STUDENTS’ PERCEPTION ON THE MANDATORY

IMPLEMENTATION OF RESERVE OFFICERS’

TRAINING CORPS (ROTC) PROGRAM

Mikel Kristoff Tan

Saimer Mitch Alavaren
Crizel Mae Caipilan
Princess Abigail Estudillo
Bea Cassandra Golong
Christine Ryll Vergara
Margarette Yssabelle Villar

June, 2023

FELICIANO YUSAY CONSING NATIONAL HIGH SCHOOL

 ABSTRACT

Mikel Kristoff Tan, Saimer Mitch Alavaren, Crizel Mae Caipilan, Princess
Abigail Estudillo, Bea Cassandra Golong, Christine Ryll Vergara, and
Margarette Yssabelle Villar of Feliciano Yusay Consing National High School,
President Roxas Capiz, “Students’ Perception on the Mandatory
Implementation of Reserve Officers’ Training Corps (ROTC) Program”.

Research Adviser: Mr. Joelbert D. Belonio

The primary aim of this study is to know the students perceptions about the

implementation of reserve officers training corps. Specifically, this study aims to

answer questions: 1. What is the demographic profile of the Grade 11 STEM A

Students of Feliciano Yusay Consing National High School? 2. What are the

perceptions of Grade 11 STEM A Students of FYCNHS on the Mandatory

Implementation of Reserve Officers' Training Corps (ROTC) Program? 3. What

are the effects of Mandatory Implementation of Reserve Officers' Training Corps

(ROTC) Program to the Grade 11 STEM A Students of FYCNHS?

The descriptive research design was used in this study. This was conducted

among forty-seven students of Grade 11-STEM A students of Feliciano Yusay

Consing National High School and thirty-three responses were retrieved, which

constituted of twenty-one females and twelve males. Majority of the respondents

participated in this study were between sixteen to seventeen years old.

Regardless of the demographic profile of the respondents, most agreed to the

mandatory implementation of ROTC. When responses were grouped, positive

feedback overpowered the negative ones.

FELICIANO YUSAY CONSING NATIONAL HIGH SCHOOL

 TABLE OF CONTENTS

CHAPTER TITLE PAGE

I INTRODUCTION

Background of the Study……………………………………………… 2

Epistemological and Theoretical Research
Perspective………………………………………………………………… 6
Statement of the Problem…………………………………………… 6
Assumptions of the Study…………………………………………… 7
Definitions of Terms……………...…………………………………… 9
Significance of the Study…………………………………………….. 11

II REVIEW OF RELATED LITERATURE

Foreign Literature………………………………………………………. 13
Local Literature………………………………………………………….. 17

III METHODOLOGY

Methodological Perspective…………………………………………. 26
Research Design………………………………………………………… 28
Locale of the Study……………………………………………………. 28
Respondents of the Study…………………………………………... 28
Research Instrument…………………………………………………… 29
Data Gathering Procedure…………………………………………… 29
Ethical Consideration…………………………………………………… 29

IV RESULT AND DISCUSSION

Demographic Profile of the Respondents………………………. 31

Perceptions of the Students on the Mandatory
Implementation of ROTC…………………………………………….. 32
Effects of the Mandatory Implementation of ROTC
35
Program to the Students………………………………………………

FELICIANO YUSAY CONSING NATIONAL HIGH SCHOOL

V SUMMARY, CONCLUSIONS, AND
RECOMMENDATIONS

Summary of the Findings…………………………………………….. 37

Conclusions………………………………………………………………… 38
Recommendations………………………………………………………. 40

ACKNOWLEDGEMENT……………………………………………… 42
REFERENCES……………………………………………………………. 43
APPENDICES……………………………………………………………. 45

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CHAPTER I

Introduction to the Study

Chapter One consists of six parts: (1) Background of the study, (2)

Epistemological and Theoretical Research Perspective, (3) Statement of the

Problem, (4) Assumption of the Study, (5) Definition of Terms, and (6)

Significance of the Study.

Part One, Background of the Study, presents the rationale for selecting

the present problem and the study’s frame of reference that strengthens the

reason for investigation.

Part Two, Epistemological and Theoretical Research Perspective, anchors

the principles and the ideas on which the study is anchored, and the various

variables surrounding the problems onto which the problem may have relation

with or influence.

Part Three, Statement of the Problem, states the general and specific

objectives of the study, which are to be addressed in the study.

Part Four, Assumption of the Study, consist the theory used in the

research, about the researcher and about the entire research process.

Part Five, Definition of Terms, defines both conceptually and operationally

the key terms and variables used in the study.

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Part Six, Significance of the Study the benefits each end-users may derive

from and how each can profit the results.

Background of the Study

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

components of the National Service Training Program (NSTP) which focuses on

military training and preparedness for national defense. Particular is directed to

prepare the program in the youth, which by contemporary definitions, are aged

15-24 to inculcate the values of patriotism, nationalism, and character building

(Raposas, 2016).

Military training for the youth rooted from the Spanish period (Filipino

Historian, 2016). When the colonial government drafted a native contingent to

reinforce the armed forces. One significant draft was during the British invasion

of Manila in 1762. ROTC would become an optional program in 2001 with the

National Service Training Program Act (Republic Act 9163). This was after the

"crisis" caused by the death of a UST ROTC member, Nark Chua, in the same

year. As with the pattern once employed by Marcos, NSTP divides national

service into three components: Civic Welfare Training Service (CWTS), Literacy

Training Service (LTS), and military training (ROTC).

Fifteen years later, with the presidency of Rodrigo Duterte, ROTC is

making a comeback with advocates wanting it to be restored as a mandatory

program, and on July 05, 2016, House Bill No. 1114 was passed on the

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Congress. Signed by Hon. Gary C. Alejano, this act shall be known as an act to

re-institutionalize the mandatory military and civic reserve officers' training corps

(ROTC) for students in all colleges, universities and technical or vocational

schools.

It is indeed acceptable since there are a number of benefits with the

program's restoration. The objectives being forwarded by ROTC are the

following: Prepare the college students for possible service in the event of

emergency, train and develop the ROTC cadets as future enlisted reservist for

the Reserve Component on the Armed Forces of the Philippines, inculcate in the

youth the spirit of patriotism and nationalism, develop and promote the physical,

moral, spiritual, intellectual and social well-being of the youth, train and develop

the youth as potential community leaders, develop civic consciousness and good

citizenship among the youth.

