A Quantitative Research on The Perception In Implementation of Mandatory

ROTC to Senior High School Students

A
Research
Presented to
Senior High Education
Makati High School

In Partial Fulfillment
Of the Requirements in Practical Research II
(HUMSS B)

Mr. Bonn Lester Floyd Cervantes

Teacher

Brix Bernard Panuelos

Erin Labiana
Khalil Salinas
Loverette Apable
Jecelle Quimson

Grade 12 – HUMSS B
October 2019
 Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

Reserve Officers Training Corps (ROTC) in the Philippines is one of the three

components of the National Service Training Program, the civic education and defense

preparedness program for Filipino College students. ROTC aims to provide military

education and training for students to mobilize them for national defense preparedness.

It's specific objectives include preparation of college students for service in the Armed

Forces of the Philippines in the event of an emergency and their training to become

reservist and potential commissioned officers of the AFP.

This time of year the house of representative approved on 3rd and final reading a

bill requiring a mandatory reserve officers training corps program for grades 11 and

grades 12 in public and private schools nationwide with 167 affirmatives votes, four

against, no abstention, the chamber approved House Bill 8961 or the proposed act

mandating the institutionalization, development, training, organization, and administration

of basic ROTC for senior high students around the country. Under the measure, ROTC

will be a requirement for graduation for all students in both public and private high schools.

Those physically or psychologically unfit or are part of the school’s varsity team are

exempted from mandatory ROTC training. Students who are undergoing a similar military

training or those who get an exemption from the Department of National Defense will also

exempted.
 According to President Rodrigo Duterte he argued that the program is needed for

future Filipino youth to be able to protect the country. On the other hand the younger

generation need to be exposed to the rudiments of basic soldiery no matter to help

develop and home their leadership potentials. However the Gabriela Women's Party

condemned the bill approval is lacking of substantive debates on the measure.

Before the NSTP Law of 2001 was enacted ROTC was taking over the colleges

and had no civilian welfare and literacy component. Such a program is a nest of abuse

and corruption. Hazing or the use of violence in ROTC has become norm in order to "test

the courage, fortitude, and integrity" of cadet. In fact, this hazing and corruption is the

main reason why the NSTP Law of 2001 has been enacted and ROTC has chosen the

schools. The 2001 hazing and killing of university of Santo Tomas student Mark Nelson

Chua was the particular incident that resulted in the enactment of NSTO Law of 2001.

Jepoyo (2017) said in 1992 that ROTC was first implemented and subject to the UP and

the year 1935 made it mandatory for all colleges and universities. But in 2002 it was

complete abolished because of the death of a cadet galling in the UST. It was brutal that

the cadets were killed because of its exposure to ROTC training corruption in UST, but it

was only the 17th of February in 2017 a law approved by President Duterte was

resurrecting the ROTC. The measured will grant grade XI and grade XII students to ROTC

but the presidents says, ROTC residence is unique to perform ROTC in the wake of

corruption. No hazing and sexual harassment. The armed forces of the Philippines (AFP)

also pledge to have restrictions in order to prevent RPTC'S bad happenings.

 According to the 1987 constitution of the Republic of the Philippines Article II

section XIII The state recognized the important role of youth in the development of the

country and must promote and protect their physical, moral, spiritual, intellectual, and

social welfare. It will established in the youth of patriotism and nationalism and will

encourage their participation in public and civic activities.

Researcher found that this topic was a timely, issue with SHS and also noticed

that there are many students without knowledge about ROTC, through this research the

readers would be able to read the knowledge and know the importance and imprimatur

of such programs.

Statement of the Problem

This study aims to solicit the attitude of Senior high school student in

Makati High School towards the mandatory ROTC.

Specifically it will answer the following question:

1. What is the demographic profile of the respondents in terms of:

1.1 Age

1.2 Gender

1.3 Strand?

2. What must be the physical capabilities of senior high school students who

will undergo the program of Mandatory ROTC?

 3. What must be the psychological capabilities of the Senior High School

Students who will undergo the program of Mandatory ROTC?

4. What are the extent knowledge of Senior High School Student regaining

mandatory ROTC?

5. What are the attitude of Senior High School Students in Makati High School

towards the program implementation of Mandatory ROTC?

Scope and Limitations of the Study

The study will focus on the perception of implementing of Mandatory ROTC to

Senior High students. There will be 274 student – respondents drawn from a population

of 870 students using the Slovin’s formula the population will derived from 25 sections of

grade 11 and grade 12 students that are heterogeneously grouped during the school year

2019-2020.

The main instrument that will be used to collect data in the study is the Likert Scale

of Rensis Likert, a 20 item survey questionnaire that will focus on the perception of senior

high students in implementing of mandatory ROTC. This survey will be conducted in

Makati High School Main and Annex on 19-25 of August. During vacant time of the

Researcher as well as the students-respondents. They will be give 5 to 10 minutes to

answer the survey-questionnaire that will be distributed room to room. This study will

identify the perception of the senior high school students in implementing the mandatory

ROTC program.
 However, the study disregards the actual training and the social economic status

of the students. The teachers, parent, and other school staff will also not included in the

study.

