1

CHAPTER I

Introduction to the Study

This chapter consists of the following parts: (1) Background and Theoretical

Framework of the study, (2) Statement of the Problem, (3), Significance of the Study (4)

Definition of Terms, (5) Delimitation of the Study.

Part One, Background and Theoretical Framework of the study, presents the brief

rationale of the study and the major purpose why it was conducted. The Theoretical

Framework serves as the study’s frame of reference.

Part Two, Statement of the Problem presents the primary purpose of the study and

enumerates the specific problems the study hopes to answer.

Part Three, Significance of the Study, discusses the benefit that the study could

give the persons who can be the main beneficiary of the results of the study.

Part Four, Definition of Terms aims to provide clarity and better understanding of

the study through defining variables to be used.

Part Five, Scope and Delimitation, set the scope of the research in terms of the

participants, research design, sampling procedure, data gathering procedures, research

variables as well as their categories and statistical tool which were used in the analysis of

the data.
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Background of the Study

The Reserve Officer Training Corps (ROTC) were implemented long after the

outbreak of world war 2 to prepare youths for military service and to be part of Armed

Forces of the Philippines (AFP) reserve force. This program was intended to let young

people prepared in case of war or disaster that may happen in the country. ROTC was one

of the choices in NSTP or National Service Training Program. Aside from ROTC, other

courses in the program are Civil Welfare Training Service (CWTS) and Literacy Training

Service (LTS) and it became mandatory for all college students, based on NSTP Law of

2001. However, students may choose which of the three NSTP courses they can take.

Before the NSTP Law of 2001 was enacted, ROTC was talking over the colleges

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

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

“test the courage fortitude and integrity” of a cadet. In fact, this hazing and corruption is

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

schools. The 2001 hazing and killing of University of Santo Tomas student Mark Welson

Chua was the particular incident that s in the enactment of the NSTP Law of 2001.

Now, the Duterte administration was aiming to bring back the ROTC mandatorily

as to ready the youths/students specifically the grade 11 and 12 in any possible cases of

war, destruction or natural calamities that may happen in our country. ROTC according

to president Duterte will also help students to strengthen their patriotism, boost their self-

confidence, and let students learn to be respectful and also to gain respect from others and

there will be no hazing nor corruption will ever happen.

 3

Furthermore, the researchers were into this study, as we try to oversee the factors

which affect the evaluation of Senior High School why they are afraid that the ROTC

will be mandatory for them. If the students still inculcate the spirit of patriotism and

nationalism to our beloved country. In addition, the study will also contribute for a deeper

understanding on the real scenario in the ROTC formations, events, and activities

Statement of the Problem

This study aimed to determine the readiness of Senior High School Students of

Mayor Ramon A. Benjamin Sr. National High School on the implementation of

Mandatory ROTC.

Specifically, it sought to answer the following:

1. What is the level of readiness of Senior High School Students?

2. Is there a significant difference in readiness of SHS students of MRABSNHS if

classified according to sex, age, grade level and monthly family income?

In view of the aforementioned problems, the researchers formulate the following

hypothesis.

1. There is no significant difference in the readiness of SHS students of

MRABSNHS if classified according to sex, age, grade level and monthly family

income.
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Theoretical Framework

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 participants 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. Identity Theory Despite the variety of

simultaneous roles we each have in life we develop a personal identity that is molded and

characterized by the roles we hold in society and provides personal meaning which helps

to define who we are (Burke & Stets, 2009). The theories associated with identity focus

on how our personal identity is shaped by both internal and external influences and how

our membership in distinct groups has an influence on our individual perception. Tajfel

(1982) explains that there is a difference between personal and social identity. Our

personal identities are made of personal perceptions and the influences of others within

our social group, “understanding how identity is formed, is changed, and impacts

behavior is important to the emerging study of leadership development” (Key-Roberts,

Halpin, & Brunner, 2012, p.3). The majority of leadership development research has

focused on obtaining objective measurements of leader performance, necessary

competencies, and organizational needs, but there is value in researching the leader

development perspective of individuals that participate in a leader development process.

Stryker & Burke (2000) describe our personal identities as actual social constructs that

fill a particular social role. The concept of individuals forming a leader identity is not
 5

new. Literature related to leader development often references the need for emerging

leaders to reflect on their actions and belief through self-awareness. Hiller (2006) studied

how our personal leader schema and our view of leadership were influenced by

leadership experiences and cognitive self-evaluations of core beliefs, Avolio (1999) uses

the term “self-leadership”(p.8). Hiller (2006) found evidence connecting leader self-

identity with leadership phenomena. Identity theory will help to ground the data analysis

in providing an established reference point

Conceptual Framework

This part shows the conceptual framework of the study. It implicates the readiness of a

student in every factor that affects their condition.

Sex
Age Readiness
Grade Level
Monthly Family Income
Figure 1. Implication of factors such as sex, age, grade level, monthly family income
which affects the level of readiness of Senior High School students in Mayor Ramon A.
Benjamin Sr. National High School.

Significance of the Study

The results of the study may be beneficial to the following personas:

Students. Students could benefit from this study in a way of challenging themselves on

how to ready of the said activity and help other students to be disciplined.
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Parents. Parents could be the best support system to help and push their children to be

ready on the implementation of mandatory ROTC.

Teachers. Teachers may find out the level of readiness of his/her student and he/she

should do support and guide them to pursue the ROTC program.

DepEd. This study will be beneficial to the Department of Education to help them better

understand the situation of every student and by that, they can prepare to implement the

mandatory ROTC

Future Researchers. This study will serve as the basis for future studies with regards to

the implementation of mandatory ROTC.

Definition of Terms

For better understanding of the study, the following terms were defined well.

ROTC -Reserve Officer Training Corps. Is a program that consists of military instruction
through training, interviews, and physical training. Located on many campuses across the
country.

Readiness – State of being preparedness of persons, systems, or organizations to meet a

situation carry out a planned sequence of actions. Readiness is based on thoroughness of
the planning, adequacy and training of the personnel, and supply and reserve of support
services or systems.

In this study, readiness referred to the score in the 30-item student perception in
ROTC questionnaire by Lawrence Neil Marks. The items measure the students’ readiness
on the implementation of ROTC the questionnaire has a five-scale questionnaire: (1)
Strongly Disagree, (2) Disagree, (3) Undecided, (4) Agree, (5) Disagree.

Mandatory –is also called upon by the voters of a person or state holding the order.
 7

Reservist – is a person who is a member of the military reserve force.

Military Discipline – refers to self-control, character and efficiency exercises and as a

result of training.

Scope and Delimitation

This study focused on the readiness of Senior High School Students on the revival

of the Reserve Officer Training Corps. The study was conducted to the Senior High

School Students of Mayor Ramon A. Benjamin Sr. National High School as our

respondents. The present study was conducted during the second quarter of the school

year 2019-2020 among 127 Senior High School Student as result of Stratified Random

Sampling from the population of 187 grade 11 and 12 students officially enrolled during

the academic year 2019-2020.

This aimed to find out the level of readiness that SHS students have in spite of the

factors such as age, sex, grade level, and monthly family income that may affect the

readiness of every student. The research team used survey questionnaire with likert scale.

Using the descriptive research design to sketch out the level of readiness of the

respondents. For getting the sample size, we will sum up all Senior High School students

in MRABSNHS, and we will be using Slovin’s formula to arrive in our desired sample

size.
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CHAPTER II

Review of Related Literature

This chapter presents the review of related literature. Past researches regarding the

ROTC were served as the basis of this study which also can strengthen the credibility of

this research.

History of ROTC

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 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.

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President Rodrigo Duterte said the Mandatory ROTC program in grade XI and

grade XII could help develop and deepen national love and good citizenship for Filipino

youth.

