COTABATO CITY STATE POLYTECHNIC COLLEGE-

LABORATORY SENIOR HIGH SCHOOL

Millennial Students Attitude in Civic Engagement: An Investigative Study

A Research Proposal

Submitted in a part Fulfillment of

The Requirements in Practical Research 2

(Quantitative Research)

S.Y. 2017-2018

Researchers:
Fairon Noh
Mairah Pendaliday
Alikhan Tago
Muhammad Umair Sarangani
 Chapter 1
Background and its Problem
Introduction

The Millennial Generation, those currently between the ages of 18 and 29, is

approximately 50 million strong and growing in size. There are many much history

written about this generation. Millennials are largely responsible for being the instrument

of pushing the boundaries of a new idea, method in businesses, governments, and

communities; we have only begun to see this generation’s impact on our society.

Millennials are the digital age. Technology and social media are a part of their DNA.

They are more tolerant, educated and racially and ethnically diverse than any previous

generation. Due to their place in time, they also face the possibility of experiencing a

lower standard of living than their parents. Civic is defined as the “responsibility of a

citizen”. Civic responsibility can include participation in government, church volunteers

and membership of voluntary associations.

In his study of the quality and quantity of Civic engagement among Americans in

Bowling Alone (2002), Robert Putnam stated an alarming truth about youth’s apparent

disconnection from their communities. In comparing young people to older age in a

group of individual having a statistical factor, Putnam claimed “It is as though the post-

war generations were exposed to some anti-civic X-ray that permanently and increasing

in possible on making them less likely to attach and communicate with the community”

(Putnam,2000).

(Koliba,2004) agrees, stating that the era of responsible citizenship may becoming

to an end. Although most would agree that we, as a society, need to develop more
engaged citizens who actively exercise their democratic rights and responsibilities, we

have a less agreement regarding who should be responsible for this significant task.

Recent scholars conclude that responsibility for the development of a culture of

engagement lies on the shoulders of educational institutions and the people who bring

them to life.

Young adults of today are always being seen as separated from civic behaviors.

Often describe to as politically unmotivated, uneducated, and uninterested, it is feared

that they will not get the habits of character that is important to live responsibly in a free

society because they grow up without an understanding of the benefits, honor, and

duties of citizenship (Damon, 2011). The Center for Information & Research on Civic

Learning & Engagement (CIRCLE) emphasizes that the voices of young people are

needed for Accountability democracy. The expression of their views, whether through

voting or other modes of engagement, is important to ensure the welfare of our society

in the future” (Flanagan, Levine,& Settersten, 2009)

According to a Social Weather Station (SWS) survey, the millennials and youth

acknowledge economic matters, crime, and governance as the country’s main

problems. However, despite the fact that they acknowledged the severity of these

problems, most of them respond with either helplessness or not having much interest

when asked what they can do to help solve them. This is reflected in the youth’s

behavior towards involvement and participation in organizations and activities.

According to SWS, Filipinos are not joiners. Only one of eight Filipino youth are involved

in religious or recreational organizations and only one oft of ten youth organizations.
Furthermore, the Filipino youth was found to have unexpectedly high incidences of

involvement in illegal activities such as illegal drug use, criminality, and illicit sex.

Theoretical and Conceptual Framework

The Theory of Role Taking( Robert Selman 1976) is relevant to civic engagement

because it takes social cognitive Perspective(Selman et.al) additionally, this theory has

been the basis for exploring measures of psychosocial maturity to be used to evaluate

character education programs (Schulz, Selman, & LaRusso, 2003).Perspective taking is

a key concept in this theory and in civic engagement. A coordinated understanding of

the different perspectives (of individuals, groups, or even society as a whole) is

important for young people when they participate in processes such as interpersonal

negotiation. This was clear from Selman’s early work (1976, 1980) and is even more

explicit in his recent book (2003). Being civically or politically active inevitably involves

interacting with others who take different positions on issues and resolving conflicts that

may result. The third and fourth levels of the development of perspective discussed by

Selman (1976, 1980, 2003) are especially relevant to civic engagement. As

development advances to these levels, adolescents have the ability to view their own

thoughts, feelings, and behavior from the other’s perspective. They also recognize that

others can do the same. Finally, adolescents can also “distinguish between one’s own

point of view and a more generalized perspective that might be taken by an ‘average’

member of the group” (Muuss, 1982, p. 516).

