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60 61

Civic Welfare Training Service as a tool

for connecting theory and practice
Rhoda Basco-Galangco, PhD
ORCID ID: https://orcid.org/0000-0002-0075-5927
Research and Development Center

Marciano F. Mamolo Jr.

School of Liberal Arts and Human Sciences

Corresponding author: rhodagalangco@ubaguio.edu/

rhodagalangco@yahoo.com

ABSTRACT

Civic education serves as a bridge between the academic institution

and the societal involvement of students. This descriptive study
explored the learnings derived by the students from their Civic
Welfare Training Service along content, values, and skills. The
NSTP2 students were surveyed about the important knowledge,
values, and skills they have learned in their theoretical lessons
and their exposure in the community. The students consistently
mentioned leadership and volunteerism as concepts and values
learned and applied to enhance themselves and their relationships
with their classmates and other members of the community. A sense
of social responsibility arises out of their exposures to the realities
in the community, especially in their interaction with the people.

Vol. 3, No. 1 | July - December 2017 University of Baguio

62
Notably, the students learned some practical skills that they applied
to their personal and community life. The researchers recommend
that CWTS-NSTP2 sustain the topics taught and find avenues for
the application of the knowledge acquired by the students.
KEYWORDS
Civic Welfare Training Service, National Service Training Program,
knowledge, values, skills
INTRODUCTION
N
ussbaum (1997) argued that university education should
teach students to examine their traditions critically,
understand the ties that bind all people together, and
have empathy for the experiences of others. Socially
responsible individuals show “community-mindedness” in their
responses to school, local, national, and global issues and events
(British Columbia Ministry of Education, 2001). In 2007, the
Association of American Colleges and Universities launched
the Core Commitments Initiative to expand higher education’s
civic engagement. This program emphasized personal and social
responsibility as outcomes of a college education (Reason, 2013).
In relation, a report by the National Task Force on Civic Learning
and Democratic Engagement titled “A Crucible Moment: College
Learning and Democracy’s Future” encouraged academic
institutions “to embrace civic learning and democratic engagement as
an undisputed educational priority” (Hurtado, Ruiz, & Whang, 2012).
Civic education is both intentional and deliberate. Institutions
and communities may unconsciously be transmitting values and
norms that are beneficial or may not be beneficial at all. Civic
education is delivered not only by the schools but also by families,
government, religions and mass media (Crittenden & Levine, 2013).
Vol. 3, No. 1 | July - December 2017
R. B. Galangco et al. | Civic Welfare Training Service . . . 63
According to UNICEF EPRO (2008), civic engagement enables
the youth to develop positively and facilitates their transition to
adulthood. Civic engagement gives the young the opportunity to
prove their worth as citizens, develop life skills, and enhance their
employability and learning outcomes. The importance of youth
civic engagement in East Asia and the Pacific is seen in its potential
to promote more democratic forms of engagement between citizens
and state. (UNICEF EAPRO, 2008). Civic engagement has been
emerging as a focus as higher education institutions are recommitting
to their public purpose. On many campuses, students have been the
catalyst for a broad range of activities that serve communities in need.
The UNICEF (2008) recommends the development of a
continuum of opportunities for youth engagement in South East Asia
and the Pacific. These opportunities shall provide young people an
opportunity to participate in civic activities aligned to their interests,
needs, and development stages. However, closer integration with
government policies, resources, and bottom-up initiatives is necessary
to develop these kinds of transformative programs (UNICEF EAPRO,
2008) successfully. According to Braskamp (2011), students do not
learn in a vacuum. They learn through exposure, reflection, and
practice, where they apply their knowledge, use their skills, develop
their values, and acquire the motivation to become engaged citizens
working for the benefit of others as well as of themselves. Higher
education institutions are recognizing that students learn best when
they are applying what they know to real-world problems, when
they see the link between knowledge-inquiry and pressing issues in
their home and communities, when they view themselves as creators
of knowledge, and when they engage in learning through dialogue
and deliberation with others (Musil, 2011). Engaging the youth in
civic activities would increase their awareness of social issues and
problems and hence, contribute to their sense of social responsibility.
Chandigarh (2013), writing for the Express News Service, mentioned
that, according to a survey conducted by a student and teacher training
University of Baguio
64
organization, social responsibility had been identified as the “most
emerging and upcoming trend” in the city schools by the principals.
Social responsibility is integrated into the law. The stipulation
of negative impacts is made by the law for the citizens to act in
socially responsible behavior. Social responsibility is rooted in the
law and plays a role in ensuring that laws are complied with and
improved over time (Valleys, n.d.). In the Philippines, the mandate
for social responsibility is spelled out, as a matter of state policy, in
section XIII of the 1987 Philippine Constitution which states “the
State recognizes the vital role of the youth in nation-building and
shall promote and protect their physical, moral, spiritual, intellectual,
and social well-being. It shall inculcate in the youth patriotism
and nationalism, and encourage their involvement in public and
civic affairs,” (Arellano Law Foundation, n.d.). As an arm of the
government, educational institutions have the primary responsibility
to carry out this state policy by devising a curricular program that
has the involvement of the students in public and civic affairs at its
heart. Consequently, on January 23, 2002, Republic Act 9163 titled
An Act Establishing the National Service Training Program (NSTP)
for Tertiary Level Students, was signed into law. This program
aimed to enhance civic consciousness and defense preparedness in
