Manuscript For Defense With Appendices FINAL

CBSUA – SIPOCOT 2022
CHAPTER 1
Introduction
Training is the foundation of development and the primary ingredient to be
an effective and efficient person. People need training to enhance their
talents and skills and to gain knowledge as well. Through trainings, individual
determines their strength and weaknesses. This is great help in order to
become a good leader.
Reserve Officers Training Corps (ROTC) is a group of college and
University based officer training programs for training commissioned officers
of the United States Armed Forces. 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. The
conduct of this training program is embodied under the provisions of RA 9163
and RA 7077 and the following regulations shall be implemented to all
students enrolled in the Military Science Training to produce quality enlisted
and officer reservists for the AFP Reserve Force. It will have established in
the youth of patriotism and nationalism and will encourage their participation
in public and civic activities. 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, it is tasked to train and develop college students in the
rudiments of Military service in order to produce capable armed forces of the
1
Philippines reservists. ROTC aims to provide military education and training
for students to mobilize them for national defense preparedness. Its 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. ROTC
used to be mandatory but later become optional and voluntary for college
students following the signing of the Republic Act (RA) 9163 or the national
Service Training program (NSTP). However, ROTC as a pre-requisite for
graduation was rescinded.
On December, 2019, the Philippine President Rodrigo `ROA` Duterte
renews push for mandatory 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.
The ongoing COVID 19 pandemic has affected ROTC programs at higher
education institutions across the country in unique ways. Other ROTC cadets
are having to train while donning masks and other cadets have had to move
intense, high contract training zoom in an effort to curb the spread of the
coronavirus. In an effort to continue combating the virus, some higher
education institutions have completed training and courses virtually.
Researcher found that this topic was a timely, issue with the
implementation of ROTC during the pandemic and the researcher wants to
evaluate the responses of the respondents on the level and factors of
2
implementation of ROTC program during pandemic to determine the
alternative plan to cope up with the situation.
Statement of the Problem
The researchers aimed to identify the level of implementation of ROTC
program during pandemic. This study answered the following questions:
1. What are the level of implementation of ROTC program during pandemic,
in terms of; military orientation and combat training?
2. What are the factors affecting the level of implementation of ROTC
program during pandemic, in terms of; learning environment and
assessment?
3. Is there a significant difference on the responses of the respondents on
the level and factors of implementation of ROTC program during
pandemic?
Objective of the Study
The researchers aimed to determine the Level of Implementation of ROTC
program during pandemic. The specific objectives of the study are:
1. To determine the level of implementation of ROTC program during
Pandemic, in terms of; military orientation and combat training
2. To determine the factors affecting the level of implementation of ROTC
program during pandemic in terms of; a. learning environment and b.
assessment
3
3. To evaluate the significant difference on the responses of the respondents
on the level and factors of implementation of ROTC program during
pandemic?
Assumption
This study assumed that;
1. The level of implementation of ROTC program during pandemic in
terms of; a. military orientation and b. combat training varies.
2. The factors affecting the ROTC program during pandemic, in terms
of; a. learning environment and b. assessment also varies.
3. The significant difference on the responses of the respondents on
the level and factors of implementation of ROTC program during
pandemic also varies.
Hypothesis
This study was guided by the hypothesis, there is no significant difference
on the responses of the respondents on the level and factors of
implementation of ROTC program during pandemic.
Scope of Delimitation
This study was focused on the level of implementation of ROTC program
during pandemic. It was conducted at the CBSUA- Sipocot. It covered the BS-
Criminology student`s (2nd year) who were officially enrolled at the year of
2020-2021 and it includes the three (3) ROTC instructor of CBSUA-Sipocot
4
campus. Instructors and students are the respondents of this study. There
were fifteen (15) respondents per section (2 nd year) Criminology and three (3)
ROTC instructors, a total of (123) respondents on this study. Key
questionnaire was distributed to respondents who answered the various
indicators through google forms.
Significance of the Study
The result of this study “Level of Implementation of ROTC program during
Pandemic”, benefits the following individuals and institutions;
Department of Science and Tactics – This study helps the department of
Science and tactics to identify the knowledge of the ROTC students and the
implementation of the program to the existing school to provide programs that
helps to improve the things where the students are lacking.
ROTC Instructor- This study helps the ROTC Instructors in determining their
weaknesses in their field of teaching and may improve their tactics,
techniques strategies in imparting their knowledge to the students and be
efficient as well.
Criminology Student- This study helps to prepare and develop students
technical and leadership skills for position in the armed force. Providing
training that prepares students for leadership roles as commissioned officer
and to know the important of ROTC as to the field or course they have
chosen.
5
Future Researcher - This study provides baseline information on matter
related to their studies.
Definition of Terms
The following terms related to the research are defined operationally for
the better understanding.
ROTC Program. Department of Defense (2022) stated that the Reserve
Officers’ Training Corps (ROTC) is a college program offered at more than 1,
700 colleges and universities across the United States that prepares young
adults to become officers in the U.S. military.
In this study, this term refers to the military-endorsed program set within
university settings to provide leader development programming for future
military officers.
Level of Implementation. Ehrens, (2015) stated that it is the carrying out,
execution, or practice of a plan, a method, or any design, idea, model,
specification, standards or policy for doing something. It is the action that
must follow any preliminary thinking in order for something to actually happen.
In this study, this term refers to the measure of implementation of
the ROTC Program during the time of pandemic.
Pandemic. Honigsbaun, (2009) stated that it is commonly taken to refer to a
widespread epidemic contagious disease throughout the whole of a country
or one or more continents at the same time (Honigsbaun, 2009).
6
In this study, it refers to the disease that affects the implementation of
ROTC Program.
Military Orientation. Based from the Army ROTC, Pasquerilla Center, it is a
comprehensive training event focused on preparing new students for success
in ROTC.
It refers to the indicators in the study identifying the level of
Military Training. It is a process which intends to establish and improve the
capabilities of military personnel in their respective roles. (Wikipedia)
It develops college student’s skills and physical ability for the rudiments of
Military service as requirement of the ROTC program that a student should
comply.
Learning Environment. It refers to the diverse physical locations, contexts,
and cultures in which students learn. (Education reforms journal)
It creates a total environment for learning that optimizes the ability of
students to learn.
Assessment. The process of defining, selecting, designing, collecting,
analyzing, and using information to increase students’ development.
(Westminster College)
It is the evaluation of skills and ability of the students.
7
Military Courtesy and Discipline. Acts of politeness, civility and respect.
Code of conduct. It is a state of order and obedience existing within a
command. (Alipar, R., 2013)
Another indicators in the study identifying the level of implementation of
ROTC program during pandemic.
Military Justice. Vshakmadze (2018), stated that it is a distinct legal system
that applies to members of the armed forces. It is to preserve discipline and
good order in the armed forces and ensure its operational effectiveness.
In this study, it refers to the body of laws and procedures governing
members of the armed forces. An indicator in the study identifying the level of
Combat Training. According to Goarmy, it is known as “boot camp”, an
introduction to army service and where you will learn the traditions, tactics
and methods of becoming a soldier.
In this study, it refers to an indicator in the study identifying the level of
8
Reference Notes
NAVY RESERVE OFFICER TRAINING CORPS
Military Science –1 (MS-1)
https://www.officialgazette.gov.ph/constitutions/the-1987-constitution-of-the-
republic-of-the-philippines/the-1987-constitution-of-the-republic-of-the-
philippines-article
Reserve Officers Training Corps, 2018. Retrieved from
https://artsandculture.google.com/entity/reserve-officers-training-corps/
m0w633pc?hl=en
Carlos, R. (2019). “Duterte renews push for mandatory ROTC”. Retrieved
from https://www.pna.gov.ph/articles/1089271. February 7, 2022.
Padilla, (2020). “Assessing the Impact of covid-19 on ROTC Programs”.
Retrieved from
https://www.diverseeducation.com/covid-19/article/15108145/assessing-the-
impact-of-covid-19-on-rotc-programs
ROTC Program. Retrieved from https://www.todaysmilitary.com/education-
training/rotc-programs. April 22, 2022.
9
Vashakmadze, M. (2010). “Understanding Military Justice: A practice notes”.
Retrieved from
www.dcaf.ch/sites/default/files/publications/documents/Milit.Justice_Guideboo
k. April 23, 2022.
CHAPTER II
Review of Related Literature
Military Leadership
McDermott, (2011) focused on the individual after becoming a leader,
rather than the developmental process of becoming a leader, a process which
is associated with that of leadership learning through social interactive
experiences defined by concepts of formal and informal learning.
According to the ROTC Benefits, (2019) the specific skills you receive in
army ROTC will include things like leadership development, military skills and
adventure training. This will take place both in the classroom and in the field,
but you will have a normal daily schedule like all college students. Army
ROTC has two phases: Basic Course and Advanced Course.
Military science module 1 stated that
the smartness with which the officer or soldier gives the salute is held to
indicate the degree of pride he has in his military responsibilities. This
customs and courtesies are key for a cohesive relationship in the armed
10
forces. The hand salute is more than a simple greeting. It’s a symbol of
respect, honor and integrity.
Military Science Intelligence of Watson, B. where he stated that
intelligence needs are defined in a similar manner; often called information
requirements, they are those items of information concerning the enemy and
his environment that must be collected and processed in order to meet the
intelligence needs of the military commander. The study both supports the
practicing of collecting information of battle, enemies for military operation.
University Cycle of Geography Lab where it stated that map reading skills
become very important in military operations. Military strategists use maps to
locate opposing forces, plan operations, and to coordinate logistics. When an
operation is planned, the directions must be precise in terms of time and
location.
The Introduction to Land Navigation where it stated that to accomplish
your mission, you must be in the right place at the right time. Being in the right
place requires you to navigate well. Knowing how to read a map is one thing
—knowing how to use a map to navigate requires that you understand how to
use azimuths, elevation, and map distance.
Col. Detoyato (2019) in his statement that basic weapons training on AFP-
issued firearms will be conducted to ROTC cadets. From small arms like
M1911 .45-caliber pistol, M-16 rifle to (the) 105mm howitzer cannons
depending on the unit that handles the school department of Citizens Military
11
Training to motivate, train, organize, and utilize for national defense
preparedness or civil-military operations.
Military science module 1 where it stated that the smartness with which
the officer or soldier gives the salute is held to indicate the degree of pride he
has in his military responsibilities. This customs and courtesies are key for a
cohesive relationship in the armed forces. The hand salute is more than a
simple greeting. It’s a symbol of respect, honor and integrity. It will link to
Rakoff, F. (2020) in his COVID-19 and Military Law that there are legal issues
to take account of when this kind of lightning strikes. Senior commander has
issued general orders in response to the pandemic and have made it clear
that they are punitive in nature that is, that violations may be punished under
article 92 (1) of the UCMJ.
Decker (1961) in his Military leadership where he stated that the element
of effective leadership must be present in order for command and
management to attain maximum potential. The proper application of
leadership principles and techniques t command and management will
provide the necessary force and influence to apply maximum effort in striving
toward attaining its common goal.
Military science module 1 where it stated that the military intelligence plays
a very significant role in the conduct of war. It plays on important role during
times of peace because military planners must have to contend with the
preparation of plans and policies for contingencies based on sound
intelligence.
12
Universe Cycle of Geography Lab where it stated that map reading skills
become very important in military operations. Military strategists use maps to
locate opposing forces, plan operations, and to coordinate logistics. When an
operation is planned, the directions must be precise in terms of time and
location.
DEPED Orders 1994, that the government may call upon the people to
defend the State and, in the fulfillment thereof, all citizens may be required,
under conditions provided by law, to render personal military or civil service.
Section 38 and 39 of R.A. No. 7077 provide that military training for students
enrolled in colleges, universities and similar institutions of learning is
mandatory. These institutions shall establish and maintain Reserve Officers
Training Corps (ROTC) units as the Secretary of National Defense may
approve, which shall conduct military training for the students for the purpose
of producing enlisted and officer reservists.
The Introduction to Land Navigation it stated that to accomplish your
mission, you must be in the right place at the right time. Being in the right
place requires you to navigate well. Knowing how to read a map is one thing
—knowing how to use a map to navigate requires that you understand how to
use azimuths, elevation, and map distance.
Hampton, K. Poor Internet Connection Leaves Rural Students Behind
where he stated that low internet connections or limited access from homes in
rural areas can contribute to students falling behind academically. Students
without Internet access and those who depend on a cell phone for their only
13
access are half a grade point below those with fast access. This gap has
ripple effects that may last an entire life.
Pandemic
Edgar Schein, (2013) a social psychologist, noted that as individuals, we
greatly underestimate the powerful collective influence that others transmit to
us via culture. He noted that we both share and learn culture at different
levels. He used the term level to refer to the “degree to which the cultural
phenomenon is visible to the observer” (Schein, 1992, p.16). According to his
view, levels are present in each social interaction and directly influence the
formation of emerging leaders. Within his work, he discussed the importance
of artifacts, espoused values and basic underlying assumptions (Schein,
1992) in culture, and shared how leaders serve as purveyors of such cultural
levels.
The Yale College, (2020) Implementation of ROTC during pandemic as
the initial military training Squadron Commander noted, the new format
brought new challenges but nevertheless allowed cadets to be successful in
their training in leadership development. Cadets were asked to complete one
of eight suggested work outs each week, plus a work out of their own
choosing. These suggested the work outs included varied combinations of
running, upper body, and abdominal exercises. Cadets held each other
accountable by recording the completion of these exercises in a shared
google spread sheet.
14
Perspectives on Socialization
When individuals enter a new group, they begin an adaptation process
based upon socialization in order to successfully integrate and fully participate
in the organization.
Grusec and Davidov, (2010) postulated that social relationships have
important implications. This idea clarifies the principle that individuals are not
conditioned by a single source, but that other group members, values, and
experiences all play a part in shaping cultural socialization.
Wang, et al., (2014) states that due to their participation in the stages of
team-building known as forming, storming, norming, and performing, stages
developed by Tuckman (1965) in the sixties. Young adults that have
participated in sports teams not only gain the physical benefits of an active
lifestyle, but they also gain experience in overcoming setbacks, working with
others, and motivating themselves. Thus, integration is based upon
involvement and consists of both social norms and technical skills.
Erikson’s (1968) work focused on eight critical stages within life; of these
stages, the fifth stage, identity and repudiation in adolescence, provides
insights on what may influence ROTC participants because of their effort to
find their true identities through campus activities, friends, religious groups, or
other engagements within the campus community Miller, (2010). This factor
complicates the challenge of understanding cultural socialization in an
15
organization that exists to develop leaders, such as the collegiate ROTC
program.
Dornbusch (1955) conducted a study at the Coast Guard Academy, in
which he reflected on how he was assimilated into the common culture by
describing both the formal institutionalization and the informal experiences of
new cadets.
Henshaw (2003) focused his efforts on a case study of the cultural
influences new cadets experienced during their first phase of education at the
United State Military Academy.
Implementation of ROTC Program
The military mindset disposition was a precursor to military service or the
intended outcome of military indoctrination training programs is less important
than the shared belief that such a mindset is necessary for success in the
military. In an effort to evaluate this belief, Goertzel and Hengst (1971)
conducted a research study examining the attitudes of ROTC cadets at the
University of Oregon. The study evaluated the concept of a predisposition in
relation to military service; and despite its limitations as a singular evaluation,
they found differences in opinions of cadets. They also compared cadet
opinions to the campus at large, concluding that further research was needed
to “establish the extent to which differences in attitudes which may be
attributed to training in different settings persist after cadets are integrated
into the armed forces” (Goetzel & Hengst, 1971, p. 266).
16
The common contemporary view of undergraduate leadership
development is based on the concept that “leadership in common terms [is] a
process in which all individuals have the capability of developing” (Eich, 2008,
p. 176) and is not dependent on personal background or a position of power.
This view aligns well with the college ROTC model, in which recruitment is
based upon participant self-selection with the premise that leadership is a skill
“which any soldier should be able to perform regardless of the situation or
context” (Sookermany, 2012, p.584), a skill which can be trained and
improved upon through consistent practice and application.
Campbell (2017) in his Socialized Leader Development study stated that
the increased knowledge derived from the cadet experience will contribute to
the ability of ROTC departments to attend to their students and in his
research study stated that it may use to better understand the needs
associated with this subculture population.
Devesa R. et al (2005) in his Assessment of the Philippine
Counterinsurgency Operational Methodology that military efforts to neutralize
the insurgents fall short on their own targets. There is a greater need for the
military to intensify intelligence and combat operations to effectively reduce
insurgency strength and incapacitate its politico-military building capability.
Which was essentially in implementing the countert insurgency in ROTC
program during pandemic.
The DEPED Orders (1994) stated that the government may call upon the
people to defend the State and, in the fulfillment thereof, all citizens may be
17
required, under conditions provided by law, to render personal military or civil
service. Section 38 and 39 of R.A. No. 7077 provide that military training for
students enrolled in colleges, universities and similar institutions of learning is
Training Corps (ROTC) units as the Secretary of National Defense may
approve, which shall conduct military training for the students for the purpose
of producing enlisted and officer reservists.
Col. Detoyato on 2019 in his statement that basic weapons training on
AFP-issued firearms will be conducted to ROTC cadets. From small arms like
M1911 .45-caliber pistol, M-16 rifle to (the) 105mm howitzer cannons
University of Missouri (2019), the Army Cadet Battalion Commander
Shade Bullock said some students are inspiring others to exercise and
maintain their physical training requirements by uploading videos of them at-
home workouts to make sure that cadets are staying motivated.
Hampton, K. Poor Internet Connection Leaves Rural Students Behind
where he stated that low internet connections or limited access from homes in
rural areas can contribute to students falling behind academically. Students
without Internet access and those who depend on a cell phone for their only
access are half a grade point below those with fast access. This gap has
18
Jaradat, S. & Aljouni A, 2021 at Jordanian educational setting where
online classes were recently established as the mode of instructional delivery
as a result of the COVID-19 pandemic. Previously, online classes had not
been part of the regular programs in Jordanian public schools and
universities, but several universities and schools offered e-learning tools,
such as the learning management systems (LMSs) of Moodle, Blackboard,
Edunation, and Darsak,
Synthesis
With the above mention studies, the level of implementation of Reserve
Officer Training Corps during pandemic is widely studied to improve students
understanding about this topic.
The study of The Yale College, (2020), were found similar in the present
study because it cited the new format of implementing ROTC Program during
pandemic brought new challenges but nevertheless allowed cadets to be
successful in their training in leadership development. The study of
Dornbusch (1955) is similar to the study because it reflected on how it was
assimilated into the common culture by describing both the formal
institutionalization and the informal experiences of new cadets.
The study of McDermott, (2011), differ from the present study because it
cited that leadership is associated with learning through social interactive
experiences defined by concepts of formal and informal learning. The study of
ROTC Benefits, (2019) differ from the present study for it cited that leadership
19
development, military skills and adventure training will take place both in the
classroom and in the field, but you will have a normal daily schedule like all
college students. The study of Edgar Schein, (2013) differ from the study
since the researcher study focuses on the implementation of ROTC Program
during pandemic through virtual platforms. The study of Grusec and Davidov,
(2010) differ from the present study because the idea clarifies the principle
that individuals are not conditioned by a single source, but that other group
members, values, and experiences all play a part in shaping cultural
socialization. The study of Erikson’s (1968), differs from the present study
because it focused on what may influence ROTC participants because of their
effort to find their true identities through campus activities, friends, religious
groups, or other engagements within the campus community. The study of
Henshaw (2003), differs from the present study because it focused on the
cultural influences new cadets experienced during their first phase of
education at the United State Military Academy. The study of Goertzel and
Hengst (1971), differs from the present study since it cited to establish the
extent to which differences in attitudes which may be attributed to training in
different settings persist after cadets are integrated into the armed forces. The
study of Sookermany, 2012, differ from the study because the researchers
study focused on the application of skills in the implementation of ROTC
Program during pandemic.
Therefore, the present study was said to be unique since this was the only
study that determine the level of implementation of Reserve Officer Training
20
Corps during pandemic. This study proposed recommendations in order to
improve the application of skills of the students on the implementation of the
program.
Theoretical Framework
This section presented some of the theories gathered from various
sources which support the idea on Level of Implementation of ROTC Program
During Pandemic. It is based on the following theories.
Vygotsky, (1978) in his Sociocultural Theory believed that internalized
learning was through social context and included scaffolding (Bodrova &
Leong, 2007). Vygotsky well known for his theory of social constructivism,
describes learning and development as dependent on context and
socialization. Leader development is a constructivism process based on
social learning because it involves the transmission of culture through
language, real world situations and learner interaction and collaboration
(Ozer, 2004). This includes modeling and mentoring between established
and emerging leaders. In time participants develop their own leadership style
and identity after a period of modeling others and receiving guidance from
fellow leaders. He stated that “cultural development appears twice: first, on
the social level, and later, on the individual level” (Vygotsky, 1978, p.5)
Bandura, A. (1977) concluded in his Social Learning Theory that after
individuals have developed the capacity to learn through observation, others
cannot stop them from processing what that have witnessed (Bandura, 1977).
21
The skill of observational learning is not relegated merely to simple tasks, but
is also used by individuals to adopt such cultural cues as values and beliefs.
Despite the foundational principle that the environment exerts influence, one
of Bandura’s (1977) key concepts that Miller (2011) further illuminates is the
feature of choice. The ROTC learning model is based on experiential
learning.
Watson, J. (2021) in his Behavioral Learning Theory states that people
learn through their interactions with their environment. Basically, it assumes
that learners react and behave based on the associations between stimuli
and responses. Positive reinforcement plays a vital role in this training theory.
This study was related to the researchers’ study showing that the having
an interaction with the environment plays a big role in learnings of the student
same with the trainings which includes physical activities and environmental
adjustments.
Sociocultural Theory Social Learning Theory