Theory of Motivational Change (Pearce&Larson,2006) utilized interviews and a

grounded theory approach to address the need for theory in understanding the

motivation behind youth participation in and commitment to civic action. Their work
focuses on linking profiles of organizations with experiences of youth that promote youth

participation (such as peer interaction and leader support). The theory, developed

primarily from qualitative data, stresses that participation in youth programs fosters

feelings of self-reliance and responsibility and gives adolescents the opportunity to

exercise individual choice and fulfill clearly stated expectations (Larson, Pearce,

Sullivan, & Jarrett, 2007; et al., 2009).In some of their studies, the researchers found

evidence for a three-stage engagement process. First, the youth have to be present in

the setting, whether it is required or of their own volition. Second, they need to feel a

personal connection to the organization’s mission, and third, the activities in which they

participate need to generate intrinsic motivation. This approach to theory development

suggests ways to operationalize different aspects of civic action involved in youth

participation in organizations and programs as well as providing information to guide the

development of a set of constructs to be included in assessments. Theoretically based

empirical research can then be used to revise and more fully develop the theory.

The Toward a Theory of Civic Engagement (Jerzy Hauptmann,2005) was adopted

because it explains and emphasizes the central point of civic engagement. Civic

engagement is a rational goal-centered activity, sharing responsibility for its actions and

concentrating on its results and consequences. Civic engagement is an individual non-

violent voluntary action, generally within an organizational framework, but possibly also

an individual pursuit. Civic engagement emphasizes the interrelationships of all its

activity areas, since effect in any of them may influence others as well. Civic

engagement has to place its activities in the global framework, since all its activities may

have global effects and consequences. Civic engagement expects organizations,

including the academy, to be models in its administration and activities, which assigns a

special function to the academy’s teaching concerns. Civic engagement recognizes the

existence of value frameworks, in which organization and individuals operate. This

framework may provide motivations and an understanding of vocation for individuals

affected.

Attitude of Millennial
Students

Public
Private

Donated to
Volunteered
Charity

Attended to Helped
Civic Stranger on
Meeting

Our framework highlights social influence as described by Verba, et al. (1995),

and specifically the publicity or privacy of civic engagement. Because people are aware

that their engagement work has impact — both positive and negative —

publicity/privacy is an important dimension to consider. In this framework public and

private are distinguished as “how do you see individual” versus what is share or done,

that may affect the interest of the quality or state to which we add, the degree to which

an action is capable of being observed. Accordingly, public modes of engagement are

defined here as those conducted in the company of others that are similarly engaged.

Examples include volunteering in various capacities, and attending in a civic meeting.

Private engagement, by contrast, is conducted on an individual basis in the private

sphere, and includes such activities as donating to charity, helping strangers, and

assisting neighbors. By definition, forms of public engagement are much more capable

of being affected to social influence — not to mention government view — than private

engagement, which often not being remembered by officials due to its smaller scale.

Statement of the Problem

This study aims to investigate the attitude of Millennial students in Civic Engagement in

Cotabato City. Specifically this study aims to answer the following questions:

1. What is the attitude of Millennials students in Civic Engagement?

2. To what extent is the level of Civic Engagement of Millennial Students?

3. Is the attitude of Millennial Students significantly related to their Civic Engagement?

Hypothesis

The attitude of Millennial students is not significantly related to their Civic Engagement.

