies

According to Eyler and Giles (1999), stated that “the

thing separates service-learning from other field-based and

students seem aware of this particular value”. Thus, in the

process the students participation is expected and becomes

so significant with personal development learning.

According to Honnet and Poulsen (1989), push it,

service, combined with learning, adds value to each and

transform both, “but since service-learning “suffer from the

lack of a well-articulated conceptual framework here simply

demonstrates the undeniable relationship between

participation (expression) and learning (empowerment)

through service (experience).

Welch & Koth (2003 & 2009), explains the role of

spirituality in service learning. Basically, they emphasized

that service-learning is a form of spiritual practice that

can be transform the lives of the participants.

Astin, Vogelgesang and Ikeda & Yee (2000), mentioned

from their research study that it is possible that in co-

curricular, leadership development programs other than

service-learning courses, student design and operate the

program themselves which allows them opportunities to

develop their leadership skills and is usually not present

in service learning course.

Bringle and Hatcher (1996), cited that the study showed

that there is significant relationship between students

participation in service-learning and adherence to the core

values. Moreover, students’ learning in NSTP and the

adherence to the core values has significant relationship.

The relationship between the students’ participation and

their perceived learning in the community service in NSTP

are established also by many researchers such as Astin and

Sax (1998).
 It is no wonder then that in 2002 with having only 18-

20% national rate participation in the community service in

the different colleges in the United State, it dramatically

increased to 82% in 2004. Since the service learning became

popular globally thus, studies was conducted in 14 countries

to ascertain this phenomena (D. Haski-Leventhal et. Al,

2010).

As cited by Long (2003), the end of World War II

brought with it a national recognition for future

preparedness that lead two significance periods of growth

for ROTC. The first period of growth came in the early

1960’s. Robert Mcnamara, then Secretary of Defense, argued

that ROTC produced no officers and made no direct

contribution to the military. His stance was to eliminate

funding to the program and to transfer existing units to the

National Defense Cadet Corp (NDCC), a completing program

that was fully funded by the participating school. One study

examined top JROTC units across the nation.

Through site visits, observations, and interviews, the

study questioned what students learned from JROTC.

Repeatedly, cadets noted that the curriculum for JROTC

presented valuable information that could be used in life

after graduation from high school (Crawford, Thomas, &

Estrada, 2004).
 Chapter 3

RESEARCH METHODOLOGY

This chapter presents and discusses the research

design, research instrument, gathering data procedure,

research locale and sampling design.

Research Design

This study utilized the descriptive-survey method. This

method used survey questionnaires which were distributed to

the participants in gathering the data which is necessary to

accomplish the aim of this study on The Perceptions of

College Studnts on Mandatory ROTC Program and Its Impact on

Training and Development.

This is the most appropriate method to ascertain the

profile of the participants in each of the variables to be

considered in this study.

Research Setting

This study was undertaken in J.H Cerilles State

College, Tambulig Campus, Tambulig Zamboanga del Sur and

JHCSC Molave Extension Services, Molave Zamboanga del Sur.

The schools are the most appropriate ground to conduct the

study, for the researchers itself, since it is nearby their

residence.

Research Participants

The participants of this study are the 100 students

from JHCSC Tambulig and Molave Extension Services who have a

direct subject in ROTC, the participants are chosen from

different year levels and from the different departments.

Sampling Design

To determine the actual number of student-participants,

the researchers utilized the random method of choosing the

participants of the study. Out of 100 student participants,

50 are from JHCSC Tambulig and 50 were from JHCSC Molave

Extension Services.

Research Instrument

The instrument used in this study was the standardized

questionnaire checklist which was the researchers personally

administrated the questionnaire to the respondents.

Part I contained the instrument that was employed in

determining the perceptions of teachers in the implemented

Mandatory ROTC Program which is adapted from the study of

Cancino, E. C. (2009).

Data Gathering Procedure

 Before the researchers conducted the study, the

researchers secured permission through official written

requests from the school head and the teachers of J.H

Cerilles State College Tambulig and JHCSC Molave Extension

Services School. Upon the approval, the researchers then

conducted the survey and personally distributed the

questionnaire’s to target respondents of the study. After

conducting the survey, the researchers go through the

process of checking, tallying, organizing, analysing, and

interpreting the data gathered.

To determine the perceptions of the students-

participants on Mandatory ROTC Program, a five-point scale

was employed.

Scale Weight Interpretation

Continuum
5 (4.21-5.00) Very Much Favorable
4 (3.41-4.20) Much Favorable
3 (2.61-3.40) Uncertain
2 (1.81-2.60) Less Favorable
1 (1.00-1.80) Least Favorable

Statistical Technique Used

The gathered data was statistically treated using

descriptive survey in order to arrive at the correct

interpretation. Percentage, frequency counts and Weighted

Arithmetic Mean were utilized in interpreting the data with

the formulas given.

