Raising The Level of Student’s Readiness On: The Implementation of

Mandatory Reserved Officer Training Corps

In Partial Fulfillment for

Practical Research 2

Senior High School

Azanon, Lance

Bagatua, Vince

Bodollo, Carl Angelo

Calayo, Anthony

Capili, Justin May

Laguerta, Marc

Marantal, Lenne

Nedua, Luis

Pereja, Mark Jay

Ramos, Christina Joy

Sacres, Mary Rose

Ursua, Dexie

Ursua, Elijah
 CHAPTER I
THE PROBLEM

BACKGROUND OF THE STUDY

The U.S Military is the largest in the world, and ensuring that its more than one

million service members build knowledge, skills, and proficiency in an ever-changing

military-technology environment is a considerable challenge. RAND helps to inform and

improve training tools, force planning, and educational opportunities for military

personnel, including the post-9/11 GI BILL for veterans.

Reserve Officers Training Corps or ROTC is a long-established program, part of the

educational system on the Philippines. It is a training ground for the students in terms of

much aspects such as Leadership skills, Social Interaction and to motivate student to be

a better citizen. Probably not everyone knows the word ROTC or Reserve Officer

Training Corps is a prominent program of Government. For students students in

Secondary and College, it aims to train military discipline and skills. It is Mandatory that

students have to take. There are others who are not allowed to undergo such training as

physically handicapped students or may be recommended by a doctor who cannot

participate.The history of ROTC Program started with the enactment of Commonwealth

Act NR 1, otherwise known as the National Defense Act of 1953 requiring the

Compulsory Military Training for all College students, this was implemented through

Executive Order NR 207 issued by President Manuel L. Quezon to prepare the youth for

the Defense of the State. The National Defense Act was amended in 1990 by

Presidential Decree 1706 (The National Law) which offered the three (3) components of

National Service Program namely: Military Service (MS), Civil Welfare Service (CWS),
Law Enforcement Services (LES) with DND, CHED & DILG respectively as Implementing

agencies. However, concerned agencies were not prepared to implement the CWS and

LES components, thus MS Program was the only program pursued in Colleges and

Universities. In 1991, RA 7077, otherwise known as the AFP Reservist Act was enforced

prescribing for a two (2) year ROTC Program as a requirement for graduation to all

tertiary level students.

The main objective of this study is to determine the perception

of the students in this petition on Implementing ROTC for Senior High School students.

This study will focus on the Senior High School students. it aims to provide information

and knowledge to the learners regarding the perception of the students in the of

implementation ROTC for the Senior High School students. With the envision to instill

discipline and sense of purpose: Respect for the Laws and the authorities and obedience

rules and regulations to students in a Military Training Environment whilst the students

still young. Indeed, along with the sense of Discipline and Patriotism that one gets from

active involvement in ROTC is the readiness to fulfill the ultimate responsibility of

defending the Philippines from foreign aggression, considering that defense of the state

is the duty of everyon

OBJECTIVES OF THE STUDY

1. To determine the demographic profile among Senior High School Students of

Sipocot National High School in terms of:

a. Track

2. To determine the readiness of Senior High School Students in Sipocot National High

School in terms of:

a. Awareness

b. Preparedness

c. Discipline

3. To determine the significant differences between the demographic profile and

perception among Senior High School students, specifically:

a. Track vs Preparedness

b. Track vs Awareness

c. Track vs Discipline
STATEMENT OF THE PROBLEM

This study aims to discover the perception on ROTC implementation among Senior

High School students of Sipocot National High School S.Y 2022-2023 specifically it

answered the following question:

1. What is the demographic profile of Senior High School Students of Sipocot National

High School in terms of track?

a. Academic

b. Technical-Vocational Livelihood

2. What is the level of readiness of the selected senior high school students in the

Implementation of Mandatory ROTC in terms of:

a. Awareness

b. Preparedness

c. Discipline

3. Is there a significant difference between the track and level of readiness among Senior

High School Students, specified:

a. Academic vs Technical-Vocational Livelihood

SIGNIFICANCE OF THE STUDY

By nature, and purpose of the study, the results or findings of the study will bear
significant contributions to the following persons:

Senior High School students. To be disciplined and to motivate students to be a better

citizen and to have knowledge about the Reserve Officer Training Corps.

School administration and ROTC Implementer. It can be used by the authorities to

provide further information about the Senior High School students who are subject to the

ROTC program will be informed of the issues if the students are ready to undergo the

program and if the students are informed regarding ROTC.