According to the 1987 CONSTITUTION OF THE REPUBLIC OF

PHILIPPINES ARTICLE II SECTION XIII, The State recognizes the important role of

youth in the development of the country and must promote and protect their physical,

moral, spiritual,

intellectual, and social welfare. It will be established in the youth of patriotism and

nationalism, and will encourage their participation in public and civic activities.

According to pampubliko.com newspaper On February 8, 1967, President

Ferdinand Marcos revoked the Executive Order No. 207 of 1939, 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 service and defined three categories of national services: civic welfare

services, law enforcement services and military services.

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
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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 resurgence has sprouted due to

the tension seen in the regional territorial dispute in the west Philippine sea where the

Chinese claimed it. And if ROTC is mandatory for students in Grade XI and Grade XII

they will be prepared as officers who can be called immediately to defer the country of

any occupation. The ROTC also saw the importance of the recent super typhoon in the

Visayas Region where many died and destroyed property. The ROTC Cadet can help

save and deliver relief goods to disaster victims.

Importance of ROTC

According to Pilon (2017) The new president approves the return of the Reserve

Officer Training Corps. Defense Secretary Lorenzana also filed documents on RA 7077

or "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

              According to Padilla (2017), "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-defence, combat preparation, survival skills and others"

            In total, we see that not only does the nation benefit but we also learn many not

only in defense but also in disciplining ourselves.

 11

By 1937, the Philippine government has established and recognized ROTC units,

most of them infantry units. 5 Under this system, male students had to take two-year

basic course and attended trainings on weekends. However mandatory training was not

instituted in all colleges. As a result, students who did not want to undergo military

training simply opted to transfer to other schools that did not have ROTC units. To

resolve the issue, President Manuel L. Quezon issued EO No. 207. By virtue of this

directive, ROTC became compulsory in all colleges and universities with an enrollment

of a hundred students or more. By around 1941, there were around thirty college sand

universities throughout the country that maintained ROTC units. However, all of these

schools closed down during the Japanese incursion in the Philippines. Less than seventy

years have passed, time have changed and the ROTC program have put through constant

scrutiny, especially in terms of significance to the importance in today’s reality. It drew a number

of problems and subsequent protests not only from the student’s sector but also from the school

administration and the parents of the students who view the program as militarization. The

strongest clamor of the ROTC which resulted to its abolishment in March 2001 as a consequence

of the death of the University of Santo Tomas ROTC Cadet Mark Chua who was allegedly hazed

by senior ROTC cadets for his expose of several malpractices in the ROTC program. The

incidents were exploited by some leftist organizations who claimed the demolition of ROTC.

This clamor prompted the House of Representatives to fill the House Bill No. 3593 and the

Senate filled the Senate Bill No. 824 which led to the enhancement of the RA 9163, otherwise

known as the National Service Training Program (NSTP) Act of 2001. The law reduced ROTC to

be just one of the components of the NSTP where students can choose from. Under the RA 9163

the ROTC training period was reduced from two years to one year. The said law also reduced

ROTC from being compulsory to an optional component. Female students are now also required

to undergo NSTP as a requisite for graduation for a baccalaureate degree or two-year vocational
 12

courses. A short review on the reserve force development and administration of selected

countries and the country’s ROTC history would bring emphasis on the conduct of the

reserve force training be it in or off school grounds. Related Studies to remove outdated

studies and add 2 more The concerns of our active participants from the Armed Forces in

inculcating love for country in our youth cannot be denied as well as their desire to

continuously provide the students quality information and instructions about the ROTC

program. The studies herein helped with giving review for the present study. Dr. Noemi

L. Ibo in her study about the implementation of the NSTP (RA 9163) in Bicol

University10, she stressed that it complied with the law. On the performance of the three

program components LTS and ROTC was rated excellent while the CWTS component

was rated vs. With regards to the BUs capability in implementing RA 9163, on March 31,

2005, with the approval of the Board of Regents it came up with the Manual of

Operations of BU NSTP as its guiding policy in implementing the program. Her

recommendation was that BU NSTP is to allocate sufficient funds for faculty

enhancement and trainings as well as continuously encourage incoming college students

to enroll in ROTC. Jose Padilla made a study on the citizen armed forces development of

the Philippine Army. 11 He found out that the personnel fill-up of RCDGs and CDCs

were too small considering the multi-furious task administering reservists’ affairs and

training of ROTC cadets in colleges and universities. He concluded that the inadequate

number and quality of personnel lessened the effectiveness of the RCDGs and CDCs to

cope with its members. Joselito Diosay in his study entitled “The Making or Unmaking

of the AFP Reservist Force” he found out that RA 9163 is posing an adherent effect for

the creation of the AFP Reserve Force. The law will cut a considerate slice of the ROTC

population which is annually expected to be imputed into the Reserve Force. In a long
 13

term, the graduate decline of needed manpower inputs for the sustenance of the reservist

force which is the backbone of our national defense power requirements will eventually

translate to a deterioration of our national defense and readiness posture.

Lachica’s study examined on improving the role of the ROTC in providing AFP

officers. He concluded that the implementation of the revised program of instruction,

with the continued support on the part of the government, plus the correct attitudes of the

cadets and the role of the ROTC in providing AFP officers could easily be attained. A

study conducted by Jose Barbieto on the need to improve the reserve force development

program in the Philippine Army in order to develop a well trained motivated and

responsive Citizen Armed Force by year 2000 and beyond. He cited the lack of personnel

that prevented from accomplishing its objectives, lack of budget support to training plans

and programs and inadequate training facilities and equipment’s. He recommended that

the best solution was the vigorous implementation of current plans, programs and policies

on Reservist Officers. LTC Edison V. Caga conducted a study about the relation of the

NSTP Act of 2001 to the AFP Reserve Program15 and found that ROTC Program needs

a more attractive campaign to convince students, parents and administrations that ROTC

is good program for students to join. He proposed to offer and grant scholarships to

deserving cadets and conduct advocacy programs to sell the ROTC programs. He also

recommended reviewing the Program of Instruction of the ROTC Program. Col. Renato

David, presented a study about the implication of the NSTP Act of 2001 with regards to

the development of the reserve force. In his study, he presented the continuous decline of

enrollees in the ROTC Component. The decline is a result of some schools deliberate
 14

encouragement of the students to take up CWTSand LTS and the non-uniformity in the

manner of teaching and administration of the ROTC.

He recommended the expansion of the coverage of the scholarship for Advanced

ROTC Cadets. Increase personnel manning the Community Defense Centers (CDC),

revision of the ROTC Curriculum, implementation of the summer program and make

ROTC compulsory to all male able bodied citizens. Mervin J. Misajon, in his

commandants ‘paper entitled “Students Assessment of the NSTP-ROTC” 17 concluded

that defense and community service are mostly in the minds of the students as they

undertake the program. Peer recommendation and faculty encouragement proved an

important factor affecting the decision making of the students. The result of his paper

proved that we must strive to focus on targeting groups, and individuals with positive

messages about ROTC. We must try to create a bandwagon effect. CDR Benjamin M.

Tancio studied the NSTP and its implementation to the citizen armed force development

and national security. 18 He presented the problems in the administration and

inoperability of the non-ROTC graduates who are supposed to form part of the National

Service Reserve Corps with those of the Citizens Armed Force who are products of the

ROTC Program. Nene Rosal Zuniga cited in his study the importance of training

program. He proposed that training program be adopted by the personnel in the provincial

government such as; organizational management and development, skill enhancement,

continuing professional education, information system, moral values, and updates on

government management. Along with the proposed program presented, personnel holding

managerial position meet some difficulties like lack of public funds for personnel growth,

the local chief executive gives less recognition to the potential, skills, abilities for
 15

personal and professional growth. Training program should be adopted by any

organization, agency or schools to meet the needs of its personnel to improve instruction

as well as for personal and professional growth. Difficulties and need of the personnel in

the field should be given due attention by the administration because they are the ones, if

not the students who will suffer these difficulties. Antonio Reynerio in his study on the

Reserve Requirements in the next decade, 20 he found that ROTC, being a less priority

program, stagnated in a poor state of affairs, has indicated inadequacy of trainings, even

though it generated graduates who were more done enough for the Reserve Force

Requirement in the next decade. He opted that the existing ROTC program be maintained

but its support systems improved and its program of instruction be reviewed. Insert here

another related sturdy Synthesis of the Art The related studies were conducted to

encourage incoming college students to involve and enroll in the ROTC. Some studies

also have problems in the administration and inoperability of the ROTC graduates,

inadequacy of training facilities, references and equipment’s. Inadequate training

incentives for the ROTC Instructors, and absence of training opportunities. A

recommendation was also given to revise the ROTCs’ Program of Instruction.