A. Percentage = No. of Participants x 100
Total no. of participants

B. WAM = ∑(FW)
N
Where:

WAM- Weighted Arithmetic Mean

∑ -Summation sign

F - Frequency

N - no. of participants

To determine the significance of the difference between

the perceptions of the two groups of participants on the

implementation of Mandatory ROTC Program, t-test was used.

t = X 1 – X2
∑d 12 +∑d 22
√( N 1 + N 2−2 )( 1
+
1
N1 N2 )
Where:

X1 = mean of the first group

X2 = mean of the second group

Part I. Profile of the Students Participants
Name:
(Optional)___________________________________________
Sex:
 Male
 Female
Age:
 18 years old and below
 17-21
 22-24
 25 years and above
Part II. Perceptions of the Students Participants on the
Mandatory ROTC Program
Instruction: Read the following statements carefully and
check the column that corresponds to your answer using the
scale below.
Rating Continuum Responses Interpretation
Scale
5 4.21-5.00 Strongly Agree Very Much Favorable
(SA)
4 3.41-4.20 Agree (A) Much Favorable
3 2.61-3.40 Undecided (U) Uncertain
2 1.81-2.40 Disagree (D) Less Favorable
1 1.00-1.80 Strongly Disagree Least Favorable
(SD)

Questionnaire Checklist

The Mandatory ROTC Program…… SA A U D SD

1. Improves my civic consciousness
and defense preparedness.
2. Enhances my active contribution to
the general welfare.
3. Trains me to become teacher of
literacy and numeracy skills to
school children, out of school youth
and other segments in need of my
service.
4. Instils patriotism and discipline.
5. Develops my camaraderie toward
others.
6. Motivates me to work hard in my
personal achievement.
7. Inculcate my sense of nationalism.
8. Advances my involvement in public
and civic affairs.
9. Mobilized me through training,
literacy and other endeavours in the
service of the nation.
10. Has no benefit at all.

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis and

interpretation of the data gathered which are organized and

topically explained to analyze the respond based from the

conducted study.

Perceptions of the Student Participants

Table 1 shown the graphical representation of the

following presented effects of ROTC program as perceived by

the student-participants.

As shown, it was clearly illustrated in the table

statement that #1, “developed my leadership skills” ranked

first with a WAM of 4.30, having gained an adjectival

equivalent of “Strongly Agree”, interpreted as “Very

Favorable” while statement #4 “improve my academic

performance”, ranked the least gaining a WAM of 3.88 with an

adjectival equivalent of “Agree” and interpreted as

“Favorable”.

The overall mean of 4.15 with the adjectival equivalent

of “Agree”, interpreted as “Favorable”, connoted a favorable

effect of ROTC Program as perceived by the student

participants.

Table 1

Effects of ROTC Program as Perceived by the Student-

Participants.

Statement WAM AE I
1. Develop my leadership skills. 4.30 SA VF
2. Develop my self-discipline. 4.29 SA VF
3. Develop myself professionally. 4.24 SA VF
4. Improve my academic performance. 3.88 A F
5. Enhance my chance for academic
4.06 A F
promotion.
6. Connect with other students and
4.15 A F
communities.
7. Improve my self-confidence. 4.18 A F
8. I was able to perform community
4.10 A F
service better.
9. I am motivated to work on my personal
4.17 A F
achievement.
10. Improved my understanding on
4.15 A F
leadership towards community involvement.
Overall Mean 4.15 A F
 Table 2

Challenges Encountered on ROTC Program as Perceived by the

Student Participants

Table 2 clearly presented the data on the challenges of

the ROTC Program as perceived by the student-participants.

It shown the highest and the lowest challenges encountered

by the student-participants while on the tactical and

academic practice of ROTC Program.

As presented, statement #10, “Less Financial Support”

ranked first with a WAM of 4.44, and an adjectival

equivalent of “Agree”, interpreted as “Very Favorable”. On

the other hand, statement #6, “I have health issues due to

training and exercise ranked last with a WAM of 3.24, and an

adjectival equivalent of “Uncertain” ranked last and

interpreted as “Undecided”.

The overall mean of 3.44 with the equivalent of

“Uncertain” interpreted as “Undecided” means that the

challenges encountered in the implementation of ROTC Program

was not an issue in the ROTC unit and it was neglected.

 Table 2

Challenges Encountered in the Implementation of ROTC Program

and How Serious They Are

Statement WAM AE I
1. Mismanagement of time 3.51 A F
2. Attending my remedial class due to 3.32 U UD

absences.
3. I have financial problem due to 3.35 U UD

ROTC requirements and contributions.

4. Difficulty in training module due 3.35 U UD

to training and exercise.

5. Go home late. 3.34 U UD
6. I have health issues due to 3.24 U UD

training and exercise.

7. I have difficulty in the policy 3.32 U UD

implementation due to lack of

knowledge.
8. Improper attendance checking 3.32 U UD
9. Inadequate training materials and 3.37 U UD

office supplies.
10. Less financial support. 4.34 U UD
Overall Mean 3.44 U D

Significant Difference Between the Perceptions of Student-

participants and their Sex

Table 3 elucidates the analysis on the significant

difference between the perceptions of the male and female

student-participants perceptions on the implementation of

ROTC Program.