This study can help to open the reader's awareness of government initiatives and gain

knowledge about the Mandatory Reserve Officer Training Corps.

Researchers Themselves. It can be used to have knowledge about the Reserve Officer

Corps.

Future Researchers. This will also serve as a way for other researchers to contribute

significantly to the development of our knowledge to possess these consisting of a few

hours of drill or social services on weekends, not true military training.

It is one this premise this study will be conducted in order to find out perception in

the implementation of mandatory ROTC in Senior High School and how this affects the

students discipline.

SCOPE AND DELIMITATION OF THE STUDY

This study will be limited to Senior High School who are enrolled in Sipocot National

High School because they are involve in re-implementing this program. The researcher

believe that the current time is crucial on having this study to answer question and
provide information.

ROTC is a group of college and university-based officer-training programs for training

commissioned officers.

LOCALE OF THE STUDY

The SIPOCOT NATIONAL HIGH SCHOOL was then a Barrio High School and was

founded in 1966. This was made possible thru the concerted efforts of a group of

concerned citizens in the community. They worked hard for its opening due to the clamor

of the elementary graduates who wanted to pursue secondary education. For several

years, the school existed under the supervision of a mother high school – Calabanga

High School, with the principal as head. Other supervisory

functions were delegated to the Principal of Sipocot North Central School who acted as

the assistant principal.

Few years later, Impig Barrio High School was changed to Impig Barangay High School.

It has persistently survived despite financial difficulties encountered. It was at this point

that the enrolment was enormously expanding. There was a need to employ not only

more teachers to compose the teaching force but also personnel to serve as supportstaff.

Thru her initiative, the school was able to have its own site at Barangay Tara, covering

90, The small school became bigger and bigger until it had reached that level when it

had to be converted into Impig National High School. This was realized by the virtue of

the Batasang Pambansa Blg. 543 that was passed on April 14, 1983 and duly approved
on July 24, 1983. A day after, Dr. Elizabeth P. Palo was appointed as the First

Secondary Principal I. Together with this item, non-teaching items were likewise given

to the school, thus making it a Fiscally Autonomous School489 sq. meters. Because of

the transfer of the site from Impig to Tara, the Sangguniang Bayan of Sipocot passed

Resolution No. 218, s. 1987, requesting to change the name of the school from Impig

National High School to Sipocot National High School. This was approved pursuant to

Section 7 of Republic Act 6655.

School year 1984-1985, the school was still in Impig but gradually classes were

organized at the new site. Year 1990, it was completely transferred to Tara.

Figure 1. Map of Tara, Sipocot Camarines Sur

https://nona.net/

features/map/placedetail.1492620/Sipocot/
 The study will be conducted at the Grade 12 students

in Sipocot National High school which is located at

Tara, Sipocot Camarines Sur.

CHAPTER II

REVIEW RELATED LITERATURE

Each leading government official in our administration here in the Philippines

always faces immensely massive challenges which are related to pedagogy. The

growing population of the youths in the Philippines as time goes by needs improved

proper education system to be beneficial to the society and to have correct mindset since

they could be the future leaders for our country that will also encounter insurmountable

workloads. The 16th congress of the Philippines is believed to be responsible of the

implementation of the new policies added to our law. Every policy and law are allegedly

believed that will widen the access to education. (Kreji, A.C M. 2019).In the state of the

nation Address of the current President Rodrigo Duterte he reiterated his immense
support for the approval of the bill, arguing that it would "strength" the defense of the

country (Bonz Magsambol, 2019).The Mandatory ROTC Senate Bill No. 2232 straight-

forwardly implies on the interest of the students particularly Senior High School students

aged 16 to 17 years old.While avoiding the miserable past of mandatory ROTC that

implies to the case of cadet Officer Mark Chua studying on University of Santo Thomas

that involes corruption and murder of President instills that this will serve as a way to to

promote "patriosm" love of country, moral and spiritual values, respect for human rights

and adherence to the constitution".Passing another law is enough before thinking that

learning for ROTC and other alike civic service training and development it’s the best if

we consider other more important things such as:

Generating acceptance, ownership to support stakeholders. The government needs to

consult the people involved in such new heavy proposal in that way we can practice

democracy.

Resuscitate corroded civic institutions and strengthen recently created ones.