the youth by developing the ethics of service and patriotism while
undergoing training in any of its three program components, specially
designed to enhance the youth‘s active contribution to the general
welfare (Mapua Institute of Technology, n.d.).
Civic Welfare Training Service (CWTS) refers to “programs
or activities contributory to the general welfare and the betterment
of life for the members of the community or the enhancement of its
facilities, especially those devoted to improving health, education,
environment, entrepreneurship, safety, recreation and morals of the
citizenry” (Chan-Robles, n.d.). It aims to instill among the students
“citizenship, volunteerism, and career exploration and development”
Vol. 3, No. 1 | July - December 2017
R. B. Galangco et al. | Civic Welfare Training Service . . . 65
(Almeda, 2007). This concept and aim of CWTS served as the
framework for this study.
One of the aims of Philippine education is to foster a sense
of nationalism and patriotism. One way to attain this is to expose
the students to actual conditions in the society and involve them
in programs where they experience direct contact with people in
the community. Observations regarding the dying nationalism
among Filipino youth abound, backed up by statistics on enrolment
in courses that address the workforce needs of other countries
instead of the Philippines. Higher education institutions which are
tasked to implement the NSTP Law can mitigate this unfavorable
phenomenon by strengthening their CWTS program. In a study
conducted by Yap and Pil (2011), they found out that student
development was adequately diverged, assimilated, converged and
accommodated. Value transformation constituted the highest level of
student development. The students’ competency enhancement and
citizenship practices were adequately diverged and transformed into
the spirit of volunteerism. Steinke and Fitch (2007) emphasized the
importance of assessing the knowledge application, critical thinking/
problem solving, and intellectual development outcomes of service
learning. Thus, this study looked into the lessons learned by the
students in their NSTP-CWTS program, specifically the content
lessons, values, and skills. It also looked into the ways they have
applied these lessons.
METHODOLOGY
We used the qualitative descriptive design in our study.
Since our study was exploratory, we used a survey questionnaire.
In the first part of our questionnaire, we asked the respondents to
check all the lessons they learned along the cognitive, affective, and
skills dimensions. We derived the indicators from the module used
in NSTP1. We tallied the frequency of their responses and got the
University of Baguio
66
percentage. Based on the data, we analyzed the content, values, and
skills using the concept of CWTS and the aims identified by Almeda
(2007). The second part of the questionnaire consisted of a set of
essay questions about the lesson they learned in NSTP and how
they applied these lessons in their communities. We used thematic
analysis in extracting the common themes related to content, values,
and skills. We also asked essay questions and used the answers to
supplement our interpretations. We conducted interviews with some
respondents to gather more information and validate the responses
from the questionnaire.
RESULTS AND DISCUSSION
Lessons Learned by the Students
The Civic Welfare Training Service is a form of service
learning. Bringle, Hatcher, and Games (1997) define service learning
as “course-based educational experience in which students participate
in organized community service to gain a deeper understanding of
course content, civic responsibility, and a broader appreciation
of the discipline.” Desmond and Stahl (2011) argue that apart
from increasing their knowledge base, students also increase and
strengthen their repertoire of skills.
Content
The students learned both theoretical and practical knowledge
in drug education, disaster risk management, environmental
education, peace education, and leadership. In citizenship and local
history and legislation, they acquired theoretical knowledge only.
Content-wise, the majority of the respondents learned about
leadership. On the theoretical aspect, they learned the characteristics
of a good leader (92.43%) and what leadership is all about (89.91%).
Vol. 3, No. 1 | July - December 2017
R. B. Galangco et al. | Civic Welfare Training Service . . . 67
On the practical side, many claimed to have learned to identify and
solve problems in the community and conceptualize, implement,
monitor and evaluate a school or community projects.In NSTP2, the
students are deployed in the barangays to do community services such
as helping in cleaning the surroundings and repainting community
structures. Before they left the community, they made sure that they
accomplished their objective. Also, there were instances that when
the facilitator was not around, the group leader made decisions in
consultation with the other members. In this way, decision-making,
considered by Marais, Yang, and Farzanehkia (2000) as one of the
elements of effective leadership development, is introduced to the
student leaders.
Next to leadership, 89.06% of the respondents claimed they
learned the concepts and principles of environmental education, and
78.15% signified they translated this learning into formulating an
action plan that addresses environmental concerns. These learnings
acquired by the students fit into the definition of environmental
education of the New Zealand Ministry of Environment (1998) as “a
multidisciplinary approach to learning that develops the knowledge,
awareness, attitudes, values, and skills, that will enable individuals
and the community to contribute towards maintaining and improving
the environment.”
A majority of the respondents also indicated that they
learned about citizenship. Hebert and Sears (2001) define citizenship
as “the relationship between the individual and the state, and
among individuals within a state. “ Among the different topics,
89.07% claimed they learned the principles underpinning service
for national development. There were 88.23% who signified they
learned the principles underpinning good citizenship for national
development. An equal number said they learned about citizenship
issues and implications of volunteerism for national development.
The responses reveal that citizenship is learned not only in the
subjects discussed in the classroom but also in activities outside.
University of Baguio
68 R. B. Galangco et al. | Civic Welfare Training Service . . . 69