However, there are also points being raised by those opposed to the

mandate. Military service is not the only way of serving the nation. In addition,

the Philippines has more frequent problems than military, such as disasters

(natural or man-made), a large reserve force would prove difficult to maintain. It

would require greater sources to mobilize and arm the reservists. The experience

with the Second World War proved that a large reserve force would prove

ineffective without modernization. ROTC training may prove inadequate, if not

antiquated, with the advent of electronic warfare. Given that the reservists be

provided enough guns and ammunitions, but cyber-attacks can paralyze

FELICIANO YUSAY CONSING NATIONAL HIGH SCHOOL

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communications and operations within seconds. The new cadets would need to

be train with the latest equipment and the latest methods of warfare to become

efficient. The Philippines being an archipelago, improving naval and air assets

would prove more helpful than training foot soldiers that can only fight on the

ground.

Students can get training to join the military as officers through the

Reserve Officers' Training Corps (ROTC) program, which is located in colleges. In

the Philippines, some students enrolled in higher institutions are required to

participate in the ROTC program.

The perception that ROTC is a good program for students is based on a

number of factors. First off, it offers students helpful chances for leadership

training and growth. Students gain significant skills via the curriculum, including

time management, decision-making, and teamwork, which they can use in both

their academic and professional pursuits. In addition, ROTC offers students

instruction in discipline and physical fitness, both of which can enhance their

general well-being.

Second, for students who are interested, ROTC can be a route to a

military career. Students who complete the program and join the military will

obtain knowledge and skills that are useful in the civilian world. The ROTC

program gives graduates the chance to join the military right away if they have a

strong desire to serve their nation.

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The mandatory adoption of ROTC, however, may potentially have certain

drawbacks. One worry is that some students might find it challenging to juggle

the responsibilities of ROTC with their academic assignments. Additionally, the

program has come under fire and drawn controversy in the past over allegations

that some ROTC instructors violated students' human rights. As a result, there

has been a call to review and improve the program. Some students might also

object to the program due to moral or political reasons.

It is also important to note that each student's perspective and personal

experiences will have a different impact on how they view required ROTC.

Students who have had positive experiences with the program, for instance, may

think more highly of it than students who have had unpleasant experiences with

it or who have objections to it.

In conclusion, the ROTC program's mandatory implementation has the

potential to give students important leadership training and a route to a career in

the military, but it also can have certain drawbacks. Before making a choice,

policymakers should take into account all available information and balance the

advantages and disadvantages of each option. In addition, the program needs to

be reviewed and improved in order to safeguard students' wellbeing and address

earlier concerns.

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Epistemological and Theoretical Research Perspective

Theory of Planned Behaviour

Fikretoglu et al., 2009; Students’ Perception on the

Pietrzak et al., 2009; Rowan Mandatory Implementation of
& Campise, 2006 Reserve Officers’ Training
Corps (ROTC) Program
Members of the military may
be less likely to utilize
psychological services during
times of distress than
civilians

Figure 1. Epistemological and Theoretical Research Perspective. It showed the

theory where this research is being anchored.

Statement of the Problem

This study was conducted to find out the student's perception on the

Mandatory Implementation of Reserve Officers' Training Corps (ROTC) Program.

Generally, this study aims to determine whether the students are in favor or not

in favor of Mandatory Implementation of Reserve Officers' Training Corps (ROTC)

Program, and recognize their reasons behind their agreement or disagreement.

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1. What is the demographic profile of Grade 11 STEM A Students of

FYCNHS in terms of:

a. Gender

b. Age

c. Religion

d. Parents Occupation

e. Medical Condition

2. What are the perceptions of Grade 11 STEM A Students of FYCNHS on

the Mandatory Implementation of Reserve Officers' Training Corps (ROTC)

Program?

3. What are the effects of Mandatory Implementation of Reserve Officers'

Training Corps (ROTC) Program to Grade 11 STEM A Students?

Assumptions of the Study

Each student's perspective and personal experiences will have a different

impact on how they view required ROTC. The perceptions of students on the

mandatory implementation of Reserve Officers’ Training Corps (ROTC) Program

may vary due to different factors – some of which are positive while the others

are negative.

The pros include opportunities for leadership training and growth, and

route for possible military career. The ROTC program gives graduates the chance

to join the military right away if they have a strong desire to serve their nation.

FELICIANO YUSAY CONSING NATIONAL HIGH SCHOOL

 8

On the other hand, the cons include the students’ struggle or inability to

juggle the responsibilities of ROTC with their academic assignments, and also the

issues circulating the said program about violation of human rights inside the

training camp.

Some students might also object to the program due to moral or political

reasons. These opposing views on ROTC prompted the researchers to conduct a

study which will identify the perceptions of Grade 11 –STEM A students about

the mandatory ROTC Program, and whether ROTC has a significant impact on

the training and development of the students.

Given these factors, certain assumptions must be made. Researchers have

formulated the assumption that there will be higher ratio of students who are not

in favor of the mandatory implementation, compared to those who are in favor

of it. From students’ perspective, researchers assume that the cons will most

likely outweigh the pros, as factors like parental approval, financial status, peer

influence, etc. may also affect one’s perspective on the issue.

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Definition of Terms

Hazing. As defined in Garret’s Law (M.C.L. 750.411t), acts of hazing include

those acts which are done for the purpose of pledging, being initiated into,

affiliating with, participating in, holding office in, or maintaining membership in

any organization.

In this study, it refers to the act that caused the controversy which led to

the abolition of ROTC in 2002 – the death of Mark Welson Chua, a former cadet

of ROTC, in the hands of his fellow cadet officers due to hazing inside the

training camp.

Implementation. It is the carrying out of planned, intentional activities that

aim to turn evidence and ideas into policies and practices that work for people in

the real world. It is about putting a plan into action; the ‘how’ as well as the

‘what’ (Centre for Effective Services, 2022).

In this study, it refers to the inclusion of the Mandatory ROTC Program in

the Senior High School curriculum in the Philippines.

Mandatory. It is used to describe something that must be done, usually

because the law states that it is necessary (Cambridge Dictionary, 2023).

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 10

In this study, it is referring to the implementation of ROTC Program,

which is to be abided by everyone within the scope of the mandate (Senior High

School Students).

Military. It is a large organized force armed and trained for war, especially on

land (Encyclopedia Britannica, 2023).

In this study, it refers to the group of Filipino soldiers, which the Senior

High School students will be training to be part of.

National Service Training Program (NSTP). It is a program designed to

develop the youth’s physical, moral, spiritual, intellectual, and social well-being

and promote defense preparedness and ethics of service while undergoing

training in any of its three program components (University of The Philippines

Diliman, 2023).

In this study, it refers to the program in which the ROTC program is a

branch of.

Perception. It is a way of regarding, understanding, or interpreting something;

a mental impression (Oxford Languages).