Most of the netizens overlook the powerful civic orientations and engagement that have

been hijacked, neglected and weaponized for personal reasons. We must strengthen

and nurture institutions like Boy scouts of the Philippines, Girl Scouts of the Philippines,

and red cross instead because they provide more opportunities and capabilities for the

youth to engage that can improve their problem-solving capabilities and communication

with their family and community. Improve the already existing institutions that already

provides benefits instead of those that promotes violence and such. (Segundo Eclar

Romero, 2019). According to Villanueva (2016), that the Armed Forces of the Philippines
(AFP) is studying the possibility of incorporating the Reserve Officers Training Corps

program to the K-12 program if mandatory ROTC will be revived.ROTC is one of the

most demanding and successful leadership programs in the country. The training a

student receives in Army ROTC teaches leadership development, military skills and

career training. Courses take place both in the classroom and in the field and are mixed

with normal academic studies. Additional summer programs, such as Jump School, may

also be attended. Upon completion an Army ROTC graduate is awarded officer status in

army it is according to the Department of Defense (2017).AFP spokesman Brig, Gen.

Restitutu Padilla (2017), said that the military is thinking of asking the Department of

Education (DepEd) to include the ROTC in the curriculum of senior high school students.

He explained that the senior high school students are already capable of enrolling in a

military course. After graduation they should be given a chance not only to be employed

but to also apply as a soldier.

We are students, yes, we all know that many of us are disagree on it and

I am too, because it gives us more extra stress in campus even in our studies, and also

being tired. I am not yet experienced this kind of program or activity in our school Before,

but I am observing on what they are doing, that if they were mistaken even if a little thing

there are some consequences an castigations for what you had done just for you to be

able to learn and acquire knowledge. You must have to pass all those difficulties as you

are opted on this kind of task such as pushing upping, sitting in the air and among other

castigations they want you to do.

 But on a long time, intellection about this ROTC, I realize that you need it,

as an individual I have also a weaknesses and strength about something. You don’t know

about the next day, if what the possible next to happen. So, this approval by our president

Duterte is really Important for us a senior high school students and I our daily life, to

apply and used everywhere, anywhere and somewhere.

Based on these statements about ROTC for senior high school here in the

Philippines on the statements stated by Villanueva, Department of Defense and Brig.

Gen. Restitutu Padilla, if am going to select between AGREEMENT or

DISAGREEMENT, I would prefer and I am confidently say that I am AGREE on this

approval by our president Duterte. I know that all of us are not agree on this activity,

Because of uninterested, but I am really AGREED and I am a lot of reasons why. It’s just

because I want to enchance to get some skills in terms of leadership development,

military skills and career training, In addition, for us to be ready on college not only in

college but in also in the future.

Furthermore, even though we are say that we don’t like but we need this

and I need too, don’t say that is not important, instead make it as opportunity especially

to those students have a plan to take criminology and soldiers courses in their college

degree, even of those students wanted to become a teacher, lawyer, and engineering

because we don’t prevent the situation that is complicated, so we need to prepared,

being active for we would be able to leveraged in times of needed and used some

strategies we learned from ROTC program.

 According to pinol (2017) The new President approves the return of the

Reserve Officer Training Corps. Defense secretary Lorenza also field documents on RA

7077 0r "Citizen Armed Forces of the Philippines Reservist Act" to be mandatory for

ROTC. Prior to this approval by President Rodrigo Duterte there are meetings in the

cabinet. Deep analysis and conversation. Through the ROTC program, Filipino Youths

are potential to defend and protect our country. On addition to thus Padilla (2017) states

"if the youth will understand the reason of the training, they will learn many skills such

as basic life support, first aid training, basic self-defense, combat preparation, survival

skills and others. In total, we see that not only does the nation benefit but we also learn

manynot only in defense but also In disciplining ourselves and instill our sense of

nationalism and patriotism.

REVIEW RELATED STUDIES

The Reserve Officers' Training Corps (ROTC) is a college-to-military program

that trains students to become commissioned officers while also earning their academic

degrees. In exchange for employment as a commissioned officer post-graduation,

cadets pledge to serve eight years of military service. Cadets who apply for and win an

ROTC scholarship can even get their tuition covered in full, which often attracts learners

interested in military careers.

Though they join ROTC for different reasons, most candidates choose the

program for its financial, professional, and personal venefits. ROTC guarantees degree-
seekers employment as a commissioned officer after graduation. It also builds life skills

in leadership, problem-solving, and survival preparedness. Most importantly, an ROTC

scholarship can cover the cost of college, which is what attracts most college students

to ROTC.

ROTC programs offer two-, three-, and four-year scholarships based on the

amount of time remaining in your studies. Most ROTC scholarships completely pay for

college expenses, including tuition, room and board, and course materials. While all

majors can join ROTC and apply for an ROTC scholarship, not all schools offer the

program, and some majors — such as business, engineering, and public policy — have

preference for ROTC scholarship money.