Table 1. Content lessons learned by the students (N=119) Leadership What leadership is all 89.91 To identify 88.23
Content Theoretical % Practical % about community
concerns and
Citizenship Principles underpinning 88.23 problems and offer
good citizenship for viable interventions
national development
The characteristics of a 92.43 How to 78.99
Principles underpinning 89.07 good leader conceptualize,
service for national implement,
development monitor and
evaluate school or
Issues that relate to the 82.35 community projects
good citizenship values of
students Local The importance of 73.10
History and learning the history of
Principles underpinning 82.35 Legislations one’s school
volunteerism for national
development The importance of 70.05
learning the history of
Drug Nature and effects 80.67 How to develop 66.38 one’s place
Education of drugs and other a plan to address The significance of the 89.07
substances on personal drug and substance NSTP Law
and social relationships abuse

How to synthesize 67.22
accurate information on According to Al- Smadi, AbuQudais, and Mahasneh (2010),
the consequences of peace education includes appreciating the diversity of nonviolence
abusing drugs
analysis and resolution employed by humans. There were 79.83%
Disaster risk Laws and international 70.58 How to create 73.94
management conventions that underpin contingency who claimed they learned what peace education was all about. A
disaster risk reduction plans based on lesser percentage, however, came to know how to resolve conflict
and management emergencies
The operational concepts, 71.42 How to help 73.94
peacefully and create conditions conducive to peace.
structures and priority prepare student
actions relative to trainees as
Philippine Disaster members of
Among the different contents of the NSTP-CWTS subject,
Management System National Service a lesser number of respondents indicated they learned about drug
Reserve Corps
education and disaster risk management. There were 80.67% among
How poverty can 71.42
contribute to vulnerability
the respondents who indicated they learned about the nature and
to natural hazards effects of drugs in their personal and social relationships, and 67.22%
Environmental The concepts 89.06 How to formulate 78.15 who claimed they learned how to synthesize accurate information
Education and principles of action plan that
environmental education shall address on the consequences of abusing drugs.
environmental
concern
The respondents learned disaster risk management, but,
Peace What peace education is 79.83 How to resolve 75.63
education all about conflict peacefully comparatively, there was a lesser number who claimed to have
How to create 72.26 learned concepts relative to the Philippine Disaster Management
the conditions System (71.42%), the role of poverty in vulnerability to natural
conducive to peace
hazards (71.42%), and laws and international conventions about

Vol. 3, No. 1 | July - December 2017 University of Baguio

70 R. B. Galangco et al. | Civic Welfare Training Service . . . 71

disaster risk management (70.58%). Personal Values

The NSTP-CWTS has taught the students various concepts There were six personal values acquired by the respondents.
about civic education. Notably, they learned about leadership, In order of importance, these were volunteerism, obedience, time
environmental education, citizenship, local history and legislation, management, documentation, commitments, and having a healthy
drug education, and disaster risk management. Alongside with lifestyle.
the theoretical aspect of their content learning is the practical
aspect where they learned to solve and address problems in society, Volunteerism. The specific values acquired by the students
consistent with the argument of Michael (2005) that through were extending help in preparing students through community
service learning, students learn to solve problems using multiple immersion, voluntarily helping in motivating students to care
perspectives. Side by side with the learning of theories are practice for the environment, and voluntarily initiating relevant projects
activities in making action plans, evaluating, monitoring, and in their community. Among these specific values, 95.79% of the
implementing plans. In Croatia, their curriculum of Civic Education students claimed that it is through community immersion that they
emphasizes experiential learning, same as the case in CWTS. The help prepare student volunteers. In relation, 94.95% claimed they
Croats facilitate the development of civic knowledge, skills, and voluntarily help in motivating students to care for the environment.
attitudes by their involvement in situations where they participate Through their community immersion, these students have learned the
in judging, assessing, and resolving moral dilemmas. Through values of protecting the environment from the destructive practices
actual involvement, they develop their knowledge, attitudes, values,
of humans.
and skills ( Mrnjaus, Vrcelj & Zlokovic, 2014). In Lithuania, civic
education is integrated into extra-curricular activities to enable
Table 2. Personal values learned by the students (N=119)
students to improve their knowledge, skills, and habits (Zaleskene,
Values Statements %
2011). Voluntarily help in motivating student volunteers to 94.95
Volunteerism care for the environment
Values Extend help in preparing student volunteers through 95.79
community immersion
Voluntarily initiate relevant projects in their community 77.31
The Department of Education and Training of the State of
Commitment Make personal commitment to remain drug-free 72.26
New South Wales (2009) defines values as “ principles, standards or
Value commitment in tasks and studies 84.87
qualities that an individual or group of people hold in high regard.”
Healthy lifestyle Appreciate the value of a healthy lifestyle 77.31
They are what people believe in and are willing to stand up for
Obedience Obey established laws/norms/ordinances without 84.87
(Wisconsin relationship Education, 2010) questioning the authority of people
Promptness Obey school policies willingly 91.59
An analysis of the responses showed two main categories of Submitting documents on time 89.07
values learned by the students. These values are personal and group. Record-keeping The value of documenting activities 89.07