(Vygotsky, 1978) (Albert Bandura, 1977)
22
Level of Implementation of
ROTC Program During
Pandemic
Behavioral Learning
Theory
(Watson, 2021)
Figure 1. Theoretical Framework
Conceptual Framework
The conceptual framework of this study follows the three approaches, the
input, process and output.
The input incudes the level of implementation of ROTC program during
pandemic in terms of military orientation and combat training and the
factors affecting the ROTC program during pandemic I terms of learning
environment and assessment.
23
The process includes the preparation, validation, administration, retrieval
of question questionnaire, statistical treatment, analysis, and interpretation of
the The
1. data.level of
implementation
of
TheROTC output determined the benchmark reference on the level of
program during
Implementation
pandemic I of ROTC program during pandemic.
terms of;
I. Preparation,
a. Military
validation,
orientation
administration, Benchmark
and
retrieval of reference on the
b. Combat level of
question
training Implementation of
questionnaire
2. The factors ROTC program
II. Statistical
affecting the during pandemic
treatment,
ROTC program
analysis, and
during
interpretation of
pandemic I
the data
terms of;
a. Learning
environment
and
b. assessment
Input Process Output
24
FEEDBACK
Figure 2. Conceptual Framework
Reference Notes
Campbell, (2017) "Socialized Leader Development. A phenomenological
study of the college army ROTC student perspective and experience". (2017)
(Undergraduate Thesis) Retrieved from
https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?
article=2515&context=doctoral
25
McLeod, (2018). “Erik Erikson’s Stages of Psychosocial” Development.
Retrieved from https://www.simplypsychology.org/Erik-Erikson.htm. April 7,
2022.
Schein, (2013). "Organizational Culture and Leadership”. Retrieved from
https://www.thehypertextual.com/2013/01/17/edgar-schein-organizational-
culture-and-leadership/2012
“Benefits ROTC (2019) “
https://www.bu.edu/rotc/army/prospective-cadets/benefits
McLeod. (2016). “Social Learning Theory”. Retrieved from
https://www.simplypsychology.org/bandura.html. April 17, 2022.
Allman, (2018). “Socioculturalism. In R. Kimmons, the students’ Guide to
Learning Design and Research. EdTech Books”. Retrieved from
https://edtechbooks.org/studentguide . April 17, 2022.
Fidel, (2020). "COVID-19 and Military Law". Retrieved from
https://jnslp.com/wp-content/uploads/2020/12COVID-19-and-military-
Law_2.pdf. April 23,2022.
Staten, et, al. (2021). "Mastering Military Justice Advocacy During a
Pandemic". Retrieved from
https://tjaglcs.army.mil/tal-2021-issue-1/-/asset_publisher/jhkg/content/
closing-argument-mastering-military-justice-advocacy-during-a-pandemic.
April 23,2022.
26
Splittsoesser, (2020). "The Effectiveness of Story Maps on Reading
Comprehension". Retrieved from
https://sophia.stkate.edu/cgi/viewcontent.cgi?article=1374&context=maed/.
April 23,2022.
Alsuhari, (2022). "The effect of implementing mind maps for online learning
and assessment on students during COVID-19 pandemic: a cross sectional
study". Retrieved from
https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03211-
2. April 23,2022.
Campbell, (2017)."MILITARY JUSTICE"(page 21). Retrieved from
https://core.ac.uk/download/pdf/83112388.pdf. April 23,2022.
Shrestha, (2019). "Perception of the learning environment". Retrieved from
https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-019-1835-0.
April 23,2022.
Hampton, (2020)."Poor Internet connection leaves rural students behind".
Retrieved from https://msutoday.msu.edu/news/2020/poor-internet-
connection-leaves-rural-students-behind. April 23,2022.
Bullock, (2019)."ROTC students and leaders adapting in unique ways"
Retrieved from https://showme.missouri.edu/2020/rotc-students-and-leaders-
adapting-in-unique-ways/. April 23,2022.
"Introduction to Land Navigation". Retrieved from
https://www.uakron.edu/armyrotc/MS1/7.pdf. April 23,2022.
27
CHAPTER III
Research Methodology and Design
This chapter presented the research design, research setting,
respondents of the study, research instrument, data gathering procedure,
and statistical tools used in the study for reliable and valid results.
This study utilized ‘’ Descriptive Research design and Evaluative
Research Design”’ as research methodology. Descriptive-Research design
28
was utilized to determine the level implementation of ROTC program during
pandemic in terms of; a. military orientation and b. combat training. It also
utilized to determine the factors affecting the ROTC program during pandemic
in terms of; a. learning environment b. assessment. More so, evaluative
research design was utilized to determine the significant difference on the
responses of the respondents on the level and factors of implementation of
ROTC program during pandemic.
Research Setting
The study conducted in Central Bicol State University of Agriculture,
Sipocot. It covered the BS-Criminology student`s (2nd year) who were
officially enrolled at the year of 2021-2022 and instructors. Instructors and
students are the respondents of this study. There were (15) respondents per
section and (3) instructors and there were a total of (123) respondents on this
study.
Respondents
The respondents of this research study are the BS-Criminology student`s
(2nd year) and the ROTC instructors. ROTC Instructors and students are the
respondents of this study. There were (15) respondents per section and (3)
instructors and there were a total of (123) respondents on this study.
Research Instrument
29
Researcher-Made Questionnaire. It utilized to determine the Level of
Implementation of ROTC program during Pandemic, in terms of; Military
Orientation and Combat training and it will be utilized to determine the factors
affecting the level of implementation of ROTC program during pandemic in
terms of; a. learning environment and b. assessment. The 5-point Likert Scale
was adopted to clearly define the level of implementation of ROTC program
during pandemic.
Data Gathering Procedure
A letter of request to conduct the study was prepared. The researcher
constructed a questionnaire checklist through google forms, validated by the
panels, ROTC professors and professors of the subject then the
questionnaire checklist are distributed through google forms. The researcher
explains to the respondents the importance of their response to the study.
The researcher clarifies some term to the respondents so that the
respondents can answer the questionnaire with full knowledge of the
responsibility as the subject of the study. The researcher requested the
respondents to answer with all honesty. The researcher used random
sampling. After the respondents answered the questionnaire, the researcher
tallied the data for interpretation. The researcher asked a statistician to help in
determining the appropriate statistical tools to be used and in interpreting the
data. Based on the data, the researcher comes up with conclusion and
recommendations for this study.
30
Statistical Treatment
From the above, the statistical tool, it utilized to determine the level
Weighted mean (WM) and ranking technique. It utilized to show the level of
implementation of ROTC program during pandemic in terms of; a. military
orientation and b. combat training. It utilized to determine also the factors
affecting the ROTC program during pandemic in terms of; a. learning
environment b. assessment.
T-Test. It utilized to determine the significant difference on the responses of
the respondent on the level and factors of implementation of ROTC program
during pandemic.
Research Respondents
The respondents of this research were three (3) ROTC Instructors, and Fifth-
teen (15) ROTC students per section (2nd year) enrolled year 2020 in ROTC at
Central Bicol State University of Agriculture Sipocot. A total of 123 respondents.
The researcher focused primarily on the implementation of ROTC program
during pandemic. Selective sampling method was employed to gather
respondents.
Table 1. Table of Respondents
Respondents No. of Respondents

1. ROTC Instructor 3
2. ROTC Student 120

Total Respondents 123
31
CHAPTER IV
Result and Discussion
This chapter represented the analysis and interpretation of the data
gathered in this study, wherein the presentation of data was showed in tabular
form followed by the analysis and interpretation through textual explanation.
32
The table below presented the level of Implementation of ROTC Program
during Pandemic in terms of military orientation along military courtesy &
discipline as perceived by the instructors,
Table 2A. Level of Implementation of ROTC Program during Pandemic in
terms of Military Orientation along Military Courtesy & Discipline as
perceived by the Instructors
Military Courtesy & Discipline Weighted Rank Interpretation

Mean
1. Salute is being done at all times, including after 5.00 1.5 Highly
office/class hours. Implemented
2. The salute is introduced to render at a distance of 4.67 4 Highly
about six (6) paces which is the saluting distance. Implemented
3. Saluting when meeting senior officer’s despite 5.00 1.5 Highly
being done online. Implemented
4. Conducted or on time military drills exercises 4.67 4 Highly
visually during Saturday. Implemented
5. Undergoes training online to create a climate of 4.67 4 Highly
discipline. Implemented
Average 4.80 Highly Implemented
Legend:
Numerical Scale Verbal Interpretation
4.21 – 5.00 Highly Implemented
3.41 – 4.20 Implemented
2.61 – 3.40 Moderately Implemented
1.81 – 2.60 Fairly Implemented
1.00 – 1.80 Not Implemented
Table 2A shows that the Level of Implementation of ROTC Program
during Pandemic in terms of Military Orientation along Military Courtesy &
Discipline as perceived by the ROTC Instructor.
33
It indicates that the salute is being done at all times, including after
office/class hours with a weighted mean of 5.0 and
The data shows that saluting when meeting senior officer’s despite being
done online and salute is being done at all times, including after office/class hour
(WM: 5.00), the salute is introduced to render at a distance of about six (6) paces
which is the saluting distance, conducted or on time military drills exercises
visually during Saturday, undergoes training online to create a climate of
discipline (WM: 4.67) which interpreted as highly implemented.
The overall weighted mean shows that the Level of Implementation of
ROTC Program during Pandemic in terms of Military Orientation along Military
Courtesy & Discipline as perceived by the ROTC Instructors (AWM, 4.80), which
interpreted as Highly Implemented.
This implied that military orientation along military courtesy & discipline
during pandemic was highly implemented as perceived by the instructors
specifically that salute is being done at all times, including after office/class hours
and the saluting when meeting senior officer’s despite being done online.
It will link to the military science module 1 where it stated that
the smartness with which the officer or soldier gives the salute is held to indicate
the degree of pride he has in his military responsibilities. This customs and
courtesies are key for a cohesive relationship in the armed forces. The hand
salute is more than a simple greeting. It’s a symbol of respect, honor and
integrity.
34
Table 2B Level of Implementation of ROTC Program during Pandemic in

terms of Military Orientation along Military Justice as perceived by the
Instructors
Military Justice Weighted Rank Interpretation

Mean
1. Laws to protect civilians are explained thoroughly 4.33 4.5 Highly
through online sources. Implemented
2. Military jurisdiction of military laws is discussed in a 4.67 2 Highly
way that students can easily understand. Implemented
3. Implementation of anti-cyberbullying. 4.67 2 Highly
Implemented
Highly
4. Trials and adjudication are explained by providing 4.33 4.5 Implemented
real-life examples of cases. Highly
5. Implementation of anti-hazing law (demotion 4.67 2 Implemented
suspension and expulsion).
Legend:
Table 2B shows that the Level of Implementation of ROTC Program
during Pandemic in terms of Military Orientation along Military Justice as
perceived by the Instructor. The data shows that Military jurisdiction of military
laws is discussed in a way that students can easily understand, Implementation
of anti-cyberbullying, and Implementation of anti-hazing law (demotion
suspension and expulsion) (WM: 4.67). Laws to protect civilians are explained
thoroughly through online sources, and trials and adjudication are explained by
providing real-life examples of cases (WM: 4.33) which interpreted as highly
implemented.
35
Justice as perceived by the ROTC Instructor (AWM, 4.53), which interpreted as
Highly Implemented.
This implied that military orientation along military justice during pandemic
was highly implemented as perceived by the instructors specifically that military
jurisdiction of military laws is discussed in a way that students can easily
understand, the implementation of anti-cyberbullying, and the implementation of
anti-hazing law (demotion suspension and expulsion).
It will link to Campbell (2017) in his Socialized Leader Development study
where he stated that the increased
knowledge derived from the cadet experience will contribute to the ability of
ROTC departments to attend to their students and in his research study stated
that it may use to better understand the needs associated with this subculture
population.
Table 2C Level of Implementation of ROTC Program during Pandemic in

terms of Military Orientation along Military Leadership as perceived by the
Instructors
Military Leadership Weighted Rank Interpretation

Mean
1. ROTC instructor and training staff conduct webinar 4.67 4 Highly
on anti-terrorism/insurgency for student Implemented
awareness.
2. Students are taught the struggle of the people for 4.67 4 Highly
efficient military leadership and direction. Implemented
3. The concept of military guerilla units is explained 4.67 4 Highly
well to students. Implemented
4. Strategies for countering insurgency are being 5.00 1.5 Highly
taught in detail (Government Policy of National Implemented
36
Reconciliation, One-on One Deployment,

Harnessing People’s Love for Peace, Conduct of
War of Rapid Conclusion, etc.)
5. Students are taught basic military skillsets and 5.00 1.5 Highly
leadership seminars and training done through Implemented
webinars.
Legend:
Table 2C shows that the Level of Implementation of ROTC Program
during Pandemic in terms of Military Orientation along Military Leadership as
perceived by the Instructor. The data shows that Strategies for countering
insurgency are being taught in detail (Government Policy of National
Reconciliation, One-on One Deployment, Harnessing People’s Love for Peace,
Conduct of War of Rapid Conclusion, etc.), and Students are taught basic military
skillsets and leadership seminars and training done through webinars (WM:
5.00). ROTC instructor and training staff conduct webinar on
anti-terrorism/insurgency for student awareness, Students are taught the struggle
of the people for efficient military leadership and direction and the concept of
military guerilla units is explained well to students (WM: 4.67) which interpreted
as highly implemented.
Justice as perceived by the ROTC Instructor (AWM, 4.80), which interpreted as
Highly Implemented.
37
This implied that military orientation along military leadership during
pandemic as perceived by the instructors specifically the strategies for countering
insurgency are being taught in detail (Government Policy of National
Reconciliation, One-on One Deployment, Harnessing People’s Love for Peace,
Conduct of War of Rapid Conclusion, etc.) and the students were taught basic
military skillsets and leadership seminars and training done through webinars
was highly implemented.
It will link to Devesa R. et al (2005) in his Assessment of the Philippine
Counterinsurgency Operational Methodology that military efforts to neutralize the
insurgents fall short on their own targets. There is a greater need for the military
to intensify intelligence and combat operations to effectively reduce insurgency
strength and incapacitate its politico-military building capability. Which was
essentially in implementing the countert insurgency in ROTC program during
pandemic.
Table 3.

terms of Combat training along Basic Intelligence as perceived by the
Instructors
Basic Intelligence Weighted Rank Interpretation

Mean
1. Four phases of intelligence are explained by 4.33 5 Highly
instructors in an easy way. Implemented
2. Students made exercises practicing the five steps 4.67 2.5 Highly
of planning. Implemented
3. Enemy capabilities are being taught to students 4.67 2.5 Highly
through case studies and research. Implemented
4. Order of battle is explained to students through 4.67 2.5 Highly
visual aids and miniature of military personnel and Implemented
enemies.
38
5. Students are taught how to collect information of 4.67 2.5 Highly

battle, enemies, and military operations. Implemented
Legend:
during Pandemic in terms of Military Orientation along Basic Intelligence as
perceived by the Instructor. The data shows that Students made exercises
practicing the five steps of planning, Enemy capabilities are being taught to
students through case studies and research, order of battle is explained to
students through visual aids and miniature of military personnel and enemies,
and Students are taught how to collect information of battle, enemies, and
military operations (WM: 4.67). Four phases of intelligence are explained by
instructors in an easy way. (WM: 4.33) which interpreted as highly implemented.
ROTC Program during Pandemic in terms of Military Orientation along Basic
Intelligence as perceived by the ROTC Instructor (AWM, 4.60), which interpreted
as Highly Implemented.
This implied that Combat training along basic Intelligence during pandemic
as perceived by the instructors specifically that students made exercises
practicing the five steps of planning and the enemy capabilities are being taught
to students through case studies and research. The order of battle is also
39
explained to students through visual aids and miniature of military personnel and
enemies and students are taught how to collect information of battle, enemies,
and military operations was highly implemented.
This will link in Military Science Intelligence of Watson, B. where he stated
that intelligence needs are defined in a similar manner; often called information
requirements, they are those items of information concerning the enemy and his
environment that must be collected and processed in order to meet the
intelligence needs of the military commander. The study both supports the
practicing of collecting information of battle, enemies for military operation.
Table 3B. Level of Implementation of ROTC Program during Pandemic in

terms of Combat training along Map Reading as perceived by the
Instructors
Map Reading Weighted Rank Interpretation