In addition to degree coursework, ROTC cadets study military organization,

military tactics, and military technology to prepare for work as a commissioned officer.

They also undergo military training. Some graduates go on to work as military personnel

in specialty positions, such as an educator, nurse, or analyst.

Several things distinguish ROTC and JROTC. First, ROTC was developed

as a direct training program for college students who want to become officers or other

military personnel, while Junior Reserve Officers' Training Corp (JROTC) is a lot more

informal, serving high school students who aren't sure of their career trajectories. JROTC

offers young adults a primer in military customs, decorum, and values, but the program

also aims to improve citizenship and leadership skills in young adults.

 Whether or not they ultimately turn to the military, JROTC graduates can

benefit from the experience. College admissions often look favorably on completion of a

JROTC program, as it develops leadership, teamwork, and communication skills. Some

colleges and universities even offer scholarships for JROTC cadets that allow them to

earn college credit while in high school.

In addition to classroom instruction, JROTC cadets participate in school,

extracurricular, and community outreach activities with their cohort. There is no service

commitment, so after graduating high school, cadets are not required to complete

military service.

ROTC programs admit graduate students. The typical learner joining ROTC

in graduate school does so to access tuition assistance for graduate studies, build

leadership skills, and secure employment post-graduation. For graduate students

entering ROTC for the first time, a GPA of 3.0 or above is usually preferred.

Most ROTC scholarships completely cover the cost of graduate school. While

all majors can apply for ROTC scholarships, preference typically goes to learners in

STEM, business, public policy, or foreign languages. Special ROTC scholarships for law

school or medical studies canalso pay most or all of a student's graduate expenses.

In addition to completing the same military coursework as undergraduate

ROTC cadets, ROTC graduate students also complete military training the summer

before they begin the program. ROTC graduates with an advanced degree typically work

in the service as commissioned officers, but they can also find employment as analysts,

nurses, and engineers.

Learners in ROTC are eligible to apply for partial and full scholarships, but

enrolling in ROTC does not guarantee a scholarship. ROTC scholarships can be

competitive, and they often demand academic excellence as a condition for receiving

award money, along with the eight-year commitment to military service.

Scholarships are open to all majors and awarded on the basis of merit

rather than financial need. The basic requirements for most ROTC scholarships are U.S.

citizenship, a high school diploma, and being at least 17 years of age, though the exact

cutoff age varies. Different branches of the military have their own standards for eligibility,

so it's best to research scholarship guidelines to be sure you meet requirements before

applying.

SYNTHESIS OF THE ART

The study of civil military relations, focuses on the (Lovell, 1974) "Threat

posed by the military institution (by the existence of a large Professional Army) to the

popular rule by a civilian government, and to the individual citizen's political and Civil

rights". The Military program's model was in parallel with that of the United States of

America which started in 1862 where it was instigated is an elective for college students.
(Changco & Santiago, 2013). This program designed to produce quality commissioned

officers in the Armed Forces of the Philippines.

While the study of Reserve Officer Training Corps (ROTC) in the

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

civic education and defense preparedness program for Filipino college students. ROTC

aims to provide military education and training for students to mobilize them for national

defense preparedness. 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 reservists and potential commissioned officers of the AFP. Graduates

of the ROTC advance program serve in all branches of the Armed Forces of the

Philippines. In 2008, ROTC graduates of the officer corps. The ROTC grants qualified

student-cadets scholarship benefits through a merit-based incentive program in return

for an obligation of military service in the reserve force, or active duty in the AFP if given

the opportunity, after graduation.

GAP BRIDGE OF THE STUDY

This study aimed to determine the Students Perception on The

Implementation of Mandatory Reserved Officer Training Corps. Mostly of the researcher

study about the perception of the students in Mandatory ROTC are focusing on what are

the Implications of Mandatory ROTC on students’ behaviors. They said that Mandatory
ROTC may lead to behavioral and mental health issues. But in our study, us researchers

focus on what is the perception of the students in the Implementation of Mandatory

ROTC in improving their Readiness, Willingness, and Mobility. And we also study about

how did Grade 12 students will be able to prepared in joining the Mandatory ROTC.