The results show that the NSTP program gives the students
opportunities to develop their sense of volunteerism through

Vol. 3, No. 1 | July - December 2017 University of Baguio

72
first-hand experiences in the community. In relation, Wagener
(2006) concluded that “service learning programs certainly benefit
students and their communities by increasing rates of volunteerism
and strengthening ties between students and their communities.”
Similarly, an analysis of the international service-learning program
of Pace University faculty and students with the Tibetan Buddhist
monastery and nomadic community at Baldan Baraivan in Mongolia
by Frank and Lee (2005) shows that volunteering to do menial tasks
such as carrying water, clearing meditation paths, and removing
stones, were the most memorable experiences of the students. Also,
In MiraCosta College, California, volunteerism is a long-standing
tradition. The students engage in a variety of volunteer work such
as giving performances at retirement homes, working in health
care institutions, and serving meals at local homeless shelters,
among others (Pierce, 2000). According to Santagati (2001), former
president of Merrimack College, Massachusetts, “all students should
be encouraged to volunteer and experience the inevitable rewards of
giving to others. Colleges and universities can continue to support
their efforts by remaining true to their mission.”
Obedience. The willingness to obey school policies was
learned by 91.59% of the students. Some claimed that they obeyed
policies because they wanted to avoid the sanctions. The requirements
they had to do in NSTP-CWTS helped change their perspective about
obedience and the school policies. Also, they learned to defer to their
facilitators and group leaders.
Promptness. The facilitators set deadlines for the submission
of requirements. Late submission meant deduction. Thus, according
to 89.07% of the students, they learned the value of managing their
time wisely so that they also submit their documents on time.
Record keeping. Apart from engaging in practical activities,
the students need to document all they were doing through narratives
and photographs. Thus, 89.07% said they learned the value of
documenting activities. On a personal level, there were those who
Vol. 3, No. 1 | July - December 2017
R. B. Galangco et al. | Civic Welfare Training Service . . . 73
had to keep evidence of their presence during the activities otherwise
they will be marked absent and have to render extra hours.
Commitment. 84.87% respondents claimed they learned the
value of commitment in tasks and studies. According to those who
took NSTP2 for the second time, they realized that general education
subjects are as valuable as their major subjects. Many of them
prioritized their major subjects, and some took NSTP for granted.
When they failed, they realized that they had wasted their time and
money. Those who were given leadership roles also signified that
they were more committed to the task they were given since they
did not want to fail the expectations of their group mates.
Healthy Lifestyle. The percentage of those who learned
to appreciate the value of having a healthy lifestyle (77.31%) is
comparatively lower than those who learned the other values.
According to some, they do not yet pay attention to what they eat as
long as they are full since they need the energy to tackle their school
work.
Group Values
National Values. The majority of the respondents identified
good citizenship as a value they have learned. There were 91.59%
who claimed they appreciated the significance of good citizenship
towards the attainment of national development. Through their
community immersion, the respondents realized their contribution
to the progress and development of the country.
Social values. The specific values learned by the students
were peace, ethics, volunteerism, and cooperation. The majority
(86.55%) claimed to have learned to cooperate willingly with their
classmates. Cooperation was necessary because the students worked
as a team. More than cooperating for the sake of requirements, the
students cooperated with each other because they wanted to do their
share in attaining the group goals. A related value was volunteerism
University of Baguio
74
which was identified by 83.19% as a value they have learned. These
respondents have realized that volunteering in school and community
activities is one of their responsibilities as good citizens. There
were also 83.19% who claimed they learned to value peace in their
relations with people. To be at peace with others, they need to
cooperate. The practice of ethics is also necessary for establishing
a peaceful relationship.
Table 3. Group values learned by the students (N=119)
Reference Values Statement
National Good citizenship Appreciate the significance of good
citizenship towards the attainment of
national development
Internalize the values of citizenship
necessary for responsible existence
and community involvement
Environment Appreciation Appreciate the value of the
environment
Involvement Solicit involvement in addressing
environmental problems
Social Peace Value peace in my relations with
people
Ethics Practice ethics in dealing with people
especially with members of the
community assigned to
Volunteerism Value voluntary involvement in school
and community
Cooperation Cooperate willingly with classmates
Community Community Manifest genuine interest in
building community-building tasks
Participation Actively participate in community
affairs
Harmony Establish a harmonious working
relationship with the officials and
constituents in the communities where
they are assigned
Appreciation Appreciate the history of Baguio City
Appreciate the history of the Cordillera
Administrative Region
Volunteerism Voluntarily participate in information
dissemination campaigns
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R. B. Galangco et al. | Civic Welfare Training Service . . . 75
School Appreciation Appreciate the history of UB 82.35
Volunteerism Willingly support the NSTP-related 85.71
activities and endeavors
Community values. The community values learned include
community building, participation, harmony, appreciation, and
volunteerism. Among these values, most of the respondents claimed
they learned to participate in community affairs actively. Accordingly,
they value their involvement in barangay fiestas as organizers, hosts,
% and assistants. Also, there were those who recognized the value of
91.59 complying with barangay ordinances such as waste segregation
and cleaning the surroundings. Among the respondents, 79.83%
learned the values of harmony and volunteerism. The students valued
establishing a harmonious working relationship with the officials and
constituents in the communities where they were assigned. There
79.83
were those who said they have to leave a good impression to the
79.83 community so that the next batches of the UB NSTP students will
be well-accommodated by the barangay.
83.19
77.31 Appreciation of the history of the Cordillera Administrative
Region and the history of Baguio were specific values learned by
83.19
78.15% and 73.94%, respectively. The history of Baguio City was
integrated into the discussion of the history of the region. However,
86.55 according to some of the respondents, some teachers did not discuss
78.15 the history of the region and the city. They taught only the Cordillera
86.55
hymn. In the absence of a comprehensive material about Cordillera
and Baguio City history, the NSTP facilitators superficially touched
79.83 these topics in their lesson.
School values. The two school-level values learned by the
73.94 respondents were volunteerism and appreciation. There were more