Mean
1. Instructors teach students the importance of map 4.67 2.5 Highly
reading in a way that students understand Implemented
coordinates and directions.
2. Students know how to properly fold a map and 4.67 2.5 Highly
take care of it not to get ripped. Implemented
3. Instructors explain different categories of maps 4.33 5 Highly
(Plainmetric, topographic, plastic relief, etc.) Implemented
4. Students know the definition of map symbols as 4.67 2.5 Highly
discussed by instructors. Implemented
5. Students can locate points, grids, and coordinates 4.67 2.5 Highly
by themselves confidently. Implemented
Legend:
40
during Pandemic in terms of Military Orientation along Map Reading as perceived
by the Instructor. The data shows that Instructors teach students the importance
of map reading in a way that students understand coordinates and directions,
Students know how to properly fold a map and take care of it not to get ripped,
Students know the definition of map symbols as discussed by instructors, and
students can locate points, grids, and coordinates by themselves confidently
(WM: 4.67). Instructors explain different categories of maps (Plainmetric,
topographic, plastic relief, etc.) (WM: 4.33) which interpreted as highly
implemented.
ROTC Program during Pandemic in terms of Military Orientation along Map
Reading as perceived by the ROTC Instructor (AWM: 4.60), which interpreted as
Highly Implemented.
This implied that Combat training along map reading during pandemic as
perceived by the instructors specifically in teaching students the importance of
map reading in a way that students understand coordinates and directions and
the students know how to properly fold a map and take care of it not to get ripped
and also the students know the definition of map symbols as discussed by
instructors also students can locate points, grids, and coordinates by themselves
confidently was highly implemented.
This will link in Universe Cycle of Geography Lab where it stated that map
reading skills become very important in military operations. Military strategists
41
use maps to locate opposing forces, plan operations, and to coordinate logistics.
When an operation is planned, the directions must be precise in terms of time
and location.
Table 3C. Level of Implementation of ROTC Program during Pandemic in

terms of Combat training along Basic Formation as perceived by the
Instructors
Basic Formation Weighted Rank Interpretation

Mean
1. Basic military marching commands are explained 5.0 3 Highly
by instructors efficiently. Implemented
2. Familiarization of different types of command of 5.0 3 Highly
execution. Implemented
3. Familiarization of execution drills. 5.0 3 Highly
Implemented
4. ROTC students are required to memorize arms 5.0 3 Highly
and hand signals. Implemented
5. Familiarization of elements of lines and platoons. 5.0 3 Highly
Implemented
Legend:
during Pandemic in terms of Military Combat along Basic Formation as perceived
by the Instructors. The data shows that Basic military marching commands are
explained by instructors efficiently, Familiarization of different types of command
of execution, Familiarization of execution drills, ROTC students are required to
memorize arms, and hand signals and Familiarization of elements of lines and
platoons (WM: 5.0) which as interpreted as Highly Implemented.
42
ROTC Program during Pandemic in terms of Military Combat along Basic
Formation as perceived by the Instructors (AWM: 5.0), which interpreted as
highly implemented.
This implied that Combat training along basic formation during pandemic
where basic military marching commands are explained by instructors efficiently,
the familiarization of different types of command of execution, familiarization of
execution drills, the familiarization of elements of lines and platoon and ROTC
students are required to memorize arms and hand signals was highly
implemented during pandemic as perceived by the instructor was highly
implemented.
This will link to DEPED Orders 1994, that the government may call upon
the people to defend the State and, in the fulfillment thereof, all citizens may be
Training Corps (ROTC) units as the Secretary of National Defense may approve,
which shall conduct military training for the students for the purpose of producing
enlisted and officer reservists.
Table 3D. Level of Implementation of ROTC Program during Pandemic in

terms of Combat training along Land Navigation as perceived by the
Instructors
Land Navigation Weighted Rank Interpretation

43
Mean
1. Students know different types of terrains as 4.67 1.5 Highly
explained by professors through visual aids. Implemented
2. Instructors explained the use of compass to 4.67 1.5 Highly
students in an orderly manner. Implemented
3. Contour lines such as the elevation and relief on 4.33 4 Highly
maps can be identified by students in actual Implemented
performances.
4. Students know how to identify intersections or 4.33 4 Highly
features on land that are not included on the map. Implemented
5. Students know the basic handling and taking care 4.33 4 Highly
of a compass for land navigation. Implemented
Legend:
Table 3D shows that the Level of Implementation of ROTC Program
during Pandemic in terms of Military Combat along land navigation as perceived
by the Instructors. The data shows that Students know different types of terrains
as explained by professors through visual aids, and Instructors explained the use
of compass to students in an orderly manner (WM: 4.67). Contour lines such as
the elevation and relief on maps can be identified by students in actual
performances, students know how to identify intersections or features on land
that are not included on the map, and Students know the basic handling and
taking care of a compass for land navigation (WM: 4.33) which as interpreted as
Highly Implemented.
ROTC Program during Pandemic in terms of Military Combat along Land
44
Navigation as perceived by the Instructors (AWM: 4.47), which interpreted as
Highly Implemented.
This implied that Combat training along land navigation during pandemic
where students know different types of terrains as explained by professors
through visual aids instructors explained the use of compass to students in an
orderly manner was highly implemented during pandemic as perceived by the
instructor was highly implemented.
This will link to Introduction to Land Navigation where it stated that to
accomplish your mission, you must be in the right place at the right time. Being in
the right place requires you to navigate well. Knowing how to read a map is one
thing—knowing how to use a map to navigate requires that you understand how
to use azimuths, elevation, and map distance.
Table 3E. Level of Implementation of ROTC Program during Pandemic in

terms of Combat training along Basic Weapon Training as perceived by the
Instructors
Basic Weapon Training Weighted Rank Interpretation

Mean
1. Students are familiarized of firearms characteristics 4.00 3 Implemented
according to gun weight.
2. Familiarization of different parts of fire arms. 4.00 3 Implemented
3. Weapons are being assembled and disassembled 4.00 3 Implemented
by instructors in virtual classes or training for
students to see.
4. Students know different types of grenades 3.33 5 Implemented
(Chemical, offensive, etc.) as well as their fuses.
5. Instructors explain fundamentals of firing, basic 4.33 1 Implemented
aiming, and gun placement.
Average 3.93 Implemented
Legend:
45

Table 3E shows that the Level of Implementation of ROTC Program
during Pandemic in terms of Military Combat along Basic weapon training as
perceived by the Instructors. The data shows that Instructors explain
fundamentals of firing, basic aiming, and gun placement (WM: 4.33). Students
are familiarized of firearms characteristics according to gun weight,
Familiarization of different parts of fire arm, and Weapons are being assembled
and disassembled by instructors in virtual classes or training for students to see
(WM: 4.00). Students know different types of grenades (Chemical, offensive,
etc.) as well as their fuses (WM: 3.33) which as interpreted as Implemented.
weapon training as perceived by the Instructors (AWM: 3.93), which interpreted
as Implemented.
This implied that combat training along basic weapon training during
pandemic was implemented as perceived by the instructor specifically that
instructors explain fundamentals of firing, basic aiming, and gun placement.
This will link to Col. Detoyato on 2019 in his statement that basic weapons
training on AFP-issued firearms will be conducted to ROTC cadets. From small
arms like M1911 .45-caliber pistol, M-16 rifle to (the) 105mm howitzer cannons
46

terms of Military Orientation along Military Courtesy & Discipline as
perceived by the ROTC Students
Military Courtesy & Discipline Weighted Rank Interpretation

Mean
1. Salute is being done at all times, including after 4.33 1 Highly
office/class hours. Implemented
2. The salute is introduced to render at a distance of 4.31 2 Highly
about six (6) paces which is the saluting distance. Implemented
3. Saluting when meeting senior officer’s despite 4.18 4 Implemented
being done online.
4. Conducted or on time military drills exercises 4.04 5 Implemented
visually during Saturday.
5. Undergoes training online to create a climate of 4.19 3 Implemented
discipline.
Legend:
during Pandemic in terms of Military Orientation along Military Courtesy &
Discipline as perceived by the ROTC Students. The data shows that Salute is
being done at all times, including after office/class hours (WM: 4.33). The salute
is introduced to render at a distance of about six (6) paces which is the saluting
distance (WM, 4.31). Saluting when meeting senior officer’s despite being done
online (WM: 4.18). Conducted or on time military drills exercises visually during
Saturday (WM: 4.04) which as interpreted as Implemented.
47
Courtesy & Discipline as perceived by the ROTC Students (AWM: 4.21), which
interpreted as Highly Implemented.
during pandemic was highly implemented as perceived by the students
specifically that salute is being done at all times, including after office/class
hours.
the smartness with which the officer or soldier gives the salute is held to indicate
the degree of pride he has in his military responsibilities. This customs and
courtesies are key for a cohesive relationship in the armed forces. The hand
salute is more than a simple greeting. It’s a symbol of respect, honor and
integrity.

terms of Military Orientation along Military Justice as perceived by the
ROTC Students
Military Justice Weighted Rank Interpretation

Mean
1. Laws to protect civilians are explained thoroughly 4.23 3 Highly
through online sources. Implemented
2. Military jurisdiction of military laws is discussed in a 4.31 2 Highly
way that students can easily understand. Implemented
3. Implementation of anti-cyberbullying. 4.32 1 Highly
Implemented
4. Trials and adjudication are explained by providing 4.16 4 Implemented
real-life examples of cases.
5. Implementation of anti-hazing law (demotion 4.08 5 Implemented
48

Legend:
during Pandemic in terms of Military Orientation along Military Justice as
perceived by the ROTC Students. The data shows that Implementation of anti-
cyberbullying (WM: 4.32). Military jurisdiction of military laws is discussed in a
way that students can easily understand (WM: 4.31). Trials and adjudication are
explained by providing real-life examples of cases (WM: 4.16). Implementation of
anti-hazing law (demotion suspension and expulsion (WM: 4.08) which as
interpreted as Implemented.
Justice as perceived by the ROTC Students (AWM: 4.22), which interpreted as
Highly Implemented.
This implied that military orientation along military justice during pandemic
as perceived by the students, the implementation of anti-cyberbullying was highly
implemented.
It will link to Rakoff, F. (2020) in his COVID-19 and Military Law that there
are legal issues to take account of when this kind of lightning strikes. Senior
commander have issued general orders in response to the pandemic and have
49
made it clear that they are punitive in nature that is, that violations may be
punished under article 92 (1) of the UCMJ.

terms of Military Orientation along Military Leadership as perceived by the
ROTC Students
Military Leadership Weighted Rank Interpretation

Mean
1. ROTC instructor and training staff conduct webinar 4.13 3 Implemented
on anti-terrorism/insurgency for student
awareness.
2. Students are taught the struggle of the people for 4.25 1 Highly
efficient military leadership and direction. Implemented
3. The concept of military guerilla units is explained 4.01 5 Implemented
well to students.
4. Strategies for countering insurgency are being 4.06 4 Implemented
taught in detail (Government Policy of National
Reconciliation, One-on One Deployment,
Harnessing People’s Love for Peace, Conduct of
War of Rapid Conclusion, etc.)
5. Students are taught basic military skillsets and 4.23 2 Highly
leadership seminars and training done through Implemented
webinars.
Legend:
during Pandemic in terms of Military Orientation along Military Leadership as
perceived by the ROTC Students. The data shows that Students are taught the
struggle of the people for efficient military leadership and direction (WM: 4.25).
Students are taught basic military skillsets and leadership seminars and training
50
done through webinars (WM: 4.23). Strategies for countering insurgency are
being taught in detail (Government Policy of National Reconciliation, One-on One
Deployment, Harnessing People’s Love for Peace, Conduct of War of Rapid
Conclusion, etc.) (WM: 4.06). The concept of military guerilla units is explained
well to students. (WM: 4.01) which as interpreted as Implemented.
Leadership as perceived by the ROTC Students (AWM: 4.13), which interpreted
as Implemented.
This implied that military orientation along military leadership during
pandemic was implemented as perceived by the students, specifically that the
students are taught the struggle of the people for efficient military leadership and
direction.
It will link to Decker (1961) in his Military leadership where he stated that
the element of effective leadership must be present in order for command and
management to attain maximum potential. The proper application of leadership
principles and techniques t command and management will provide the
necessary force and influence to apply maximum effort in striving toward
attaining its common goal.

terms of Military Combat along Basic Intelligence as perceived by the
ROTC Students
Basic Intelligence Weighted Rank Interpretation

Mean
51
1. Four phases of intelligence are explained by 4.08 2 Implemented

instructors in an easy way.
2. Students made exercises practicing the five steps 4.10 1 Implemented
of planning.
3. Enemy capabilities are being taught to students 3.95 4 Implemented
through case studies and research.
4. Order of battle is explained to students through 3.94 5 Implemented
visual aids and miniature of military personnel and
enemies.
5. Students are taught how to collect information of 4.06 3 Implemented
battle, enemies, and military operations.
Legend:
during Pandemic in terms of Military Combat along Basic Intelligence as
perceived by the ROTC Students. The data shows that Students made
exercises practicing the five steps of planning (WM: 4.10). Four phases of
intelligence are explained by instructors in an easy way (WM, 4.08). Enemy
capabilities are being taught to students through case studies and research (WM:
3.95). Order of battle is explained to students through visual aids and miniature
of military personnel and enemies (WM: 3.94) which as interpreted as
Implemented.
Intelligence as perceived by the ROTC Students (AWM: 4.03), which interpreted
as Implemented.
52
This implied that military combat along basic intelligence during pandemic
was implemented as perceived by the students, specifically that students made
exercises practicing the five steps of planning.
the military intelligence plays a very significant role in the conduct of war. It plays
on important role during times of peace because military planners must have to
contend with the preparation of plans and policies for contingencies based on
sound intelligence.

terms of Military Combat along Map Reading as perceived by the ROTC
Students
Map Reading Weighted Rank Interpretation

Mean
1. Instructors teach students the importance of map 3.99 1 Implemented
reading in a way that students understand
2. Students know how to properly fold a map and 3.77 4 Implemented
take care of it not to get ripped.
3. Instructors explain different categories of maps 3.81 2 Implemented
(Plain metric, topographic, plastic relief, etc.)
4. Students know the definition of map symbols as 3.73 5 Implemented
discussed by instructors.
5. Students can locate points, grids, and coordinates 3.79 3 Implemented
by themselves confidently.
Legend:
during Pandemic in terms of Military Combat along Map Reading as perceived by
53
the ROTC Students. The data shows that Instructors teach students the
importance of map reading in a way that students understand coordinates and
directions (WM: 3.99). Instructors explain different categories of maps (Plain
metric, topographic, plastic relief, etc.) (WM: 3.81 Students know how to properly
fold a map and take care of it not to get ripped (WM: 3.77). and Students know
the definition of map symbols as discussed by instructors (WM: 3.73) which as
ROTC Program during Pandemic in terms of Military Combat along Map Reading
as perceived by the ROTC Students (AWM: 3.82), which interpreted as
Implemented.
This implied that military combat along map reading during pandemic was
implemented as perceived by the students, specifically that instructors teach
students the importance of map reading in a way that students understand
This will link in Universe Cycle of Geography Lab where it stated that map
reading skills become very important in military operations. Military strategists
use maps to locate opposing forces, plan operations, and to coordinate logistics.
When an operation is planned, the directions must be precise in terms of time
and location.

terms of Military Combat along Basic Formation as perceived by the ROTC
Students
Basic Formation Weighted Rank Interpretation

54
Mean
1. Basic military marching commands are explained 4.45 1 Highly
by instructors efficiently. Implemented
2. Familiarization of different types of command of 4.39 2 Highly
execution. Implemented
3. Familiarization of execution drills. 4.23 4 Highly
Implemented
4. ROTC students are required to memorize arms 4.18 5 Implemented
and hand signals.
5. Familiarization of elements of lines and platoons. 4.36 3 Highly
Implemented
Legend:
by the ROTC Students. The data shows that Basic military marching commands
are explained by instructors efficiently (WM: 4.99). Familiarization of different
types of command of execution (WM: 4.39). Familiarization of execution drills
(WM: 4.23). And ROTC students are required to memorize arms and hand
signals (WM: 4.18) which as interpreted as Highly Implemented.
Formation as perceived by the ROTC Students (AWM: 4.32) which interpreted as
Highly Implemented.
55
This implied that military combat along basic formation during pandemic
was highly implemented as perceived by the students, specifically that basic
military marching commands are explained by instructors efficiently.
This will link to DEPED Orders 1994, that the government may call upon
the people to defend the State and, in the fulfillment thereof, all citizens may be
Training Corps (ROTC) units as the Secretary of National Defense may approve,
which shall conduct military training for the students for the purpose of producing
enlisted and officer reservists.
Table 5D. Level of Implementation of ROTC Program during Pandemic in

terms of Military Combat along Land Navigation as perceived by the ROTC
Students
Land Navigation Weighted Rank Interpretation

Mean
1. Students know different types of terrains as 3.88 1 Implemented
explained by professors through visual aids.
2. Instructors explained the use of compass to 3.87 2 Implemented
students in an orderly manner.
3. Contour lines such as the elevation and relief on 3.82 3 Implemented
maps can be identified by students in actual
performances.
4. Students know how to identify intersections or 3.79 5 Implemented
features on land that are not included on the map.
5. Students know the basic handling and taking care 3.80 4 Implemented
of a compass for land navigation.
Legend:
56