Recommendations for granting incentive and benefits to deserving cadets through

scholarship program were also mentioned. It was also recommended to modify the

conduct of advocacy programs to package the ROTC program to students and parents.

All these were recommended since the ROTC program was under the umbrella

organization of the NSTP. The study of Ibo is concerned with the allocation of sufficient

funds for faculty enhancement and trainings as well as continuously encourage incoming

college students to enroll in ROTC. Zuniga presented problems with the personnel
 16

holding managerial position meeting some difficulties like lack of public funds for

personnel growth, the local chief executive gives less recognition to the potential, skills,

abilities for personal and professional growth. The present study looked into the

assessment of the program implementation of NSTP ROTC in Bicol University. With the

aim of assessing the policies and procedures of the NSTP ROTC program and create an

output recommendation to improve the implementation of the ROTC Unit in Bicol

University. Gap Bridged by the Study Several studies have already been conducted in

relation to the conduct of the ROTC Program. Some of these including the work of

Reynerio looked into the crisis in the depleting number of enrollees of the ROTC, also

Caga’s study looked into the attractiveness of the ROTC program. There were also the

study of David and Barbieto that presents the implication of the NSTP Act of 2001 with

regards to the development of the reserve force. A study also presented by Diosay and

Padilla probed on the adherent effect of the RA 9163 in the creation of the AFP Reserved

Force.Tancio and Ramirez’s study tried to find out the implication of the NSTP to the

citizen armed force development and national security. The researcher’s perspectives,

ideas and view point on the assessment of ROTC program implementation of Bicol

University have been greatly enriched from the reviewed literature. Both the foreign and

local studies have confirmed that no study has been conducted on the assessment of the

NSTP ROTC program implementation in particular. This is the gap that this study

bridged. Theoretical Framework

Since the implementation of the NSTP in 2001, like other ROTC units, the UP ROTC unit also

experienced a rapid decrease in enrollment from an average of more than a thousand enrollees

during the pre-NSTP era to just an average 200 enrollees post 2001. The case of UP ROTC unit is
 17

comprehensible given the reputation of the state university as training ground for student activism

which was further inflamed by the Mark Chua case. As a result, these left-leaning organizations

took advantage of the media mileage for their own propaganda against the ROTC program

resulting to further deterioration of ROTC’s image among the youth. The stigma left by the Mark

Chua case will be difficult to erase unless drastic changes are made in the ROTC program

beginning with the review of its Program of Instruction (POI) by making it more relevant to the

current national security situation and coming up with a “marketing strategy” that will be

attractive to the young generation.

According to the latest available data, there has been a significant reduction in the

number of students enrolling in ROTC. From more than 800,000 enrolled cadets during the 1999-

2000 school year, ROTC enrollment has dropped to 150,000 as of 2011. During the first quarter

of 2011, 500 colleges and universities were participating in the ROTC program. This is a sharp

decline from the 200,000 schools offering ROTC before the National Service Training Program

was enforced. These are some of the many challenges that our defense establishment is facing in

the implementation of the NSTP.

There is extensive research on the concept of leadership, both within the military as well as in the

social science and humanities literature in the business world. One of the first tasks to be

undertaken in any study on leadership is to simply define what leadership is, but this is not as

easy as it sounds. As Rost (1991) noted, there are so many definitions of leadership that it is

difficult to argue that leadership can be considered an academic discipline. Rost (1991) states,

many leadership scholars and practitioners see the leadership literature since about 1910 as

confusing, discrepant, disorganized, and unintegrated… The conventional wisdom about the

leadership literature is that, in toto, it does not make sense. Many people are so disgusted by the

mess they see in the literature that they consider leadership studies as an academic discipline to

be a bad joke.
 18

Leadership studies, in their view, is not worth of the name “academic discipline.” (p.91). This

study focuses on comparing the effectiveness of college ROTC programs, and consequently will

use a definition of leadership consistent with Army leadership training. ADP 6-22 defines

leadership in the following way: “Leadership is the process of influencing people by providing

purpose, direction, and motivation to accomplish the mission and improve the organization.”

(ADRP 6-22, 1-1). While one may not agree with Rost’s extensive literature review and

conclusion, the above definition falls well within the range of most definitions of leadership. For

instance, Haslam et al (2011) defines leadership as, “… influencing others so that they are

motivated to contribute to the achievement of group goals.” (p.1) The similarities between

Haslam et al, a group of social psychologists, and FM 6-22, are significant. The beauty of the

FM 6-22 definition is that it leaves up to the individual leader just how leadership will be

developed and executed without determining if it is exactly the right definition. must take the

proper action to accomplish your mission based on what your

character tells you is ethically right and appropriate. (Fundamentals of Specific to ROTC leader

development, the document used for training is Fundamentals of Leadership (n.d.). This website

introduces leadership content to ROTC Cadets and justifies the study of leadership in the Army,

paralleling the information described in ADRP 6-22 and adjusting it for ROTC’s leader

development purposes. The Introduction to Fundamentals of Leadership paragraph to the website

reads: As a future officer in the United States (US) Army, you must develop and exhibit

character. Your character is a combination of values and attributes that enables you to see what to

do, decide to do it, and influence others to follow. You must be competent in the knowledge and

skills required to do your job effectively. You armies of Europe, comprised not of trained

professionals, but instead by mutually concerned citizens ranging from farmers and tradesmen to

artisans and business entrepreneurs. This model of defense proved to be tenuous at best, due to

the unpredictability of personal motivations, but it has proven to be very successful when the
 19

group is unified by a common goal. For the American colonists, the unifier was the common

threat they faced in an often harsh frontier environment. An ancient but poignant example of a

successfully unified society were the Spartans, who, though desperately outnumbered, came

together with a mutual sense of duty to their homeland and through their cultural ethos of

discipline, thwarted the efforts of many would-be conquerors; to include the well-resourced

Persian army and navy. Leadership, n.d.) Military Socialization Research To truly understand the

US Army Reserve Officer Training Corps (ROTC) of today, 100 years after its inception, it is

necessary to first review the prologue of military history prior to the establishment of the ROTC

program in 1916. As the fledgling American colonies became established, the need for armed

protection from hostile tribes of natives, internal disorder and unrest, along with the foreign

threats ( Bogle as cited by Kennedy & Neilson, 2002) was more than apparent, so out of

necessity, local protective militias were established. These militias were a far cry from the

professional standing The Army focuses on leadership at all levels, and expends a fair amount of

time and resource energy to train for it. Indeed, the Army boasts one of the most well-read

documents in the history of leadership literature, Army Field Manual 6-22: Army Leadership:

Competent, Confident, and Agile (2006) (FM 6-22). As of this writing there are over 4 million

internet downloads of FM 6-22, making it one of the most well known documents in leadership

literature. FM 6-22 was updated in 2012 to Army Doctrine and Training Publication 6-22:

Army Leadership (ADRP 6-22). The content of the newer publication is essentially the same as

its older counterpart, but is condensed and used more widely in the Army. Originally meant for

the training of noncommissioned officers (NCOs) and officers, ADRP 6-22 is used at all levels of

the Army including enlisted ranks. JROTC

JROTC traces its beginnings to 1827 when Captain Alden Partridge, a former superintendent of

the U.S. Military Academy at West Point, opened a military preparatory school in Norwich,

Vermont. Partridge believed in the citizen-soldier ideal and wanted to prepare young men for
 20

higher education and possible military careers (Coumbe & Harford, 1996). The present JROTC

and ROTC programs evolved from a time when military service for many American males was

compulsory and the world was much different. The evolution has gone through several stages.