Significance of the Study

This study aims to identify the perception of senior high school students in

implementing the mandatory ROTC. The use if the study will be useful to students;

teachers; parents and future researchers.

Students. It will add and raise awareness for the senior high school students that can lead

them to be prepared on the implementation of the mandatory ROTC program.

Teachers. This study will assist them to comprehend the perception of their students

about implementing mandatory ROTC in senior high school students.

Parents. This study would help the parents as they would be aware on what ROTC is.

Future Researcher. It will provide them and attribute knowledge and learnings about the

mandatory ROTC.
Theoretical Framework

Servant Leadership
and Leadership
Theory

Authoritarian style of Seeks to build Self-Interest

Leadership Community in an
Organization

It focus on Also shares Also shares Also shares

trusting about many about many about many
community ideas in ideas in ideas in
leadership leadership leadership
theory theory theory

Reserve Officers’ Training Corps

Mobilize them Provide Preparation Become

for national military for service potential
defense education in AFP officers
preparedness

Youth having Participate in Exposure to high

access in military regular ROTC levels of civilian
training instruction mind

Mandatory ROTC in the Philippines

Senior High School Student

A Quantitative Research: Perception in

Implementation of Mandatory ROTC to
Senior High School students
 This study is anchored on the theory of Robert Greenleaf on Servant and

leadership theory. It stated that this theory tackles about authoritarian style of leadership,

access to self-interest and seeks to build community in organization. This theory is in

lined with these concepts that focus on what is Servant leadership and leadership style

is. Under these three concepts it also focuses on its four branches. It focus on trusting

community, also shares about many ideas in leadership theory, teach young men to be

leader and find solution to improve performance. These branches serves as the

components of an individual who’s taking this kind of program.

These theory is anchored to Reserve officers’ training corps or ROTC. In ROTC

program it seeks to mobilize them for national defense preparedness, provide military

education, preparation for service in AFP and become potential officers. This program is

one of the components of NSTP that an individual should comply. These components

help them to be more ready in ROTC. Under these it also tackles about youth having

access in military training, participate in regular ROTC instruction and exposure to high

levels of civilian mind. These components help an individual to have more access in

ROTC. In our country, this kind of program will be mandatory nationwide. It will be

implemented in public and private senior high schools.

Therefore the theory Servant Leadership and Leadership of Robert Greenleaf is

important in the implementation of ROTC in the Philippines. Overall the theory depends

on the perception of mandatory rotc to senior high school students on why is it

implemented nationwide.
Definition of Terms

Makati High School- the location where the research will be conducted.

Mandatory- a required order or law which is compulsory for the students.

Military Training- a requirement of the ROTC program that a student should comply.

National Service Training Program- a law that is enacted in 2001. ROTC Program is

one of its component.

Perception- observation of the senior high school students regarding the ROTC program.

Quantitative- kind of research that was used in the research.

Reserve Officer- a group of officers formed for military education in the program ROTC.

Reservists- a member or a student (cadet) in a military reserve force.

Reserve Officers’ Training Corps- one of the components of NSTP that will be

implemented nationwide.

Senior High School- public and private school in SHS will be having this kind of program.

Senior High School Students- the target respondents in conducting the research.
 CHAPTER II

REVIEW OF RELATED LITERATURE AND RELATED STUDIES

Presented in this chapter are different literatures and studies gathered from online

resources used by the researches for the effectiveness of this paper in order to have a

more accurate and sufficient study. This helped the researches to have a better

understanding and perspective about the study.

Related Literature

The Reserve Officers’ Training corps (ROTC) is one of 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).

The establishment of the Reserve Officers’ Training Corps (ROTC) primarily

focuses on its main goals: to instill the senses of nationalism and patriotism among the

youth, to prepare them for a noteworthy leadership and citizenship and outmost, to

develop leaders and militia of high-quality in the future ready to defend and stand up for

the betterment of the state and its people.

The future of morale and safety of nation lies on the shoulders of our armed forces.

It is vital even of a young age, being able-bodied for such trainings to actively engage in

our progress emancipating safety of the nation and the publics’ development as well.
ROTC in the Philippines

As a sub-field of Strategic Studies and Political Science. The study of civil-military

relations, focuses on the (Lovell, 1974)”threat posed by the military institution (the

existence of a large professional army) to the popular rule by a civilian government, and

to the individual citizen’s political and civil rights.“

The military programs model was in parallel with that of the United States of

America which started in 1867 where it was, instigated as an elective for college students.

(Changco and Santiago, 2013).