THEORETICAL FRAMEWORK

Vygotsky (1978) thought that social context and scaffolding

were important components of internalized learning (Bordova & leong,2007). In his Zone

of Proximal Development (ZPD) theory, the gap between a learner's actual and potential

development levels as measured by their ability to solve problems on their own or in

collaboration with peers who are more advanced than they are serves as a measure of

a learner's true capacity (Vygotsky, 1978 p. 86). He went on to say that several

techniques might be employed, such as demonstrations, leading inquiries, or aid from

an initial cue, to help learners succeed when attempting to accomplish unfamiliar tasks.

This form of instruction is especially well suited for mentoring-based leadership training.

According to Vygotsky (1978), culture facilities learning

through signs and symbols, which are frequently displayed through language and

interaction. Vygotsky (1978, p. 57) claimed that "culture evolution appears twice: first, on

the social level, andlater, on the individual level" and thought that humans' capacity to

assimilate social and historically based knowledge was a special trait that set us apart

from other animals.

History has shown that in order to remain relevant and

effective, leaders have had to be adaptable and come up with the new ways to

communicate with their people. The employment of formal and informal instructions,

technical and psychological instruments,Students

and communication are all part of leadership,
Perception:
The
which is a higher role of society (Miller,Implementati
2011, p. 194).
on of
Mandatory
Reserved
Officer
Training
Corps

Theories of Theories of
readiness Willingness

Theories of Mobility
Theories of Readiness. Is a further restatement and elaboration of ripeness theory

(Pruitt, 2007). It asserts that “readiness to settle the conflict” is a characteristic of a party

to a conflict which reflects its leaderships' thinking, with regard to the conflict.

Theories of Willingness. This study examines willingness to pay (WTP) response

obtained through contingent valuation (CV) in the context of theory of planned behavior,

attitudes, subjective norms, and perceived behavioral intention.

Theories of Mobility. A formal theory of mobility is presented that does not depend on

the existence of a transport equation. In particular the Hamiltonian describing the

electron plus scattering system is not decomposed into an unperturbed part plus a

perturbation. Only the applied field is treated as small.

FIGURE 2: Theoretical Framework on Students Perception: The Implementation of

Mandatory Reserved Officer Training Corps

A model of perception of ROTC Implementation among Senior High School Students

students of Sipocot National High School.

This Diagram shows the Theoretical Framework of the study, wherein it stated the

Students Perception to The Implementation of Mandatory Reserved Officer Training

Corps and the Theories of Readiness, Willingness, and Mobility.

CONCEPTUAL FRAMEWORK
In the graphic organizer is divided into three columns in which the objectives and

processes are included. The purpose of the study is to know the impression of SNHS

students S.Y 2022-2023 about the Mandatory ROTC.

INPUT. The input consists the identified problem used to conceptualize the research. It

is the objective of the study which is to know the Perception of the students in the

Implementation of Mandatory ROTC on the selected Grade 12 Senior High School

students. To know the demographic profile of the respondents. To know the perception

of the students in the Implementation of Mandatory ROTC to the Grade 12 Senior High

School in terms of: Readiness, Willingness, and Mobility. To determine if there is any

significant relationship between the Readiness, Willingness, and mobility to the Grade

12 students when it comes to the Implementation of Mandatory ROTC.

PROCESS. The process consisted choosing the respondents, collection of data through

survey questionnaire, analysis and interpretation of data, and analyzing of data through

the use of appropriate statistical treatment.

OUTPUT. The output consists of the outcome of the study. The expected output is to

give awareness about how the Implementation of Mandatory ROTC affects students. To

give information to the students what are the possible perception of the students what

are the possible perception of the students in the implementation of Mandatory ROTC
.
 INPUT PROCESS OUTPUT

1. What are the I. Selecting Respondents Perception of Grade 12

Demographic Profile of Students on the
the respondents II. Collection of the data Implementation of Mandatory
a. Age Through survey questionnaire Reserve Officer Training
b. Gender Corps
c. Track III. Analyzing and
d. Strand Interpretation of data

IV. Analyzing of data

1.2. What are the through the use of
Perception of the Grade 12 appropriate statistical
Senior High School students Treatment.
to the Implementation of
Mandatory ROTC
In terms of:
a. Readiness
b. Willingness
c. Mobility

3.To determine the difference

between the demographic
profile and perception among
Senior High School students,
specifically:

a. STEM-Readiness
b. ABM-Readiness
c. GAS-Readiness
d. TVL/EIM- Readiness
e. TVL/HE- Readiness
f. STEM-Willingness
g. ABM-Willingness
h. GAS-Willingness
i. TVL/EIM- Willingness
j. TVL/HE- Willingness
k. STEM-Mobility
l. ABM-Mobility
m. GAS-Mobility
n. TVL/EIM- Mobility
o. TVL/HE- Mobility

Feedback
Figure 3. Conceptual Framework on Students Perception: The Implementation of

Mandatory Reserved Officer Training Corps

This Diagram shows the Conceptual Framework of the study, wherein it stated the Input,

Process, and Output of the Students Perception to the Implementation of Mandatory

ROTC.