First there were the personnel demands brought about by the events of World War I (WWI). Next

there were the critical events brought about by the depression following the stock market crash of

1929 and World War II (WWII). The civil rights legislation of 1964 and the ROTC

Revitalization Act of 1964 provided the impetus for the next expansion. The JROTC expansion

program of the 1990s was set in motion by President George H. W. Bush and supported by his

Chairman of the Joint Chiefs of Staff, General Colin Powell. WWI was already in process in

Europe when the National Defense Act of 1916 was introduced. The professional army of the

United States of America (USA) of that time was limited by its size and the primary propose of

establishing the SROTC and JROTC programs was to train male students for military service. By

1918, just prior to the USA becoming involved in WWI, most of the participants in the ROTC

programs were still in the early part of their training program (Lutz, 1995). Because it took

several years for a student to process through the ROTC training process, officers’ training camps

were established for selected army personnel. This training camp program, which would later be

known as Officers’ Candidate School (OCS), lasted three months (Collins, 1986; Matloff, 1969).

After a brief suspension of the ROTC program in 1918, the program was reestablished in 1919

with a renewed vigor (Matloff). There were many debates as to the validity of JROTC and only

30 JROTC programs were established from 1916-1919(Coumbe & Harford, 1996)

Approximately 90,000 Reserve Officers were called up for service during WWI (Collins, 1986).

The Reserve Officers who were called to duty preformed satisfactory (Clifford, 1987; Collins;

Lyons & Masland, 1959). After the war, the need for military personnel diminished, as did the

need for Reserve officers (Coumbe & Harford, 1996). In 1925 there were 63 high school JROTC

programs in the entire nation. Not everyone at that time was in favor of the military training in

educational settings and the debate for and against JROTC programs was the subject of many
 21

magazine and newspaper articles. The sociopolitical discussions of 1925 are still prevalent today.

Then as now, these debates included racial and socioeconomically disadvantaged youth. Now

however, the discussions are about high school students being militarized for the benefit of the

current all-volunteer Military (Bartlett & Lutz, 1998). Determined not to be unprepared for future

national emergencies, the National Defense Act of 1920 authorized the War Department to train

the National Guard and Organized Reserves.This legislation resulted in additional regular Army

officers being assigned to ROTC duty as instructors in secondary and higher education (Lyons &

Masland, 1958). In the years that followed WWI, civilian components of the military were

expanded to provide reserve personnel should another national emergency occur. The expansion

of the military reserve component was not without opposition. Pacifists and educational liberals

established the Committee on Militarism on Education, which was supported by John Dewey and

opposed military training in secondary and higher education schools. (Lyons & Masland, 1959).

This opposition resulted in some universities dropping their ROTC programs (Pollard, 1962).

The Great Depression of the 1930s era restricted funding for military training and the size

of the regular army was again diminished. Despite funding restrictions, the total number of

JROTC units nationwide remained consistent, although the number of students enrolled in

JROTC diminished (Coumbe & Harford, 1996). World War II brought urgent personnel

expansion needs and the SROTC was thought to take too long for immediate needs for junior

grade officers. The advanced course of the SROTC program was suspended in favor of Officers

Candidate School (OCS), but the basic course was retained (Lyons & Masland, 1959). College

students enrolled in SROTC their freshman year. SROTC was divided into two courses of study.

The first two years were called the basic course and the second two years were called the

advanced course. Those students wishing to continue with ROTC after the two year basic course

must sign a contract with the Army obligating them to reserve military status upon graduation and

receiving their commissions (Collins, 1986). OCS was to provide the bulk of junior grade
 22

officers needed for the WWII war effort. The Selective Service Act of 1940 commonly referred to

as the “Draft” enlisted large quantities of men. OCS provided an opportunity for enlisted men to

become officers. OCS also allowed SROTC students who had completed the basic course to

obtain their commissions (Palmer, Wiley, & Keast, 1948). After WWII there were no new

JROTC units begun in public high schools until the ROTC Vitalization Act of 1964 (Harford,

1992). This does not mean that there was no interest in the program. More than 500 high schools

across the USA applied for the JROTC program for their schools and were turned down. In 1962,

just prior to the passing of the ROTC Vitalization Act of 1964, there were 295 active high school

JROTC units with 60,766 students (Coumbe & Harford, 1996).

America was becoming involved in the Vietnam War in 1962, and the Secretary of

Defense, Robert S. McNamara, proposed eliminating the JROTC as a cost saving (Coumbe &

Harford, 1996). As a result of the proposed elimination of the JROTC, the Department of Defense

received about 500 letters and telegrams from elected officials against the proposed

suspension of the JROTC (Harford, 1992). Because the DOD was the only voice against the

JROTC, the DOD “agreed to conduct a study of the JROTC/NDCC programs nation-wide to

determine the benefit to the nation” (Harford, 1992). The result of the study was an expansion,

not the retraction proposed byMcNamara, of the JROTC program, and the passage of the ROTC

Revitalization Act of 1964.

The ROTC Revitalization Act of 1964 provided several new opportunities for JROTC

students. Women were permitted, for the first time, to join the JROTC programs. Each service

branch (Army, Air Force, Navy, Marines, and Coast Guard) would be responsible to establish and

maintain JROTC programs. JROTC units were to be equitably distributed through out the nation

(Johnson, 1999). By 1991, Army JROTC programs could be found in the United States, Puerto

Rico, American Samoa, United States Virgin Islands, Commonwealth of the Northern Marinas

Islands, Department of Defense Schools in Germany, Panama, Korea, and Japan (Rivas, 1995).
 23

The third expansion of the JROTC in the 1990s came about through the efforts and directives of

two individuals, President George H. W. Bush and General Colin Powell (Flowers, 1999).

Epstein (1992) studied 20 students who had dropped out of high school then returned,

graduated, and subsequently had gone on the college. The students were interviewed in depth

regarding why they had dropped out, why they had returned to school, and why they had decided

to advance to higher education. Concerning decisions to drop out, Epstein found that negative

teacher-student relationships and daily interactions inside the school had both intensive and

negative effects on the students studied. These were major factors on the decision to drop out.

When these same students returned to school, the teacher-student relationships in the form of

mentoring was used to foster a positive influence and thus became a major factor in decisions to

remaining school, graduate, and advance their education by attending college. Immediate college

enrollment after high school graduation (transition-to-college) was

Synthesis of the Study

ROTC has been made mandatory by President Rodrigo Duterte to all senior high school

students which were the grades 11 and 12. However, because of the bad feedback of hazing to

others, students fear of joining the training and of course it will be another burden to senior high

students. He said that the new ROTC will not be worthy of corruption. There will be no hazing

and sexual harassment anymore, it is said the mandatory ROTC program could be developed and

deepen national love and good citizenship of Filipino.

Student nowadays are more aware of what will be next after joining the program. There

will be little doubt in their mind if ROTC will be peaceful or their will be harassment will happen

again. The monthly income of their family will also affect their interest in the said program.

Claiming that students with low social status will likely to disregarded joining the ROTC. The

age of a student may also affect their willingness to join. For instance, grade 11 students ranging
 24

from 15 to 16 years old may not be eager to participate, instead they may choose other courses

rather than ROTC.