As clearly indicated, the computed z-value of 0.62 is

less than the critical value of 1.96 at 0.05 level of

significance. Therefore, there is a substantial evidence to

accept the null hypothesis that there is no significant

difference on the perceptions of the participants when group

according to sex. Back-up by the study of Gozban 2015,

whether the participant are male or female, there were no

significant differences on their perceptions on ROTC if they

are grouped by sex.

Table 3

The Significant Difference between the Perception of

Participants and their Sex

Participants Mean SD Level of z-value

Significance Computed Critical
Male (n=87) 4.20 0.53
0.05 0.62 1.96
Female (n=81) 4.27 0.52

Significant Difference on Student-participants Perception

when grouped by campus

 Table 4 presented the significant difference on the

perceptions of ROTC Program when grouped by campus. The

Molave and ESU vary in the weighted mean. It is clearly

indicated that the level of agreement of the students from

Molave to ROTC program is relatively higher compared to that

of the Tambulig.

The data with the computed z-value of 0.62, with the

level of significance at 0.05 indicated the substantial

evidence to reject the null hypothesis no.2. This means that

they agreed similarly to the program’s purpose. That the

Commission on Higher Education did not fail its guiding

principles on training and developing ROTC Program.

Table 4

Significant Difference on Student-participants perception

when grouped by campus

Level z-value
Computed Critical
Participants Mean SD of Sig.
Molave (N=50) 4.38 0.99
Tambulig (N=50) 0.05 0.62 1.96
4.16 0.58
Ho2: There is no significant difference between the

perceptions of student participants on ROTC Program

 Chapter 5

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, findings,

conclusions and recommendations obtained from the study.

Summary

The aim of this study is to analyze the perceptions of

the student-participant in the implementation of ROTC

Program on J.H Cerilles State College Tambulig and Molave

ESU Zamboanga del Sur S.Y 2019-2020.

The descriptive-survey method was used in the study.

The participants were the 100 students who are enrolled in

the ROTC Program at J.H Cerilles State College Tambulig and

Molave ESU Zamboanga del Sur.

 This study looked into the perceptions of the student-

participants on ROTC Program, the challenges they had

encountered and the significant differences on their

perceptions when grouped by sex and campus.

The questionnaire-checklist was used in gathering that

data. The collected data was presented in tables. Analysed

and interpreted using frequency percentage distribution rank

and Weighted Average Mean.

Findings

1. The ROTC Program was perceived to be favorable and that

it connotes a favorable effects on ROTC Program

perceived by the student participants with the Overall

mean of 4.15

2. The participants perceived that the ROTC Program

developed their leadership skills with the overall mean

of 4.30.

3. That there is no significant difference on the

perceptions of the participants when grouped by sex.

4. That Molave student’s perception with a mean of 4.38 is

relatively higher than that of Tambulig which is 4.16.

5. That both campus have positive perceptions on the

purpose of ROTC Program.

Conclusions
 1. The participants have positive perception on ROTC

Program.

2. The participants accept the challenge of ROTC Program

and neglected its issues.

3. There is no significant difference on the perceptions

of the pupil-participants when grouped according to

sex.

4. There is a significant similarity on the perceptions of

the student-participants when grouped by campus.

5. Both campus believed on the purpose of ROTC Program.

Recommendations

1. That the school must continue improving the program

since the student participants have positive perception

on ROTC.

2. That the TAC-NCO on ROTC must encourage students to

perform better in their respective unit.

3. That equal opportunities in training and development on

ROTC Program must be fair in both sexes.

4. That the campuses must strengthen its program and

continuously assess its effectiveness.

 Appendix “A”

Republic of the Philippines

J.H. CERILLES STATE COLLEGE
DUMINGAG CAMPUS
Dumingag, Zamboanga del Sur

MARK E. PATALINGHUG
Program In-Charge BS Crim
JHCSC – Dumingag Campus
Dumingag, Zamboanga del Sur

Dear Sir:
I, the undergraduate student of J.H. Cerilles State
College- Dumingag Campus, IS working on a study titled
“PERCEPTIONS OF COLLEGE STUDENTS ON ROTC PROGRAM”, as a
requirement leading to the degree of Bachelor of Science in
Criminology.
In this matter, I humbly request permission from your
good office that I will be allowed to conduct our data
gathering on the selected students of JHCSC Tambulig and
ESU, Zamboanga del Sur.
Hoping and looking forward that this request will be
given a favorable and immediate response. Your approval
would be a great help to our study.
 Thank You!
Respectfully yours,
(Sgd.) Norberto Bana
Researcher
Noted:

(Sgd.) MRS. JUDITH AGAD

Research Adviser

Approved:

(Sgd.) MARK E. PATALINGHUG, Ph.D

Program In-Charge BSCRIM