ILIGAN MEDICAL CENTER COLLEGE

CHAPTER 1

THE PROBLEM AND ITS SCOPE

Rationale

As mandated in the Commission on Higher Education (CHED), to be able to finish a degree,

all students of any baccalaureate degree course or at least two-year technical – vocational

courses in public and private educational institutions shall be required to complete one of

the National Service Training Program components (Civic Welfare Training Service, Reserve

Officers’ Training Corps and Literary Training Service) as requisite for graduation. Based on

the observation from their mentors in Civic Welfare Training Service (CWTS), some students

do not give importance to the community extensions laid out by the subject; they are just

being plain participants in any community building efforts. Little did they know that through

enrolling in National Service Training Program (NSTP) they will be closer to the community,

as they witness for themselves the real situation and problems that occurs in the community

they are exposed to. The experiences will enable them to realize and appreciate their roles

on the improvement of the lives of others.

Moreover, the National Service Training Program (NSTP) is a program that aims to

enhance the civic consciousness and defense preparedness in the youth. The program

component Civic Welfare Training Service (CWTS) under the National Service Training

Program (NSTP) will provide activities contributory to the general welfare and the

betterment of life for the members of the community and the enhancement of its facilities.

They can at least provide service to the members in the partner community they are

immersing.
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In relation to that, as stated in the Handbook on National Service Training Program

under NSTP Director, Garganera (2014) Commonwealth Act. No. 1 otherwise known as

“National Defense Act” was signed into law on December 21, 1935 and became the first legal

basis of National Defense Training among students. Section 35 of the said Act provides for

the establishment and maintenance or Reserve Officers’ Training Corps (ROTC) Units in such

colleges and universities. Also, the Presidential Decree 1706 otherwise known as “National

Service Law" was issued on August 8, 1980 to modify the program concerning national

defense training of students. As provided for thereof, “the citizens of our nation need to be

motivated, trained, developed, organized, mobilized and utilized in regard to their

responsibilities as citizens particularly their commitment to civic welfare, their respect for

the law and lawfully constituted authorities, and the fulfillment of their military and civil

obligations.”

Additionally, the law did not see full implementation of Batas Pambansa Bilang 232,

also called the Education Act of 1982, which reiterates that it is the duty and responsibility of

students to “participate actively in civic affairs and be involved in the promotion of the

general welfare particularly in the social, economic, and cultural development of the

community and in the attainment of a just compassionate and orderly society.” This law,

together with PD 1706, is the precursor of the expanded ROTC programs. With the

ratification of the Philippine Constitution of 1987, a stronger legal basis for non-traditional

Reserve Officers’ Training Corps (ROTC) program was born. Article II, Section 4 of the

fundamental law states that “the prime duties of the Government are to serve and protect

the people. The Government may call upon the people to defend the state and, in the
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fulfillment therefore, all citizens may be required, under conditions provided by law, military

or civil service.” (Onganiza, 2014)

Moreover, the Philippine Constitution, under its State Policies, recognizes the vital

role of the youth in nation building and encourages their involvement in public and civic

affairs. Section 13, Article II is clear, to wit: “The State recognizes the vital role of the youth in

nation-building and shall promote and protect their physical, moral, spiritual, intellectual and

social well-being. It shall inculcate in the youth patriotism and nationalism, and encourage

their involvement in public and civic affairs.” Indeed, the youth, particularly those who are in

school, constitute rich reservoir of productive manpower. Recognizing their vital role in

shaping the country’s destiny, the constitution lends it support to the promotion of general

welfare (ACIP, 2007).

The main purpose of this study will be to determine the students’ awareness of the

importance of National Service Training Program (NSTP). Specifically, this aimed to identify

the impact of National Service Training Program to the education of the students at Iligan

Medical Center College, school year 2019-2020 and to the civic involvement taking the

subject.

This study was conducted at Iligan Medical Center College (IMCC), located at San

Miguel Village, Pala-o, Iligan City to the freshmen students of the College of Medical

Technology, College of Nursing and Midwifery, College of Criminology, College of Radiologic

Technology, College of Arts and Science, College of Education, College of Business

Administration, College of Computer Studies, and College of Hotel and Restaurant

Management Tourism taking the subject Civic Welfare Training Service (CWTS) under the

program component of National Service Training Program (NSTP). The researchers

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developed this study for they believed that the National Service Training Program was not

just a prerequisite subject to pass but contributes to the education of the students as well as

their participation within their community. Considering the fact that the researchers are

credible for this study for they had already taken and completed this subject.