Scope and Delimitation

The study will be focusing on attitude and posture of millennials students studying at

Cotabato City State Polytechnic College (CCSPC) towards civic engagement. This

study is limited to the information gathered through survey questionnaires and reliable

sources such as published and unpublished books, and online materials.

 The respondents for this study should be a millennial student from CCSPC between

the ages 18 to 29. This study will also considers student's information that has an effect

to civic engagement such as their gender, age, year and home location. Each of the

respondents will be given same questionnaire to answer. And this study focuses on the

current students of the present school year 2017-2018.

Significance of the study

This study will explore how Millennial students in Cotabato City view civic engagement

as well as their involvement and motivations for each. The results of this study could be

significant or beneficial specifically to the following:

Students. This study will provide students with some knowledge about Millennials and

their civic engagement. The study will give a realization to the students of how important

is being civically engaged as a person. At the end of this study, students would know

why millennials and their civic engagement have been a problem.

Parents. The parents will learn more about the millennials attitude from this study

specifically through given data. Also at the end of this research, parents could tell their

children why being civically engage is important and could motivate them to be one.

Future Researchers. The ideas provided in this study may be used as reference data

in conducting new research. This study will also serve as their cross-reference that will

give them a background or an overview on the attitude of Millennial students towards

civic engagement.
Definition of terms

The key terms used in this study have been defined in various ways in the literature.

Thus, definitions have been provided to afford the reader a conceptual understanding of

their use throughout this study:

Millennials- refers to individual that was born between 1983 and 2000.

Millennial Students – refers to individual that has the largest and most diverse

Generation to ever attend college unlike the past generation.

Attitude –refers to settled way of thinking or feeling about someone or something,

typically one that is reflected in a person's behavior.

Civic Engagement – refers to people that are morally and civically responsible individual

recognizes himself or herself as a member society, considers social problems to be at

least partly his or her own.

 Chapter 2

Literature Review

The following is a review of the relevant literature that is designed to give a

more complete look at the millennial generation, identify stereotypes, and how

millennials carriage on civic activities.

Civic engagement

A study by Flanagan, 2004; Marzana, et al., 2012; Youniss et al., 2002).

conclude that Civic engagement have been often concerned and a way for young

people to get involved and have a role as members of a community, in addition on their

own self-interest and being committed to the well-being of some larger group of which

they are members. This idea and concept is supported based on testing or experience

on data showing connections and continuities between participation in community

services during youth and civic engagement in adulthood (e.g., Youniss, McLellan &

Yates, 1997)

According to study by Andolina, Jenkins, Keeter, & Zukin, 2002 Millennials

have identified a number or collection of reason for volunteering or becoming active in

their communities. These have included practical idea or opinion in their activities, such

as: to meet school requirements; hopes of getting higher grades in a particular class;

improving their chances of getting into college; or as an entry to a desired job (Andolina,

Jenkins, Keeter, & Zukin, 2002). Motivations can also be the result of more practical

conditions, such as a need to develop job contacts and enhance existing skills. In

geographic areas where employment opportunities are limited, voluntary activities can
offer a valuable alternative to paid employment (Clary, Snyder, & Ridge, 1992;

Independent Sector, 2001).

Wilkinson, 1991; Luloff & Swanson, 1995 stated that, activeness in the

community is facilitated by youth participation in community-based groups. Interaction

between social groups promotes awareness of needs and helps identify volunteer

opportunities (Wilkinson, 1991; Luloff & Swanson, 1995). Overall, a variety of

motivations are present that shape civic behavior. Included are traditional factors but

also the extent to which people interact with each other. Despite the influences and

motivations, important obstacles exist those inhibit, and often discourage, community

activeness among youth. Among the leading obstacles going on the research, not being

taken seriously, not being asked, and not being assigned or having an identifiable role

are consistently noted in the research literature (Independent Sector, 2001). Felix

(2003) identified other challenges to youth involvement in communities, including a lack

of communication and awareness of opportunities, turf issues among organizations

competing for youth participants, youth fears of speaking out, lack of diversity, and

adultism or the systematic mistreatment of young people simply because of their age.