78.15
(85.71%) who signified they learned volunteerism compared to
79.83 the 82.35% who learned appreciation. Only 85.71% respondents
indicated they willingly support the NSTP-related activities and
endeavors.
University of Baguio
76
Environmental values. As seen in the percentage of students
who indicated they learned environmental values, this aspect
garnered comparatively lower figures. The specific values that
79.83% learned were appreciation and involvement. Apparently,
the facilitators of CWTS do not put much emphasis on appreciation
of the value of the environment and involvement in addressing
environmental problems despite the fact that the community activities
leaned towards beautification and cleaning.
Skills
The general skills learned by the students were practical skills
and social skills. Practical skills pertain to the skills for survival in
everyday life, while social skills pertain to those skills in dealing
with people in society.
Table 4. Practical skills learned by the students (N=119)
Practical Statements
Skills
Cleaning Appropriate and practical ways of keeping the environment
clean.
Planting Planting trees the proper way.
Creating Build structures that support the preservation of the environ-
ment.
Create appropriate signage.
Create presentable and properly documented reports.
Practical skills. The most common practical skill the students
learned was cleaning, particularly the appropriate and practical
ways of keeping the environment clean. The NSTP students help in
cleaning the city during the Panagbenga. They also help in keeping
their assigned barangay clean and green. Also, the students learned
to plant trees the proper way during their tree planting activities in
the barangays and designated areas. There were those who said they
also want to learn the proper way of planting ornamental plants so
they can plant in their homes and boarding houses.
Vol. 3, No. 1 | July - December 2017
R. B. Galangco et al. | Civic Welfare Training Service . . . 77
Part of the practical skills learned was creating. There were
88.23% who indicated they learned to build structures that support
the preservation of the environment, such as fences. They also
learned to create signage that gives directions and instructions.
However, some respondents failed to learn these skills because they
deliberately did not participate.
The making of presentable and properly documented reports
was another skill learned by 87. 39% of the respondents. The CWTS
students were required to submit their documentation of their
activities in the barangay following a given format. Deductions were
given to those who failed to follow the format and submit complete
documents. There were also facilitators who required the submission
of a portfolio at the end of the semester.
Social skills. The three social skills learned by the students
were communication, conflict management, and social relations.
% The most common were social relations (88.23%). The NSTP
students work as a team. Thus, they have to build rapport with
92.43
each other. According to some respondents, NSTP is different from
88.23 their academic subjects where they learn individually. In NSTP,
88.23 they rely on each other, so they have to improve their social skills.
There were some, however, who were inherently introverts that they
78.99
could hardly relate with their classmates. Another avenue where the
87.39
students developed their social relations skill was the community.
The students interacted with the people and the barangay officials.
In the process, their knowledge of social issues widened and their
understanding of the contexts of these issues deepened. There were
those who claimed they became confident to share their opinions
about social and political issues, affirming Lange’s (2008) belief
that civic education should teach students to engage in the political
discourse.
University of Baguio
78
Table 5. Social skills learned by the students (N=119)
Social Skills Statements % values of volunteerism and cooperation towards community building.
Communication Communicate better my thoughts and ideas to 86.55
other people
Conflict management Handle conflicts better 87.39
Social relations Relate with people better 88.23
Conflicts are inevitable especially if there are members of the
group who are irresponsible and undependable. However, as young
adults, the 87.29% claimed they were able to handle conflicts better
because lectures on the topic were given in NSTP1. Also, they learned
to tolerate their classmates on the basis of cultural differences. Musil
(2009) said that one outcome of civic learning is adeptness at conflict
resolution and cooperative methods.
There were 86.55% who claimed they learned to communicate
their thoughts and ideas better to other people. Interaction in NSTP
is spontaneous and free-flowing. The students can freely and openly
discuss their ideas because the set up is unstructured and informal.
Filzmaier and Klepp (2006), in their review of civic
education as an interdisciplinary subject in Austria, emphasized
that knowledge is the fundamental basis for civic education and
that the core competencies of knowledge and insight, attitudes and
opinions, intellectual skills, and participatory skills are connected
and cannot be separated. In this study, the findings regarding the
lessons learned about the content, values, and skills are not to be
taken as a generalization because of the nature of the tool. There
is a possibility that the results would be different had a different
method, such as an interview or open-ended questionnaire, been
used. As an example, Vontz, Metcalf, and Patric (2000) in a study
of the effectiveness of a civic curriculum in Latvia, Lithuania, and
the US found a positive impact on students’ knowledge and skills
but not their sense of civic responsibility. In this study, the students
Vol. 3, No. 1 | July - December 2017
R. B. Galangco et al. | Civic Welfare Training Service . . . 79
claimed that through their lessons on citizenship, they imbibed the
Ways by which the students apply the knowledge,
values and skills they learned
Among the 119 respondents, 78 answered the question about
the ways they apply the knowledge they acquired in NSTP- CWTS,
89 answered the questions about the values, and 71 answered the
questions about the application of the skills acquired.
Application of Knowledge
Slavkin (2007) acknowledges that successful service learning
has several benefits for students. It can enhance student understanding
by effectively connecting community action to concepts learned in
the subject or the course (Dunlap, Scoggin, Green, & Davi, 2007).
Also, students have opportunities to connect classroom learning to
the realities of an actual setting (McClam, Diambra, Burton, Fuss,
& Fudge, 2007).
Self-enhancement. The majority (83.33%) of the respondents
used the knowledge they acquired in improving themselves, such
as being good leaders in the classroom, in school, and in the
community. This result is consistent with the findings of Boyd
(2001) that service-learning is an effective instructional strategy for
developing students’ leadership capacity. Some have observed that
they became more responsible for their actions. They avoided littering
and started segregating their wastes. The development of a sense
of responsibility among the students is consistent with the findings
of 23 studies reviewed by Eyler, Giles, Stenson, & Gray (2001) that
service learning increases students’ sense of social responsibility
and citizenship skills. Students become aware of the “collective
nature of social existence” (Murphy & Rasch, 2010) because of their
University of Baguio
80 R. B. Galangco et al. | Civic Welfare Training Service . . . 81