The pioneer unit of the ROTC was the University of the Philippines ROTC Unit or

the UP vanguards which was established in 1922. Followed by the founding of ROTC

units in National University, Ateneo de Manila, Liceo de Manila, and Colegio de San Juan

de Letran, Until numbers of schools nationwide adopted the military program after the

endorsement of the commonwealth Act No. 1.

As cited in Article VI, Section 35 of the commonwealth Act no. 1 or the Nationa

Defence Act of 1935, the concept of ROTC came into the using with any schools and

institutions designated by the President to maintain and establish a Reserve Officers’

Training Units, mandatory for every physically fit students to pursue a course of military

instruction designated to qualify him for a commission as a third lieutenant of Reserve

with a power to choose where would he want to render service.

During the second world war, the army reserves produce by the ROTC program

were first put into action. The ROTC cadets from the 33 colleges and universities who

have active units took part and were first seen in action during the second world war.
Cadets from different Metro Manila units took part in defense of Bataan, while in the

Visayas 45 percent of the 75th Infantry Regiment of the US Armed Forces in the far East

(USAFFE) were ROTC cadets of Silliman University.

In 1967, President Ferdinand Marcos issued Executive Order No.59, making

ROTC a mandatory course in all colleges and universities with an enrollment of at least

250 male students. A note – worthly development during this period was a program called

“Rainbow Rangers-Sunday Soldiers.” It provided an alternative to what was basically a

ceremony-centered ROTC training program. It exposed the cadets to small unit tactics,

unconventional warfare and home defense techniques.

The mandatory ROTC program was scrummed in the college level’s curriculum in

year 2002, after the reported death of a ROTC cadet Mark Wilson Chua student of Santo

Tomas, allegedly killed by this co-cadets and upper class men after exposing corruption

in the UST ROTC Corps.

Following the passage of Republic Act 1963, an act establishing the national

service training program (NSTP), unlike the ROTC, on the other hand , lets college

students to choose and complete at least one of its three components to be able to

graduate for a period of only two (2) academic semesters: Literacy Training Service

(LTS), which provides training on teaching basic reading and math: and Civic Welfare

Training Service (OWTS), which involves students in activities contributing to community

welfare, such as caring for the environment, public, safety, health, sports and

entrepreneurship, as defined in section 3 of RA 1963.

 What is needed to support the Armed Forces is a citizen army of well-trained

reserves that can make life difficult for any invader. Just as the threat of war with Japan

served as an impetus for the build up of our Armed Forces before World War II, let us

used the threats that come from bullies in the neighborhood to prepare our youth for the

defense of the homeland. It is time to restore the mandatory two-year basic ROTC

military training program that existed in the past. Whatever mistake or abuses were

committed then should not be allowed to happen again, ” Said Brig. Gen Rolando Jungco,

commander , Armed Forces of the Philippines Civil Relations Service (CRS).

Several Bills will field at the House of Representatives but none of them reached

second reading. Movements coming from the uniformed sector have been blabbing about

the reinstatement of the ROTC until President Rodrigo Duterte’s 1st State of the Nation

Address came where the mentioned his stand that ROTC must be put back into practice

and should be held mandatory for all college students.

It was then Valenzuela city congressman now senator Win Gatchalian field and

sponsored House Bill No.2338, which seeks toto make Reserve Officers Training Corps

(ROTC) mandatory to every male student in tertiary education. He said that the bill aims

to optimize the students for service through appropriate physical and mental training. He

also exposed that he was also a product of ROTC in college. “ We need to help them

develop their national spirit, and promote self-confidence and camaraderie. Our youth

should also be physically strong and alert without having to spend membership in a

gym.” Gatchalian said.

 The ROTC program according to the organization of Generals and Flag Officers,

prepares males students for national defense and trains them with leadership skills and

the basics of military service in order to produce capable Armed Forces reservists.

According to the commission of higher Education over a 10-year period from

2002-2012 the civic welfare component produced 10, 614,000 graduates followed by the

ROTC component with 1,435,000 Armed Forces Of The Philippines reservists and

literacy training with 538,700 graduates.

In speaking with some of our own students who through the college program, there

was general agreement that the civic welfare and literacy services was a good experience

for both sides. One person who attended an exclusive school said that the student in the

poor areas that he helped to read better felt more a part of the boarder community than

before. Another said that it was good feeling giving something back to the community.

One young man said that his friends thought that his joining the ROTC was a waste

of time by marching around with a wooden gun. But his final reaction was that the ROTC

component helped him learn more discipline. He had to submit an excuse letter why he

could not attend a ROTC training session. However, his letter did not follow the exact

format required and he was given a demerit.

Perhaps rather than making ROTC training mandatory in senior high school the

existing NSTP format, in could be implemented from all accounts general the NSTP has

been successful for both the student and the community. If ROTC is important, then the

government should why and how to the student. If they are old enough to be trained then

they are mature enough to make their own decision.

 In addition the ROTC program shall also aim to instill patriotism love of country,

moral and spiritual virtues, respect for human rights and adherence to the constitution.