Theoretical Framework

The researchers anchored theories that support the present study. These theories

are: The Role Theory of Biddle (1986), The Theory of Service-Learning of Morton and Troppe

(1996) and The Theory of Student Involvement of Astin (1985).

The Role Theory of Biddle (1986) proposes that human behavior is guided by

expectations held both by the individual and by other people. The expectations correspond

to different roles individuals perform or enact in their daily lives. Individuals generally have

and manage many roles. Roles consist of a set of rules or norms that function as plans or

blueprints to guide behavior. Roles specify what goals should be pursued, what tasks must

be accomplished and what performances are required in a given scenario or situation.

In lining up and relating this to the present study, this theory emphasizes that

behavior was based on the enactment of roles. Thus, each person in a society has their own

social roles. By fulfilling their roles in the society, they also engage themselves with other

people through socialization process in which they learn, shape their attitudes, their values

and behaviors.

In one hand, Morton and Troppe (1996) posits that “Service learning is a form of

experiential education, deeply rooted in cognitive and developmental psychology, pragmatic

philosophy and democratic theory. It shares a common intellectual history with

organizational development and participatory action research. Service learning has no

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singular or simple definition. It is informed by a range of intellectual traditions and values

systems, many of which seem to contradict or compete with one another”. As a form of

experiential education service learning is distinguished from among other forms of service by

its intention to benefit equally the provider and the recipient of the services as well as the

assurance of equal focus on both the service being provided and the learning that occurs as a

result.

Furthermore, the relevance of this study to Morton and Troppe’s Service-Learning

Theory begins that experience is the foundation for learning. People tend to learn and

understand more if they have actually experienced it and community services are employed

as the experiential basis for learning. Students engaged themselves in different community

services where community serves as the venue of their concrete experience. This theory

helped the students to develop an awareness of the importance of learning together with

concrete experience through community services.

On the other hand, Astin’s Theory of Student Involvement (1985) explains how

desirable outcome for institutions of higher education are viewed in relation to how students

change and develop in result to being involved co-curricularly. The core concepts of the

theory are composed of three elements. The first, a student’s “inputs” such as their

demographics, their background and any previous experiences. The second is the student’s

“environment” which accounts for all of the experiences a student would have during

college. Lastly, there are “outcomes” which cover a student’s characteristics, knowledge,

attitudes, beliefs and values that exist after a student has graduated college. Kuh and Pike

(2005) have continued to study this correlation with similar results. Student involvement in

co-curricular activities such as student organizations, leadership positions and activity in

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campus residence halls has a positive aspects of co-curricular involvement, universities have

been encouraging students to become involved.

This theory emphasizes that student involvement in co-curricular activities helped the

students in applying what they learned and the retention of what they learned. It can benefit

the students because it will contribute to their academic performance and at the same time,

to the programs they were involved with.

Hence, community plays a vital role in the lives of the students. The school and the

community will promote good interest of all by joining forces in pursuing mutually beneficial

and productive activities. Such interrelationships will be characterized by reciprocity and

genuine sharing of responsibilities, thus, ensuring the attainment of educational objectives

which will be attained in the National Service Training Program (NSTP). Additionally, learning

something becomes meaningful if it is supported by such evidences and studies to

confidently showcase to the society how certain things can be in its gigantic form,

considering those theories mentioned earlier can positively help to promote positive results

and for the betterment of every students.

Conceptual Framework

The National Service Training Program (NSTP) is a civic education and defense

preparedness program students instituted by the Government of the Philippines. This study

focuses on the impact to education of the National Service Training Program and civic

involvement to the students.

Independent Dependent
Variables Variables
National Service Output
Training Program
(NSTP)
1. Civic Welfare 1. Impact to
Training Service Education
(CWTS) 2. Civic Orientation
1.1 Service Training Involvement Program
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Figure A. Schematic Diagram of the Study

The Figure A as the schematic diagram shows the illustrations of the interplay of the

independent and dependent variables, and the output of the study. First, the independent

variables include the National Service Training Program (NSTP) having the program

component of Civic Welfare Training Service (CWTS) that has four sub-variables that will

determine the impact of National Service Training Program (NSTP) in the program

component of Civic Welfare Training Service (CWTS) to the respondents’ education and to

their civic involvement. Second, the dependent variable include the main focus which is the

impact to education of the National Service Training Program (NSTP) to the freshmen

students and to their civic involvement. Lastly, the output centers to the enhancement

program that will be conducted based on the results from the study. The variables are in the

boxes that signify distinct features from each other and the presence of the arrows pointing

in the same direction indicates the flow of the study that is interconnected to each other.