interaction with people in the community and their classmates. In endeavored to obey such. They became more appreciative of a clean
responding to the plight of another, students begin to develop a sense community thus, participated whenever there was a call from the
of social responsibility which spurs them toward continued civic barangay officials to clean the surrounding or make the 4 o’clock
engagement (Boyle-Baise et al., 2007; Stelljes, 2007). The NSTP habit in the afternoon. Some claimed they used to be indifferent about
students who were youth officials in their barangays were motivated the notices posted in their communities and ignored directions. Their
to initiate projects, aside from sports competition, to make the other lessons and activities in NSTP made them realize that being aware
youths more involved in the civic aspect of their community life. of things happening in the community through the notices posted in
strategic places is a part of being a good citizen.
Table 6. Ways by which the students applied the knowledge they
learned (N=78) Some of the respondents indicated they used to ignore the
Context Situation f % signage around them. NSTP taught them the importance of this
Self-enhancement 65 83.33 signage especially about following directions because there may
Leadership 22
Sense of responsibility 27 be bad consequences if they do not follow. There were those who
Following directions 31 claimed that they used to take for granted exit and entry signs,
Not littering 15
Making decisions 12 but their lessons in disaster and risk management taught them the
Being a role model 12
Sharing what was learned 13
importance of knowing the exit and entry points in a building and
Following ordinances and rules 17 community.
Socializing 13
Helping people 22
Appreciating things 12 The lessons on peace education helped the students
Cooperating 18
Self-discipline 10 understand the importance of living harmoniously with others, be
Patience 9 it in the community or the classroom. Thus, there were those who
Humility 11
Observing healthy lifestyle 9 avoided conflicting with others or who tried peaceful means of
Encouraging classmates 10 resolving conflicts when disputes occurred. In these instances, they
Community 44 56.41
practiced self-discipline and self-restraint which are also necessary
engagement Tree planting 23 to a healthy lifestyle in the social context.
Cleaning 27
Protecting the environment 25
Supporting community activities 12 Community Engagement. There were 56.41% who claimed
Cooperating with the community 17
Helping in the activities of the department 22 to have applied in the community the knowledge they acquired
in NSTP. The lessons they learned in environmental education
Social relations 18 23.07
Coordinating with people 12
were translated into tree planting activities and involvement in
Sharing lessons with friends 18 clean-up drives. Some students planted flowers, vegetables, fruit
Helping others 23
trees, and other plants when they realized the importance of these
in beautifying the environment, cleaning the air, and providing a
The respondents also became more conscious of following habitat for other forms of life. Some communities call for a clean-
instructions, rules, regulations, policies, and ordinances hence,