It shall include the following program of instruction: a) service, patriotism and

nationalism developing personal discipline and leadership and encouraging creative

thinking for scientific and technological development: b) basic military training to motivate

, train, organize and utilize for national defense preparedness and civil-military operation:

and c) civil training for the student to be active participants and volunteers in the risk

reduction and management, and human and civil rights awareness and law enforcement.

The measure mandates the department of national defense (DND), the

Department of Education (DepEd), and the Technical Education and Skills Development

Authority (TESDA), in consultation with other relevant government agencies and private

stakeholders, to design and formulate the program.

Among those exempted from the ROTC program shall be; (1) those who are

physically and psychologically unfits; (2) those who have undergone or undergoing similar

military trainings and (3) the school’s varsity players.

Graduates of the ROTC program shall be eligible commissionship / lateral entry

and enlistment in the Armed Forces of the Philippines (AFP), THE Philippines National

Police (PNP), the Philippines Coast Guard (PCG), the Bureau of Jail Management and

Periology (BIMP) and the Bureau of Fire Protection (BFP).

The bill also stipulates that those undergoing Basic ROTC and those accepted in

the ROTC Advance Course shall be provided with free hospitalization in any government
hospital in case if accident or injury during the training. They shall further be given access

and privileges with any AFP commissary and Post Exchange stores nationwide.

Related Studies

Socialized Leader Development: A Phenomenological Study of the College Army

ROTC Student Perspective and Experience of Ammon Sean Campbell, The aim of this

study was to generate a greater understanding of how college Army ROTC cadets

interpret their leader experiences while developing a leader identity. A Husserlian

phenomenological philosophy was the guide in taking into account the unique descriptive

experiences of each cadet in the study. The purpose of this phenomenological qualitative

study was to examine leader development within the college Reserve Officer Training

Corps (ROTC) in order to understand from the participating cadets’ perspectives, the

leader development experience. The study focused on the following central research

question: How do participants view and interpret their collegiate Army ROTC leadership

development experience? Guiding theories for this study were Vygotsky’s sociocultural

theory (1978), Bandura’s social learning theory (1977) and Tajfel’s identity theory (1982).

Luke Pereira, “The History and Impact of Army ROTC at Suny College at

Brookport” 2003, the study gives a brief discussion on the history of the ROTC and how

it evolved in the United States. It also tackles the benefit of students in engaging in the

military course. It also shows how wide the influence of the training in the country. This

study could also give a glance on how this mandatory training or course affects the

academic status of the participants during the entire participation.

 Tayfun Sonmez, “Bidding for Army Career Specialties: Improving the ROTC

Branching Mechanism”, this study gave a reasonable solution on how to increase the

number of participants of the training corps. It tackles on modifying the merit and

incentives system so that it will encourage numbers of students and they will not doubt to

participate in the program of the institution. This study gave an emphasis on the “priority

based system” which is most effective in the said program.

Developing Leaders through High School Junior ROTC: Integrating Theory and

Practice of Robert C. Funk is a study that deals on how to develop a leadership in the

high school level. This study aims to maximize the participation of the high school student

in the leadership training dubbed as JROTC. The author viewed that it will enhance the

knowledge of the student in leadership skills, their understanding of their part as a citizen

of the country and their personal growth.

Differences in the demographic and socio-psychological profile of ROTC vs Non-

ROTC students by Josefina Jayme Card, the demographic and socio-psychological

profile of 102 high school and 754 college Army ROTC cadets was compared and

contrasted against that of their non-ROTC classmates. The ROTC students were found

to differ from their classmates in military background, academic aptitude, personal values,

attributes sought in a job, political position, bureaucratic tendencies, and other socio-

psychological characteristics. These differences grew larger with time, as progressively

older samples of cadets and non-cadets were studied. Because of the cross-sectional

nature of the present study, it was not possible to determine the extent to which these

widening differences were due to: (a) selection differences present at the moment of entry

into ROTC; (b) attrition from the ROTC group of cadets with a “deviant” profile; and/or (c)
actual changes in cadets brought about by exposure to a military career. Nevertheless,

these findings point to the possible existence of a “military personality” that is evident at

early career development stages and even among ROTC civilians supposed to provide a

“leavening” effect on the United States military.

ROTC is a familiar brand name. It is not, however, one of those brand names which

guarantee uniform ingredients in all packages bearing the brand. The ROTC is not what

it was in pre-World War II days; it is not now the same for the three services; it varies from

campus to campus; and almost certainly the future holds more change for ROTC than the

past. The present problems of the Reserve Officers Training Corps programs involve, at

their core, an ability to respond effectively to new requirements for the security of the

nation. The programs were originally designed for the preparation of reserve officers

available to lead a citizen army and navy mobilized in an emergency. They have also

come to be used as a source of temporary active duty and permanent career officers of

all three services.