Table 5D shows that the Level of Implementation of ROTC Program
during Pandemic in terms of Military Combat along Land Navigation as perceived
by the ROTC Students. The data shows that Students know different types of
terrains as explained by professors through visual aids (WM: 3.88 Instructors
explained the use of compass to students in an orderly manner (WM: 3.87).
Students know the basic handling and taking care of a compass for land
navigation (WM: 3.80). And Students know how to identify intersections or
features on land that are not included on the map (WM: 3.79) which as
ROTC Program during Pandemic in terms of Military Combat along Land
Navigation as perceived by the ROTC Students (AWM: 3.83) which interpreted
as Implemented.
This implied that military combat along land navigation during pandemic
was implemented as perceived by the students, specifically that students know
different types of terrains as explained by professors through visual aids.
This will link to Introduction to Land Navigation where it stated that to
accomplish your mission, you must be in the right place at the right time. Being in
the right place requires you to navigate well. Knowing how to read a map is one
57
thing—knowing how to use a map to navigate requires that you understand how
to use azimuths, elevation, and map distance.
Table 5E. Level of Implementation of ROTC Program during Pandemic in

terms of Military Combat along Basic Weapon Training as perceived by the
ROTC Students
Basic Weapon Training Weighted Rank Interpretation

Mean
1. Students are familiarized of firearms characteristics 3.92 2 Implemented
2. Familiarization of different parts of fire arms. 3.94 1 Implemented
3. Weapons are being assembled and disassembled 3.74 4 Implemented
by instructors in virtual classes or training for
students to see.
4. Students know different types of grenades 3.59 5 Implemented
(Chemical, offensive, etc.) as well as their fuses.
5. Instructors explain fundamentals of firing, basic 3.87 3 Implemented
Legend:
Table 5E shows that the Level of Implementation of ROTC Program
during Pandemic in terms of Military Combat along Basic Weapon Training as
perceived by the ROTC Students. The data shows that Familiarization of
different parts of fire arms (WM: 3.94) Students are familiarized of firearms
characteristics according to gun weight (WM: 3.92). Weapons are being
assembled and disassembled by instructors in virtual classes or training for
students to see (WM: 3.74). And Students know different types of grenades
58
(Chemical, offensive, etc.) as well as their fuses (WM: 3.59) which as interpreted
as Implemented.
Weapon Training as perceived by the ROTC Students (AWM: 3.81) which
This implied that military combat along basic weapon training during
pandemic was implemented as perceived by the students, specifically the
familiarization of different parts of fire arms.
This will link to Col. Detoyato on 2019 in his statement that basic weapons
training on AFP-issued firearms will be conducted to ROTC cadets. From small
arms like M1911 .45-caliber pistol, M-16 rifle to (the) 105mm howitzer cannons
Table 6A. Factors Affecting the ROTC Program during Pandemic in terms
of
Learning Environment as perceived by the Instructors
Learning Environment Weighted Rank Interpretation

Mean
1. The online discussion environment enables 4.00 4.5 Frequently
instructors to develop a well performing students.
2. The online discussions environment enables 3.67 8.5 Frequently
student to develop good work with instructor.
3. The online discussion environment allows 3.67 8.5 Frequently
spontaneous confidential information. (military
secrecy)
4. Students have good place to study ROTC 3.67 8.5 Frequently
manuals, without distractions from Home.
59
5. The online discussion environment enables the 4.00 4.5 Frequently

instructor to easily contact the students.
6. Students/ instructors had flexible space at home 4.00 4.5 Frequently
for varied learning approaches.
7. Students and instructors have more open spaces 4.00 4.5 Frequently
to support online learning collaboration.
8. Instructors/students experiences positive and 4.33 2 Frequently
encouraging teaching/learning environment.
9. Students who get disconnected due to sudden 4.67 1 Always
power interruptions or loss of Wi-Fi are
considered by instructors.
10. Surroundings gives focus on students learning 3.67 8.5 Frequently
capabilities.
Average 3.97 Frequently
Legend:
4.21 – 5.00 Always
3.41 – 4.20 Frequently
2.61 – 3.40 Sometimes
1.81 – 2.60 Seldom
1.00 – 1.80 Never
Table 6A shows that Factors Affecting the ROTC Program during
Pandemic in terms of Learning Environment as perceived by the Instructors. The
data shows that Students who get disconnected due to sudden power
interruptions or loss of Wi-Fi are considered by instructors (WM: 4.67).
Instructors/students experiences positive and encouraging teaching/learning
environment (WM: 4.33). And the online discussion environment enables
instructors to develop a well performing students, the online discussion
environment enables the instructor to easily contact the students, Student’s/
instructors had flexible space at home for varied learning approaches and
students and instructors have more open spaces to support online learning
collaboration (WM: 4.00). Which as interpreted as frequently.
60
The overall weighted mean shows that the Factors Affecting the ROTC
Program during Pandemic in terms of Learning Environment as perceived by the
Instructors (AWM: 3.97) which interpreted as Frequently.
This implied that learning environment frequently affected the
implementation of ROTC program during pandemic as perceived by the
instructor, except from the students who get disconnected due to sudden power
interruptions or loss of Wi-Fi which always affected the ROTC program during
pandemic.
This will link to Hampton, K. Poor Internet Connection Leaves Rural
Students Behind where he stated that low internet connections or limited access
from homes in rural areas can contribute to students falling behind academically.
Students without Internet access and those who depend on a cell phone for their
only access are half a grade point below those with fast access. This gap has
Table 7A Factors Affecting the ROTC Program during Pandemic in terms of

Assessments as perceived by the Instructors
Assessments Weighted Rank Interpretation

Mean
1. Instructors require students to turn on cameras 4.33 4 Always
when attending online recitation, taking
assessments, quizzes, examinations, etc.
2. Instructors consider the availability of gadgets 4.00 6 Frequently
used by the students especially during the week
of assessment.
3. Students are required to wear ROTC uniforms 3.33 8.5 Frequently
during online inspection.
4. Students conduct class reporting through share 3.33 8.5 Frequently
screen projections.
5. Students performed army dozen exercise as part 3.00 9 Frequently
of assessment.
61
6. Time schedules are being adhered properly by 3.67 7 Frequently

instructors and students.
7. Students outputs, activities and video 4.33 4 Frequently
presentation didn’t submit on time have proper
punishment/demerits.
8. Instructors give activities, quizzes, exam through 4.33 4 Always
virtual portal.
9. Instructors and officers do the online exercises for 4.67 1.5 Always
assessment on ROTC students.
10. Assessments are conducted in a manner that 4.67 1.5 Always
students are well-prepared and not abrupt that
may cause anxiety among learners.
Legend:
4.21 – 5.00 Always
1.81 – 2.60 Seldom
1.00 – 1.80 Never
Table 7A shows that Factors Affecting the ROTC Program during
Pandemic in terms of Assessment as perceived by the Instructors. The data
shows that Instructors and officers do the online exercises for assessment on
ROTC students and Assessments are conducted in a manner that students are
well-prepared and not abrupt that may cause anxiety among learners (WM:
4.67). Students outputs, activities and video presentation didn’t submit on time
have proper punishment/demerits and Instructors give activities, quizzes, exam
through virtual portal (WM: 4.33). Instructors consider the availability of gadgets
used by the students especially during the week of assessment. (WM: 4.00).
Which as interpreted as frequently.
62
Program during Pandemic in terms of Assessment as perceived by the
Instructors (AWM: 3.97) which interpreted as frequently.
This implied that assessment frequently affected the implementation of
ROTC program during pandemic as perceived by the instructor, aside from the
instructors and officers do the online exercises for assessment on ROTC
students and assessments are conducted in a manner that students are well-
prepared and not abrupt that may cause anxiety among learners which always
affected the ROTC program during pandemic
This will link to University of Missouri (2019), the Army Cadet Battalion
Commander Shade Bullock said some students are inspiring others to exercise
and maintain their physical training requirements by uploading videos of them at-
home workouts to make sure that cadets are staying motivated.
Table 7B Factors Affecting the ROTC Program during Pandemic in terms of

Learning Environment as perceived by the ROTC Students
Learning Environment Weighted Rank Interpretation

Mean
1. The online discussion environment enables 3.98 3.5 Frequently
instructors to develop a well performing students.
2. The online discussions environment enables 3.87 9.5 Frequently
student to develop good work with instructor.
3. The online discussion environment allows 3.93 5 Frequently
spontaneous confidential information. (military
secrecy)
4. Students have good place to study ROTC 3.88 7.5 Frequently
manuals, without distractions from Home.
5. The online discussion environment enables the 3.88 7.5 Frequently
instructor to easily contact the students.
6. Students/ instructors had flexible space at home 3.90 6 Frequently
for varied learning approaches.
7. Students and instructors have more open spaces 3.87 9.5 Frequently
63
to support online learning collaboration.

8. Instructors/students experiences positive and 3.98 3.5 Frequently
encouraging teaching/learning environment.
9. Students who get disconnected due to sudden 4.07 1 Frequently
power interruptions or loss of Wi-Fi are
10. Surroundings gives focus on students learning 4.00 2 Frequently
capabilities.
Legend:
4.21 – 5.00 Always
1.81 – 2.60 Seldom
1.00 – 1.80 Never
Table 7B shows that Factors Affecting the ROTC Program during
Pandemic in terms of Learning Environment as perceived by the ROTC
Students. The data shows Students who get disconnected due to sudden power
interruptions or loss of Wi-Fi are considered by instructors. (WM: 4.07).
Surroundings gives focus on students learning capabilities. (WM: 4.00). The
online discussion environment enables instructors to develop a well performing
students and Instructors/students experiences positive and encouraging
teaching/learning environment (WM: 3.98). Which as interpreted as frequently.
Program during Pandemic in terms of Learning Environment as perceived by the
ROTC Students (AWM: 3.93) which interpreted as Frequently.
This implied that learning environment frequently affected the
implementation of ROTC program during pandemic as perceived by the students,
64
specifically the students who get disconnected due to sudden power interruptions
or loss of Wi-Fi are considered by instructors.
This will link to Hampton, K. Poor Internet Connection Leaves Rural
Students Behind where he stated that low internet connections or limited access
from homes in rural areas can contribute to students falling behind academically.
Students without Internet access and those who depend on a cell phone for their
only access are half a grade point below those with fast access. This gap has
Table 7C. Factors Affecting the ROTC Program during Pandemic in terms
of
Assessments as perceived by the ROTC Students
Assessments Weighted Rank Interpretation
Mean
1. Instructors require students to turn on cameras 3 Frequently
when attending online recitation, taking 4.12
assessments, quizzes, examinations, etc.
2. Instructors consider the availability of gadgets 10 Frequently
used by the students especially during the week 3.94
of assessment.
3. Students are required to wear ROTC uniforms 4 Frequently
4.10
during online inspection.
4. Students conduct class reporting through share 5 Frequently
4.05
screen projections.
5. Students performed army dozen exercise as part 9 Frequently
3.98
of assessment.
6. Time schedules are being adhered properly by 2 Frequently
4.13
instructors and students.
7. Students outputs, activities and video 6.5 Frequently
presentation didn’t submit on time have proper 4.03
8. Instructors give activities, quizzes, exam through 1 Always
4.28
virtual portal.
9. Instructors and officers do the online exercises for 6.5 Frequently
4.03
10. Assessments are conducted in a manner that 8 Frequently
students are well-prepared and not abrupt that 4.01
may cause anxiety among learners.
65

Legend:
4.21 – 5.00 Always
1.81 – 2.60 Seldom
1.00 – 1.80 Never
Table 7C shows that Factors Affecting the ROTC Program during
Pandemic in terms of Assessment as perceived by the ROTC Students. The data
shows that Instructors give activities, quizzes, exam through virtual portal (WM:
4. 28). Time schedules are being adhered properly by instructors and students
(WM: 4.13). Instructors require students to turn on cameras when attending
online recitation, taking assessments, quizzes, examinations, etc. (WM: 4.12).
Which as interpreted as frequently.
Program during Pandemic in terms of Assessment as perceived by the ROTC
Students (AWM: 4.07) which interpreted as Frequently.
This implied that assessment frequently affected the implementation of
ROTC program during pandemic as perceived by the students, except that
instructors give activities, quizzes, exam through virtual portal which base on the
study, it always affects the assessment during the pandemic.
It will link on Jaradat, S. & Aljouni A, 2021 at Jordanian educational
setting where online classes were recently established as the mode of
instructional delivery as a result of the COVID-19 pandemic. Previously, online
classes had not been part of the regular programs in Jordanian public schools
66
and universities, but several universities and schools offered e-learning tools,
such as the learning management systems (LMSs) of Moodle, Blackboard,
Edunation, and Darsak, which were utilized to help teachers and their students to
navigate through the learning material effectively and to enable online
collaborations.
Table 8A. Difference on the Responses of the Respondents on the Level

and Factors of Implementation of ROTC Program during Pandemic
Average Weighted
Military Mean
Ttv Tcv Decision Interpretation
Orientation ROTC
Instructor
Students
Military
Courtesy & 4.80 4.21 6.0749
Discipline
H o is
±2.306 Significant
Military Justice 4.53 4.22 3.3676 rejected
Military
4.80 4.13 7.0933
Leadership
There is a significant difference on the Responses of the Respondents on the
Level and Factors of Implementation of ROTC Program during Pandemic in
terms of Military Courtesy & Discipline (AWM: 4.80), Military Justice (AWM: 4.53)
and Military Leadership (AWM: 4.80) under military orientation perceive by ROTC
Instructors while as perceived by the ROTC Students, under military orientation,
the Military Courtesy & Discipline is (AWM: 4.21), Military Justice (AWM: 4.22)
and Military Leadership (AWM: 4.13). Therefore, the null hypothesis is rejected.
This implied that there was a significant difference on the responses of the
respondents on the level and factors of implementation of ROTC program during
pandemic in terms of military orientation along military courtesy & discipline,
military justice and military leadership.
67
Table 8B. Difference on the Responses of the Respondents on the Level

Average Weighted
Military Mean
Ttv Tcv Decision Interpretation
Combat ROTC
Instructor
Students
Basic
4.6 4.03 7.7289
Intelligence
H o is
Map Reading 4.6 3.8 9.7089 Significant
rejected
Basic
5.0 4.3 13.5825 ±2.306
Formation
Land
4.5 3 .8 7.6301
Navigation
Basic Weapon H o is
3.9 3.8 0.6924 Not Significant
Training Accepted
There is a significant difference on the Responses of the Respondents on
the Level and Factors of Implementation of ROTC Program during Pandemic in
terms of Basic Formation (AWM: 5.0), Basic Intelligence (AWM: 4.6), Map
Reading (AWM: 4.6), and Land Navigation (AWM: 4.5) under military combat
perceived by ROTC Instructor while as perceived by the ROTC Students under
military combat, the Basic Intelligence is (AWM: 4.3), Basic Formation (AWM:
4.03), Map Reading (AWM: 3.8), and Land Navigation (AWM: 3.8).Therefore, the
null hypothesis is rejected.
There is no significant difference on the Responses of the Respondents
on the Level and Factors of Implementation of ROTC Program during Pandemic
in terms of Basic weapon training (AWM: 3.9) under military combat perceived by
ROTC Instructor. While, perceived by ROTC Students, under military combat, the
Basic weapon training is (AWM: 3.8). Therefore, the null hypothesis is accepted.
68
This implied that there was a significant difference on the responses of the
respondents on the level and factors of implementation of ROTC program during
pandemic in terms of Military Combat along basic intelligence, map reading,
basic formation, land navigation and except from the basic weapon training which
was interpreted as not significant base on the study.
Table 9A. Difference on the Responses of the Respondents on the Level

Average Weighted
Factors of
Mean
Implementatio Ttv Tcv Decision Interpretation
ROTC
n Instructor
Students
Learning
3.97 3.93 0.3415
Environment H o is
±2.306 Not Significant
Accepted
Assessments 3.97 4.07 -0.5140
There is no significant difference on the Responses of the Respondents
on the Level and Factors of Implementation of ROTC Program during Pandemic
perceived by ROTC Instructors in terms Learning Environment and Assessments
(AWM: 3.97) while as perceived by ROTC Students, the Learning Environment is
(WM: 3.93) and Assessments (AWM: 4.07). Therefore, the null hypothesis is
accepted.
This implied that there was no significant difference on the responses of
the respondents on the level and factors of implementation of ROTC program
during pandemic in terms of learning environment assessments.
Table 10. Summary of Level of Implementation of ROTC Program during

Pandemic in terms of Military Orientation perceived by the Instructors
Military Orientation Weighted Interpretation
Mean
Military Courtesy & Discipline 4.80 Highly Implemented
69
Military Justice 4.53 Highly Implemented

Military Leadership 4.80 Highly Implemented
General Average Weighted Mean 4.71 Highly
Implemented
Legend:
Table 5B shows the Summary of Level of Implementation of ROTC
Program during Pandemic in terms of Military Orientation perceived by the ROTC
Instructors. The data shows that Military Courtesy & Discipline (WM: 4. 80),
Military Leadership (WM: 4.80), Military Justice (WM: 4.53Which as interpreted
The overall weighted mean shows that Summary of Level of
Implementation of ROTC Program during Pandemic in terms of Military
Orientation perceived by the ROTC Instructors (AWM: 4.71) which interpreted as
Highly Implemented.
military justice military leadership military orientation during pandemic as
perceived by the instructor was highly implemented.

Pandemic in terms of Military Orientation perceived by the ROTC Students
Military Orientation Weighted Interpretation
Mean
Military Courtesy & Discipline 4.21 Highly Implemented
Military Justice 4.22 Highly Implemented
Military Leadership 4.13 Implemented
General Average Weighted Mean 4.19 Implemented
70
Legend:
students. The data shows that Military Justice (WM: 4.22) Military Courtesy &
Discipline (WM: 4. 21), and Military Leadership (WM: 4.13), which as interpreted
The overall weighted mean shows that Summary of Level of
Implemented.
military justice military leadership military orientation during pandemic as
perceived by the students was implemented.

Pandemic in terms of Military Combat perceived by the ROTC Instructors
Military Combat Weighted Interpretation
Mean
Basic Intelligence 4.60 Highly Implemented
Map Reading 4.60 Highly Implemented
Basic Formation 5.0 Highly Implemented
Land Navigation 4.47 Highly Implemented
Basic Weapon Training 3.93 Implemented
General Average Weighted Mean 4.52 Highly
71
Implemented
Legend:
Program during Pandemic in terms of Military Combat perceived by the ROTC
Instructors. The data shows that Basic Formation (WM: 5.0), Basic Intelligence,
and Map Reading (WM: 4.60), Land Navigation (WM: 4. 47), and Basic Weapon
Training (WM: 3.93), which as interpreted as Highly Implemented.
The overall weighted mean shows that the Summary of Level of
Implementation of ROTC Program during Pandemic in terms of Military Combat
perceived by the ROTC Instructors (AWM: 4.52) which interpreted as Highly
Implemented
This implied that military combat along basic intelligence, map reading,
basic formation, land navigation and basic weapon training during pandemic as
perceived by the instructor was highly implemented.