In this study, it is the respondent’s interpretation or stand on the

mandatory implementation of ROTC Program in the Senior High School

curriculum in the Philippines.

Reserve Officers’ Training Corps (ROTC). It is a college-to-military program

that trains students to become commissioned officers while also earning their

academic degrees (The Best Schools, 2022).

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 11

In this study, it refers to the program to be implemented in our country’s

Senior High School curriculum.

Significance of the Study

The main objective of this study is to comprehend how students perceive

the enactment of the Mandatory Reserve Officer’s Training Corps (ROTC)

Program in the Senior High School curriculum in the Philippines. The outcome of

the study is relevant to the following:

Students. The students will benefit most from this study – especially, senior

high school students. The ROTC Program had been a part of the college

curriculum in the Philippines, but was then abolished in 2002 due to certain

issues and controversies. This information may be known to some, but it may

also be new to others. By evaluating their perspective on the mandatory

implementation of ROTC program, this study will help enable the students to

better understand and deal with the new curriculum program.

Parents. This study can benefit the parents (or guardians) of the students who

are about to undergo the new curriculum program. They can voice out their

doubts and concerns, as well as gain better understanding about the program.

This study will also help in determining the factors which affect the parents’

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 12

viewpoint on the mandatory ROTC Program, being implemented in their

child/children’s school curriculum.

Teachers. The information obtained from this study can benefit the teachers, in

a way that they would gain awareness as to how their students view the

mandatory ROTC Program. This awareness would also help them to be able to

know how to deal with students undergoing the program. This study can help

further extend their competencies essential in coping with the trends in the

educational setting.

School. This study will benefit the school, as the issue prevails in the

educational setting. Ever since the news about the plan to implement mandatory

ROTC Program in senior high school, many issues have arisen. The information

gathered from this study may be beneficial in addressing the prevailing issues

and concerns about the implementation.

Community. By evaluating the different perceptions of students on the

mandatory implementation of ROTC Program, doubts and concerns about the

program may be answered, and some myths may be debunked. This information

can benefit the community, in a way that this would raise awareness on the

truths and misconceptions about the program.

Local Government Unit. Assessing the viewpoint of students on the enactment

of the mandatory ROTC Program may raise awareness to the Local Government

Unit about how the students are affected by the planned implementation.

Administration. The data gathered from this study about the perceptions of

the students on the program may lead the administrators to further reconsider

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 13

the plan to implement the mandatory Reserve Officers' Training Corps Program

in the Senior High School curriculum.

Future Researchers. This study would provide additional information on the

perception of students toward the Implementation of the Mandatory Reserve

Officer's Training Corps (ROTC).

CHAPTER II

Review of Related Literature

This chapter dealt with the readings on related literature on the factors

affecting juvenile delinquency. It aims to present research literature and that

would specifically show the studies conducted locally and internationally.

Foreign Literature

Accordingly, a White House Conference comprised of University

Presidents, Professors of Military Science, ROTC cadets, and members of the

Department of Defense should be held to determine the future of Army ROTC.

Invitations to the conference should reflect such university or college

considerations as academic reputation, geographical location, student population,

and past attitudes toward ROTC. The absence of an ROTC program, for any

reason, should not serve as a bar being in evidence. Participation and

contribution should be the primary consideration for evidence, and certainly

Presidents of Universities within academia are well equipped for that role.

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Professors of Military Science and Senior ROTC cadets could contribute

empirically to keep discussions within the realms of possibility. Their numbers

and Universities of assignment should be a representative of the total

educational system - large schools and small schools; conservative schools and

liberal schools; schools from the northeast, southeast, midwest, southwest, and

northwest. Department of Defense representation should, of course, include the

Secretary and those responsible for manpower and education. The incumbent

White House Advisor on Domestic Affairs and the Chief of White House Staff are

especially well qualified because of recent assignments to contribute to the

conference.

The likelihood of change in attitude or position by college students,

educators, and Department of Defense is remote unless significant attention is

focused on ROTC and genuine, meaningful change takes place. Just how should

we treat the question of ROTC now that the war is over in Vietnam, our Armed

Forces are shrinking, and foreign policies and commitments are being reviewed?

The evidence of inconsistency, adjustment and the oblique need for guidance. A

Boston newspaper recently announced in a rather lengthy article that "BU begins

talks with military on bringing back ROTC," The report concluded with these

statistics: "Army ROTC ... is offered on 290 campuses, compared with 268

campuses in 1969.

For all services, there are 538 ROTC programs. However, in 1968 there

were 218,000 students enrolled in ROTC; last year there were about 75,000."1

Only a few days before, the Army Times stated that Secretary of the Army

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 15

Howard H. Callaway announced that "The Army was forced to reject about

10,000 requests from ROTC graduates for active duty this year because of the

declining size of the force. The same situation will prevail next year ..." although

they may initially seem counterintuitive, these two recent instances of rising

conflict or change are neither exceptional nor unexpected. Yet in addition to

being well-organized and logical, change also needs to have the sincere backing

of people in charge of the program. Furthermore, it will falter without the whole

attention and backing of academia. Writing in the Commanders' Digest,

Lieutenant General Robert C. Taber of Manpower and Reserve Affairs, Office of

the Secretary of Defense, stated that one of the many important actions taken in

preparation for the end of the draft was the raising of ROTC subsistence

payments and the increasing of scholarships. Clearly the productivity of ROTC is

of interest to the Department of Defense. An editorial in a recent issue of The

Reserve officer stated that: “The Chief of Staff of the Army, General Creighton

Abrams, was reported as having warned strongly that the Reserves' viable

structure was indispensable to national security and that any individuals on his

staff that did not work to that end would be leaving. Clearly active Army

leadership views the reserves as essential to force requirements.

A White House Conference would have the effect of focusing national

attention on the military and the ROTC at a time when both need support. The

agenda should include the Army philosophy of ROTC training and the educator’s

philosophy of educating students who may become commissioned officers.

Training versus education is still discussed with the outcome varying regionally.

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Credit for ROTC conducted at the University of Massachusetts is granted for

classroom courses which have been subjected to a critical faculty review and

taught conjunction with the faculty. At Appalachian State University in North

Carolina, credit may be awarded by the Professor of Military Science for skills

such as supply room management learned and practiced outside the classroom.

Clearly there is a divergence which should be eliminated or reduced.

Professor Irving B. Holley, Duke University and a member of an ROTC advisory

panel, stated on 15 August 1973 that Military Departments should educate in

values within the classroom and on campus, thus leaving the training in skills for

accomplishment off campus.