Our historical analysis has shown how the ROTC programs reflected a merging of

two characteristic themes in American development: the belief that a nation could rely

upon a citizen army in time of emergency; the conviction that institutions of higher

education, particularly those which are publicly supported, owe an obligation to provide

certain services to society. Until the Second World War the programs of military training

in civilian institutions functioned almost exclusively for the preparation of college

graduates as officers for the reserve components of the armed services, to be called up

only when crisis arose. The ROTC programs have been operated to meet specific

manpower requirements of the national government. We have suggested that these

requirements are changing as the programs come to have increasing importance as a

source of active duty and career officers. The American system of higher education has

not been deliberately designed, however, to meet the manpower claims of the

government. Its purposes are as diversified as the system itself.

Leadership through ROTC: A comparison of ROTC leader development with

NCAA intercollegiate athletics and the traditional college experience by Charles B. Buntin

II, This study focuses on comparing the effectiveness of college ROTC programs, and

consequently will use a definition of leadership consistent with Army leadership training.

ADP 6-22 defines leadership in the following way: “Leadership is the process of

influencing people by providing purpose, direction, and motivation to accomplish the

mission and improve the organization.” (ADRP 6-22, 1-1).

Differences in the demographic and Sociopsychological profile of ROTC vs Non-

ROTC students By: Josefina Jayme card July 2004 The demographic and

sociopsychological profile of 102 high school and 754 college Army ROTC cadets was

compared and contrasted against that of their Non- ROTC classmates. The ROTC

students were found to differ from their classmates in military background, academic

aptitude, personal values, attributes sought in job, political position, bureaucratic

tendencies, and other socio-psychological characteristics. These differences grew larger

with time, as progressively older samples of cadets and non cadets were studied.

Because of the cross-sectional nature of the present study. It was not possible to

determine the extent to which these widening references were due to selection

differences present at the moment of entry into ROTC, attribution from the ROTC group

of cadets with a deviant profile and actual changes in cadets brought about by exposure
to a military career. Nevertheless, this findings point to the possible existence of military

personality that is evident at early career development stages and even among ROTC

civilians supposed to provide a leavening effect

Local Study about ROTC

The ROTC Scholarship Program: Towards an Enhanced National Security of

Manuel Manaligod, the Reserve Officer Training Corps (ROTC) program remains to be

the primary source of the country’s reservists by law and is conducted in state colleges

and universities and other similar institution of learning nationwide. After college students

complete the new one-year basic course, they are enlisted into the AFP Reserve Force,

ready to be called to active duty in case of national emergency and/or national

mobilization. The optional two-year Advance ROTC Course is still offered and upon

completion qualifies its graduates for reserve commission in the AFP. This study was

conducted to determine if the proposed ROTC scholarship Military Training Service

(MTS) component will produce highly trained and motivated AFP reservists who will fill

up the Reserve Force requirements, and effectively enhancing the country’s national

security.

Synthesis

The presented related literature and study help the researchers in expounding the

Perception of the Senior High School students regarding the Mandatory ROTC Program.

By examining carefully the conceptual framework, stated problems, the findings, literature

and studies presented, the researchers realized that the studies cited can be brought
together to form a meaningful reading. The foregoing literature and studies helped the

researchers in conceptualizing the present study. The findings and recommendations of

the authors and writers cited in this study served as a great information for the researchers

to make their own study.

The history of ROTC in the country showed how the program was created out of

goals that serve the betterment of the students as citizens and the heightened quality

protection that they can provide. Even though problems arose throughout its

implementation before and in the present, the fact remains that the goals of ROTC are

purely nationalistic in nature. However, the goals of other countries with ROTC are more

on the students to grasp the military skills and theory as well as raising the awareness

with defense and national security. In comparison, they are more militaristic in nature and

focus less on the benefits that ROTC can bring to the growth of a student’s sense of self

and leadership.

The perception of the students who participate in this kind of program helps to

understand how they feel regarding the activities that they did during the program. It also

tackles the behaviour of each students in conducting this kind of program, how they react

and how they show their leadership training style. Also, the literature gathered can be

used as guidance on how to improve ROTC in the Philippines for a better and more

comprehensive application that can lessen the abuse that sprout from improper

implementation of the program.

 Chapter III

Methodology

This chapter presents how the study will be conducted. It shows the research

design, research instrument, sampling, data gathering procedure, data analysis, and

statistical treatment on the data that will be gathered.

Research Design

This study will be conducted using the quantitative descriptive design. Descriptive

part of a study will involve the Senior High School students’ perception in the

implementation of Mandatory ROTC in Makati High School main and annex. This study

will use a research made survey. It will involve a description, recording analysis, and

interpretation of the data facts regarding the student-respondents.

The actual survey will be given to students-respondents during the school 2019-

2020. Researchers can determine the perception of Senior High school students

regarding the mandatory ROTC in Makati High School Main and Annex.