Pandemic in terms of Military Orientation perceived by the ROTC Students
Military Combat Weighted Interpretation
Mean
Basic Intelligence 4.03 Implemented
Map Reading 3.82 Implemented
Basic Formation 4.32 Highly Implemented
Land Navigation 3.83 Implemented
Basic Weapon Training 3.81 Implemented
General Average Weighted Mean 3.96 Implemented
Legend:
72

Students. The data shows that Basic Formation (WM: 4.32), Basic Intelligence
(WM: 4.03), Land Navigation (WM: 3.83), Map Reading (WM: 3.82) and Basic
Weapon Training (WM: 3.81), which as interpreted as Implemented.
The overall weighted mean shows that the Summary of Level of
Orientation perceived by the ROTC Students (AWM: 3.96) which interpreted as
Implemented.
This implied that military combat along basic intelligence, map reading,
basic formation, land navigation and basic weapon training during pandemic as
perceived by the students was implemented.
Table 14. Summary of Factors Affecting the ROTC Program during

Pandemic as perceived by the Instructors
Factors Weighted Interpretation
Mean
Learning Environment 3.97 Frequently
Assessments 3.97 Frequently
General Average Weighted Mean 3.97 Frequently
Legend:
4.21 – 5.00 Always
73

1.81 – 2.60 Seldom
1.00 – 1.80 Never
Table 5B shows the Summary of Factors Affecting the ROTC Program
during Pandemic as perceived by the ROTC Instructors. The data shows
Assessments Land Navigation, and Learning Environment (WM: 3.937) which as
interpreted as frequently.
The overall weighted mean shows the Summary of Factors Affecting the
ROTC Program during Pandemic as perceived by the ROTC Instructors (AWM:
3.97) which interpreted as frequently.
This implied that learning environment and assessment as perceived by
the instructors was frequently affected the ROTC program during pandemic.
Table 15. Summary of Factors Affecting the ROTC Program during

Pandemic as perceived by the ROTC Students
Factors Weighted Interpretation
Mean
Learning Environment 3.93 Frequently
Assessments 4.07 Frequently
General Average Weighted Mean 4.0 Frequently
Legend:
4.21 – 5.00 Always
1.81 – 2.60 Seldom
1.00 – 1.80 Never
Table 5B shows the Summary of Factors Affecting the ROTC Program
during Pandemic as perceived by the ROTC Students. The data shows
74
Assessments Land Navigation (WM: 4.07), and Learning Environment (WM:
3.93) which as interpreted as frequently.
The overall weighted mean shows the Summary of Factors Affecting the
ROTC Program during Pandemic as perceived by the ROTC Students (AWM:
This implied that learning environment and assessment as perceived by
the studentss was frequently affected the ROTC program during pandemic.
CHAPTER V
Summary, Conclusion and Recommendation
This chapter contains the summary of this study entitled “The Level of
Implementation of ROTC Program” from which findings and conclusions were
drawn and recommendation was made.
Summary
This study was designed to determined the level of implementation of ROTC
program (embodied under the provision of R.A 9163 and R.A 7077) during
Pandemic. The respondents of this research are three (3) ROTC Instructors, and
Fifth-teen (15) ROTC students per section (2nd year) enrolled year 2020 in
ROTC at Central Bicol State University of Agriculture Sipocot. A total of 123
respondents. The researcher focused primarily on the implementation of ROTC
program during pandemic. Selective sampling method was employed to gather
respondents. The researchers used descriptive and Evaluative research design
methodology to describe and determine the relationship between variables. A
75
survey questionnaire was made through Google forms which examined the level
of implementation of ROTC program during Pandemic. After completing the
survey, data were tabulated, summarized, and interpreted though graphic and
textual explanations.
The researchers used several statistical tools to analyze and interpret the
data gathered. Weighted mean and ranking technique was used to show the
level of implementation of ROTC program during Pandemic in terms of, military
orientation and combat training. It also utilized to determine the factors affecting
the ROTC program during Pandemic in terms of, learning environment and
assesment. T-test, it utilized to determined the significant difference on the
responses of the respondent on the level and factors of implementation of ROTC
program during pandemic.
This chapter presents the summary, conclusion and recommendation of the
study on the level of implementation of ROTC program during pandemic.
This study determined the level of implementation of ROTC program
during pandemic. Therefore, to realize such in, the following specific statements
was look into;
Problem 1
What are the level of implementation of ROTC program during pandemic
in terms of military orientation and combat training?
Findings
1. The findings about Military Orientation along Military Courtesy &
Discipline as perceived by the ROTC Instructor, saluting when meeting senior
76
officers despite being done online and salute is being done at all times, including
after office/class hour (WM: 5.00), the salute is introduced to render at a distance
of about six (6) paces which is the saluting distance, conducted or on time
military drills exercises visually during Saturday, undergoes training online to
create a climate of discipline (WM: 4.67) is highly implemented. Therefore, the
Level of Implementation of ROTC Program during Pandemic in terms of Military
Orientation along Military Courtesy & Discipline as perceived by the ROTC
Instructors (AWM, 4.80) is Highly Implemented.
2. The findings about Military Orientation along Military Justice as
perceived by the Instructor, military jurisdiction of military laws is discussed in a
way that students can easily understand, Implementation of anti-cyberbullying,
and Implementation of anti-hazing law (demotion suspension and expulsion)
(WM: 4.67). Laws to protect civilians are explained thoroughly through online
sources, and trials and adjudication are explained by providing real-life examples
of cases (WM: 4.33) is highly implemented. Therefore, the Level of
Orientation along Military Justice as perceived by the ROTC Instructor (AWM,
4.53) is highly implemented.
3. The findings about Military Orientation along Military Leadership as
perceived by the Instructor, strategies for countering insurgency are being taught
in detail (Government Policy of National Reconciliation, One-on One
Deployment, Harnessing People’s Love for Peace, Conduct of War of Rapid
Conclusion, etc.), and Students are taught basic military skillsets and leadership
77
seminars and training done through webinars (WM: 5.00). ROTC instructor and
training staff conduct webinar on anti-terrorism/insurgency for student
awareness, Students are taught the struggle of the people for efficient military
leadership and direction and the concept of military guerilla units is explained
well to students (WM: 4.67) is highly implemented. Therefore, the Level of
Orientation along Military Justice as perceived by the ROTC Instructor (AWM,
4.80), which interpreted as Highly Implemented.
4. The findings about Military Orientation along Basic Intelligence as
perceived by the Instructor, students made exercises practicing the five steps of
planning, Enemy capabilities are being taught to students through case studies
and research, order of battle is explained to students through visual aids and
miniature of military personnel and enemies, and Students are taught how to
collect information of battle, enemies, and military operations (WM: 4.67). Four
phases of intelligence are explained by instructors in an easy way. (WM: 4.33) is
highly implemented. Therefore, the Level of Implementation of ROTC Program
during Pandemic in terms of Military Orientation along Basic Intelligence as
perceived by the ROTC Instructor (AWM, 4.60), is Implemented.
5. The findings about Military Orientation along Map Reading as perceived
by the Instructor is that the instructors teach students the importance of map
reading in a way that students understand coordinates and directions, Students
know how to properly fold a map and take care of it not to get ripped, Students
know the definition of map symbols as discussed by instructors, and students
78
can locate points, grids, and coordinates by themselves confidently (WM: 4.67).
Instructors explain different categories of maps (Plainmetric, topographic, plastic
relief, etc.) (WM: 4.33) is highly implemented. Therefore, the Level of
Orientation along Map Reading as perceived by the ROTC Instructor (AWM:
4.60), is highly Implemented.
6. The findings about Military Combat along Basic Formation as perceived
by the Instructors, the Basic military marching commands are explained by
instructors efficiently, Familiarization of different types of command of execution,
Familiarization of execution drills, ROTC students are required to memorize
arms, and hand signals and Familiarization of elements of lines and platoons
(WM: 5.0) is Highly Implemented. Therefore, the Level of Implementation of
Formation as perceived by the Instructors (AWM: 5.0), is highly implemented.
7. The findings about Military Combat along land navigation as perceived
by the Instructors, students know different types of terrains as explained by
professors through visual aids, and Instructors explained the use of compass to
students in an orderly manner (WM: 4.67). Contour lines such as the elevation
and relief on maps can be identified by students in actual performances, students
know how to identify intersections or features on land that are not included on the
map, and Students know the basic handling and taking care of a compass for
land navigation (WM: 4.33) is highly Implemented. Therefore, the Level of
79
along Land Navigation as perceived by the Instructors (AWM: 4.47), is highly
Implemented.
8. The findings about Military Combat along Basic weapon training as
perceived by the Instructors, the Instructors explain fundamentals of firing, basic
aiming, and gun placement (WM: 4.33). Students are familiarized of firearms
characteristics according to gun weight, Familiarization of different parts of fire
arm, and Weapons are being assembled and disassembled by instructors in
virtual classes or training for students to see (WM: 4.00). Students know different
types of grenades (Chemical, offensive, etc.) as well as their fuses (WM: 3.33) is
Implemented. Therefore, the Level of Implementation of ROTC Program during
Pandemic in terms of Military Combat along Basic weapon training as perceived
by the Instructors (AWM: 3.93), is Implemented.
9. The findings about Military Orientation along Military Courtesy &
Discipline as perceived by the ROTC Students, salute is being done at all times,
including after office/class hours (WM: 4.33). The salute is introduced to render
at a distance of about six (6) paces which is the saluting distance (WM, 4.31).
Saluting when meeting senior officer’s despite being done online (WM: 4.18).
Conducted or on time military drills exercises visually during Saturday (WM: 4.04)
is Implemented. Therefore, the Level of Implementation of ROTC Program during
Pandemic in terms of Military Orientation along Military Courtesy & Discipline as
perceived by the ROTC Students (AWM: 4.21), is Highly Implemented.
10. The findings about Military Orientation along Military Justice as
perceived by the ROTC Students, the Implementation of anti-cyberbullying (WM:
80
4.32). Military jurisdiction of military laws is discussed in a way that students can
easily understand (WM: 4.31). Trials and adjudication are explained by providing
real-life examples of cases (WM: 4.16). Implementation of anti-hazing law
(demotion suspension and expulsion (WM: 4.08) is Implemented. Therefore, the
Orientation along Military Justice as perceived by the ROTC Students (AWM:
4.22), is Highly Implemented.
11. The findings about Military Orientation along Military Leadership as
perceived by the ROTC Students that the students are taught the struggle of the
people for efficient military leadership and direction (WM: 4.25). Students are
taught basic military skillsets and leadership seminars and training done through
webinars (WM: 4.23). Strategies for countering insurgency are being taught in
detail (Government Policy of National Reconciliation, One-on One Deployment,
Harnessing People’s Love for Peace, Conduct of War of Rapid Conclusion, etc.)
(WM: 4.06). The concept of military guerilla units is explained well to students.
(WM: 4.01) is Implemented. Therefore, the Level of Implementation of ROTC
Program during Pandemic in terms of Military Orientation along Military
Leadership as perceived by the ROTC Students (AWM: 4.13), is Implemented.
12. The findings about Military Combat along Basic Intelligence as
perceived by the ROTC Students is that students made exercises practicing the
five steps of planning (WM: 4.10). Four phases of intelligence are explained by
instructors in an easy way (WM, 4.08). Enemy capabilities are being taught to
students through case studies and research (WM: 3.95). Order of battle is
81
explained to students through visual aids and miniature of military personnel and
enemies (WM: 3.94) is Implemented. Therefore, the Level of Implementation of
Intelligence as perceived by the ROTC Students (AWM: 4.03), is Implemented.
13. The findings about Military Combat along Map Reading as perceived
by the ROTC Students that the instructors teach students the importance of map
reading in a way that students understand coordinates and directions (WM:
3.99). Instructors explain different categories of maps (Plainmetric, topographic,
plastic relief, etc.) (WM: 3.81 Students know how to properly fold a map and take
care of it not to get ripped (WM: 3.77). and Students know the definition of map
symbols as discussed by instructors (WM: 3.73) is Implemented. Therefore, the
Combat along Map Reading as perceived by the ROTC Students (AWM: 3.82), is
implemented.
14. The findings about Military Combat along Basic Formation as
perceived by the ROTC Students, Basic military marching commands are
explained by instructors efficiently (WM: 4.99). Familiarization of different types of
command of execution (WM: 4.39). Familiarization of execution drills (WM: 4.23).
And ROTC students are required to memorize arms and hand signals (WM: 4.18)
is highly Implemented. Therefore, the Level of Implementation of ROTC Program
by the ROTC Students (AWM: 4.32) which interpreted as Highly Implemented.
82
15. The findings about Military Combat along Land Navigation as
perceived by the ROTC Students Were Students know different types of terrains
as explained by professors through visual aids (WM: 3.88 Instructors explained
the use of compass to students in an orderly manner (WM: 3.87). Students know
the basic handling and taking care of a compass for land navigation (WM: 3.80).
And Students know how to identify intersections or features on land that are not
included on the map (WM: 3.79) is implemented. Therefore, the Level of
along Land Navigation as perceived by the ROTC Students (AWM: 3.83) is
Implemented.
16. The findings about Military Combat along Basic Weapon Training as
perceived by the ROTC Students, familiarization of different parts of fire arms
(WM: 3.94) Students are familiarized of firearms characteristics according to gun
weight (WM: 3.92). Weapons are being assembled and disassembled by
instructors in virtual classes or training for students to see (WM: 3.74). And
Students know different types of grenades (Chemical, offensive, etc.) as well as
their fuses (WM: 3.59) is Implemented. Therefore, the Level of Implementation of
Weapon Training as perceived by the ROTC Students (AWM: 3.81) is
Implemented.
Conclusion
1. The Level of Implementation of ROTC Program during Pandemic in terms of
Military Orientation perceived by the ROTC Instructors, figured out that Military
83
Courtesy & Discipline (WM: 4. 80), Military Leadership (WM: 4.80), Military
Justice (WM: 4.53) is highly Implemented. Therefore, the Level of
Orientation perceived by the ROTC Instructors (AWM: 4.71) is Highly
Implemented.
Military Orientation perceived by the ROTC students figured out that Military
Justice (WM: 4.22) Military Courtesy & Discipline (WM: 4. 21), and Military
Leadership (WM: 4.13), is highly Implemented. Therefore, the level of
Implemented
Military Combat perceived by the ROTC Instructors figured out that Basic
Formation (WM: 5.0), Basic Intelligence, and Map Reading (WM: 4.60), Land
Navigation (WM: 4. 47), and Basic Weapon Training (WM: 3.93), is highly
Implemented. Therefore, the summary of Level of Implementation of ROTC
Program during Pandemic in terms of Military Combat perceived by the ROTC
Instructors (AWM: 4.52) is highly Implemented
4. The Level of Implementation of ROTC Program during Pandemic in
terms of Military Orientation perceived by the ROTC Students figured out that
Basic Formation (WM: 4.32), Basic Intelligence (WM: 4.03), Land Navigation
84
(WM: 3.83), Map Reading (WM: 3.82) and Basic Weapon Training (WM: 3.81),
which as interpreted as Implemented. Therefore, the Summary of Level of
Orientation perceived by the ROTC Students (AWM: 3.96) is Implemented.
Recommendations
Based on the results of the study, the researchers strongly recommend the
following:
1. Provide factual information about foreign country, organization or issue
for intelligence report to provide awareness to the students;
2. Provide interesting orientation with activities that will make students
proficient at map reading and navigation as their skills;
3. Produce safe access to map readers to reach nations level of
accessibility with competitive activities;
4. Provide seminars and physical training programs to utilize effective
leadership; and
5. Create land navigation practices sessions during the Reserved Officers
Training Corps class.
Problem 2
What are the factors affecting the implementation of ROTC program
during pandemic in terms of learning environment and assessment?
Findings
1. The findings about factors Affecting the ROTC Program during Pandemic in
terms of Learning Environment as perceived by the Instructors were figured out
85
that students who get disconnected due to sudden power interruptions or loss of
Wi-Fi are considered by instructors (WM: 4.67). Instructors/students experiences
positive and encouraging teaching/learning environment (WM: 4.33). And the
online discussion environment enables instructors to develop a well performing
students, the online discussion environment enables the instructor to easily
contact the students, Student’s/ instructors had flexible space at home for varied
learning approaches and students and instructors have more open spaces to
support online learning collaboration (WM: 4.00) interpreted as frequently.
Therefore, the Factors Affecting the ROTC Program during Pandemic in terms of
Learning Environment as perceived by the Instructors (AWM: 3.97) affects
frequently.
2. The findings about factors affecting the ROTC Program during Pandemic in
terms of Assessment as perceived by the Instructor is that Instructors and
officers do the online exercises for assessment on ROTC students and
Assessments are conducted in a manner that students are well-prepared and not
abrupt that may cause anxiety among learners (WM: 4.67). Students outputs,
activities and video presentation didn’t submit on time have proper
punishment/demerits and Instructors give activities, quizzes, exam through virtual
portal (WM: 4.33). Instructors consider the availability of gadgets used by the
students especially during the week of assessment. (WM: 4.00). Which as
interpreted as frequently. Therefore, the Factors Affecting the ROTC Program
during Pandemic in terms of Assessment as perceived by the Instructors is
(AWM: 3.97) which affects frequently.
86
terms of Learning Environment as perceived by the ROTC Students it figures out
that students who get disconnected due to sudden power interruptions or loss of
Wi-Fi are considered by instructors. (WM: 4.07). Surroundings gives focus on
students learning capabilities. (WM: 4.00). The online discussion environment
enables instructors to develop a well performing students and
Instructors/students experiences positive and encouraging teaching/learning
environment (WM: 3.98) which affects frequently. Therefore, the Factors
Affecting the ROTC Program during Pandemic in terms of Learning Environment
as perceived by the ROTC Students (AWM: 3.93) affects frequently.
terms of Assessment as perceived by the ROTC Students is that instructors give
activities, quizzes, exam through virtual portal (WM: 4. 28). Time schedules are
being adhered properly by instructors and students (WM: 4.13). Instructors
require students to turn on cameras when attending online recitation, taking
assessments, quizzes, examinations, etc. (WM: 4.12) is frequently. Therefore,
the Factors Affecting the ROTC Program during Pandemic in terms of
Assessment as perceived by the ROTC Students (AWM: 4.07) affects frequently.
5. The findings about the summary of Level of Implementation of ROTC Program
during Pandemic in terms of Military Orientation perceived by the ROTC
Instructors, figured out that Military Courtesy & Discipline (WM: 4. 80), Military
Leadership (WM: 4.80), Military Justice (WM: 4.53) is highly Implemented.
Therefore, the Level of Implementation of ROTC Program during Pandemic in
87
terms of Military Orientation perceived by the ROTC Instructors (AWM: 4.71) is
Highly Implemented.
during Pandemic in terms of Military Orientation perceived by the ROTC students
figured out that Military Justice (WM: 4.22) Military Courtesy & Discipline (WM: 4.
21), and Military Leadership (WM: 4.13), is highly Implemented. Therefore, the
level of Implementation of ROTC Program during Pandemic in terms of Military
Implemented
during Pandemic in terms of Military Combat perceived by the ROTC Instructors
figured out that Basic Formation (WM: 5.0), Basic Intelligence, and Map Reading
(WM: 4.60), Land Navigation (WM: 4. 47), and Basic Weapon Training (WM:
3.93), is highly Implemented. Therefore, the summary of Level of Implementation
of ROTC Program during Pandemic in terms of Military Combat perceived by the
ROTC Instructors (AWM: 4.52) is highly Implemented
during Pandemic in terms of Military Orientation perceived by the ROTC
Students figured out that Basic Formation (WM: 4.32), Basic Intelligence (WM:
4.03), Land Navigation (WM: 3.83), Map Reading (WM: 3.82) and Basic Weapon
Training (WM: 3.81), which as interpreted as Implemented. Therefore, the
Summary of Level of Implementation of ROTC Program during Pandemic in
88
terms of Military Orientation perceived by the ROTC Students (AWM: 3.96) is
Implemented.
9. The findings about the summary of Factors Affecting the ROTC Program
during Pandemic as perceived by the ROTC Instructors figured out that
assessments and Learning Environment (WM: 3.937) which as interpreted as
frequently. Therefore, the Summary of Factors Affecting the ROTC Program
during Pandemic as perceived by the ROTC Instructors (AWM: 3.97) is
frequently.
10. The findings about the summary of Factors Affecting the ROTC Program
during Pandemic as perceived by the ROTC Students figured out that
assessments (WM: 4.07), and Learning Environment (WM: 3.93) affects
frequently. Therefore, Factors Affecting the ROTC Program during Pandemic as
perceived by the ROTC Students (AWM: 4.0) which interpreted as frequently.
Conclusion
1. The Factors Affecting the ROTC Program during Pandemic as perceived by
the ROTC Instructors figured out that assessments and Learning Environment
(WM: 3.937) which as interpreted as frequently. Therefore, the Summary of
Factors Affecting the ROTC Program during Pandemic as perceived by the
ROTC Instructors (AWM: 3.97) is frequently.
89
2. The Factors Affecting the ROTC Program during Pandemic as perceived by
the ROTC Students figured out that assessments (WM: 4.07), and Learning
Environment (WM: 3.93) affects frequently. Therefore, Factors Affecting the
ROTC Program during Pandemic as perceived by the ROTC Students (AWM:
Recommendations
Based on the results of the study, the researchers strongly recommend the
following:
1. The department must provide hard copy or the modular approach
specially to those areas affected by the poor internet connection and for
students who had the less capacity to provide gadgets needed for the
online classes.
2. Use the SMS in disseminating the information since not everyone has
stable internet connection and the power disruption.
3. Use other social media forms to relay text for instruction, eg. WhatsApp
(cheaper and doesn’t require as many GB as others)
Problem 3
Is there a significant difference on the responses of the respondents on
the level and factors of implementation of ROTC program during pandemic?
Findings
90
1. There is a significant difference on the Responses of the Respondents on the
terms of Military Courtesy & Discipline (AWM: 4.80), Military Justice (AWM: 4.53)
and Military Leadership (AWM: 4.80) under military orientation perceive by ROTC
Instructors while as perceived by the ROTC Students, under military orientation,
the Military Courtesy & Discipline is (AWM: 4.21), Military Justice (AWM: 4.22)
and Military Leadership (AWM: 4.13). Therefore, the null hypothesis is rejected.
2. There is a significant difference on the Responses of the Respondents on the
terms of Basic Formation (AWM: 5.0), Basic Intelligence (AWM: 4.6), Map
Reading (AWM: 4.6), and Land Navigation (AWM: 4.5) under military combat
perceived by ROTC Instructor while as perceived by the ROTC Students under
military combat, the Basic Intelligence is (AWM: 4.3), Basic Formation (AWM:
4.03), Map Reading (AWM: 3.0) and Land Navigation (AWM: 3.0) Therefore, the
null hypothesis is rejected. There is no significant difference on the Responses of
the Respondents on the Level and Factors of Implementation of ROTC Program
during Pandemic in terms of Basic weapon training (AWM: 3.9) under military
combat perceived by ROTC Instructor. While, perceived by ROTC Students,
under military combat, the Basic weapon training is (AWM: 3.0). Therefore, the
null hypothesis is accepted.
3. There is no significant difference on the Responses of the Respondents on the
Level and Factors of Implementation of ROTC Program during Pandemic
91
perceived by ROTC Instructors in terms Learning Environment and Assessments
(AWM: 3.97) while as perceived by ROTC Students, the Learning Environment is
(WM: 3.93) and Assessments (AWM: 4.07). Therefore, the null hypothesis is
accepted.
Conclusion
This study concluded that there is a significant difference on the
Responses of the Respondents on the Level and Factors of Implementation of
ROTC Program during Pandemic in terms on military orientation and combat
training, perceived by ROTC Instructors and perceived by ROTC Students. Also
this study concludes that there is no significant difference on the Responses of
the Respondents on the Level and Factors of Implementation of ROTC Program
during Pandemic perceived by ROTC Instructors in terms Learning Environment
and Assessments as perceived by ROTC Students.
Recommendation
Researchers recommended to conduct symposium weekly to build
interactive communication and postulate social relationship as important
implication between respondents.Future commanding officers of the ROTC units
that the Committee will interview each candidate to ensure that the commanding
officers share CBSUA's vision for an inclusive and nondiscriminatory ROTC
program as outlined herein and that they understand and appreciate the nature
of CBSUA's educational mission and values. The Committee retains the authority
to reject any candidate whom it determines does not meet the above criteria.
92
93
Appendix A1. Level of Implementation of ROTC Program during Pandemic