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82 R. B. Galangco et al. | Civic Welfare Training Service . . . 83

up drive on weekends, an activity actively participated by some of Application of the Values

the students. Murphy and Rasch (2010) emphasized that “through
service-learning, the idea should be instilled in students that they Table 7 Ways by which the students applied the values they learned
are connected to their environment and other persons and groups.” (N=89)
The connectivity of man and the physical environment is a powerful Context Specific values f %

force that sustains the world. Community life 68 76.40

Volunteerism 42
Commitment 51
Some students became more responsive to the school’s Obedience 54
Sense of responsibility 32
outreach program activities. Some became involved in medical-dental Good citizenship 41
Respect 34
missions, feeding programs, and literacy programs. Also, within their Politeness 45
school, the students supported activities that required their help such Cleanliness 12
Caring 31
as making props for participants in competitions, obeying school Cooperation 26
policies, and complying with waste segregation standards. Helpfulness 13

School life 55 61.79

Social relations. A few of the respondents (23.07%) used Volunteerism 42
the knowledge they acquired in CWTS in their social relationships. Teamwork 15
Self-discipline 26
Interestingly, these respondents were the student leaders in school Unity 31
Appreciation 22
and the community. They recognized the value of coordinating their Cooperation 26
activities with concerned groups and authorities hence; they act only
upon proper guidance. They also encouraged their classmates to Social relations 15 16.85
Peace 12
support the anti-bullying and anti-drug campaigns. Cooperation 12
Unity 10
Appreciation 9
In summary, the students applied the knowledge they

acquired in CWTS to improve themselves (Conway et al., 2009), to
Community life. Most of the respondents (76.40%) practice
be more active in their civic involvement in the community (Conway
the values they learned in NSTP-CWTS in their life in the community.
et al., 2009; Rockquemore & Schaffer, 20001) , and to develop
Volunteerism, commitment, and obedience were the primary values
themselves socially (Eyler et al., 2001; Moely et al., 2002). The
they demonstrate in their involvement in community activities.
admission that the students applied the knowledge they acquired
Accordingly, they found it easy to volunteer their services during
leads to a safe assumption that they have experienced a cognitive
barangay fiesta or special community occasions, in the church, and
transformation in NSTP.
in their community organizations because they were equipped to
handle the tasks involved. Since they volunteered, their commitment
to accomplishing the task was strong. They also derive a sense of
accomplishment in their volunteer activities because these are not
school requirements and are not graded, affirming the findings of

Vol. 3, No. 1 | July - December 2017 University of Baguio

84
Beehr, LeGro, and Porter (2010) that nonrequired volunteers have
a stronger internal and weaker external motivation to volunteer than
did required volunteers.
Also, they obeyed the ordinances of the community, and
the rules and regulations of their organizations since they recognize
the importance of obeying laws as instilled in their lessons. They
showed their sense of responsibility by participating in maintaining
the cleanliness of their surrounding, cooperation with the officials
and other residents, and helping in any way they can.
School life. Volunteerism, teamwork, and self-discipline were
identified by 61.79% of the respondents as the primary values they
apply in their school life. The respondents claimed they volunteer to
do menial work in the classroom that involves assisting the teacher
in setting up and assembling instructional equipment, erasing the
board, and doing some errands. Some also volunteer to act as a
group leader or facilitator. In their school, they volunteer to do tasks
during programs, such as but not limited to, being in charge of the
decoration, registration, hosting, setting up of venue, making props,
and information dissemination.
Teamwork is necessary for a group to attain its objectives.
Lin, Lai, Chiu, Sieh & Chen (2016) concluded in their study about
the perspectives of Taiwanese university students about experiential
learning and psychosocial development that through teamwork,
students develop interpersonal relationships, build their confidence
and self-effectiveness to achieve a sense of fulfillment and eventually
enhance their interpersonal skills. The NSTP students practice
teamwork during class group activities and school competitions.
Some admitted that in some instances, hostilities among the members
threaten their teamwork.
The students demonstrated self-discipline in beating
deadlines and doing subject requirements. They exert effort to attend
Vol. 3, No. 1 | July - December 2017
R. B. Galangco et al. | Civic Welfare Training Service . . . 85
their classes punctually and regularly, although sometimes they were
late. They throw their trash in the appropriate trash bin, keep their
chairs and tables free of writings, and during quizzes, keep their
eyes on their paper.
Teamwork needs unity and cooperation. Thus, the students
ensure that despite their differences in opinions, they support each
other until they attained their objective. Some admitted that such
was not always the case since there were members of the group who
were indifferent to the tasks. They resolve their issues by assigning
specific tasks to each member and reminding each other that their
score depends on each other’s work. Accordingly, sometimes this
strategy works, and sometimes it does not.
Lee, Harris, Mortensen, Long. & Sugimoto-Matsuda
(2016), describing their experience in the Kalaupapa service learning
project, said that a greater sense of respect, support, and trust of
their peers developed when they succeeded in their group tasks. The
NSTP-CWTS students aired the same.
Social relations. Less than half (16.85%) of the respondents
apply the values of peace, cooperation, unity, and appreciation in
their social relations. It is worthy to note that these are the values
espoused by peace education. While the students wanted to be at
peace with everybody, they recognize that conflict is inevitable even
among friends. This finding suggests that many of the students lack
a social life where they can practice the identified values.
There were four skills that the respondents apply in their
personal and social life. These skills were practical skills, social
skills, general skills, and clerical skills. These skills find application
more in the community life of the students than in their personal life.
University of Baguio
86 R. B. Galangco et al. | Civic Welfare Training Service . . . 87