Sampling Technique

The respondents involve in this study are the 274 students from Gr 11 and Gr 12

both Makati High School Main and Annex drawn from a population of 870 students using

the Slovin's formula.

 This will include the academic and technical vocational and livelihood track

students of Makati High School Main and Annex.

The researchers will use Random Sampling with the help of Random Number

Table. The researcher will utilize Microsoft Excel's rand between function as a random

number generator, giving the researcher a list of 50 random numbers plotted into the

researcher's made random number table. This table is the list of names of all Gr 11 and

Gr 12 students enrolled for this school year 2019-2020. The researchers will ask for

assistance from the Senior High School Guidance Advocate for the list of students

currently enrolled in Makati High School Main and Annex.

Data Gathering Procedure

First phase, the researches will utilize a survey questionnaires that will be used in

conducting a research and in order to perform this the researchers will take advantage to

visits the students both in MHS Main and Annex I to gather their insights about the

Physical and Psychological Capabilities their extent knowledge also their attitude about

the implementation of Mandatory ROTC in the Senior High School Students.

Second phase, the researchers will prepare letters to experts for validation or

evaluation of the crafted research questionnaire and a letter of permission in conducting

the research which the researchers explain what the research is all about, why and how

is it going to be done. Attached to the letters of intent is the questionnaire for the student-

respondents.
 Third phase, the researchers will conduct the distribution of the survey-

questionnaire to the Senior High School Students locating at the Makati High School Main

and Annex I on September 23 and 25 after class since this will be the free time of the

researches and will seek for a permit to the officer-in-charge to allow the researches and

will seek for a permit to the office- in-charge to allow the researchers and the student-

respondents to stay in to avoid the disruption of classes.

There will be prepared Google forms for a fast, efficient, and effective conduct of

the survey. The researchers will divide the group in order to distribute the survey-

questionnaire to every section and will take only for about 10minutes in utilizing the

survey.
 CHAPTER IV

PRESENTATION, ANALYSIS, INTERPRETATION OF DATA

This chapter presents the data and their corresponding analysis and interpretation.

I. Demographic Information

A. Distribution of the respondents by age

The researcher enquired on the age of the respondents and the findings are

presented on the Table 1.

Table 1. Profile of the Respondents in terms of Age

Age Frequency Percentage

16 32 11.69 %
17 99 36.14 %
18 114 41.60 %
19 19 6.93 %
20 6 2.19 %
21 3 1.09 %
23 1 0.36 %
Total 274 100 %

From the findings, the study established that the majority (41.60 %) of the

respondents were 18 years of age, 36.14 % were aged 17, 11.69 % were aged 16, 6.93%

were aged 19, 2.19 % were aged 20, 1.09 % were aged 21 and 0.36 % aged 23.
B. Distribution of respondents by gender

The researcher enquired on the gender of the respondents and the findings are

presented on the Table 2.

Table 2. Profile of the Respondents in terms of Gender

Gender Frequency Percentage

Male 146 53.28 %
Female 128 46.72 %
Total 274 100 %

About the gender of the respondents, it is evident that the majority are male shown

by 53.28 % while female were 46. 72%.

C. Distribution of respondents by Strand

The researcher probe on the gender of the respondents and the findings are

presented on the Table 3.

Table 3. Profile of the Respondents in terms of Strand

Strand Frequency Percentage

STEM 20 7.30 %
ABM 45 16.42 %
HUMSS 43 15.69 %
Arts and Design 24 8.76 %
TVL 142 51.83 %
Total 274 100 %

It has been observed in Table 3 that the most number of respondents belong to

the group of Technical Vocational and Livelihood (TVL) with a percentage of 51.82%.
II. Perception in Implementation of Mandatory ROTC to Senior High School

Students

Table 4. Physical Capabilities

Indicators Indicators
Indicators Mean Verbal Interpretation Mean Verbal Mean Verbal
Interpretation Interpretation
1. Students must have different combat style in training 3.48 Agree
2. Students must pass the laboratory examination 3.41 Agree
3. Students must have healthy body 3.54 Strongly Agree
4. Students vital statistics must be examine 3.47 Agree
5. Students must be ready in training 3.48 Agree
6. Students must have durable resistance 3.47 Agree
7. Students must be ready with physical changes after the 3.44 Agree
training
8. Students must be ready with body clock changes 3.44 Agree
9. Students must follow exercise routines 3.50 Strongly Agree
10. Students must ready their body in training even it’s 3.37 Agree
rain or shine
Total Weighted Mean 3.46 Agree
Legend: 3.50- 4.00 Strongly Agree; 2.50- 3.49 Agree; 1.50- 2.49 Disagree; 1.00- 1.49 Strongly Disagree

Table 4 presents the Physical Capabilities. It has been observed that the highest

mean is 3.54 with an indicator of “Students must have healthy body” with a verbal

interpretation of Strongly Agree. The indicator number 10 “Students must ready their body

in training even it’s rain or shine.” got the lowest mean with 3.37 and a verbal interpretation

of Agree. The total weighted mean of Physical Capabilities is 3.46 resulting an Agree in

verbal interpretation.