DEFINITION OF TERMS

Senior High School Students- senior high school (SHS) refers to Grade 11 and 12,

the last two years of K to 12 Basic Education Program. In SHS, students are required

to go through 12 a core curriculum and subjects under a track of their choice.

In this study, the senior high school students are primary the respondents to the

research.

Track- each student in Senior High School can choose among Three Tracks Academic;

Technical-Vocational-Livelihood; and Sports and Arts. The Academic Track includes

three strands: Business, Accountacy, Management (BAM); Humanities, Education,

Social Sciences (HESS); and Science, Technology, Engineering, Mathematics (STEM).

In this study, the Track will be used to find out if it is academic. Technical-

Vocational-Livelihood; and Sports and Arts.

GAS (General Academic Strand)- GAS strands to General Academic Strands.

Through the GAS, senior high school students are given exposure to different courses

so they can make a more informed decision about your future career path.

In this study, General Academic Strand (GAS) will be used as one of our

Respondents.
TVL-EIM- TVL-Electrical Installation and Maintenance (EIM). This strand will hone

the skills of the students to repair and installation of domestic refrigeration and air

conditioning servicing, transmission line installation and maintenance, electrical

installation and maintenance.

In this study, TVL-Electrical Installation and Maintenance (EIM) will be used as

one of our Respondents.

TVL-HE- TVL-Home Economics (HE) is designed to develop students’ skills useful for

for lively hood projects at home. It provides a curriculum that is a combination of core

courses required for all senior high school strands and specialized hands-on courses

that meet the standard hour requirement and competency-based assessment of

TESDA.

In this study, TVL-Electrical Installation and Maintenance (EIM) will be used as

one of our Respondents.

Implementation – the process of putting a decision or plan into effect execution.

In this study, Implementation is used as the basis of Implementating the

Mandatory ROTC.

Mandatory- required by law or rules; compulsory

In this study, mandatory is use as the basis of the government to pursue the

mandatory ROTC for the senior high school.

ROTC – is a group of college and university-based officer-training programs for training

commissioned officers.

In this study, the ROTC is use as the primary subject of our research.

CHAPTER III

METHODOLOGY

This chapter presents the procedure and processes employed in

the conduct of the study. It includes the Research design, Respondents of the Study,

Locale of the Study, Sampling Technique, Data Gathering Instrument, Data Gathering

Procedure and the Statistical Treatment.

RESEARCH DESIGN

The method

of research will be the researchers is a descriptive type in gathering the data needed. It

will be used for it was perceived to be the most appropriate medium assessment

applicable to the stated problem of the study its primary objective is to provide factual

data and accurate information as much as possible. More so, this method guided the

researcher to elicit answer to the specific problem under the study through. The use of

survey questionnaire in order to gather the needed data. The design will be used to

describe how the sets of respondents assessed The implementation of Reserve Officers

Training Corps program for Senior High School Students. The data will be organized and
 analyzed until significant conclusion were obtained.

RESPONDENTS OF THE STUDY

The

researchers will make use of the Senior High School students coming from Sipocot

National High School that will serve as the respondents for this study. The total

population consists of 220 coming from academic strand and 131 coming from livelihood

strand. The respondents are expected to answer the survey questionnaires provide by

the researchers.

𝑁
𝑛 = 1+𝑁𝑒 2 where: 𝑛- sample

size

𝑁- population

size

𝑒- margin of error

Table 1. Distribution of respondents according to sections.

RESPONDENTS POPULATION SIZE SAMPLE SIZE
ACADEMIC =489 =220
LIVELIHOOD =195 =131

SAMPLING TECHNIQUE

This study will use random sample because of

accessibility of the respondents. The respondents are

easily access by the researcher. Senior High School

students of Sipocot National High School were chosen

as respondents. For this sampling is easy and simple

method, it could help the researchers to decrease the

time will be consumed. Also, in this method of this

study already know where this study will be

conducting without a further intensive searching for a

place to search on.