A study by Putnam (2000) stated that opportunities for adolescent

participation in civic or community organizations may come as part of the school

curriculum. The rising importance of service learning as a part of the social studies

curriculum has often been seen as a means to achieving adolescent participation in

activities to establish the skills necessary for later civic engagement.

Conover et al., 2002 Stated that different rates of participation in civic

engagement and political discussion by gender, race and socioeconomic status are
frequently the center of attention in both political science and education research. These

three factors were considered for this study because evidence of such differences

would imply both a failing in the democratic theory of equality and educational

opportunities established to support this equality (Conover et al., 2002).

Sherrod et al., 2002). Verba, Schlozman, and Brady (1995) agreed that

political participation has been widely regarded as a central and foundational element

of civic engagement for example stated that “democracy is unthinkable without the

ability of citizens to participate freely in the governing process” .Political participation

has been mostly interpreted as electoral participation (i.e. voting), but also keeping

informed about electoral issues, participating in political discussions, and being active in

political campaigns (e.g., Krampen, 2000, Obradovic & Masten, 2007; Walker, 2002)

According to study by Eckstein,Noack, & Gniewosz, 2012; Mitra & Serriere,

(2012) agreed that one particularly important developmental transition period for civic

development is during early adolescence – generally between the end of elementary

school and the beginning of high school, between the ages of 10-14 years old. During

this period of early adolescence, there is often an onset of more complex thinking skills

including abstract thinking, perspective taking, and moral identity development (Piaget,

1964; Hart, Atkins,& Ford, 1999).

Attitude of Millennials

According to study by Shawn M. Griffiths in Campaign(2013) Millennial

generation came of age at one of the worst economic times in U.S history. They are

often described as narcissistic, lazy, and entitled. As stated in AP-GfK poll, adults
under 30 oversee volunteering as important more likely than their parents did at the

same age. In other civic activities like views on jury, duty and voting, Millennials lag

behind their parents so it cannot be said about their willingness to give back.

A study by Ryan Scott (2016) Over 75,000 people surveyed, 2016 report,

picture some early clues about how the Millennials are reacting to the presidential race

and what their attitudes say about their good motivations. The results were Millennials

are most into education, healthcare and economy. When they are asked how much they

agree with this statement - “I am an activist (a person who behaves intentionally to bring

about political or social change)” Millennials somewhat believe they are activists.

Further, majority of millennials have little or no trust to the government that they will do

what is right.

Synthesis

Millennials are characterized as a narcissistic, lazy, and Entitled (Shawn

M.2013) Griffiths, 2013). While According to (Kiesa,2007) are more active to a

community activities than the generation preexist before them. Activity is a way for

youth to get involved and have a role in the community.(Marzana et al, 2012). Practical

Assessments of their activities, such as: to meet school requirements; hopes of getting

higher grades in a particular class; improving their chances of getting into college or as

an entry to desire job (Andolina et al,2002). According to (Putnam,2000) Participation in

civic or community organizations is a part of school curriculum. the importance of

service learning as a part of the social studies curriculum means to achieve adolescent

participation in activities to establish the skills necessary for later civic engagement. And

the different rates of participation in civic engagement and political discussion by

gender, race of socioeconomic status are frequently the center of attention in both

political science and education research (Conover, 2002). For (Wilkinson et al, 1991)is

a variety of motivations are present that shape civic behavior. Included are traditional

Factors but also the extent to which people interact to each other.

Challenges to youth involvement in communities, including lack of

communication and awareness of opportunities. Turf issues among organizations

competing for youth participants, youth fears of speaking out, lack of diversity, and

adultism or systematic mistreatment of young people simply because of their age (Felix,

2003). During the Early Adolescence- generally between the ages of 10-14 years old,

more complex thinking skills, including abstract thinking, perspective taking, and moral

identity development (Eckstein, 2012). Millennials behavior may change by various

demographic, Millennials most interested in education, healthcare, and the economy

and According to (Sherrod, 2002) Democracy is unthinkable without the ability of

citizens to participate freely in the governing process, Also majority of Millennials

doesn’t have trust to the government will do what’s right.