in terms of Military Orientation along Military Courtesy & Discipline as
perceived by Instructors
Weighted
Indicators 5 4 3 2 1 Computed Weighted Mean
Mean
1. Salute is being
done at all times, 3 (5 )+ 0 ( 4 )+ 0 (3 )+ 0 ( 2 )+ 0(1)
including after 3 0 0 0 0 5.0000
3
office/class
hours.
2. The salute is
introduced to
render at a 2 ( 5 ) +1 ( 4 ) +0 ( 3 ) +0 ( 2 ) +0(1)
distance of about 2 1 0 0 0 4.6667
3
six (6) paces
which is the
saluting distance.
3. Saluting when
meeting senior 3 (5 )+ 0 ( 4 )+ 0 (3 )+ 0 ( 2 )+ 0(1)
officers despite 3 0 0 0 0 5.0000
3
being done
online.
4. Conducted or on
time military drills 2 ( 5 ) +1 ( 4 ) +0 ( 3 ) +0 ( 2 ) +0(1)
exercises 2 1 0 0 0 4.6667
3
visually during
Saturday.
5. Undergoes
training online to 2 ( 5 ) +1 ( 4 ) +0 ( 3 ) +0 ( 2 ) +0(1)
2 1 0 0 0 4.6667
create a climate 3
of discipline.
94

in terms of Military Orientation along Military Justice as perceived by
Instructors
Weighted
Mean
1. Laws to protect
civilians are
explained 1 ( 5 ) +2 ( 4 ) +0 ( 3 ) +0 ( 2 ) +0(1)
1 2 0 0 0 4.3333
thoroughly 3
through online
sources.
2. Military
jurisdiction of
military laws is
discussed in a 2 ( 5 ) +1 ( 4 ) +0 ( 3 ) +0 ( 2 ) +0(1)
2 1 0 0 0 4.6667
way that 3
students can
easily
understand.
3. Implementation 2 ( 5 ) +1 ( 4 ) +0 ( 3 ) +0 ( 2 ) +0(1)
of anti- 2 1 0 0 0 4.6667
3
cyberbullying.
4. Trials and
adjudication are
explained by 1 ( 5 ) +2 ( 4 ) +0 ( 3 ) +0 ( 2 ) +0(1)
1 2 0 0 0 4.3333
providing real- 3
life examples of
cases.
5. Implementation
of anti-hazing 2 ( 5 ) +1 ( 4 ) +0 ( 3 ) +0 ( 2 ) +0(1)
law (demotion 2 1 0 0 0 4.6667
3
suspension and
expulsion).
95

in terms of Military Orientation along Military Leadership as perceived by
Instructors
Weighte
d Mean
1. ROTC instructor
and training staff
conduct webinar 2 ( 5 ) +1 ( 4 ) +0 ( 3 ) +0 ( 2 ) +0(1)
on 2 1 0 0 0 4.6667
3
anti-terrorism/insu
rgency for student
awareness.
2. Students are
taught the
struggle of the 2 ( 5 ) +1 ( 4 ) +0 ( 3 ) +0 ( 2 ) +0(1)
people for 2 1 0 0 0 4.6667
3
efficient military
leadership and
direction.
3. The concept of
military guerilla 2 ( 5 ) +1 ( 4 ) +0 ( 3 ) +0 ( 2 ) +0(1)
2 1 0 0 0 4.6667
units is explained 3
well to students.
4. Strategies for
countering
insurgency are
being taught in
detail
(Government
Policy of National 3 (5 )+ 0 ( 4 )+ 0 (3 )+ 0 ( 2 )+ 0(1)
Reconciliation, 3 0 0 0 0 5.0000
3
One-on One
Deployment,
Harnessing
People’s Love for
Peace, Conduct
of War of Rapid
Conclusion, etc.)
5. Students are
taught basic
military skillsets 3 (5 )+ 0 ( 4 )+ 0 (3 )+ 0 ( 2 )+ 0(1)
and leadership 3 0 0 0 0 5.0000
3
seminars and
training done
through webinars.
96
97
Appendix B1. Level of Implementation of ROTC Program during Pandemic

in terms of Military Orientation along Military Courtesy & Discipline as
perceived by ROTC Students
Weighte
d Mean
1. Salute is
being done
at all times, 63 (5 )+ 40 ( 4 ) +13 ( 3 ) +2 ( 2 ) +2(1)
1
including 63 40 2 2 4.3333
3 120
after
office/class
hours.
2. The salute
is
introduced
to render at
a distance 1 60 (5 )+ 43 ( 4 ) +13 ( 3 ) +2 ( 2 ) +2(1)
60 43 2 2 120 4.3083
of about six 3
(6) paces
which is
the saluting
distance.
3. Saluting
when
meeting
senior 1 57 (5 )+ 41 ( 4 )+ 12 ( 3 ) +7 ( 2 ) +3(1)
57 41 7 3 120 4.1833
officers 2
despite
being done
online.
4. Conducted
or on time
military
drills 1 57 (5 )+ 33 ( 4 )+16 ( 3 )+ 6 ( 2 )+ 8(1)
57 33 6 8 120 4.0417
exercises 6
visually
during
Saturday.
5. Undergoes
training
online to 1 58 ( 5 )+ 40 ( 4 ) +13 (3 )+ 5 ( 2 ) + 4(1)
58 40 5 4 120 4.1917
create a 3
climate of
discipline.
98

in terms of Military Orientation along Military Justice as perceived by ROTC
Students
Weight
Indicators 5 4 3 2 1 Computed Weighted Mean ed
Mean
1. Laws to
protect
civilians are
explained 5 4 1 54 ( 5 ) +44 ( 4 )+19 ( 3 ) +2 ( 2 ) +1(1)
2 1 4.2333
thoroughly 4 4 9 120
through
online
sources.
2. Military
jurisdiction
of military
laws is 59 ( 5 )+ 41 ( 4 )+18 ( 3 ) +2 ( 2 ) +0(1)
5 4 1
discussed in 2 0 120 4.3083
9 1 8
a way that
students
can easily
understand.
3. Implementat
ion of anti- 6 3 2 66 ( 5 ) +30 ( 4 )+ 21 ( 3 ) +2 ( 2 ) +1(1)
2 1 120 4.3167
cyberbullyin 6 0 1
g.
4. Trials and
adjudication
are
explained 5 4 1 51 ( 5 ) + 45 ( 4 )+16 ( 3 )+ 8 ( 2 )+ 0(1)
8 0 120 4.1583
by providing 1 5 6
real-life
examples of
cases.
5. Implementat
ion of anti-
hazing law 55 ( 5 )+34 ( 4 )+ 20 (3 )+ 8 ( 2 )+ 3(1)
5 3 2
(demotion 8 3 120 4.0833
5 4 0
suspension
and
expulsion).
99
100
Weighte
d Mean
1. ROTC instructor
and training staff
conduct webinar on 50 ( 5 )+ 46 ( 4 ) +16 ( 3 ) +5 ( 2 )+ 3(1)
50 46 16 5 3 4.1250
anti-terrorism/insurg 120
ency for student
awareness.
2. Students are taught
the struggle of the 54 ( 5 ) +44 ( 4 )+ 20 ( 3 )+2 ( 2 ) +0(1)
people for efficient 54 44 20 2 0 120 4.2500
military leadership
and direction.
3. The concept of
military guerilla 45 ( 5 ) +41 ( 4 ) +28 ( 3 ) +2 ( 2 )+ 4 (1)
45 41 28 2 4 120 4.0083
units is explained
well to students.
4. Strategies for
countering
insurgency are
being taught in
detail (Government
Policy of National
Reconciliation, One- 42 ( 5 ) +50 ( 4 )+ 22 ( 3 ) +5 ( 2 ) +1(1)
42 50 22 5 1 120 4.0583
on One
Deployment,
Harnessing
People’s Love for
Peace, Conduct of
War of Rapid
Conclusion, etc.)
basic military
skillsets and 57 (5 )+ 41 ( 4 )+ 17 ( 3 )+ 2 ( 2 ) +3(1)
57 41 17 2 3 120 4.2250
leadership seminars
and training done
through webinars.
in terms of Military Orientation along Military Leadership as perceived by
ROTC Students
101
Appendix C1. Level of Implementation of ROTC Program during Pandemic

in terms of Military Combat along Basic Intelligence as perceived by
Instructors
Weighted
Mean
1. Four phases of
intelligence are 1 ( 5 ) +2 ( 4 ) +0 ( 3 ) +0 ( 2 ) +0(1)
explained by 1 2 0 0 0 4.3333
3
instructors in an easy
way.
2. Students made
exercises practicing 2 ( 5 ) +1 ( 4 ) +0 ( 3 ) +0 ( 2 ) +0(1)
2 1 0 0 0 4.6667
the five steps of 3
planning.
3. Enemy capabilities
are being taught to 2 ( 5 ) +1 ( 4 ) +0 ( 3 ) +0 ( 2 ) +0(1)
students through 2 1 0 0 0 4.6667
3
case studies and
research.
4. Order of battle is
explained to students
through visual aids 2 ( 5 ) +1 ( 4 ) +0 ( 3 ) +0 ( 2 ) +0(1)
2 1 0 0 0 4.6667
and miniature of 3
military personnel
and enemies.
how to collect 2 ( 5 ) +1 ( 4 ) +0 ( 3 ) +0 ( 2 ) +0(1)
information of battle, 2 1 0 0 0 4.6667
3
enemies, and military
operations.
102

in terms of Military Combat along Map Reading as perceived by Instructors
Weighted
Mean
1. Instructors teach
students the
importance of
map reading in a 2 ( 5 ) +1 ( 4 ) +0 ( 3 ) +0 ( 2 ) +0(1)
way that 2 1 0 0 0 4.6667
3
students
understand
coordinates and
directions.
2. Students know
how to properly 2 ( 5 ) +1 ( 4 ) +0 ( 3 ) +0 ( 2 ) +0(1)
fold a map and 2 1 0 0 0 4.6667
3
take care of it
not to get ripped.
3. Instructors
explain different
categories of 1 ( 5 ) +2 ( 4 ) +0 ( 3 ) +0 ( 2 ) +0(1)
maps 1 2 0 0 0 4.3333
3
(Plainmetric,
topographic,
plastic relief, etc.)
4. Students know
the definition of 2 ( 5 ) +1 ( 4 ) +0 ( 3 ) +0 ( 2 ) +0(1)
map symbols as 2 1 0 0 0 4.6667
3
discussed by
instructors.
5. Students can
locate points,
grids, and 2 ( 5 ) +1 ( 4 ) +0 ( 3 ) +0 ( 2 ) +0(1)
2 1 0 0 0 4.6667
coordinates by 3
themselves
confidently.
103

in terms of Military Combat along Basic Formation as perceived by
Instructors
Weighte
d Mean
1. Basic
military
marching
commands 3 (5 )+ 0 ( 4 )+ 0 (3 )+ 0 ( 2 )+ 0(1)
3 0 0 0 0 5.0000
are 3
explained by
instructors
efficiently.
2. Familiarizati
on of
different 3 (5 )+ 0 ( 4 )+ 0 (3 )+ 0 ( 2 )+ 0(1)
3 0 0 0 0 5.0000
types of 3
command of
execution.
3. Familiarizati
on of 3 (5 )+ 0 ( 4 )+ 0 (3 )+ 0 ( 2 )+ 0(1)
3 0 0 0 0 5.0000
execution 3
drills.
4. ROTC
students are
required to 3 (5 )+ 0 ( 4 )+ 0 (3 )+ 0 ( 2 )+ 0(1)
memorize 3 0 0 0 0 5.0000
3
arms and
hand
signals.
5. Familiarizati
on of 3 (5 )+ 0 ( 4 )+ 0 (3 )+ 0 ( 2 )+ 0(1)
elements of 3 0 0 0 0 5.0000
3
lines and
platoons.
104