DATA GATHERING INSTRUMENT

The researchers will create a set of

questionnaires in accordance with the issue

description to determine the Level of Students

Readiness. The main tool in this study's data

collection is a questionnaire. There are two primary

portions to the questionnaire. The demographic profile

of the respondents, which includes track, made up the

first section of the survey questionnaire. It was created

to gather background data on the respondents and

determine whether it subjectively affects them. While

the second section focused on benefits of SHS

students in Sipocot National High School Reserve

Officers Training Corps (ROTC) program. The

respondents were questioned about these

manufactured statements by.

DATA GATHERING PROCEDURE

This section showcases the procedure of

collecting or gathering of the data and sources needed

to conduct this. The following are the said procedures.

Construction Of Questionnaire/s. The researchers

will construct questionnaire by the objectives in order

to know the Raising Level of Students Readiness

Sipocot National High School regarding the pre-

Implementation of Mandatory ROTC. The

questionnaires will be validated by the experts to

ensure if the questions are correct.

Statement of the Problem. This served as manual or

guide to the researchers to achieve accurate and

precise answers from the respondents that will be

needed to this study.

Questionnaire/s. The researcher prepared on

interview questionnaire to be answered by the

respondents.
Ethical Consideration. To safe guard the privacy and

safety of all the respondents only willing volunteers will

be interviewed for the study and the names and other

private information of the respondents will be safe and

remain confidential.

STATISTICAL TREATMENT

Sloven's Formula

Sloven's formula will be used in order to determine

the number of respondents to

be used conducting the research survey

𝑁
𝑛 = 1+𝑁𝑒 2 where: 𝑛– sample size

𝑁– population size

𝑒- margin of error

Frequency Count

The Tally or Frequency Count is the calculation of

how many people fit into a certain category or the

number of times a characteristic occurs. This

calculation is expressed by both the absolute (actuall

number) and relative (percentage) totals.

Formula:
 (𝑓𝑥5)+(𝑓𝑥4)+(𝑓𝑥3)+(𝑓𝑥2)+(𝑓𝑥1)
𝑁

where: 𝑓- frequency

𝑁– population size

Weighted Mean

Weighted Mean is a kind of average. Instead of

each data point contributing equality to the final mean,

some data points contribute more “weight” than

others. If all the weights are equal, then the weighted

mean (the regular “average” you're used to)

Formula:

∑𝑥
𝑥̄ = where: 𝑥̄ – mean
𝑁

∑𝑥- sum of the sample observation

𝑁– population size

T-test

A T-test is an inferential statistic used to determine

if there is a sigificant difference between the means of

two groups and how they are related. T-test are used

when the data sets follow a normal distribution and

have unknown variances like the data set recorded

from flipping a coin 100 times.

In this study, T-test will be used to compute the

percentage in terms of: Readiness, Willingness, and

Mobility in the grade 12 students.

Formula:
𝑥̄ −µ
𝑡 = 𝑠⁄ where:𝑥̄ - mean
√𝑛

𝑡-size of difference
𝑛- sample size
𝑠- summation
µ-population mean

References

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different constructs? Psychological Bulletin, 131(1),

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IDBCBBGADiAwQgRhgA&sclient=gws-wiz
 CHAPTER 4

RESULT AND DISCUSSION

This chapter will present the findings analysis and interpretation of data gathered

in determining the Raising The Level of Student’s Readiness On: The Implementation of

Mandatory Reserved Officer Training Corps, which has divided into three (3) parts

namely: the demographic profile of Senior High students of Sipocot National High School

in terms of track; The level of readiness of the selected senior high school students in

the Implementation of Mandatory Reserved Officer Training Corps in terms of:

Awareness, Preparedness, Discipline; and the significant difference between the track

among Senior High School students, specified; Academic vs Technical-Vocational

Livelihood.

Table 2. Demographic profile of Senior High School Students of Sipocot National

High School in terms of track.

This section presents the data on the Demographic profile of Senior High School

Students of Sipocot National High School in terms of track.

Academic Track Frequency Percentage

Stem 11- SP 12 3.41

Stem 12- JA 9 2.56

ABM 11- CN 9 2.56

ABM 12- TFC 26 7.40

GAS 11- RE 26 7.40

GAS 11- JR 24 6.83

 GAS 11- LR 27 7.69

GAS 12- JAR 28 7.97

GAS 12- MRDR 29 8.26

GAS 12- MC 28 7.97

TVL Frequency Percentage

TVL HE- 11-RR 11 3.13

TVL HE- 12-JC 16 4.55

TVL 12-RM 23 6.55

TVL 12-MA 21 5.98

TVL 11-FJM 30 8.54

TVL 11-ME 29 8.26

TOTAL: 351

As illustrated, the majority of electronic gadgets are Television with the frequency of 14

or 27%, Mobile Phone with the frequency of 11 or 21%, and Tablets with the frequency

of 8 or 15%. On the other hand, the least used electronic gadget are laptop, smartphone,

desktop, portable DVD, Ipad, Camera, MP3 player, MP4 player.