ROTC strives to develop the leadership skills of a student not only in theory but also as

an application to the military training that the program has. Military discipline and military

courtesy are tenets of the curriculum, infusing these to produce able-bodied and military-ready

students that can be called to service in times of need. The country’s disadvantage in terms of

weapons and materials for combat is greatly emphasized when the Philippines is under threat,

therefore at least training the students to have the capability to fight and defend is a form of

heightening the military capabilities to some extent. The discipline that ROTC students develop

under the training is tantamount to the maturity of a person, especially the clarity of mind that

they display under pressure.

CHAPTER III

Research Design and Methodology

This chapter includes the following: (1) Purpose of the study and Research Design

(2) Methods, and (3) Statistical Data Analyses Procedure. the research design and

methods used in this study. The researchers discussed the variables, participants of the

study, the research design, data gathering procedures, Data gathering procedure,

statistical data analysis procedure, and data gathering instruments.

Part One, Purpose of the study and Research Design restates he main purpose of

the research and describes the design utilized in the research.

 25

Part Two, Methods, describes the data, materials, and the procedures, in the

conduct of this study.

Part Three, Statistical Data Analyses Procedures, enumerates the statistical tools

used in the analysis of data.

Purpose of the Study and Research Design

The study was conducted to determine the level of readiness of Senior High

School Students of Mayor Ramon A. Benjamin Sr. National High School on the

implementation of Mandatory ROTC. The researchers utilized the descriptive research

design. Descriptive research can be used in describing the nature, characteristics and

components of the population or a phenomenon. For instance, this study will describe

how is the readiness of SHS students of MRABSNHS on the implementation of

mandatory ROTC.

There was no manipulation of variable in descriptive research, readiness is the

only variable in this study.

Methods

Participants

This study utilized 127 Senior High School Students out of 187 total population

of senior high school students of Mayor Ramon A. Benjamin Sr. National High School.

They were chosen through the use of stratified random sampling by lottery. The numbers

of sample were determined using the Slovin’s Formula.

 26

As Shown in the Table 1, the Grade 11 General Academic Strand (GAS) has 24

students, 13% or 17 of them serve as our respondents; Grade 11 Humanities and Social

Sciences (HUMSS) has also 24 students 13% or 17 of them serve as our respondents;

Grade 11 Accountancy and Business Management has 27 students, 14% or 18 of them

are our respondents; Grade 11 Shielded Metal Arc Welding (SMAW) has 22 students,

12% or 15 of them are our respondents; Grade 12-GAS has 29 students, 16% or 20% of

them are our respondents; Grade 12-HUMSS has 25 students, 13% or 17 of them serves

as our respondents; Grade 12-ABM has 21 students, 11% or 14 of them are our

respondents; Grade 12- SMAW has 15 students, 8% or 9 of them are our respondents.

The overall population of Grade 11 is 97, 52% or 67 of them are our respondents, while

90 is the total population of Grade 12, 48% or 60 of them are our respondents.

Table 1. Distribution of Respondents.

Strand N Percentage % N
11- GAS 24 13 17

11-HUMSS 24 13 17

11-ABM 27 14 18

11-SMAW 22 12 15

12- GAS 29 16 20

12- HUMSS 25 13 17
 27

12- ABM 21 11 14

12-SMAW 15 8 9

Total 187 100% 127

Respondents Profile

Presented in the Table 2 are the respondent’s profile for which, out of 187 senior

high school students, 56 (44.1%) of them are male and 71 (55.9%) are female. In terms of

age, 2 (1.6%) are 15 years old, 19 (15%) are 16 years old, 52 (40.9%) are 17 years old, 38

(29.9%) are 18 years old, 13 (10.2%) are 19 years old, and 3 (2.4%) are 20 years old.

When it comes to family income, 99 (78%) of the students have monthly family income

is P5,000 below; 22 (17.3%) have the income of P5,001-P15,000; 5 (3.9%) have a

monthly family income of P15,001-P20,000; while 1 (0.8%) has P20,000 above monthly

family income. In the grade level, 57 (52.8%) of the senior high school students are grade

11, and 60 (47.2%) are grade 12.

Table 2
Respondent's Profile

Variables f %
Sex
Male 56 44.1
Female 71 55.9
Age
15 2 1.6
16 19 15
17 52 40.9
18 38 29.9
 28

19 13 10.2
20 3 2.4
Family Income
5,000 Below 99 78
5,001 - 15, 000 22 17.3
15,001 - 20, 000 5 3.9
20, 000 Above 1 0.8
Grade Level
11 67 52.8
12 60 47.2

Data Gathering Instruments

The instruments of the study used were 50-item survey questionnaire. The

instruments enable to measure the readiness of the grades 11 and 12 students in different

aspect and factors. This test will allow us to determine the level of readiness of Senior

High School Students on the implementation of mandatory ROTC.

Mean Score Interpretation

1 Strongly Disagree
2 Disagree
3 Undecided
4 Agree
5 Strongly Agree

Mean Score Description

4.21 – 5.00 Very Ready

3.41 – 4.20 Ready
2.61 – 3.40 Approaching Readiness
1.81 – 2.60 Developing Readiness
 29

1.00 – 1.80 Not Ready

Senior high school student’s readiness questionnaire. For senior high school

student’s readiness questionnaire on the implementation of Mandatory ROTC by Burton

Graf Lockwood II. The items measure the awareness so as the level of readiness of senior

high school students and classified as:

Data-Gathering Procedures

In conducting this study, a permission letter was given to the school principal to

conduct the study on the scheduled date. The researchers will then distribute the

instruments to the participants. After the data that will be gathered will be processed,

encoded, and analyzed using the Statistical Package for Social Sciences (SPSS).

Statistical Data Analysis Procedure

The following statistical tools were employed in the analysis of the data gathered.

Frequency count. This was used to determine the number of respondents classified

according to a sex, age, grade level, and monthly family income.

Percentage. This was used to describe in the percentage form the number of respondents

classified according to sex, age, grade level, monthly family income.

 30

ANOVA. This was used to determine the significant differences between the readiness of

SHS students of MRABSNHS if classified according to sex, age, grade level, monthly

family income.

T-Test. Set at alpha 0.05 alpha level of significance, was use to determine the significant

difference in of readiness of senior high school student based on their age, sex, grade

level, and monthly family income.

All inferential tests were set at 5% alpha level of significance.

Chapter IV

Results and Discussion

This chapter is divided into two parts: (1) Descriptive Data Analysis and (2)

Inferential Data Analysis.

Part One, Descriptive Data Analysis, describes the Senior High School Students

in terms of their profile and level of readiness in the implementation of the Mandatory

ROTC as an entire group and when they are group according to sex, age, monthly family

income and grade level.

Part Two, Inferential Data Analysis, presents the discussion of the significant

differences in Senior High School students’ readiness when they are grouped according

to sex, age, grade level, and monthly family income.

 31

Descriptive Data Analysis

Level of Senior High School Student’s Readiness on the Implementation of

Mandatory ROTC.

The data in Table 1, showed that the level of senior high school students’ profile

when taken as an entire group is generally “ready” (M=3.36, SD=0.43). Similarly, when

they are grouped according to sex, for male “ready” (M=3.36, SD=0.48), for female,

“ready” (M=3.36, SD=0.37); age, for 15 years old “ready” (M=3.63, SD=0.14), for 16

yrs. old, “ready” (M=3.42, SD=0.41), for 17 yrs. old “ready” (M=3.36, SD=0.45), for 18

yrs. old “ready” (M=3.29, SD=0.40), for 19 yrs. old “ready” (M=3.34, SD=0.41), for 20

yrs. old “ready” (M=3.77, SD=0.10); grade level, for grade 11, “ready” (M=3.35

SD=0.51), for grade 12, “ready” (M=3.38, SD=0.31); monthly family income, for 5,000

below “ready” (M=3.34, SD=0.46), for 5,001-15,000 “ready” (M=3.45, SD=0.25), for

15,001-20,000 “ready” (M=3.34, SD=0.30), and for 20,000 Above “ready” (M=3.50,

SD=0).