in terms of Military Combat along Land Navigation as perceived by
Instructors
Weighte
d Mean
1. Students
know
different
types of 2 ( 5 ) +1 ( 4 ) +0 ( 3 ) +0 ( 2 ) +0(1)
terrains as 2 1 0 0 0 4.6667
3
explained by
professors
through
visual aids.
2. Instructors
explained the
use of 2 ( 5 ) +1 ( 4 ) +0 ( 3 ) +0 ( 2 ) +0(1)
compass to 2 1 0 0 0 4.6667
3
students in
an orderly
manner.
3. Contour lines
such as the
elevation and
relief on
maps can be 2 ( 5 ) + 0 ( 4 ) +1 ( 3 ) +0 ( 2 ) +0(1)
2 0 1 0 0 4.3333
identified by 3
students in
actual
performance
s.
4. Students
know how to
identify
intersections 1 ( 5 ) +2 ( 4 ) +0 ( 3 ) +0 ( 2 ) +0(1)
or features 1 2 0 0 0 4.3333
3
on land that
are not
included on
the map.
5. Students 1 2 0 0 0 1 ( 5 ) +2 ( 4 ) +0 ( 3 ) +0 ( 2 ) +0(1) 4.3333
know the 3
basic
handling and
taking care of
105
a compass
for land
navigation.
in terms of Military Combat along Basic Weapon Training as perceived by
Instructors
Weighte
d Mean
1. Students are
familiarized of
firearms 1 ( 5 ) +1 ( 4 ) +1 ( 3 )+ 0 ( 2 )+ 0(1)
1 1 1 0 0 4.0000
characteristics 3
according to
gun weight.
2. Familiarizatio
n of different 1 ( 5 ) +1 ( 4 ) +1 ( 3 )+ 0 ( 2 )+ 0(1)
1 1 1 0 0 4.0000
parts of fire 3
arms.
3. Weapons are
being
assembled
and
disassembled 1 ( 5 ) +1 ( 4 ) +1 ( 3 )+ 0 ( 2 )+ 0(1)
by instructors 1 1 1 0 0 4.0000
3
in virtual
classes or
training for
students to
see.
4. Students
know different
types of
grenades 0 ( 5 )+ 1 ( 4 ) +2 ( 3 ) +0 ( 2 ) +0(1)
0 1 2 0 0 3.3333
(Chemical, 3
offensive,
etc.) as well
as their fuses.
5. Instructors
explain
fundamentals 1 ( 5 ) +2 ( 4 ) +0 ( 3 ) +0 ( 2 ) +0(1)
of firing, basic 1 2 0 0 0 4.3333
3
aiming, and
gun
placement.
106
107
Appendix D1. Level of Implementation of ROTC Program during Pandemic

in terms of Military Combat along Basic Intelligence as perceived by ROTC
Students
Weighte
d Mean
1. Four phases of
intelligence are 42 ( 5 ) +50 ( 4 )+ 23 ( 3 )+5 ( 2 ) +0 (1)
explained by 42 50 23 5 0 4.0750
120
instructors in an easy
way.
2. Students made
exercises practicing 44 ( 5 ) + 48 ( 4 )+ 24 ( 3 ) +4 ( 2 )+ 0(1)
44 48 24 4 0 4.1000
the five steps of 120
planning.
3. Enemy capabilities are
being taught to 36 ( 5 )+ 52 ( 4 ) +23 ( 3 ) +8 ( 2 ) +1(1)
36 52 23 8 1 3.9500
students through case 120
studies and research.
4. Order of battle is
explained to students
through visual aids and 40 ( 5 ) +46 ( 4 ) +24 ( 3 ) +7 ( 2 )+ 3(1)
40 46 24 7 3 3.9417
miniature of military 120
personnel and
enemies.
how to collect 48 ( 5 ) +41 ( 4 ) +23 ( 3 ) +6 ( 2 ) +2(1)
information of battle, 48 41 23 6 2 4.0583
120
operations.
108
Weighte
Mean
1. Instructors teach
students the
importance of
map reading in a 52 ( 5 ) +31 ( 4 ) +26 ( 3 ) +6 ( 2 ) +5(1)
3
way that 52 26 6 5 3.9917
1 120
students
understand
coordinates and
directions.
2. Students know
how to properly 36 ( 5 )+ 40 ( 4 ) +30 ( 3 ) +8 ( 2 ) +6(1)
4
fold a map and 36 30 8 6 3.7667
0 120
take care of it
not to get ripped.
3. Instructors
explain different
categories of 41 ( 5 ) +37 ( 4 )+ 28 (3 )+ 6 ( 2 )+ 8(1)
3
maps 41 28 6 8 3.8083
7 120
(Plainmetric,
topographic,
4. Students know
the definition of 41 ( 5 ) +34 ( 4 ) +24 ( 3 ) +14 ( 2 ) +7 (1)
3
map symbols as 41 24 14 7 3.7333
4 120
discussed by
instructors.
5. Students can
locate points,
grids, and 3 48 ( 5 ) +37 ( 4 ) +24 ( 3 ) +12 ( 2 ) +6(1)
41 24 12 6 3.7917
coordinates by 7 120
themselves
confidently.
in terms of Military Combat along Map Reading as perceived by ROTC
Students
109
Weighted
Mean
1. Basic military
marching
commands are 73 ( 5 )+31 ( 4 ) +13 ( 3 ) +3 ( 2 ) +0(1)
73 31 13 3 0 4.4500
explained by 120
instructors
efficiently.
2. Familiarization of
different types of 68 (5 )+ 34 ( 4 ) +15 (3 )+ 3 (2 )+ 0(1)
68 34 15 3 0 4.3917
command of 120
execution.
3. Familiarization of 59 ( 5 )+34 ( 4 )+ 24 ( 3 ) +2 ( 2 )+ 1(1)
59 34 24 2 1 4.2333
execution drills. 120
4. ROTC students
are required to 58 ( 5 )+36 ( 4 )+17 ( 3 )+ 8 (2 )+1(1)
memorize arms 58 36 17 8 1 4.1833
120
and hand
signals.
5. Familiarization of 72 ( 5 ) +30 ( 4 ) +9 ( 3 ) +7 ( 2 ) +2(1)
elements of lines 72 30 9 7 2 4.3583
120
and platoons.
in terms of Military Combat along Basic Formation as perceived by ROTC
Students
110
Weighte
d Mean
1. Students know
different types of
terrains as 41 ( 5 ) +35 ( 4 )+ 35 ( 3 )+ 6 ( 2 )+3 (1)
explained by 41 35 35 6 3 3.8750
120
professors
through visual
aids.
2. Instructors
explained the 38 (5 )+ 42 ( 4 )+ 30 ( 3 )+ 6 ( 2 )+ 4 (1)
use of compass 38 42 30 6 4 3.8667
120
to students in an
orderly manner.
3. Contour lines
such as the
elevation and
relief on maps 33 (5 )+50 ( 4 ) +26 ( 3 )+ 4 ( 2 ) +7(1)
33 50 26 4 7 3.8167
can be identified 120
by students in
actual
performances.
4. Students know
how to identify
intersections or 35 (5 )+ 45 ( 4 ) +26 ( 3 ) +8 ( 2 ) +6(1)
features on land 35 45 26 8 6 3.7917
120
that are not
included on the
map.
5. Students know
the basic
handling and 38 (5 )+ 42 ( 4 )+ 25 ( 3 )+ 8 (2 )+7 (1)
38 42 25 8 7 3.8000
taking care of a 120
compass for
land navigation.
in terms of Military Combat along Land Navigation as perceived by ROTC
Students
111
Weight
Mean
1. Students are
familiarized of
firearms 44 ( 5 ) +36 ( 4 ) +30 ( 3 ) +6 ( 2 ) + 4(1)
44 36 30 6 4 3.9167
characteristics 120
according to gun
weight.
2. Familiarization of 43 ( 5 ) +38 ( 4 ) +30 ( 3 )+ 7 ( 2 )+ 2(1)
different parts of 43 38 30 7 2 3.9417
120
fire arms.
3. Weapons are
being assembled
and
disassembled by 42 ( 5 ) +31 ( 4 ) +30 ( 3 ) +8 ( 2 ) +9 (1)
42 31 30 8 9 3.7417
instructors in 120
virtual classes or
training for
students to see.
4. Students know
different types of
grenades 36 ( 5 )+ 31 ( 4 ) +33 ( 3 ) +8 ( 2 ) +12(1)
(Chemical, 36 31 33 8 12 3.5917
120
offensive, etc.) as
well as their
fuses.
5. Instructors
explain
fundamentals of 48 ( 5 ) +31 ( 4 )+ 26 (3 )+ 7 ( 2 )+ 8(1)
48 31 26 7 8 3.8667
firing, basic 120
aiming, and gun
placement.
in terms of Military Combat along Basic Weapon Training as perceived by
ROTC Students
112
Appendix E1. Factors Affecting the ROTC Program during Pandemic in

terms of
Learning Environment as perceived by Instructors
Weighted
Mean
1. The online discussion
environment enables 0 ( 5 )+ 3 ( 4 )+ 0 (3 )+ 0 ( 2 )+ 0(1)
0 3 0 0 0 4.0000
instructors to develop a 3
well performing students.
2. The online discussions
environment enables 0 ( 5 )+ 2 ( 4 ) +1 ( 3 ) +0 ( 2 ) +0(1)
0 2 1 0 0 3.6667
student to develop good 3
work with instructor.
environment allows 0 ( 5 )+ 2 ( 4 ) +1 ( 3 ) +0 ( 2 ) +0(1)
spontaneous confidential 0 2 1 0 0 3.6667
information. (military 3
secrecy)
4. Students have good
place to study ROTC 0 ( 5 )+ 2 ( 4 ) +1 ( 3 ) +0 ( 2 ) +0(1)
0 2 1 0 0 3.6667
manuals, without 3
distractions from Home.
environment enables the 0 ( 5 )+ 3 ( 4 )+ 0 (3 )+ 0 ( 2 )+ 0(1)
0 3 0 0 0 4.0000
instructor to easily 3
contact the students.
6. Students/ instructors had
flexible space at home for 1 ( 5 ) +1 ( 4 ) +1 ( 3 )+ 0 ( 2 )+ 0(1)
1 1 1 0 0 4.0000
varied learning 3
approaches.
7. Students and instructors
have more open spaces 0 ( 5 )+ 3 ( 4 )+ 0 (3 )+ 0 ( 2 )+ 0(1)
0 3 0 0 0 4.0000
to support online learning 3
collaboration.
8. Instructors/students
experiences positive and 1 ( 5 ) +2 ( 4 ) +0 ( 3 ) +0 ( 2 ) +0(1)
encouraging 1 2 0 0 0 4.3333
teaching/learning 3
environment.
9. Students who get
disconnected due to
sudden power 2 ( 5 ) +1 ( 4 ) +0 ( 3 ) +0 ( 2 ) +0(1)
2 1 0 0 0 4.6667
interruptions or loss of 3
Wi-Fi are considered by
instructors.
10. Surroundings gives 1 ( 5 ) +1 ( 4 ) +0 ( 3 ) +1 ( 2 )+ 0(1)
focus on students 1 1 0 1 0 3.6667
learning capabilities. 3
113
Appendix E2. Factors Affecting the ROTC Program during Pandemic in

terms of
Weighted
Mean
1. Instructors require
students to turn on
cameras when attending 1 ( 5 ) +2 ( 4 ) +0 ( 3 ) +0 ( 2 ) +0(1)
1 2 0 0 0 4.3333
online recitation, taking 3
assessments, quizzes,
examinations, etc.
2. Instructors consider the
availability of gadgets 1 ( 5 ) +1 ( 4 ) +1 ( 3 )+ 0 ( 2 )+ 0(1)
used by the students 1 1 1 0 0 4.0000
especially during the 3
week of assessment.
3. Students are required to 1 ( 5 ) +1 ( 4 ) +0 ( 3 ) +0 ( 2 ) +1(1)
wear ROTC uniforms 1 1 0 0 1 3.3333
during online inspection. 3
4. Students conduct class 1 ( 5 ) +1 ( 4 ) +0 ( 3 ) +0 ( 2 ) +1(1)
reporting through share 1 1 0 0 1 3.3333
screen projections. 3
5. Students performed 0 ( 5 )+ 2 ( 4 ) +0 ( 3 )+ 0 ( 2 ) +1(1)
army dozen exercise as 0 2 0 0 1 3.0000
part of assessment. 3
6. Time schedules are
being adhered properly 0 ( 5 )+ 2 ( 4 ) +1 ( 3 ) +0 ( 2 ) +0(1)
0 2 1 0 0 3.6667
by instructors and 3
students.
7. Students outputs,
activities and video
presentation didn’t 1 ( 5 ) +2 ( 4 ) +0 ( 3 ) +0 ( 2 ) +0(1)
1 2 0 0 0 4.3333
submit on time have 3
proper
8. Instructors give 1 ( 5 ) +2 ( 4 ) +0 ( 3 ) +0 ( 2 ) +0(1)
activities, quizzes, exam 1 2 0 0 0 4.3333
through virtual portal. 3
9. Instructors and officers
do the online exercises 2 ( 5 ) +1 ( 4 ) +0 ( 3 ) +0 ( 2 ) +0(1)
2 1 0 0 0 4.6667
for assessment on 3
ROTC students.
10. Assessments are
conducted in a manner
that students are well- 2 ( 5 ) +1 ( 4 ) +0 ( 3 ) +0 ( 2 ) +0(1)
2 1 0 0 0 4.6667
prepared and not abrupt 3
that may cause anxiety
among learners.
Assessments as perceived by Instructors
114
115
Appendix F1. Factors Affecting the ROTC Program during Pandemic in

terms of
Learning Environment as perceived by ROTC Students
Weighted
Mean
environment enables 39 ( 5 )+ 49 ( 4 )+ 25 (3 )+ 5 (2 )+2(1)
39 49 25 5 2 3.9833
instructors to develop a well 120
performing students.
environment enables 34 ( 5 ) +48 ( 4 ) +29 ( 3 ) +6 ( 2 ) +3(1)
34 48 29 6 3 3.8667
student to develop good 120
environment allows 39 ( 5 )+ 46 ( 4 ) +26 ( 3 ) +6 ( 2 ) +2(1)
spontaneous confidential 39 46 26 6 2 3.9250
information. (military 120
secrecy)
4. Students have good place
to study ROTC manuals, 42 ( 5 ) +36 ( 4 )+ 30 (3 )+ 9 ( 2 )+ 3(1)
42 36 30 9 3 3.8750
without distractions from 120
Home.
environment enables the 31 ( 5 ) +52 ( 4 ) +30 ( 3 ) +5 ( 2 )+ 2(1)
31 52 30 5 2 3.8750
instructor to easily contact 120
the students.
6. Students/ instructors had 44 ( 5 ) +34 ( 4 )+ 32 ( 3 ) +6 ( 2 ) + 4(1)
flexible space at home for 44 34 32 6 4 3.9000
varied learning approaches. 120
have more open spaces to 37 ( 5 )+ 41 ( 4 )+ 33 (3 )+ 6 ( 2 )+ 4 (1)
37 41 33 6 4 3.8667
support online learning 120
collaboration.
experiences positive and 41 ( 5 ) +46 ( 4 ) +25 ( 3 ) +5 ( 2 ) +3(1)
encouraging 41 46 25 5 3 3.9750
teaching/learning 120
environment.
9. Students who get
disconnected due to 46 ( 5 ) + 42 ( 4 ) +26 ( 3 ) +6 ( 2 ) +0 (1)
sudden power interruptions 46 42 26 6 0 4.0667
or loss of Wi-Fi are 120
10. Surroundings gives focus 46 ( 5 ) +37 ( 4 ) +30 ( 3 ) +5 ( 2 ) +2(1)
on students learning 46 37 30 5 2 4.0000
capabilities. 120
116
Appendix F2. Factors Affecting the ROTC Program during Pandemic in

terms of
Assessments as perceived by ROTC Students
Weighted
Mean
1. Instructors require students
to turn on cameras when 51 ( 5 ) + 44 ( 4 ) +16 ( 3 ) +6 ( 2 ) +3(1)
attending online recitation, 51 44 16 6 3 4.1167
taking assessments, 120
quizzes, examinations, etc.
availability of gadgets used 41 ( 5 ) +46 ( 4 ) +22 ( 3 ) +7 ( 2 ) +4 (1)
by the students especially 41 46 22 7 4 3.9417
during the week of 120
assessment.
3. Students are required to 58 ( 5 )+36 ( 4 )+12 ( 3 ) +8 ( 2 ) +6( 1)
wear ROTC uniforms during 58 36 12 8 6 4.1000
online inspection. 120
4. Students conduct class 59 ( 5 )+28 ( 4 ) +18 ( 3 ) +10 ( 2 ) +5(1)
reporting through share 59 28 18 10 5 4.0500
screen projections. 120
5. Students performed army 52 ( 5 ) +37 ( 4 ) +18 ( 3 ) +2 ( 2 )+ 11(1)
dozen exercise as part of 52 37 18 2 11 3.9750
assessment. 120
6. Time schedules are being 57 (5 )+ 39 ( 4 )+12 ( 3 ) +7 ( 2 ) +5(1)
adhered properly by 57 39 12 7 5 4.1333
instructors and students. 120
7. Students outputs, activities
and video presentation didn’t 47 ( 5 ) +51 ( 4 )+ 23 (3 )+ 6 ( 2 )+ 3(1)
47 41 23 6 3 4.0250
submit on time have proper 120
8. Instructors give activities, 68 (5 )+ 29 ( 4 )+14 (3 )+ 6 ( 2 )+ 3(1)
quizzes, exam through 68 29 14 6 3 4.2750
virtual portal. 120
9. Instructors and officers do
the online exercises for 44 ( 5 ) + 48 ( 4 )+ 17 (3 )+ 9 ( 2 )+ 2(1)
44 48 17 9 2 4.0250
assessment on ROTC 120
students.
10. Assessments are conducted
in a manner that students 49 ( 5 ) +39 ( 4 )+ 20 (3 )+ 8 ( 2 )+ 4 (1)
are well-prepared and not 49 39 20 8 4 4.0083
abrupt that may cause 120
anxiety among learners.
Indicators Instructors ROTC Students

Weighted (X- X ) (X- X )2 Weighted (X- X ) (X- X )2
117
Mean Mean
1. Salute is being done at all
times, including after 5.0000 0.2000 0.0400 4.3333 0.1233 0.0152
office/class hours.
2. The salute is introduced to
render at a distance of about
4.6667 -0.1333 0.0178 4.3083 0.0983 0.0097
six (6) paces which is the
saluting distance.
3. Saluting when meeting senior
officers despite being done 5.0000 0.2000 0.0400 4.1833 -0.0267 0.0007
online.
4. Conducted or on time military
drills exercises visually 4.6667 -0.1333 0.0178 4.0417 -0.1683 0.0283
during Saturday.
5. Undergoes training online to
4.6667 -0.1333 0.0178 4.1917 -0.0183 0.0003
create a climate of discipline.
Total 24.0000 0 0.1333 21.0583 0 0.0543
Average Weighted Mean 8.0444 7.0403
Standard Deviation 0.1155 0.0737
Appendix G1. Difference on the Responses of the Respondents on the
along Military Orientation in terms of Military Courtesy & Discipline
Computation:
To find Tcv:
Computation of Degree of Freedom:
Df = N – 2
= 10 – 2
Df = 8
Critical Value at 5% level of significance: Tcv = ±2.306
To find Standard Deviation for Instructors: SD=