Application of practical skills students did, such as making Christmas decors during December for
the barangays to use for their Christmas party, honed the skills of
Table 8 Ways by which the students applied the skills they learned some students in making decorations. Also, the students were tasked
(N=71) in NSTP to make a signage, dustpans, and other projects which
Skills Application in personal Application in community life provided them the skills to do similar projects for their personal use.
life

F % f %
There were 12.67% who said that they used their social skills
Practical 32 45.07 61 81.33
Skills Painting house 10 Cleaning the 27 to converse tactfully with people and to gain friends. Only 2.81 used
Maintaining 25 environment
cleanliness 9 Participating in tree 22
their clerical skills to create presentable documents.
Making projects 8 planting activities
Carpentry 12
Recycling
Application in community life. There were 81.33% of the
respondents who used their practical skills in cleaning and tree
Social 9 12.67 49 69.01 planting. Some respondents admitted they did not know how to use
Skills Conversing 5 Leading in activities
tactfully 6 Communicating 11 a stick broom and other cleaning materials, but they learned how to
Gaining friends properly with people 27 use these in their community clean-up drives in NSTP. Hence, when
Handling conflict
they joined the clean-up drives in their barangays, they were able
9
to put to use their skills. Also, they applied their skills in planting
General 4 5.63 45 63.38
Skills Hiking 3 Participating in 31 flowers, vegetables, fruit trees, and other plants apart from trees.
Decorating 7 community activities The 69.01% of the respondents used their practical skills in leading
Creating materials 12 Planning
and signs 2 activities in school such as class activities, school-based activities,
and participating in university-wide activities. They also used their
Clerical 2 2.81 0 0
Skills Creating 2
social skills in communicating properly with people and handling
presentable conflict.
documents
Among the respondents, 63.38% used their general skills such
Application in personal life. Less than half (45.07%) of the as communication and writing skills, to participate in community
respondents applied the practical skills in their personal life. They activities. They served as hosts in community affairs, church
used these practical skills in painting their house, maintaining the assistants, and leaders during youth activities such as Summer Camp.
cleanliness of their surrounding, doing projects, doing carpentry The practical knowledge they acquired resulted in the development
work, and recycling. Accordingly, the respondents were happy to of skills such as planning which they can practice as leaders in
have acquired these practical skills since they were able to save the school and the community. Sener (2008) studied the civic
money on labor. involvement of Turkish youth in Germany and found out that young
people are fully capable of involvement in community assessment,
A few of the respondents used their general skills in hiking, planning, and decision making. This is true of students enrolled in
decorating, and creating materials and signs. The activities that the NSTP-CWTS since they were taught theoretically before they were

Vol. 3, No. 1 | July - December 2017 University of Baguio

88 R. B. Galangco et al. | Civic Welfare Training Service . . . 89

given the opportunity to put these theories into practice. According Conclusion
to Koopmann (2003), the sustainable effects of experiential learning
are felt when the students are in a public environment where they The Civic Welfare Training Service serves as a bridge
deal with authentic political and social problems. between the theoretical lessons and the daily life of the students. The
classroom lessons and the community activities have contributed to
The Dakar Framework for Action (2000) states education their cognitive and affective transformation. They used the lessons
must lead to the acquisition of the knowledge, values, and abilities they learned to enhance their attributes and contribute to the school
that are needed for individual development, and for the exercise and the community. They enhanced their social and communication
of participatory and responsible citizenship in a democracy. skills by volunteering in community work and assuming leadership
This study proves, despite the limitation of the population, that the roles in school. The values, skills, and knowledge they acquired are
Civic Welfare Training Service contributes to the development of interlocked and consistently applied in their personal and community
the person and good citizens. The fact that the students applied lives even after they have finished the subject.
the lessons they learned in their personal lives and the community
proves the value of the CWTS as a service learning subject. The
study of Wilder, Berle, Knauft, and Brackmann (2013) revealed
that the participants in their study continued their involvement with
community and civic activities after graduation. Lin et al. (2016)
also concluded that “people transfer life experiences into meaningful
content and apply experiential learning to facilitate development,
take on new social roles, complete tasks, and successfully navigate
life events, and transition throughout their careers.”

Vontz, Metcalf, and Patric (2000) in a study of the

effectiveness of a civic curriculum in Latvia, Lithuania, and the
US found a positive impact on students’ knowledge and skills but
not their sense of civic responsibility. In this study, the fact that the
findings show the students were applying the knowledge, skills,
and values they learned in their community and personal life show
that their CWTS-NSTP has an impact in their life. Contrary to the
findings of Vontz, Metcalf, and Patric (2000), social responsibility
and good citizenship were among the values learned and practiced
by the students.

Vol. 3, No. 1 | July - December 2017 University of Baguio

90
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