Statement of the Problem

This study was intended to determine the impact of National Service Training Program

(NSTP) to the education of the students in Iligan Medical Center College and to their civic

involvement. Specifically, this study sought to answer these following questions:

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1. What are the impacts of National Service Training Program - Civic Welfare Training

Service to education in terms of:

1.1 service training;

1.2 community extensions; and

1.3 community immersions?

2. What is the impacts of National Service Training Program - Civic Welfare Training

Service to education?

3. What is the civic involvement of National Service Training Program - Civic Welfare

Training Service?

4. Is there a significant relationship between National Service Training Program - Civic

Welfare Training Service to impact to education?

5. Is there a significant relationship between National Service Training Program - Civic

Welfare Training Service to civic involvement?

6. What orientation program can be design base from the results of this study?

Hypotheses

Hypotheses in null forms were formulated and tested empirically at 0.05 level of

significance.

H01: There is no significant relationship between National Service Training Program –

Civic Welfare Training Service to influence the impact to education.

H02: There is no significant relationship between National Service Training Program –

Civic Welfare Training Service to civic involvement.

Scope and Limitations of the Study

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This study concentrated on the impact of National Service Training Program (NSTP)

under the program component of Civic Welfare Training Service (CWTS) to the education of

students and their civic involvement at Iligan Medical Center College. It tackled the

importance of National Service Training Program (NSTP) which was measured through

interview with the respondents, specifically, the first year college students taking the

subject. The time frame of the study was the first and second semester of the school year

2019-2020.

Significance of the Study

The school and its community in collaboration with public and private institutions and

organizations are indeed inseparable if they are to create an impact to the lives of the

students and members of the community they are committed to serve. The students who

were enrolled in National Service Training Program (NSTP) will be involved in the adopted

community along with the identified strategies. So, this study will be of great beneficial to

the students, teachers, school administrators, community, and to the future researchers.

Community. This study will help to the improvement of the community. In addition,

this study can serve as a good key of achieving interconnectedness from students to the

different people in the community.

School Administrators. The result of this study would serve as a basis for curriculum

development and improvement as well as in managing the education of the school.

Teachers. This study will encourage the teacher to pursue and keep up his good work

in teaching and facilitating his students for he can see the good outcome in the actions from

his students.
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Students. The findings of this study will give satisfaction to the students as they can

see good results of their community extensions. Through this study, the students can

exercise the values of kindness, cleanliness and being responsible with themselves as well as

with the people and the community around them.

Future researchers. This study can serve as a guide and reference for the other

researchers who would be interested in studying this topic and will serve as baseline

information in the conduct of future similar studies.

Definition of Terms Used

To understand the study more, the following terms are defined conceptually and/or

operationally based on how they are used in the study:

Civic Involvement. In this study, it was defined as the engagement of the students

under the National Service Training Program to their partner community.

Civic Welfare Training Service (CWTS). In this study, it refers to the program

component of National Service Training Program and activities contributory to the general

welfare and the betterment of life for the members of the community.

Community Extensions. In this study, it relates to the activities conducted by the

program component Civic Welfare Training Service that benefited the community.

Community Immersions. In this study, it applies to the respondents’ community

services wherein they immersed and live with the family in their partner community.

Influence to Civic Consciousness. In this study, it pertains to the influence of National

Service Training Program to student’s knowledge upon serving the community.

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Influence to Civic Involvement. In this study, it refers to the influence of National

Service Training Program to the community engagements of the students enrolled in this

subject.

National Service Training Program (NSTP). In this study, it appertains to the program

that aims at enhancing civic consciousness and defense preparedness in the youth.

Orientation Program. In this study, it refers to a program that will train and give

more information about the National Service Training Program to the respondents.

Service Training. In this study, it appertains to the general overview about the

National Service Training Program and training in serving the partner community.