√ ∑ (x−x )2 =
n √ 0.1333
10
=0.1155
To find Standard Deviation for ROTC Students:
SD=
√ ∑ (x−x )2 =
n √ 0.0543
10
=0.0737
118
Instructors ROTC Students

Indicators Weighte Weighted
(X- X ) (X- X )2 (X- X ) (X- X )2
d Mean Mean
1. Laws to protect civilians are
explained thoroughly 4.3333 -0.1967 0.0387 4.2333 0.0133 0.0002
through online sources.
2. Military jurisdiction of military
laws is discussed in a way
4.6667 0.1367 0.0187 4.3083 0.0883 0.0078
that students can easily
understand.
3. Implementation of anti-
4.6667 0.1367 0.0187 4.3167 0.0967 0.0093
cyberbullying.
4. Trials and adjudication are
-
explained by providing real- 4.3333 -0.1967 0.0387 4.1583 0.0038
0.0617
life examples of cases.
5. Implementation of anti-
-
hazing law (demotion 4.6667 0.1367 0.0187 4.0833 0.0187
0.1367
Total 22.6667 0 0.1334 21.1000 0 0.0398
along Military Orientation in terms of Military Justice
Computation:
To find Tcv:
Df = N – 2
= 10 – 2
Df = 8

√ ∑ (x−x )2 =
n √ 0.1334
10
=0.1155
SD=
√ ∑ (x−x )2 =
n √ 0.0398
10
=0.0631
119

Indicators Weighte Weighte
(X- X ) (X- X )2 (X- X ) (X- X )2
d Mean d Mean
1. ROTC instructor and training
staff conduct webinar on -
4.6667 -0.1333 0.0178 4.1250 0.0000
anti-terrorism/insurgency for 0.0050
student awareness.
2. Students are taught the
struggle of the people for
4.6667 -0.1333 0.0178 4.2500 0.1200 0.0144
efficient military leadership
and direction.
3. The concept of military
-
guerilla units is explained 4.6667 -0.1333 0.0178 4.0083 0.0148
0.1217
well to students.
4. Strategies for countering
insurgency are being taught
in detail (Government Policy
of National Reconciliation, -
5.0000 0.2000 0.0400 4.0583 0.0051
One-on One Deployment, 0.0717
Harnessing People’s Love
for Peace, Conduct of War
of Rapid Conclusion, etc.)
5. Students are taught basic
military skillsets and
leadership seminars and 5.0000 0.2000 0.0400 4.2250 0.0950 0.0090
training done through
webinars.
Total 24.0000 0 0.1333 20.6667 0 0.0434
along Military Orientation in terms of Military Leadership
Computation:
To find Tcv:
Df = N – 2
= 10 – 2
Df = 8
120

√ ∑ (x−x )2 =
n √ 0.1333
10
=0.1155
SD=
√ ∑ (x−x )2 =
n √ 0.0434
10
=0.0659
Appendix H1. Difference on the Responses of the Respondents on the

along Military Combat in terms of Basic Intelligence

(X- X ) (X- X )2 (X- X ) (X- X )2
d Mean Mean
1. Four phases of intelligence
are explained by instructors 4.3333 -0.2667 0.0711 4.0750 0.0500 0.0025
in an easy way.
2. Students made exercises
practicing the five steps of 4.6667 0.0667 0.0044 4.1000 0.0750 0.0056
planning.
3. Enemy capabilities are being
taught to students through 4.6667 0.0667 0.0044 3.9500 -0.0750 0.0056
case studies and research.
4. Order of battle is explained
to students through visual
4.6667 0.0667 0.0044 3.9417 -0.0833 0.0069
aids and miniature of military
personnel and enemies.
5. Students are taught how to
collect information of battle,
4.6667 0.0667 0.0044 4.0583 0.0333 0.0011
operations.
Total 23.0000 0 0.0889 20.1250 0 0.0218
Computation:
To find Tcv:
Df = N – 2
= 10 – 2
121
Df = 8

√ ∑ (x−x )2 =
n √ 0.0889
10
=0.0943
SD=
√ ∑ (x−x )2 =
n √ 0.0218
10
=0.0467
122

(X- X ) (X- X )2 (X- X ) (X- X )2
d Mean Mean
1. Instructors teach students
the importance of map
reading in a way that 4.6667 0.0667 0.0044 3.9917 0.1737 0.0302
students understand
2. Students know how to
properly fold a map and -
4.6667 0.0667 0.0044 3.7667 0.0026
take care of it not to get 0.0513
ripped.
3. Instructors explain different
categories of maps -
4.3333 -0.2667 0.0711 3.8083 0.0001
(Plainmetric, topographic, 0.0097
4. Students know the definition
-
of map symbols as 4.6667 0.0667 0.0044 3.7333 0.0072
0.0847
discussed by instructors.
5. Students can locate points,
-
grids, and coordinates by 4.6667 0.0667 0.0044 3.7917 0.0007
0.0263
themselves confidently.
Total 23.0000 0 0.0889 19.0917 0 0.0408
along Military Combat in terms of Map Reading
Computation:
To find Tcv:
Df = N – 2
= 10 – 2
Df = 8

√ ∑ (x−x )2 =
n √ 0.0889
10
=0.0943
123
SD=
√ ∑ (x−x )2 =
n √ 0.0408
10
=0.0639

(X- X ) (X- X )2 (X- X ) (X- X )2
d Mean Mean
1. Basic military marching
commands are explained by 5.0000 0.0000 0.0000 4.4500 0.1270 0.0161
instructors efficiently.
2. Familiarization of different
types of command of 5.0000 0.0000 0.0000 4.3917 0.0687 0.0047
execution.
3. Familiarization of execution -
5.0000 0.0000 0.0000 4.2333 0.0080
drills. 0.0897
4. ROTC students are required
-
to memorize arms and hand 5.0000 0.0000 0.0000 4.1833 0.0195
0.1397
signals.
5. Familiarization of elements
5.0000 0.0000 0.0000 4.3583 0.0353 0.0012
of lines and platoons.
Total 25.0000 0 0.0000 21.6167 0 0.0496
along Military Combat in terms of Basic Formation
Computation:
To find Tcv:
Df = N – 2
= 10 – 2
Df = 8

√ ∑ (x−x )2 =
n √ 0.0000
10
=0
124
SD=
√ ∑ (x−x )2 =
n √ 0.0496
10
=0.0704

(X- X ) (X- X )2 (X- X ) (X- X )2
d Mean Mean
1. Students know different
types of terrains as
4.6667 0.1997 0.0399 3.8750 0.0450 0.0020
explained by professors
through visual aids.
2. Instructors explained the use
of compass to students in an 4.6667 0.1997 0.0399 3.8667 0.0367 0.0013
orderly manner.
3. Contour lines such as the
elevation and relief on maps -
4.3333 -0.1337 0.0179 3.8167 0.0002
can be identified by students 0.0133
in actual performances.
4. Students know how to
identify intersections or -
4.3333 -0.1337 0.0179 3.7917 0.0015
features on land that are not 0.0383
included on the map.
5. Students know the basic
handling and taking care of -
4.3333 -0.1337 0.0179 3.8000 0.0009
a compass for land 0.0300
navigation.
Total 22.3333 0 0.1333 19.1500 0 0.0059
along Military Combat in terms of Land Navigation
Computation:
To find Tcv:
Df = N – 2
= 10 – 2
Df = 8
125

√ ∑ (x−x )2 =
n √ 0.1333
10
=0.1155
SD=
√ ∑ (x−x )2 =
n √ 0.0059
10
=0.0243

(X- X ) (X- X )2 (X- X ) (X- X )2
d Mean Mean
1. Students are familiarized of
firearms characteristics 4.0000 0.0670 0.0045 3.9167 0.1047 0.0110
2. Familiarization of different
4.0000 0.0670 0.0045 3.9417 0.1297 0.0168
parts of fire arms.
3. Weapons are being
assembled and
-
disassembled by instructors 4.0000 0.0670 0.0045 3.7417 0.0049
0.0703
in virtual classes or training
for students to see.
4. Students know different
types of grenades -
3.3333 -0.5997 0.3596 3.5917 0.0485
(Chemical, offensive, etc.) 0.2203
as well as their fuses.
5. Instructors explain
fundamentals of firing, basic 4.3333 0.4003 0.1603 3.8667 0.0547 0.0030
Total 19.6667 0 0.5333 19.0583 0 0.0843
along Military Combat in terms of Basic Weapon Training
Computation:
To find Tcv:
Df = N – 2
= 10 – 2
Df = 8
126

√ ∑ (x−x )2 =
n √ 0.5333
10
=0.2309
SD=
√ ∑ (x−x )2 =
n √ 0.0843
10
=0.0918
127
Appendix I1. Difference on the Responses of the Respondents on the Level

and Factors of Implementation of ROTC Program during Pandemic along
Learning Environment
Indicators Weighted Weighte
(X- X ) (X- X )2 (X- X ) (X- X )2
Mean d Mean
environment enables
instructors to develop a 4.0000 0.4000 0.1600 3.9833 0.0503 0.0025
well performing
students.
environment enables -
3.6667 0.0667 0.0044 3.8667 0.0044
student to develop good 0.0663
environment allows
-
spontaneous 3.6667 0.0667 0.0044 3.9250 0.0001
0.0080
confidential information.
(military secrecy)
4. Students have good
place to study ROTC -
3.6667 0.0667 0.0044 3.8750 0.0034
manuals, without 0.0580
distractions from Home.
environment enables the -
4.0000 0.4000 0.1600 3.8750 0.0034
instructor to easily 0.0580
contact the students.
6. Students/ instructors
had flexible space at - 12.960 -
0.0000 3.9000 0.0011
home for varied learning 3.6000 0 0.0330
approaches.
have more open spaces -
4.0000 0.4000 0.1600 3.8667 0.0044
to support online 0.0663
learning collaboration.
experiences positive
and encouraging 4.0000 0.4000 0.1600 3.9750 0.0420 0.0018
teaching/learning
environment.
9. Students who get
disconnected due to
sudden power 4.3333 0.7333 0.5378 4.0667 0.1337 0.0179
interruptions or loss of
Wi-Fi are considered by
128
instructors.
10. Surroundings gives
focus on students 4.6667 1.0667 1.1378 4.0000 0.0670 0.0045
learning capabilities.
Total 36.0000 0 0.3333 19.5250 0 0.0137
Computation:
To find Tcv:
Df = N – 2
= 20 – 2
Df = 18

√ ∑ ( x−x )2 =
n √ 0.3333
20
=0.1291
SD=
√ ∑ (x−x )2 =
n √ 0.0137
20
=0.0262
129

Indicators Weighted Weighted
(X- X ) (X- X )2 (X- X ) (X- X )2
Mean Mean
1. Instructors require students to
turn on cameras when
attending online recitation, 4.3333 0.3663 0.1342 4.1167 0.0517 0.0027
taking assessments, quizzes,
examinations, etc.
availability of gadgets used by
4.0000 0.0330 0.0011 3.9417 -0.1233 0.0152
the students especially during
the week of assessment.
3. Students are required to wear
ROTC uniforms during online 3.3333 -0.6337 0.4015 4.1000 0.0350 0.0012
inspection.
4. Students conduct class
reporting through share screen 3.3333 -0.6337 0.4015 4.0500 -0.0150 0.0002
projections.
5. Students performed army
dozen exercise as part of 3.0000 -0.9670 0.9351 3.9750 -0.0900 0.0081
assessment.
6. Time schedules are being
adhered properly by instructors 3.6667 -0.3003 0.0902 4.1333 0.0683 0.0047
and students.
7. Students outputs, activities and
video presentation didn’t submit
4.3333 0.3663 0.1342 4.0250 -0.0400 0.0016
on time have proper
8. Instructors give activities,
quizzes, exam through virtual 4.3333 0.3663 0.1342 4.2750 0.2100 0.0441
portal.
9. Instructors and officers do the
online exercises for 4.6667 0.6997 0.4895 4.0250 -0.0400 0.0016
10. Assessments are
conducted in a manner that
students are well-prepared and 4.6667 0.6997 0.4895 4.0083 -0.0567 0.0032
not abrupt that may cause
anxiety among learners.
Total 39.6667 0 1.8734 20.1833 0 0.0274
Appendix I2. Difference on the Responses of the Respondents on the Level
and Factors of Implementation of ROTC Program during Pandemic along
Assessments
130
Computation:
To find Tcv:
Df = N – 2
= 20 – 2
Df = 18

√ ∑ (x−x )2 =
n √ 1.8734
20
=0.3061
SD=
√ ∑ (x−x )2 =
n √ 0.0274
20
=0.0370
BIOGRAPHICAL SKETCH
131
OF
ALIAH C. ALCANAR
A. Personal Information
NAME: Aliah C. Alcanar
ADDRESS: San Vicente, Libmanan, Camarines Sur
DATE OF BIRTH: December 2, 1999
PLACE OF BIRTH: San Vicente, Libmanan, Camarines Sur
CITIZENSHIP: Filipino
RELIGION: Roman Catholic
SEX: Female
CIVIL STATUS: Single
B. Academic Qualification
TERTIARY: Bachelor of Science in Criminology
Central Bicol State University of Agriculture- Sipocot
Impig, Sipocot, Camarines Sur
2022
SECONDARY: Dr. Nelson A. Mejia High School
132
San Vicente, Libmanan, Camarines Sur
2018
ELEMENTARY: San Vicente Elementary School
San Vicente, Libmanan, Camarines Sur
2012
C. Seminar/Training/Workshop Attended
First Aid Water Survival

Libmanan, Camarines Sur
December 14, 2019
NAPOLCOM SEMINAR about “Crime and Drug Abuse Prevention and

Control CUM Police Recruitment Forum”
September 3, 2021
Forensic Pathology Webinar
November 19, 2021
133
BIOGRAPHICAL SKETCH
OF
ROSE R. BARCELONA
NAME: Rose R. Barcelona
ADDRESS: Mangapo, Sipocot, Camarines Sur
DATE OF BIRTH: March 8, 2001
PLACE OF BIRTH: Awayan, Sipocot, Camarines Sur
SEX: Female
2022
134
SECONDARY: Sipocot National High School
Tara, Sipocot, Camarines Sur
2018
ELEMENTARY: Awayan Elementary School
Awayan, Sipocot, Camarines Sur
2012

December 14, 2019

September 3, 2021
November 19, 2021
135
BIOGRAPHICAL SKETCH
OF
DEVINE MAY F. BORRE
NAME: Devine May F. Borre
ADDRESS: Puro-Batia, Libmanan, Camarines Sur
DATE OF BIRTH: December 18, 1999
PLACE OF BIRTH: Puro-Batia, Libmanan, Camarines Sur
SEX: Female
2022
136
SECONDARY: Bicol Cetral Academy
Libod #1, Libmanan, Camarines Sur
2018
ELEMENTARY: Fundado, Elementary School
Taban- Fundado, Libmanan, Camarines Sur
2012

December 14, 2019

September 3, 2021
November 19, 2021
137
BIOGRAPHICAL SKETCH
OF
PRINCES A. LOZAÑES
NAME: Princes A. Lozañes
ADDRESS: Sagrada, Tinambac, Camarines Sur
DATE OF BIRTH: September 20, 1999
PLACE OF BIRTH: Sagrada, Tinambac, Camarines Sur
SEX: Female
2022
138
SECONDARY: Sagrada National High School
Sagrada, Tinambac, Camarines Sur
2018
ELEMENTARY: Sagrada Elementary School
Sagrada, Tinambac, Camarines Sur
2012

December 14, 2019

September 3, 2021
November 19, 2021
139

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CBSUA – SIPOCOT 2022

Training is the foundation of development and the primary ingredient to be

an effective and efficient person. People need training to enhance their

determines their strength and weaknesses. This is great help in order to

become a good leader.

Reserve Officers Training Corps (ROTC) is a group of college and

University based officer training programs for training commissioned officers

conduct of this training program is embodied under the provisions of RA 9163

and RA 7077 and the following regulations shall be implemented to all

students enrolled in the Military Science Training to produce quality enlisted

Philippines is one of the three components of the National Service Training

College students, it is tasked to train and develop college students in the

rudiments of Military service in order to produce capable armed forces of the

Philippines reservists. ROTC aims to provide military education and training

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. ROTC

Service Training program (NSTP). However, ROTC as a pre-requisite for

graduation was rescinded.

On December, 2019, the Philippine President Rodrigo `ROA` Duterte

younger generation need to be exposed to the rudiments of basic soldiery no

matter to help develop and home their leadership potentials.

The ongoing COVID 19 pandemic has affected ROTC programs at higher

coronavirus. In an effort to continue combating the virus, some higher

education institutions have completed training and courses virtually.

implementation of ROTC during the pandemic and the researcher wants to

evaluate the responses of the respondents on the level and factors of

implementation of ROTC program during pandemic to determine the

alternative plan to cope up with the situation.

Statement of the Problem

The researchers aimed to identify the level of implementation of ROTC

program during pandemic. This study answered the following questions:

1. What are the level of implementation of ROTC program during pandemic,

in terms of; military orientation and combat training?

2. What are the factors affecting the level of implementation of ROTC

program during pandemic, in terms of; learning environment and

3. Is there a significant difference on the responses of the respondents on

the level and factors of implementation of ROTC program during

Objective of the Study

The researchers aimed to determine the Level of Implementation of ROTC

program during pandemic. The specific objectives of the study are:

1. To determine the level of implementation of ROTC program during

Pandemic, in terms of; military orientation and combat training

2. To determine the factors affecting the level of implementation of ROTC

program during pandemic in terms of; a. learning environment and b.

3. To evaluate the significant difference on the responses of the respondents

on the level and factors of implementation of ROTC program during

This study assumed that;

1. The level of implementation of ROTC program during pandemic in

terms of; a. military orientation and b. combat training varies.

2. The factors affecting the ROTC program during pandemic, in terms

of; a. learning environment and b. assessment also varies.

3. The significant difference on the responses of the respondents on

the level and factors of implementation of ROTC program during

pandemic also varies.

This study was guided by the hypothesis, there is no significant difference

on the responses of the respondents on the level and factors of

implementation of ROTC program during pandemic.

This study was focused on the level of implementation of ROTC program

2020-2021 and it includes the three (3) ROTC instructor of CBSUA-Sipocot

ROTC instructors, a total of (123) respondents on this study. Key

questionnaire was distributed to respondents who answered the various

indicators through google forms.