Another issue is that of funding. Universities and colleges are experiencing

economic problems and would welcome additional funding support. The DA

sponsored legislation to provide full reimbursement for ROTC operating costs

was sent to Congress in May 1972 but has not been acted upon. Knowledge that

this proposal was forwarded is of little comfort over one year later when

operating costs are still soaring. An opportunity to present in open session the

school's view would appeal to hard pressed university officials.

Certainly the federal government must acknowledge use of the facilities

and service of educational institutions for federal purpose without adequate

reimbursement. Yet another question is that of future requirements which leads

to the size program necessary to qualify for retention. Will there be a substantial

reduction in the number of graduates required? Will a minimum number of

cadets per yean group be established in order to retain an ROTC unit at any

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university or college? Also, will geographical region and population density be

considerations, thus assuring continuation of the soldier-citizen Army concept or

will enrollment statistics be the only determination? These and other issues could

be discussed and plans developed for their resolution in a setting which would be

of immense value to the Army.

Local Literature

Reserved Officer’s Training Corps (ROTC) in Philippines is one of the

National Service Training Program (NSTP). 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. ROTC in the Philippines began in 1912 when the Philippine Constabulary

commenced with Military instruction at the University of the Philippines. ROTC

was abolished in 2002 because of a controversy where in, a Cadet of ROTC Mark

Welson Chua, was killed because of hazing.

According to Farolan (2013), the ROTC program of the Philippines was for

many decades a compelling aspect affecting the lives of male youth, especially

those who went in pursuit of college education. It was also a significant

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contributor to the officer corps of the Armed Forces of the Philippines (AFP). In

other countries, there are a lot of ROTC-like Programs. Just like the Pearl Harbor,

Hawaii, they have their Junior Reserved Officers’ Training Corps (JROTC). Junior

Reserve Officers’ Training Corps is a federal program sponsored by the United

States Armed Forces in high schools and in some middle schools across the

United States and United States military bases across the world. The program

was created as part of the National Defense Act of 1916 and later expanded

under the 1964 ROTC Vitalization Act. JROTC has a different Organization and

category, just like the Army JROTC, Air Force JROTC, Navy JROTC, Marine Corps

JROTC and Cost Guard JROTC. But these ROTC has no difference on South

Korean Conscription. The conscription is also known as a mandatory military

services or compulsory national service, Just like ROTC in Philippines.

Conscription is legislated in South Korean, with military service stated in Chapter

II Article 39 of the Constitution of the Republic of Korean for all citizens. The

current Conscription Law, enacted in 1965, however, applies only to male, aged

between 18 and 35, although women are allowed to enroll in their ROTC as of

2010.

Many of the outside countries, an ally or not of the Philippines are using

ROTC to make their citizens be prepared if ever that there are emergencies

might come to their country like terrorism, calamity and rebellion. ROTC in the

Philippines was abolished, but, it is the day that we need this training, not only

for our National Defense, but to improve students’ morality. Might as well, that

Philippine Presidents wants to bring it back after a decade, but it will be

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implemented to Senior High School. Many powerful and rich countries have

ROTC. But it might as well be the key to bring Philippines from Democratic

Country to Federal country.

In neighbouring ASEAN Countries has two (2) years mandatory or

compulsory Military training while in the Philippines ROTC was in college under

the umbrella of the National Service Training Program (NSTP) as prerequisite

requirements in finishing their degree program, which is typically a requirement

of all college students, especially military related course both in private and

public Higher Education Institutions (HEI’s). Under the NSTP subject the ROTC

program is designed for one (1) year program which prepares young men and

women to enter in military or police service as officer or enlisted personnel. This

goal is believed to be best served by instructing the students in numerous ways.

While each year in the Army ROTC program has similarities as the years to come

each year of ROTC program designed to develop these ROTC cadets in its own

unique way. Military development comprised of two components classroom

instruction and physical training session.

Logically, factors identified would have a significant effect in the

performance of the students. Reserve Officers' Training Corps (ROTC) is one of

the three program components of the National Service Training Program (NSTP)

which focuses on the military training and preparedness for national defense.

This program particularly directed to prepare the youth, by contemporary

definitions, ages ranges from 15 to 24 to inculate the values of patriotism,

nationalism, and character building (Raposas, 2016).

FELICIANO YUSAY CONSING NATIONAL HIGH SCHOOL

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Military training for the youth rooted from the Spanish period (Filipino

Historian, 2016) when the colonial government drafted a native fortuitous to

reinforce the armed forces. One significant draft was during the British invasion

of Manila in 1762. ROTC would become an optional program in 2001 with the

National Service Training Program Act (Republic Act 9163).

Effectiveness in ROTC cultivating a democratic culture permeated by social

justice maintain that ROTC must be relevant in patriotism with militarism and

therefore, supports the premise that cadets would be more patriotic than those

who exercise their rights of free speech (Meyer and Sandy, 2013).

The nation witnessed a second growth period of JROTC in the 90's. In

1992, the Department of Defense joined with the Department of Education to

establish military career academies modelled on the concept of high-school

career academies. This joint venture placed most of the academies in large

urban areas that demonstrated a need for a more dynamic approachable

education.

According to pampubliko.com (2016) newspaper on February 8, 1967,

President Ferdinand Marcos revoked the Executive Order No. 207 of 1939, which

states that which states the Executive Order No. 59 in its place. This executive

order was made mandatory for ROTC in all colleges, universities and other

institutions with enrollment of 250 male students and greater. President Marcos

also issued a Presidential Decree No. 1706, also known as the "National Service

Law", on August 8, 1980. The obligation for all Filipino citizens served as national

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service and defined three categories of national services: civic welfare services,

law enforcement services and military services.

A supported opposition to ROTC and presented evidence to portray the

program as one of the requirement tool that will focus on the enlistment of the

minority and disadvantage groups. Others often accuse the military as

manipulatively deceptive and call for increased honesty regarding the program

(Huet-Vaughn, 2013).

The academies provided additional military personnel to deliver instruction

in other school subjects. Features included integrated vocational and academic

curriculum, team-teaching, block scheduling, and small classes.

Considering the need for safety and security in our country, training and

development program such as the mandatory ROTC to train and develop its

citizen for threats and other forms of terrorism and war.

In 1991, the Congress passed RA 7077, the Citizen Armed Forces of the

Philippines Reservist Act. Sections 38 and 39 of this law have mandated military

education for two years (Basic ROTC) for all college students, while ROTC

programming (Advance ROTC) additional two years is voluntarily. The basic

philosophy of these practices is the belief in the role of Filipinos both citizens and

soldiers—both the intellectual and martial guard of democracy in which they live.