This is supported by Luke Pereira (2003) in his study wherein the research

has shown that there is a significant effect of having a healthy body in engaging in a

military course. While contrary to indicator Number 10, Pereira concluded that there is a
wide influence of understanding that even it’s rain or shine in having training, participants

should analyse the benefits of it.

Table 5. Psychological Capabilities

Indicators Indicators
Indicators Mean Verbal Interpretation Mean Verbal Mean Verbal
Interpretation Interpretation
11. Students must have a healthy mind set 3.54 Strongly Agree
12. Students must obey orders 3.46 Agree
13. Students must have self-discipline 3.53 Strongly Agree
14. Students must have patience 3.47 Agree
15. Students must not be short-tempered 3.41 Agree
16. Students must be friendly 3.50 Strongly Agree
17. Students must have communication with others 3.49 Agree
18. Students must be open-minded 3.47 Agree
19. Students must have no mental issues 3.46 Agree
20. Students must think positively 3.55 Strongly Agree
Total Weighted Mean 3.49 Agree
Legend: 3.50- 4.00 Strongly Agree; 2.50- 3.49 Agree; 1.50- 2.49 Disagree; 1.00- 1.49 Strongly Disagree

Table 5 presents the Psychological Capabilities. It has been observed that the

highest mean is 3.55 with an indicator of “Students must think positively” with a verbal

interpretation of Strongly Agree. The indicator number 15 “Students must not be short-

tempered” got the lowest mean with 3.41 and a verbal interpretation of Agree. The total

weighted mean of Psychological Capabilities is 3.49 resulting an Agree in verbal

interpretation.

This is supported by Ammon Sean Campbell (2000) in his study has shown how

leaders and participants should socialized with each other and also to develop a leader

identity. Also to understand the participating cadets’ perspectives and the leader

development experience.
 Table 7. Extent Knowledge

Indicators Indicators
Indicators Mean Verbal Interpretation Mean Verbal Mean Verbal
Interpretation Interpretation
21. Students are required to have extensive training 3.28 Agree
22. Students think it is only a waste of time 3.01 Agree
23. Students think it will only teach them to be a patriot 3.09 Agree
24. Students think that it is only about hazing 2.96 Agree
25. Students experiencing severe illness 3.06 Agree
26. Students think that it is only about discipline 3.17 Agree
27. Students will train to utilize for national defense 3.31 Agree
28. Students who failed will be out of the program 3.07 Agree
29. Students experiencing hazing and abuse in the 3.07 Agree
program
30. Students in training will turn them into a cadet 3.23 Agree
Total Weighted Mean 3.13 Agree
Legend: 3.50- 4.00 Strongly Agree; 2.50- 3.49 Agree; 1.50- 2.49 Disagree; 1.00- 1.49 Strongly Disagree

Table 7 presents the Extent Knowledge. It has been observed that the highest

mean is 3.31 with an indicator of “Students will train to utilize for national defense” with a

verbal interpretation of Agree. The indicator number 24 “Students think that it is only about

hazing” got the lowest mean with 2.96 and a verbal interpretation of Agree. The total

weighted mean of Psychological Capabilities is 3.13 resulting an Agree in verbal

interpretation.

This is supported by Manuel Manaligod (2013) in his study has shown how

Reserve Officers have the requirements to utilize for national defense. Also it is for

enhancing the country’s national security.

 Table 8. Attitude

Indicators Indicators
Indicators Mean Verbal Interpretation Mean Verbal Mean Verbal
Interpretation Interpretation
31. Students give more attention to ROTC compared to 3.14 Agree
their academics
32. ROTC is a tiring and hard for the student to passed 3.22 Agree
33. Students are afraid of the violent cases in ROTC 3.26 Agree
program
34. ROTC demands a lot of time especially weekends 3.18 Agree
35. Students demands to have the right to make choices 3.35 Agree
36. Students felt humiliated in front of many students by 3.15 Agree
their superiors
37. Students facing financially challenge 3.23 Agree
38. Students don’t want to attend ROTC program to focus 3.29 Agree
on their studies
39. Students feel bored when they hear ROTC program 3.17 Agree
40. Students just want to sleep instead of attending ROTC 3.29 Agree
Total Weighted Mean 3.23 Agree
Legend: 3.50- 4.00 Strongly Agree; 2.50- 3.49 Agree; 1.50- 2.49 Disagree; 1.00- 1.49 Strongly Disagree

Table 8 presents the Attitude. It has been observed that the highest mean is 3.35

with an indicator of “Students demands to have the right to make choices” with a verbal

interpretation of Agree. The indicator number 31 “Students give more attention to ROTC

compared to their academics” got the lowest mean with 3.14 and a verbal interpretation

of Agree. The total weighted mean of Psychological Capabilities is 3.23 resulting an Agree

in verbal interpretation.