References:

Arne Ducan (2012). Advancing Civic Learning and Engagement to Democracy. In

Martha K., A Road Map and Call to Action. Washington D.C: U.S Department of

Education.

Andolina, M. J. (2002). Serching for the meaning of youth civic engagement. In

Applied Developmental Science (pp. 189-195). United States.

Boggiano, A. K., Main, D. S., & Katz, P. A. (1988). Children’s preference for

challenge: The role of perceived competence and control. Journal of Personality and

Social Psychology, 54,134–141

Dugan J.P.,& Kornives,S.R. (2007). Developing Leadership Capacity in College

Students: Finding from National Study. College Park. M.D. National Clearinghouse for

Leadership Programs.

Eckstein, N. &., & Mitra & Serriere, 2. (2010). Black Early Adolescent Critical

Analysis of System Bias & Individual Responsibility in Community & School. In S. A.

Ginwright, Black Youth Rising: Activism and Radical Healing in Urban America (p. 179).

America: Teachers College Press, 2010

Galston, W. (2001). Annual Review of Political of Political Science . In A. A. Kiesa,

Political Knowledge, Political Engagement, and Civic Education (pp. 217-234).

University of Maryland School of Public Affairs.

 Griffiths, S. (2008). Confidence in Media Dismal as Networks Sacrifice Accuracy

for Ratings. In U. G. John Gorham Palfrey, Born Digital: Understanding the First

Generation of Digital Natives (p. 557). New York: Basic Books

Gehlbach, H. (2004). "Social perspective taking: A facilitating aptitude for conflict

resolution, historical empathy, and social studies achievement". Theory and Research in

Social Education. 32 ( pp39–55.)

Jerry W. Robinson, J. G. (2011). Introduction to Community Development. In J.

G. Jerry W. Robinson, Introduction to Community Development: Theory, Practice, and

Service-Learning (p. 315). Los Angeles, London, New Delhi, Singapore and Washington

D.C.: Sage Publication Inc.

Johnson, D.W. (1975). "Cooperativeness and social perspective taking". Journal

of Personality and Social Psychology. 31 (pp: 241–244)

LS, A. (2010). Sampling 'Hard to Reach' Population in Qualitative Research. The

Case of Incarcerated Youth Qualitative Social Work , 536.

Moser, C. &. (1971). Survey methods in social investigation. . New York: Basic

Books.

Orlowski, P. L. (2007). A study of College Student Political Engagement. In

Millennials Talks Politics. The Center for Information and Research on Civic Learning

and Engagement.

Putnam, R. D. (2000). Bowling Alone. In R. Putnam, The Collapse and Revival

of American Community. New York: Simon & Schuster

Sherrod et al., 2. V. (2002). Civic Volunterism in American Politics. In L. R. Sherrod,

Youth Activism: An International Encyclopedia, Volume 1 (pp. 4-8). Greenwood

Publishing.

Strauss, H. N. (2009). Millenials Rising: The Next Generation. In K. Alazzi, Youth

Perceptions and Conceptions of Citizenship (pp. 197- 212). Jordan: New York Vintage

Books.

Wilkinson, & Swanson, L. &. (2011). Introduction to Community Development:

Theory and Practice. In J. .-2. Jerry W. Robinson, Theory, Practice, and Community

Development (p. 224 pages). London: Sage.

Zukin, C. K. (2006). A New Engagement? Political Participation, Civic Life. In C.

K. Zukin, The future of Religion on American Politics (p. 253). New York: New

York:Oxford University Press.