It can be inferred that the commonly used electronic gadgets of the kindergarten

pupils are Television, Mobile Phone, and Tablets. While the least used electronic gadget

are laptop, smartphone, desktop, portable DVD, Ipad, Camera, MP3 player, MP4 player.

It implies that children nowadays are fond of using Television, Mobile Phone, and

Tablets than any other electronic gadgets.

 Table 3. Level of readiness of the selected senior high school students in the

Implementation of Mandatory ROTC.

Awareness Academic TVL

1. I am aware of the negative effect if Mandatory ROTC 3.02 3.04

Training will be implemented.
2. I am aware that the Mandatory ROTC will be 3.07 3.13
implemented to Senior Highschool Students.
3. I am aware of the impact of Mandatory ROTC to 3.16 2.94
Senior Highschool Students.
4. I am aware of the regulation of the Mandatory ROTC. 2.88 2.9
5. I am aware of the positive effect in joining the training 3.08 3.14
of Mandatory ROTC.
Total 3.04 3.03

Table 1. shows on how aware are the Senior High School students when it comes to

the Implementation of Mandatory Reserved Officer Training Corps.

As illustrated, the majority of the level of awareness are the Academic Track

percentage(mean) of 3.04% and the Technical-Vocational Livelihood Track with the

percentage(mean) of 3.03%.

It can be inferred that Academic Track is highly aware on the Implementation of

Mandatory ROTC than Technical-Vocational Livelihood.

It implies that Academic Track have more knowledge about the Implementation

of Mandatory ROTC than Technical-Vocational Livelihood.

 It can be seen in table 2 the level of preparedness of the Academic Track and

Technical-Vocational Livelihood Track.

Table 4. The Level of Preparedness of the Academic and Technical-

Vocational Livelihood Track

Preparedness Academic TVL

1. I am prepared to join the Mandatory ROTC. 2.62 2.89

2. I am prepared to take the responsibility brought 2.71 2.73

by joining the Mandatory ROTC.

3. I am prepared with what happen if I join the 2.72 2.27

Mandatory ROTC.

4. I am prepared with the opportunities to come 2.82 2.77

from joining the Mandatory ROTC.

5. I am prepared to the changes that may happen 2.9 3.02

to my body after training in the mandatory ROTC.

Total 2.75 2.73

Table 4 presented the level of Preparedness of the Academic Track and

Technical-Vocational Livelihood Track, the majority of the level of Preparedness are the

Academic Track percentage(mean) of 2.75% and the Technical-Vocational Livelihood

Track with the percentage(mean) of 2.73%

It can be inferred that Academic Track is highly prepared on the Implementation

of Mandatory ROTC than Technical-Vocational Livelihood

It implies that Academic Track is more prepared about the Implementation of

Mandatory ROTC than Technical-Vocational Livelihood.

It can be seen in table 3 the level of Discipline of the Academic Track and

Technical-Vocational Livelihood Track.

Table 5. The Level Discipline of the Academic and Technical-Vocational

Livelihood Track

Discipline Academic TVL

1. I am disciplined enough to be part of the 2.8 3.21

Mandatory ROTC.

2. I am willing to be disciplined during the training 2.99 3.04

of Mandatory ROTC.

3. I will be disciplined when I joined the Mandatory 3.07 2.99

ROTC.

4. I am able to always follow the regulations and 3.03 3.08

commands given by those who are in authority.

5. I am able to control and discipline myself. 3.16 3.1

Total 3.01 3.08

Table 5 presented the level of Discipline of the Academic Track and

Technical-Vocational Livelihood Track, the majority of the level of Discipline are the
 Technical-Vocational Livelihood Track percentage(mean) of 3.08% and the

Academic Track with the percentage(mean) of 3.01%.

It can be inferred that Technical-Vocational Livelihood Track is highly

discipline on the Implementation of Mandatory ROTC than Academic Track.

It implies that Technical-Vocational Livelihood Track is more disciplined about

the Implementation of Mandatory ROTC than Academic Track.

Significant difference between the track and level of readiness among

Senior High School Students

Awareness

Track Mean tx tc Decision

Academic 3.04
TVL 3.03

Preparedness