This is supported by Josefina Jayme (2004) in her study has shown how ROTC

students were found to differ from their classmates in military background, academic

aptitude, personal values, attributes sought in job, political position, bureaucratic

tendencies, attitude and other socio-psychological characteristics.

 CHAPTER V

SUMMARY OF THE FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This Chapter presents the summary of findings, conclusion, and recommendation

based on the interpretation of data gathered and supported by the research instrument

and statistical treatment.

Summary

This study conducted to determine the Perception in Implementation Of Mandatory

ROTC to Senior High School Students. Specifically, it had two major purposes such as:

1) Profile of the Respondents in terms of Age, Gender and Strand 2) The Physical and

Psychological Capabilities of the students and also their Extent Knowledge and Attitude

regarding the ROTC Program. The study made use quantitative research method wherein

274 Grades 11 and 12 students served as the respondents to answer the researcher-

made questionnaire.

Summary of Findings

Based on the sequence of the statement of the problem, the summary of the

findings are as follows:

1. Profile of the Respondents.

1.1 Age

Based on the data collected, the most number of the students belong

to an age bracket of 18 years old with a percentage of 41.60 %.

 1.2 Gender

The largest group of respondents are male with a percentage of

53.28%.

1.3 Strand

Majority of the respondents are from the Technical Vocational and

Livelihood (TVL) with a percentage of 51.83 %.

1. What must be the physical capabilities of Senior High School students who will

undergo the program of Mandatory ROTC?

One of the factor that is found in Physical Capabilities of the students based

on the collected data in the survey are the bodies of the student. It has been

observed that the highest mean in Physical Capabilities is 3.54 with an indicator of

“Students must have healthy body.” with a verbal interpretation of Strongly Agree.

That is supported by Luke Pereira (2003) in his study wherein the research

has shown that there is a significant effect of having a healthy body in engaging in

a military course. There are also have durable resistance, follow exercise routines,

ready with body clock changes of the students supported by the computed mean

presented which has a verbal interpretation of Agree.

2. What must be psychological capabilities of the Senior High School students who

will undergo the program of Mandatory ROTC?

One of the factor that is found in Psychological Capabilities of the students

based on the collected data in the survey is the positive thinking of the student. It

has been observed that the highest mean in Psychological Capabilities is 3.55 with

an indicator of “Students must think positively.” with a verbal interpretation of

Strongly Agree.

That is supported by Ammon Sean Campbell (2000) in his study has shown

how leaders and participants should socialized with each other and also to develop

a leader identity. There are also have to be open-minded, be friendly, have

patience and have self-discipline of students supported by the computed mean

presented which has a verbal interpretation of Agree.

3. What are the extent knowledge of Senior High School students regarding

Mandatory ROTC?

One of the factor that is found in Extent Knowledge of the students based

on the collected data in the survey is the knowledge of the student. It has been

observed that the highest mean in Extent Knowledge is 3.31 with an indicator of

“Students will train to utilize for national defense.” with a verbal interpretation of

Agree.

That is supported by Manuel Manaligod (2013) in his study has shown how

Reserve Officers have the requirements to utilize for national defense. Also it is for

enhancing the country’s national security.

 4. What are the attitude of Senior High School students in Makati High School

towards the program Implementation of Mandatory ROTC?

One of the factor that is found in Attitude of the students based on the

collected data in the survey is the behaviour of the student. It has been observed

that the highest mean in Attitude is 3.35 with an indicator of “Students demands to

have the right to make choices.” with a verbal interpretation of Agree.

That is supported by Josefina Jayme (2004) in her study has shown how

ROTC students were found to differ from their classmates in military background,

academic aptitude, personal values, attributes sought in job, political position,

bureaucratic tendencies, attitude and other socio-psychological characteristics.

Conclusion

Based on the findings, it can be inferred that the Perception in Implementation of

Mandatory ROTC to Senior High School Students has a direct impact. It was confirmed

that the Physical and Psychological Capabilities, Extent Knowledge and Attitude helped

the researchers to know the perception of the students regarding the Mandatory ROTC

Program. The use of questionnaire has been the basis for revealing the factors of

depression.
Recommendations

Since the Perception in Implementation of Mandatory ROTC to Senior High School

Students is determined, it is recommended that:

1) The Physical Education Teachers, MAPEH Department and CAT Officers of Makati

High School should conduct seminars for the students’ knowledge about Mandatory

ROTC Program that could meet both academic credit standards and training

requirements.

2) Together with the Guidance Counselors, Subject teachers and Advisers of every

student should help and participate regarding the Implementation of the Mandatory ROTC

it is also to help the students develop a sense of patriotism and nationalism among the

people.

3) The whole school institution should develop rules and regulations on Mandatory ROTC

Program.
References

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