According to philstar.org (2016), one of the ROTC's uprisings emerged as

a result of the regional territorial dispute involving the West Philippine Sea, which

the Chinese claim. And, if ROTC eventually becomes mandatory for students in

Grades XI and XII, they will be prepared as officers who can be deployed at any

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time with the goal of safeguarding the country, despite their occupation. The

significance of ROTC was recognized after the latest super typhoon in the

Visayas Region, in which many people died and property was destroyed. The

ROTC trainees may assist in the rescue and distribution of relief supplies to the

victims of calamity.

According to Piñol (2017), the Reserve Officer Training Corps was

authorized to resume operations by the former president. RA 7077, commonly

known as the "Citizen Armed Forces of the Philippines Reservist Act," was

submitted by Defense Secretary Lorenzana as a requirement for ROTC. There

were cabinet meetings prior to this authorization by President Rodrigo Duterte.

Youths in the Philippines have the potential to protect and defend our nation

through the ROTC program.

According to Padilla (2017), youth will acquire various skills, including

basic life support, first aid training, basic self-defense, battle preparedness,

survival skills, and others, if they comprehend the objective of the training.

ROTC was designed to provide military training to tertiary level students in

order to train and mobilize them for national defense preparedness. The law

provides that the prime duty of the government is to serve and protect its

citizens. In turn, it shall be the responsibility of all citizens to defend and secure

the state and in fulfillment therefore, the government may require each citizen to

render personal, military or civil service. Balmeo et. al. (2015) averred that

national service does not simply mean "serving the public"; it means serving the

public under particular political and economic institutions.

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In view of the said scheme and aims, the program exists and operates in

the context of education and national security systems, both of which are

important parts of the larger system of national development and security

policies. These kinds of national services, which are integrated with the

respective educational systems of each country, are forms of service learning.

Service-learning may be defined as an approach integrating community

services with instruction to apply what students have learned inside the

classroom to the real world context in order to concretize learning and to

strengthen civic and community responsibilities.

The primary purpose of this study is to ascertain the benefits of the

Reserve Officer's Training Program (ROTC) implementation and to identify the

problems encountered by its implementers. Results showed that the benefits

derived from the program were focused by enhancement of skills on basic

leadership with emphases on the ability to listen and ability to communicate

which were rated exclusively and very much benefited among other training

aspects of the program.

Results also revealed that students are aware of the importance of

physical, mental and social health as well as the observance of proper hygiene

for overall sense of well-being.

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

to the UP and the year 1935 made it mandatory for all colleges and universities.

But in 2002, it was completely abolished because of the death of a cadet galling

in the UST. It was brutal that the cadets were killed because of its exposure to

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ROTC training corruption in UST, but it was only the 17th of February in 2017 a

law approved by President Duterte was resurrecting the ROTC. The measure will

grant Grade XI and Grade XII students to ROTC. But the president says, ROTC's

residence is unique to former ROTC in the wake of corruption. He said the new

ROTC is not worthy of corruption. No hazing and sexual harassment. The Armed

Forces of the Philippines (AFP) also pledged to have restrictions in order to

prevent ROTC's bad happenings.

As we see and experience various leader behaviours throughout our lives,

we make mental notations of what effective or ineffective leadership looks like.

These impressions provide an internal schema regarding both what it means to

lead and how to best do it. The ROTC learning model is based on experiential

learning. The program uses interactive leadership practice opportunities during

the leadership lab each week to provide varied and dynamic leadership

experiences from which the participant’s reference and reflect on in order to

expand their experience base, self-confidence, and ultimately their perception of

the kind of leader they are becoming. Referencing this theory will help guide the

data collection and the data analysis.

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CHAPTER III

Methodology

This chapter includes seven parts; (1) Methodological Perspective, (2)

Research Design, (3) Locale of the Study, (4) Respondents of the Study, (5)

Research Instrument, (6) Data Gathering Procedure, and (7) Ethical

Consideration.

Part One, The Methodological Perspective, was comprised of the theory

about the study and the method used of the researchers.

Part Two, The Research Design, refers to the overall strategy that the

researchers chose to integrate the different components of the study in a

coherent and logical way.

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Part Three, The Locale of the Study, the place where the study was

conducted.

Part Four, The Respondents of the Study, consists of those individuals

who provided data analyzed for the research study.

Part Five, The Research Instrument, was the tool for collecting and

analyzing data in research.

Part Six, The Data Gathering Procedure, was the process of collecting,

measuring, and analyzing accurate insights for research using standard validated

techniques.

Part Seven, The Ethical Consideration, was the ethical practice that the

researcher used.

Methodological Perspective

Researchers have frequently cited the low prevalence of professional PHS

amongst both service members (Fikretoglu et al., 2009; Pietrzak et al., 2009)

and college students (Cellucci et al., 2006). Due to the possibility of significant

consequences for failing to seek mental health treatment when experiencing

psychological distress (Greene-Shortridge et al., 2007; Regan, Outlaw, Hamer &

Wright, 2005), a number of military and college specific interventions have been

developed to increase PHS amongst these respective populations. While the

development of these interventions continues to be a growing area of study,

researchers have provided empirical evidence supporting the use of these

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instruments (Hammer & Vogel, 2010; Ægisdóttir et al., 2011). Unfortunately,

little attention has been devoted to students enrolled in the Reserve Officers’

Training Corps (ROTC) program. ROTC students are unique in that they are both

college students and members of the military, and preliminary evidence suggests

that ROTC students possess different beliefs and intentions towards PHS when

compared to general college students (Jackson, Kruczek, & Ægisdóttir, 2011). As

a result, interventions developed specifically for general college students are

likely to be less effective when administered to ROTC students. Since this is a

population that may be more prone to experience psychological distress (Hoge et

al., 2008), it is imperative that researchers develop interventions that seek to

modify or reinforce the beliefs commonly held by this group.

Members of the military may be less likely to utilize psychological services

during times of distress than civilians (Fikretoglu et al., 2009; Pietrzak et al.,

2009; Rowan & Campise, 2006). Hourani (1999) found that only 19% of active

duty service personnel with a diagnosable disorder sought treatment, which is

significantly lower than the 28.5% of civilians with similar pathology. Researchers

have speculated that service members may be reluctant to seek help as a result

of expected mental health related stigma (Corrigan, 2004), career ramifications

(Bray et al., 1992), breaches in confidentiality (Corrigan, 2004; Galvin, 1996;

Rowan & Campise, 2006), and the perceived diminished effectiveness of

psychotherapy (Shaffer et al., 2006). As a result of their engagement with the

military, service members may also be less likely to perceive important others as

being supportive of, or engaging in, PHS (Adler et al., 2008; Britt et al., 2000;

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Pietrzak et al., 2009). Further, service members may be more likely to perceive

logistical barriers, such as challenges associated with scheduling appointments,

as limiting their ability to seek help (Hoge et al., 2004). While researchers have

commonly examined the PHS beliefs of service members, few researchers have

investigated the PHS beliefs and intentions of ROTC students.