Table 1

Level of Senior High School Student’s Readiness on the Implementation of Mandatory

ROTC

Variable Mean Description SD

Sex
Male 3.3661 Ready 0.48569
Female 3.3685 Ready 0.37607
Age
15 3.6333 Ready 0.14142
 32

16 3.4298 Ready 0.41691

17 3.3667 Ready 0.45642
18 3.2974 Ready 0.40643
19 3.3487 Ready 0.41402
20 3.7778 Ready 0.10184
Monthly Family Income
5,000 Below 3.3485 Ready
5,001-15,000 3.453 Ready 0.25813
15,001-20,000 3.34 Ready 0.30858
20,000 Above 3.5 Ready .
Grade Level
Grade 11 3.3557 Ready 0.50922
Scale
Grade 12 Description 3.3806 Ready 0.31193
4.21 - 5.00 Very Ready
3.21 - 4.20 Ready As shown in the
2.61 - 3.40 Approaching Readiness
table 1, senior high school
1.81 - 2.60 Developing Readiness
1.00 - 1.80 Not Ready students are described as

“ready” on the implementation of mandatory ROTC regardless of their sex, gender,

monthly family income, and grade level. Probably, not everyone knows the ROTC

however, based on the result given above, it implies that these students are equipped with

enough knowledge to understand regarding the mandated Reserve Officers Training

Corps that leads them to have a rating of “ready”. Students are eager to experience the

training to develop their camaraderie towards other students, enhance their leadership

skills, and improve their disciplinary skills.

Regardless of the respondent’s status or profile, senior high school students are

tended to be ready especially the females which are known to be weak than males, but in

this case, gender isn’t the basis on how ready they are on the implementation of

mandatory ROTC. Talking about the age, there is also no change about the respondent’s

age, whether the youngest (15 yrs. old) or the oldest (20 yrs. old) are just the same in
 33

terms of readiness scale. Same goes to the grade level, grade 11 and grade 12 are both

“ready” on the ROTC. Also, their financial status doesn’t affect their readiness on the

ROTC revision. This is a good vision towards senior high school students’ readiness on

the implementation of the said training.

From the study of Joselito Diosay entitled “The Making or Unmaking of the AFP

Reservist Force”, he found out that the RA 9163 is posing an adherent effect for the

creation of the AFP Reserve Force. Further studies from Lachica, examined on improving

the role of the ROTC in providing in providing AFP officers. He concluded that the

implementation of the revised program of instruction, with the continued support on the

part of the government, plus the correct attitudes of the cadets and the role of the ROTC

in providing AFP officers could easily be attained.

Inferential Data Analysis

Difference in the level of Senior High School Students’

Readiness on the Mandatory ROTC according to
sex, age, grade level, and
monthly family income.
The t-test in the Table 2 shows that the level of senior high school student’s readiness on

the implementation of mandatory ROTC across sex shows significant difference (t=-

0.315, p<0.05).

Table 2

t-test Results in Student's Readiness across sex

sex Mean SD t df Sig.

 34

male 3.3661 0.48569 -0.32 125 0.974

female 3.3685 0.37607 -0.31
P<0.05 significant @ 5% level of significance

These implies that both male and female senior high school students are aware of

the advantages that the mandated ROTC could offer and they take the Mandatory ROTC

as a training that may enhance and develop their leadership skills and other aspects in

life.

According to Padilla (2017), "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-defence, combat preparation, survival skills and others"

Thus, the null hypothesis which states that there is no significant in the senior
high school students’ readiness on the implementation of mandatory ROTC when
grouped according to their sex is hereby accepted.

Table 3, shows the ANOVA results that the senior high school students’ readiness
on the implementation of the mandatory ROTC across age, grade level, and monthly
family income has no significant difference.

Table 3
ANOVA Results in Senior High School Students’ Readiness on the Implementation of
Mandatory ROTC.
Age SS df MS F Sig.
Between Groups 0.912 5 0.182 1.005 0.418
Within Groups 21.963 121 0.182
Total 22.874 126
Grade Level
 35

Between Groups 0.02 1 0.2 0.107 0.744

Within Groups 22.855 125 0.183
Total 22.874 126
Monthly Family Income
Between Groups 0.218 3 0.073 0.395 0.757
Within Groups 22.656 123 0.184
Total 22.874 126
*p<0.05 significance @ 5% level of significance
It is found that there is no significant difference across age, grade level, and

monthly family income. For the respondents’ age, it has no significant difference to the

readiness of the senior high school because they are more enthusiastic when it comes to

training especially when they are on their friends, also because some older students

persuade other students to join. No matter what their ages are, when it comes to

friendship one will be convinced to join also. Truly, in this case, age doesn’t matter.

The grade level of the respondents has no significant difference to the level of

their readiness because both grade levels have knowledge of what could Reserve Officers

Training Corps could offer and its advantages, both grade levels are more independent

and matured enough to take the course.

Monthly family income doesn’t have also a significant difference to the readiness

of senior high school students because maybe there are some expenses to be spent, but

because it is compulsory, they will be then obliged to pay incentives such as uniform. But

then, since it is a government mandate, expect that it will be a less-expensive training,

and monthly family income have nothing to do with the readiness of senior high school

students. Readiness, somehow, cannot be bought through money.

 36

According to Padilla (2017), "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-defence, combat preparation, survival skills and others."

Our personal identities are made of personal perceptions and the influences of

others within our social group, “understanding how identity is formed, is changed, and

impacts behavior is important to the emerging study of leadership development” (Key-

Roberts, Halpin, & Brunner, 2012, p.3).

              The null hypothesis states that there is no significant difference in the level of

the senior high school students’ readiness on the implementation of mandatory ROTC

when grouped according to age, grade level, and monthly family income is hereby

accepted.

Chapter 5
Summary, Conclusions, and Recommendations

Chapter 5 consists of three parts, (1) Summary of the Problems, Method, and
Findings; (2) Conclusions, and (3) Recommendations.

Part One, Summary of the Problems, Methods, and Findings, gives the summary,
methods used, and findings of the study.

Part Two, Conclusions, presents the generalizations obtained from the results and
findings of the study.
 37

Part Three, Recommendations, presents possible areas for future investigation and
applications of findings to target groups.

Summary of the Problems, Methods, and Findings

The study aimed to determine the readiness of Senior High School Students of

Mayor Ramon A. Benjamin Sr. National High School on the implementation of

Mandatory ROTC.

Specifically, the study sought to answer the following questions:

1. What is the level of readiness of Senior High School Students?

2. Is there a significant difference in readiness of SHS students of MRABSNHS if

classified according to sex, age, grade level and monthly family income?

The respondents of this study were 127 senior high school students of Mayor

Ramon A. Benjamin Sr. National High School.

They were chosen through the use of stratified random sampling by lottery. The

numbers of sample were determined using the Slovin’s Formula. This study used the

descriptive research design.

All the data needed for this investigation were gathered through the use of ROTC

implementation questionnaire by ____________

To describe the data gathered, frequency count, mean, and standard deviation

were used to determine the level of readiness of senior high school students as an

entire group and when they are grouped according to sex, age, grade level, and

monthly family income. On the other hand, for inferential analysis, t-test and

ANOVA were used to determine the level of SHS students’ readiness on the
 38

implementation of mandatory ROTC as an entire group and when grouped according

to sex, age, grade level, and monthly family income which set at 0.05 levels were

employed.

The findings of the investigations were as follows:

1. The levels of senior high school students’ readiness on the implementation of the

mandatory ROTC across respondent’s profile when taken as an entire group and

when grouped according to sex, age, grade level, and monthly family income is

generally “ready”.

2. There is no significant difference in the senior high school students’ readiness on

the implementation of mandatory ROTC when grouped according sex, age, grade

level, and family income.