 Chapter 3

Methodology

This chapter carries the Methodology that will describe and discuss how

the researchers will gather data and information that will be use in the entire

study. It contains Research Design, Locale of the Study, Respondents of the

study, Sampling Technique, Instrument of the study, Validation of Instrument,

Data gathering procedure, Statistical treatment of data and Data Analysis.

Research Design

This study is designed as quantitative research to analyze and represent

relationships between the variables in mathematically through statistical analysis. The

study will use the Descriptive survey design to support the framework of the study. A

descriptive survey tries to show the range and distribution of some social

characteristics, such as education or training, occupation, and location, and to find out

how these characteristics may be related to certain behavior patterns or attitudes.

(Moser and Kalton 1971)

Locale of the study

This study will be conduct in Cotabato City State Polytechnic College (CCSPC)

with a total student population of ____. CCSPC is a public college in the Philippines

specifically, in Cotabato City that offers many degree programs like agriculture,

fisheries, forestry, engineering and industrial technologies and many more. Due to

lacking of time for research, the researchers have chosen the school because it is

nearer to them and it will be easy for them to visit.

Respondents of the study

The respondents will be the students of Cotabato City State Polytechnic College

(CCSPC) with a total population of _______ students. The researchers will select

students ages between 18 to 29, as they belong to the scope of millennials. Moreover,

these students degree is excluded in the selection.

The researchers will use the Slovin's Formula to determine the sample size needed

from the population of CCSPC students.

Slovin’s formula:

n= N/(1+Ne^2 )

Where:

n = sample size

N = population size

e = error

Sampling Technique

The researchers will use the Convenience sampling to be easier for researchers

to conduct a survey. This sampling is a non-probability technique wherein the

researchers will be getting participants typically wherever they are available or

convenient. Due to high population of the school, it will take much time for the

researchers to get a list of all the members.

Convenience sampling method is a set of techniques in which the researchers will

select respondents for the study by convenience. Due to their proximity, availability,

accessibility or other way that researchers decides. (Abrams,2010)

Instrument of the study

For this study, a survey questionnaire instrument will be used to reach the main

objectives of the study. The questionnaire that will be given to the students wants to

make the millennials more active and participative to the civic activities.

The questionnaire was designed to where the respondents may able to answer it

easily. Thus, the questionnaire is structured as Rating scale question in which

respondents can select multiple choices to answer. In the survey questionnaire, the

respondents will put some of their personal information such as their age, gender, year

level, and home location. The questionnaire contains a total of 10 questions that is

related to the statement of the problem.

Validation of Instrument

To prove the reliability of the instrument, researchers will do a test-retest method.

To validate the instrument for the data collection, the researchers will give the

questionnaire to the rxpert. In the next stage of validation, corrections and suggestions

coming from the expert will be included.

Data Gathering Procedure

The researchers will personally visit Cotabato City State Polytechnic College

(CCSPC) and went to their administration office to get permission to be able to conduct
a survey to the chosen respondents which is the students. And then, they will proceed

on searching for students who's available. The respondents could be a student who’s

sitting in the park, canteen, Gym or even in their classrooms if they don’t have class.

The researchers will greet first the student before asking for his/her permission. After

that, the researchers will thank them for cooperating. The survey will be done using a

survey questionnaire. The results will be used for the conclusion and recommendation

of the study.

Statistical Treatment of Data

After collecting the data needed, the researchers will tabulate and analyze the

gathered data with the help of statistical tools. Attitude of ‘millennial students’ will be

determined by using Mean, Standard Deviation and also frequency.

Pearson correlation coefficient will be applied with 0.5 level of significance to distinguish

if there’s a correlation between the independent and dependent variable.

Data Analysis

The data will be analyzed quantitatively. Quantitative data analysis may contain

the calculation of frequencies of variables and differences between variables.

Measuring and counting attributes is involved.

This study will use the Microsoft excel and the Statistical package for the Social

sciences to have organized way to present and analyze the result and data gathered.

The results will be presented using tabulations, graphs, percentages of the different

views.