Research Design

Based on the objectives of this study, the appropriate design is descriptive

research. The descriptive research design accurately and systematically

describes, observes, or validates aspects of groups collected through quantifiable

information, like the relationship among variables, in their natural state

(Siedlecki, 2020).

Descriptive research is a research method used to try and determine the

characteristics of a population or particular phenomenon. Using descriptive

research you can identify patterns in the characteristics of a group to essentially

establish everything you need to understand apart from why something has

happened. As a survey method, descriptive research designs will help

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researchers identify characteristics in their target market or particular population.

These characteristics in the population sample can be identified, observed and

measured to guide decisions.

Locale of the Study

The researchers conducted their study in Feliciano Yusay Consing National

High School, located at President Roxas, Capiz.

Respondents of the Study

The respondents of this study were the Grade 11-STEM A students of

Feliciano Yusay Consing National High School, President Roxas, Capiz.

Research Instrument

The constructed questionnaire was applied in the research instrument of

the study. Data from the respondents were mainly gathered through the

questionnaire.

Data Gathering Procedures

The researchers requested permission to distribute the questionnaires,

and sent the request to the adviser of Grade 11-STEM A of Feliciano Yusay

Consing National High School. Upon request approval, the researchers then used

the questionnaires to gather data from the respondents. Collection of data was

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not a problem, given that the researchers themselves belong to the same class

as the respondents.

Ethical Consideration

The following ethical considerations were put place for the research

period:

Full consent was obtained from the participants prior to the study. In

order to comply with the principle of informed consent, researchers provided

participants with enough information and assurances about participating in order

for them to fully understand the implications of doing so and make an informed

decision about whether or not to do so, free from any pressure or coercion.

Adequate level of confidentiality of the research data was ensured. Breach

of confidentiality undermines the trust and credibility enjoyed by the research,

and in a wider perspective will make it difficult to engage in research in the

future.

Respect the rights and dignity of groups of people. Specifically, the

research community should consider potentially harmful implications of research

as applied to groups; the community should strive to minimize the potential for

misuse and the risks of harm to these groups; and authors should use respectful,

non-stigmatizing language in their manuscripts.

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CHAPTER IV

Result and Discussion

The outcome of the data analysis was presented in this chapter.

Additionally, discussions are put forward to provide a thorough understanding of

the concepts that emerged in response to the goals of this study.

In accordance with this, the researchers wanted to present the perception

of the students with non-biased judgement.

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Demographic Profile of
the Respondents

The Demographic Profile consist of the students’ information with the aim

of determining their age, sex, medical condition, and parents’ occupation in

relation with their perception about the study.

Upon gathering the results, the researchers have found that the majority

of the respondents were female, and the number of male respondents was just a

bit more than half of the number of female respondents. The females were

predominant due to the fact that the section in which the study was conducted,

primarily constituted of female students.

The respondents, ranging from 16 to 18 years of age, mainly consisted of

17 year-olds, followed by 16 year-olds, then 18 year-olds. This means that the

respondents were mostly minors, and only a few of them are of legal age.

All of the respondents have the same religion, which is Roman

Catholicism. This imply that they may share similar religious morals and values.

Coming from different walks of life, the respondents’ parents’ occupations

vary quite much. Many were teachers, some were police officers, few were

seamen, business owners, drivers, OFWs, housewives, and much fewer were

farmers, fishermen, cooks, vendors, welders, and technicians. The researchers

had grouped together the occupations based on their average salary ranges and

FELICIANO YUSAY CONSING NATIONAL HIGH SCHOOL

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found out that most of the parents’ income are well-above Western Visayas’

minimum wage, and only a few are below minimum wage.

Lastly, the researchers also considered the possibility that the

respondents’ medical conditions may affect their judgement of the mandatory

implementation of ROTC. With that being said, the gathered data from the

questionnaires have shown that almost all of the respondents were healthy and

had no underlying medical problems. Although, there were a very few

respondents who reported to be asthmatic, and much fewer had anxiety.

Perceptions of the Students on the Mandatory

Implementation of ROTC

The ROTC program had been making headlines and continues to cross the

minds of students ever since news broke about its mandatory implementation on

the Senior High School curriculum in the Philippines. In this section, the

researchers wanted to assess the perception of the students on the issue, and

hope to determine the factors that may have affected their judgement.

The results of the questionnaires have shown that despite the low

prevalence of the respondents planning on pursuing a military career, more than

half of them agreed with the mandatory implementation of ROTC, with the most

frequent reason being the need for discipline and formality training among

students, and the potential benefits the program may give to the students and

the society. The respondents believe that schools need to implement a stricter

form of disciplinary action towards the students, as good manners and right

conduct, or what is more commonly known as “GMRC”, are no longer evident in

FELICIANO YUSAY CONSING NATIONAL HIGH SCHOOL

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the students’ behavior nowadays. They also think that they would acquire

potential benefits from the program in the future.

The second most frequent reason for agreement was for basic self-

defense. The respondents believe that through this program, they may acquire

the essential skills needed to protect themselves from harm.

Although fewer responses collected compared to the other

aforementioned factors, it is still worth noting that some respondents are in favor

of the mandatory implementation due to the mere perception that it is

“necessary”, fewer responses linked their agreement to the safety of the country,

and much fewer are linked to the opportunity for leadership training. The

respondents believe that the program is necessary for leadership development

and national security.

On the other hand, fewer than half of the respondents expressed their

disagreement with the mandatory implementation of the said program. Based on

the results, the leading causes for disagreement were the belief that it is

unnecessary for their chosen fields, and the notion that the program should not

be mandatory. The respondents think that it is impractical for non-military

related fields, and that the program should be voluntary, as opposed to it being

mandatory.

The next most prominent factor for disagreement is the mere perception

that it is “unnecessary”. These respondents feel that that the mandatory

implementation of the program is simply not for them.

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Fewer responses stated their reason for disagreement being the hassle

and difficulty in juggling the responsibilities of being a student and an ROTC

trainee. The respondents believe that the mandatory implementation of this

program would take a toll on their academic proficiency.

A single respondent also stated that a large reserve force could be difficult

to sustain and maintain. The respondent thinks that the mandatory

implementation of ROTC program could lead to wastage of resources,

considering that many, or even most of the trainees may not be equipped to

serve the military force.