Conclusions

Based on the aforementioned findings, the following conclusions were drawn:

1. It is concluded that the Senior High School Students’ readiness of Mayor Ramon

A. Benjamin Sr. National High School on the implementation of Mandatory

ROTC is “ready” so the outcome would be that students are willing to implement

the ROTC. Students are not that very excited to the training; however, they are

prepared to employ the training.

2. There was no significant difference found in the level of readiness of senior high

school students when grouped according to sex. It simply means that females can

concur with the males, and it implies that what males can do, females can also do
 39

it also, the risk of joining such training that’s never been experienced by this

generation requires some courage and determination.

3. Since senior high school student’s level of readiness is found to be “ready”, the

students will enjoy the Reserve Officers Training Corps rather than to be stressed

and to be depressed with their new activity after class.

4. No significant difference was found in the level of readiness of senior high school

students when grouped according to age, monthly family income, and grade level

so the outcome would mean that students will highly participate in the training. It

indicates that student’s profile (age, monthly family income, and grade level) has

nothing to do with the student’s readiness because at the first place the training

was mandated by the president, hence it is compulsory to join as long as the

student has no illnesses and in good condition – physically and mentally. Age is

not the basis here, if you’re the oldest or the youngest as long as the student is

studying senior high school, there is no way he/she can’t join. Also, the family

income has no relevance to the readiness of the senior high school students

because there is no much expenses in the training only the uniform that should be

worn every training besides it is affordable and can be worn for a longer usage.

And, grade level has also no significance to the readiness of the students because

aside from the fact that the ROTC is mandatorily implemented, student may find

the training as a good way to lessen their stress in the field of academic and it

could also the best way for them to show their skills in leadership, besides the

ROTC is implemented to develop the leadership skills, deepen national love, and

good citizenship for Filipino youth and not as a replacement for armies in AFP.
 40

Recommendation

Based on the aforementioned findings and conclusions, the following are

recommended:

1. The senior high school students are encouraged to actively join or participate in

the ROTC it is for them to understand the true essence of being a Filipino. We

recommend to students who will going to take the training to be more

determinate, confident, and sincere.

2. Parents are recommended to support their child in the training, for their child to

become active and have a good performance, especially for those whose child/ren

are not highly participating in class. This can help their child a lot, rather than the

lessons that they don’t easily understand because everything in the ROTC was

contextualized.

3. Teacher/s of Mayor Ramon A. Benjamin Sr. National High School wo will going

to teach in the training is/are highly recommended to attend seminars and

trainings
 41

REFERENCES

http://www.academia.edu/37538367/THE_IMPRESSION_ON_ROTC_IMPLEMENTATION_A

MONG_GRADE_11_and_12_STUDENTS_OF_SMNHS-SHS_S.Y

https://news.mb.com.ph/2019/05/22/deped-supports-implementation-of-rotc-in-senior-high-

school/

https://www.scribd.com/document/402997786/THE-IMPRESSION-ON-ROTC-

IMPLEMENTATION-AM-1-docx

https://news.mb.com.ph/2017/10/22/the-importance-of-rotc/

https://www.google.com/search?

biw=601&sxsrf=ACYBGNRx2IAUdld10dra6G2npO3gMOcy_A
 42

%3A1568709613019&ei=7ZuAXehdkqL5BqrVm7AB&q=senior+high+school+readiness+on

the+implementation+of+the+mandatory+rotc&oq=&gs_l=mobile-gws-wiz.edu

Allen, C. M. (1956). Combating the dropout problem. Chicago, IL: Science Research Associates.

Alexander, K. L., Entwisle, D. R. & Kabbani, N. S. (2001). The dropout process in life course

prospective: early risk factors at and school. Teachers College Record, 103, 5. 760-822.

Bachman, J. E. (1994). The effect of participation or non-participation in a junior reserve

officer’s training corps (JROTC) program on leadership behavior and self-esteem among JROTC

and non-JROTC high school students sophomores (Doctoral dissertation, University of San

Francisco, 1994). Dissertation Abstracts International. Bartlett, L. & Lutz, C. (1998).

Disciplining social difference: some cultural politics of military training in public high schools.

The Urban Review, 30, 2, 119-135.

 43

APPENDIXES
 44

APPENDIX A

Data-Gathering Instruments
 45

Senior High School Students of Mayor Ramon A. Benjamin Sr. National

High School Readiness on the Implementation

of Mandatory ROTC

Questionnaire

Mark Anthony M. Bajada

Angelica P. Lacorte
Mayla Castilla
Rudny Sioco
Myra Daquilanea
Ejie May Huqueriza
Riza Sumagaysay
Grace Jondonero

Researchers
 46

Level of Readiness of Senior High School Students on the implementation of mandatory

ROTC Questionnaire

(Owner of Questionnaire)

Mayor Ramon A. Benjamin Sr. National High School

Dacuton, Dumarao, Capiz
Humanities and Social Sciences 12

SENIOR HIGH SCHOOL STUDENTS IN MAYOR RAMON A. BENJAMIN SR.

NATIONAL HIGH SCHOOL READINESS ON THE IMPLEMENTATION OF
MANDATORY ROTC

We, Grade 12 students of Humanities and Social Sciences are conducting this survey in
correlation with our topic Senior High School Students in Mayor Ramon A. Benjamin Sr.
National High School Readiness on the Implementation of Mandatory ROTC in order to
determine how senior high students perceive this mandatory reinstatement of the program.
Thank you for your participation!

Name: ______________________ Grade: ☐11 ☐12 Monthly Family Income:

Age: ____ Sex: ☐male ☐female ☐5000 below ☐15,001-20,000

☐5001-15,000 ☐20,000 above

Direction: Please check the box of your answer. Please answer the questions truthfully.

QUESTIONS Strongly Disagree Undecided Agree Strongly

Disagree Agree
1 2 3 4 5
1. There is an existent threat in the
security of the Philippines in the
form of domestic terrorism by
Maute Group and national security
threat by China on Scarborough
shoal issue.
2. The current military of the
Philippines is capable of
defending the country’s security.
3. Nationalism and patriotism
among the youth can be
heightened more by raising their
awareness with the social issues.
4. ROTC is not the viable solution
 47

to the security threats that the

country is under.
5. The ROTC program is not yet
ready to be mandated among
schools.
6. Nationalism and patriotism can
also be upheld in a classroom
environment session.
7. ROTC does not impede
learning balance.
8. ROTC helps to develop my
abilities and skills
9. ROTC is an extra learning
difficulty besides tasks
10. Leadership skill can be honed
through ROTC.
11. I am in top physical condition
to undergo the training.
12. I have enough financial
support from my family.
13. I am mentally ready to ROTC
trainings.
14. I am aware of the possible
dilemmas in joining the program.
15. I would rather take Civil
Welfare Service Training than
ROTC as one of the choices in
NSTP.
16. I am emotionally ready to take
the training.
17. ROTC can improve my self-
esteem.
18. Freedom of speech is curtailed
in the military.
19. I am flexible enough to use
whatever leadership approach the
situation calls for.
20. I am a good competitor
21. The military is still a man's
world with only limited
opportunity for women.
22. The prospect of violent death
does not affect my ego to avoid
ROTC.
23. ROTC students are more
likely to come from lower
socioeconomic family
backgrounds.
24. ROTC students are more
likely to drop out of school before
graduating compared to the non-
ROTC students.
 48

25. Students participate in JROTC

because they want a military
career after completing high
school.
26. Students participate in ROTC
because they believe they will
receive financial assistance for
college when participating in the
college ROTC, and ROTC helps
them achieve their goal of going
to college.
27. ROTC students have fewer
school suspensions than do non-
ROTC students.
28. ROTC is not a cost-effective
program in helping students go to
college.
29. Excellent physical condition is
essential to be ready for combat
duty
30. ROTC students are more
patriotic than non-ROTC students.
 49

APPENDIX B

Communication Lesson
 50

Mayor Ramon A. Benjamin SR. National High School

Graduate School
Dacuton Dumarao Capiz

January 2020

Jocilyn G. Gialogo
Principal 1
MRABSNHS
Dacuton,Dumarao,Capiz

Madam Gialogo :
Greetings!
We are currently conducting a study entitled Senior High Student Of Mayor Ramon A.
Benjamin SR. National High School Readiness On The Implementation Of Mandatory ROTC. In
partial fulfillment for the Practical Research 2, Quantitative Research
In this regard, we are respectfully asking permission from your good office to allow us to
to conduct our study among grade 11 and 12 senior high school students in Mayor Ramon A.
Benjamin Sr. National High School.
Your kind approval and support in this endeavour is highly appreciated.
Thank You and God bless.

Respectfully yours,
MARK ANTHONY BAJADA, et al.

Approved:
JOCILYN G. GIALOGO
Principal I
 51

APPENDIX C

Statistical Analysis
 52

Statistical Analysis

Case Processing Summary

Cases

Included Excluded Total

N Percent N Percent N Percent

readiness * Respondent's 127 100.0% 0 .0% 127 100.0%

Sex

readiness * Respondent's 127 100.0% 0 .0% 127 100.0%

Age

readiness * Monthly Family 127 100.0% 0 .0% 127 100.0%

Income

readiness * Respondent's 127 100.0% 0 .0% 127 100.0%

Grade Level

readiness * Respondent's Sex

readiness

Respondent's Sex Mean N Std. Deviation

Male 3.3661 56 .48569

Female 3.3685 71 .37607

Total 3.3675 127 .42608

 53

readiness * Respondent's Age

readiness

Respondent's
Age Mean N Std. Deviation

15 3.6333 2 .14142

16 3.4298 19 .41691

17 3.3667 52 .45642

18 3.2974 38 .40643

19 3.3487 13 .41402

20 3.7778 3 .10184

Total 3.3675 127 .42608

readiness * Monthly Family Income

readiness

Monthly Family Income Mean N Std. Deviation

5,000 Below 3.3485 99 .46154

5,001-15,000 3.4530 22 .25813

15,001-20,000 3.3400 5 .30858

20,000 Above 3.5000 1 .

Total 3.3675 127 .42608

 54

readiness * Respondent's Grade Level

readiness

Respondent's Grade
Level Mean N Std. Deviation

Grade 11 3.3557 67 .50922

Grade 12 3.3806 60 .31193

Total 3.3675 127 .42608

Statistics

Respondent's Respondent's Monthly Family Respondent's

Sex Age Income Grade Level

N Valid 127 127 127 127

Missing 0 0 0 0

Mean 1.56 17.39 1.28 1.47

Median 2.00 17.00 1.00 1.00

Mode 2 17 1 1

Std. Deviation .498 .993 .573 .501

Respondent's Sex

Frequency Percent Valid Percent Cumulative Percent

Valid Male 56 44.1 44.1 44.1

Female 71 55.9 55.9 100.0

Total 127 100.0 100.0

 55

Respondent's Age

Frequency Percent Valid Percent Cumulative Percent

Descriptive Statistics
Valid 15 2 1.6 1.6 1.6
N Minimum Maximum Mean Std. Deviation
16 19 15.0 15.0 16.5
readiness 127 1.60 5.00 3.3675 .42608
17 52 40.9 40.9 57.5
Valid N (listwise) 127
18 38 29.9 29.9 87.4

19 13 10.2 10.2 97.6

20 3 2.4 2.4 100.0

Total 127 100.0 100.0

Monthly Family Income

Frequency Percent Valid Percent Cumulative Percent

Valid 5,000 Below 99 78.0 78.0 78.0

5,001-15,000 22 17.3 17.3 95.3

15,001-20,000 5 3.9 3.9 99.2

20,000 Above 1 .8 .8 100.0

Total 127 100.0 100.0

Respondent's Grade Level

Frequency Percent Valid Percent Cumulative Percent

Valid Grade 11 67 52.8 52.8 52.8

Grade 12 60 47.2 47.2 100.0

Total 127 100.0 100.0

 56

Group Statistics

Respondent's
Sex N Mean Std. Deviation Std. Error Mean

readiness Male 56 3.3661 .48569 .06490

Female 71 3.3685 .37607 .04463

Independent Samples Test

Levene's Test for

Equality of Variances t-test for Equality of Means

95% Confidence
Interval of the
Difference

Sig. (2- Mean Std. Error

F Sig. t df tailed) Difference Difference Lower Upper

readine Equal variances .976 .325 -.032 125 .974 -.00247 .07645 -.15378 .14884
ss assumed

Equal variances -.031 101.48 .975 -.00247 .07877 -.15872 .15377

not assumed 3

ANOVA

readiness

Sum of Squares df Mean Square F Sig.

Between Groups .912 5 .182 1.005 .418

Within Groups 21.963 121 .182

Total 22.874 126

 57

ANOVA

readiness

Sum of Squares df Mean Square F Sig.

Between Groups .020 1 .020 .107 .744

Within Groups 22.855 125 .183

Total 22.874 126

ANOVA

readiness

Sum of Squares df Mean Square F Sig.

Between Groups .218 3 .073 .395 .757

Within Groups 22.656 123 .184

Total 22.874 126

 58

APPENDIX D

Curriculum Vitae
 59

CURRICULUM VITAE

MARK ANTHONY BAJADA

mark2016.bajada@gmail.com
09274940892

PERSONAL INFORMATION

Birthday: March 20, 2001

Age: 18
Address: Sibariwan, Dumarao, Capiz
Father’s Name: Anthony D. Bajada
Mother’s Name: Mary Ann M. Bajada
 60

CURRICULUM VITAE

ANGELICA P. LACORTE
angelicapamplonalacorte@gmail.com
09279901455

PERSONAL INFORMATION

Birthday : April 7, 2002

Age: 17
Address: Sibariwan, Dumarao, Capiz
Father’s Name: Regie L. Lacorte
Mother’s Name: Ma. Diesybel A. Lacorte
 61

CURRICULUM VITAE

RUDNY A. SIOCO
09066858462

PERSONAL INFORMATION

Birthday: September 21, 2000

Age: 19
Address: Dacuton , Dumarao , Capiz
Father’s Name: Rodel A. Sioco
Mother’s Name: Eugena A. Sioco
 62

CURRICULM VITAE

MAYLA A. CASTILLA
maylaabentajadocastilla095@gmail.com
09663777598

PERSONAL INFORMATION

Birthday: November 22, 2001

Age: 18
Address: Aglanot, Dumarao, Capiz
Father’s Name: Leo T. Castilla
Mother’s Name: Maria A. Castilla
 63

CURRICULUM VITAE

EJIE MAE HUQUERIZA

09656141235

PERSONAL INFORMATION

Birthday: July 22, 2001

Age: 18
Address: Dacuton, Dumarao, CApiz
Father’s Name: Marlon Huqueriza
Mother’s Name: Eden Huqueriza
 64

CURRICULUM VITAE

RIZA SUMAGAYSAY

PERSONAL INFORMATION

Birthday: November 16, 1999

Age: 20
Address: Aglanot, Dumarao, Capiz
Father’s Name: Renaldo Sumagaysay
Mother’s Name: Lerma Sumagaysay
 65

CURRICULUM VITAE

GRACE S. JONDONERO
09361976237

PERSONAL INFORMATION

Birthday: November 16, 2000

Age: 19
Address: Sibariwan, Dumarao, Capiz
Father’s Name:
Mother’s Name: Ellina S. Jondonero
 66

CURRICULUM VITAE

MYRA DAQUILANEA
09759074474

PERSONAL INFORMATION

Birthday: October 22, 2001

Age: 18
Address: Sibariwan, Dumarao, Capiz
Father’s Name: Leby N. Daquilanea
Mother’s Name: Analyn I. Daquilane
67