Furthermore, majority of the respondents find the mandatory

implementation of ROTC ethical. The minority, however, find it to be unethical

due to the reasons that it disrespects the free will of the people, and it

invalidates human rights.

Effects of the Mandatory Implementation of

ROTC Program to the Students

The implementation of mandatory ROTC is believed and seen to promote

culture of discipline and responsibility; provides opportunity to inculcate the

values of patriotism, nationalism, and character-building; provides training that

will develop students’ leadership skills. However, ROTC may not effectively

FELICIANO YUSAY CONSING NATIONAL HIGH SCHOOL

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prepare cadets for military service, and may not be the best use of resources for

national defense. This may also cause risk of deterioration on the country’s

educational standards as ROTC may distract students from their studies and

ultimately harm their education. In this section, the researchers ought to

evaluate the effects of the mandatory implementation of Reserve Officers'

Training Corps (ROTC) program and determine the benefits and drawbacks it

could bring to the students.

The results of the questionnaires have shown that despite the fact that

there are more respondents who agree than disagree to the mandatory

implementation of the program, majority of the responses reported that their

academic performance would be affected negatively, due to the reason that they

will not have enough time for their academic responsibilities. However, some of

the respondents stated that they have the ability to manage their time and still

find it bearable to juggle their academic responsibilities.

On the other hand, the implementation of mandatory ROTC could affect

the students’ mental health unfavourably, as reflected in the results of the

questionnaires, in which most of the respondents agreed to this notion. This is

found to be due to the challenging trainings which could cause extreme stress to

the trainees. Despite offering opportunity for physical growth and development,

most of the respondents believe that the mandatory implementation of the

program would have a negative effect on their physical health due to vigorous

training.

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On the contrary, given that majority of the respondents stated that the

implementation of mandatory ROTC would take a toll on their academic

performance, mental and physical health, the results show that most of the

respondents believe that they would benefit from the mandatory implementation,

in comparison to less than half of the respondents who stated otherwise. With

the most prominent benefit being skills acquisition, followed by discipline, boost

in physical health, leadership, and then guide for future military career. Although

much fewer data gathered on ROTC being non-beneficial, it is worth mentioning

that the respondents felt this way mainly due to the belief that the skills offered

by ROTC can be acquired by other means, and that the program is simply “not

beneficial” for them.

CHAPTER V

Summary, Conclusions, and Recommendations

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This chapter presents the summary of the study, the conclusions drawn

from the findings, and recommendations of the researchers.

Summary of the Findings

The primary aim of this study is to know about the Students’ Perception

on the Mandatory Implementation of Reserve Officers’ Training Corps (ROTC)

Program. Specifically, this study aimed to answer the following questions: What

is the demographic profile of Grade 11 STEM A Students of FYCNHS in terms of

name (optional), gender, age, religion, parents occupation, and medical

condition?; What are the perceptions of Grade 11 STEM A Students of FYCNHS

on the Mandatory Implementation of Reserve Officers' Training Corps (ROTC)

Program?; And what are the effects of Mandatory Implementation of Reserve

Officers' Training Corps (ROTC) Program to the Grade 11 STEM A Students of

FYCNHS?

1. The results have shown that the majority of the respondents were female,

mostly aged 17 years old, with Roman Catholic faith, a decent (above

minimum wage) family income, and good health.

2. The results have shown that despite the low prevalence of the

respondents planning on pursuing a military career, more than half of

them agreed with the mandatory implementation of ROTC, with the most

frequent reason being the need for discipline and formality training among

FELICIANO YUSAY CONSING NATIONAL HIGH SCHOOL

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students, and the potential benefits the program may give to the students

and the society.

3. Although the results have shown that majority of the respondents stated

that the implementation of mandatory ROTC would take a toll on their

academic performance, mental and physical health, the results also show

that most of the respondents believe that they would benefit from the

mandatory implementation, as they would acquire practical skills from the

program.

Conclusions

Based on the findings of the study, the following conclusions were arrived

at:

1. Females aged 17 years old constituted the majority of the

demographic profile, which shows women empowerment in the field

in which the research was conducted, and the further analyzed data

may be linked to minors’ level of maturity. All of the respondents

shared the same Roman Catholic faith, which reveals that they may

share similar values and moral beliefs, and that there is not enough

data in the study that could link the students’ perception of

mandatory ROTC to the varying religious beliefs. Although there were

many different parents’ occupation, the results show that most of

their income are well-above the region’s minimum wage, which

FELICIANO YUSAY CONSING NATIONAL HIGH SCHOOL

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means that most of the respondents are financially able and their

perceptions are less likely to have involved financial capacity. Almost

all of the respondents also reported to be healthy, which means that

the data gathered in this study, in whether the respondents agree or

disagree with the mandatory implementation, may not be linked to

the respondents’ medical condition.

2. Despite the low prevalence of the respondents planning on pursuing

a military career, more than half of them agreed with the mandatory

implementation of ROTC, with the most prominent reason being the

need for discipline and formality training among students, and the

potential benefits the program may give to the students and the

society. This reveals that regardless of the respondents’ plan on

pursuing a military career, they support the mandatory

implementation of the program, as they believe that it would be

necessary in disciplining and instilling essential values to students of

this generation onwards.

3. Despite of the high consensus of respondents who stated that the

implementation of mandatory ROTC would take a toll on their

academic performance, mental and physical health, most of them

believe that they would benefit from the mandatory implementation.

This unveils that the implementation of mandatory ROTC could cause

decline on the country’s educational standards, increase on the rate

FELICIANO YUSAY CONSING NATIONAL HIGH SCHOOL

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of mental distress among students, and could lead to the

deterioration of their physical health. Additionally, the program

guarantees benefit to the students as the skills acquired inside the

camp would be essential and helpful in dealing with the practical

everyday life.

Recommendations

Based on the findings and the conclusion of the study, the

recommendations were suggested.

1. Conduct proper orientation about ROTC in schools, so that the

students may have a clearer understanding of the program, and have

a better grasp on how they could manage their time in juggling the

responsibilities of being both students and trainees of ROTC. In line

with this, community-based symposiums may also help disseminate

factual information about the program towards the out-of-school youth

which may also be subjected to the mandate.

2. Building a support network within the ROTC community is essential.

Connecting with fellow students who are also involved in ROTC can

provide a sense of camaraderie and support. These individuals can

offer guidance, share experiences, and provide encouragement

throughout the program. By fostering these relationships, students can

navigate challenges more effectively and create lasting connections.

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3. The administration in charge of handling this certain policy should

further reconsider the different factors surrounding the program.

Should they implement mandatory ROTC, it is ideal that they would

make adjustments in both the academic curriculum and the program

itself, in such ways that would make it more convenient for the

students to keep up with their studies while training under the

program. This could potentially prevent the possible deterioration in

the country's educational standards by the time the mandate pushes

through the senate. Additionally, building a support network within the

ROTC community is essential, especially in protecting the mental well-

being of the trainees. Connecting with fellow students who are also

involved in ROTC can provide a sense of camaraderie and support.

These individuals can offer guidance, share experiences, and provide

encouragement throughout the program. By fostering these

relationships, students can navigate challenges more effectively and

create lasting connections.

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ACKNOWLEDGEMENT

The following people contributed to the researchers' ability to conduct their

study, and they were gratefully acknowledged by the researchers:

First and foremost, we want to recognize, Sir Ronilo Tu, our Principal

IV and Sir Minard Abarra, our Assistant Principal II for approving the

studies execution.

Second, we want to express our sincere gratitude to Sir Joelbert

Belonio, Ma'am Kim Francis Dollete, Ma'am Jan Marini Biclar, and Sir

Erold John Dela Cruz for their invaluable guidance, assistance, suggestions,

comments, and provisions that made this study possible for completion and

useful. It was a great honor and pleasure to work and grow under their

guidance.

Additionally, we would want to convey our sincere appreciation to our

parents for their unending support, prayers, love, and sacrifices. Without their

constant, selfless love and support, this would not have been possible.

Furthermore, we would like to express our gratitude and appreciation to

the respondents who voluntarily contributed their time and full cooperation to

the research study's successful outcome.

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Finally, we owe it to ourselves who have worked really hard to fulfill our

tasks and obligations as a group. Despite the difficulties, we have all persisted in

having faith in our talents and in the fact that, whatever we do, as long as we

work together, the results will be better.

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REFERENCES

Barboza, J., et al. (2019). The Perception of Senior High School of Talospatan

National High School towards Mandatory ROTC.

https://pdfcoffee.com/the-perception-of-senior-high-school-students-of-

talospatang-national-high-school-towards-mandatory-rotc-pdf-free.html?

fbclid=IwAR1RRnLxRKhVuRt5WEMjg1gGgJ6F-

9C24nFPU5cLRFRS2CXmJ19E4DsJTMk

Dioloma, C. (2019). Implementation of Mandatory ROTC.

https://www.scribd.com/document/425770340/Implemtation-of-Mandatory-Rotc

Patino, J.D. (2016). Mandatory ROTC.

https://www.scribd.com/document/328475978/Mandatory-ROTC?

fbclid=IwAR3tZ71R_SuF72H8iE6JwS60JtwOr5gIfnziPMNipQ7Ny1LlMkBteNkoZTc

Grade 11-ABM of OLFU-QC (2019). Perception about the Implementation of

ROTC (Reserve Officer Training Corps) By Grade-11 ABM Students of OLFU-QC

A.Y. 2018-2019.

https://www.coursehero.com/file/74582658/PERCEPTION-ABOUT-THE-

IMPLEMENTATION-OF-ROTC-CHAPTER-3docx/?

fbclid=IwAR3zcnVQ3q8OFvkKeG0PpoMN6b63yz7zi7hUyEJHzgjcEUG300yhsj9bMv

FELICIANO YUSAY CONSING NATIONAL HIGH SCHOOL

 46

Lingcob, I. (2020). A Study on the Impact of Mandatory ROTC.

https://www.scribd.com/document/442980159/A-Study-on-the-Impact-of-

Mandatory-ROTC?fbclid=IwAR1k67XseZPg_07fuOtKWaUu6hfpgvA-

xwtXZr8Jl5GaI-57x2KExtVJOXM

Magsambol, B. (2023). Through a Mother’s lens: My son Mark exposed ROTC

corruption and lost his life. https://www.rappler.com/nation/through-mother-

mark-welson-chua-lens-son-exposed-rotc-corruption/?

fbclid=IwAR3W9LfpVYdPt1ZgVtetp_crN9pwdhcZDU5mpOQY-

nJg1q0ufCIPhgnr_4U

Ramirez, J. (2019). The Perceptions on ROTC Implementation among Senior

High School Students of Philippine Pasay Chung Hua Academy S.Y. 2018-2019.

https://www.scribd.com/document/417478279/The-Perceptions-on-Rotc-

Implementation-Among-Senior-High-School-Students-of-Philippine-Pasay-Chung-

Hua-Academy-Sy-2018-2019?fbclid=IwAR1RRnLxRKhVuRt5WEMjg1gGgJ6F-

9C24nFPU5cLRFRS2CXmJ19E4DsJTMk

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APPENDICES

Figure 1. Distribution of questionnaires

Figure 2. Collection of questionnaires

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Republic of the Philippines

FELICIANO YUSAY CONSING NATIONAL HIGH SCHOOL
Cabugcabug President Roxas, Capiz
PRACTICAL RESEARCH 1
SURVEY QUESTIONNAIRE
“STUDENTS’ PERCEPTION ON THE MANDATORY IMPLEMENTATION OF RESERVE
OFFICERS’ TRAINING CORPS (ROTC) PROGRAM”

This is not a test that needs a passing rate. This is just for the purpose of
academic requirement completion. Your responses will be treated with
confidentiality and will be used purposely for the objective of this study.
Part 1 – Personal Information of the Respondents

Name: ______________________________ (optional) Age: __________

1. Demographic profile of the Grade 11 STEM A students of FYCNHS
a. Gender:
{ } MALE { } FEMALE

b. Age:
16 { } 18 { }
17 { } 19 { }

c. Religion
Roman Catholic {} Baptist {}
Iglesia ni Cristo {} { } If others, specify.

d. Parents Occupation: __________________________________________________

e. Medical Condition: ___________________________________________________

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Part 2 – Please read each statement carefully and answer the following question
truthfully.
1. Do you think the Mandatory Implementation of Reserve Officers’ Training
Corps (ROTC) is ethical?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________.
2. Do you agree or disagree with the mandatory implementation of Reserve
Officers’ Training Corps (ROTC)? Why?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________.
3. Are you planning on pursuing a military-related course in the future?
_________________________________________________________________
_________________________________________________________________
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4. How do you think will the mandatory implementation of Reserve Officers’
Training Corps (ROTC) affect your academic performance?
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5. How do you think will the mandatory implementation of Reserve Officers’
Training Corps (ROTC) affect your mental and physical health?
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6. Do you think the mandatory implementation of Reserve Officers’ Training
Corps (ROTC) would benefit you, personally? Why or why not?
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FELICIANO YUSAY CONSING NATIONAL HIGH SCHOOL