GROUP 3 IN PRACTICAL RESEARCH 2

GRADE 12- SOCRATES(HUMSS)

The Members of Group 3

Clair Beyonze S. Acedera
Charls Darwin L. Adalia
RJ Joshua L. Cruz
Joy T. Bayker
Adrian Clark P. Tingala

Research Topic: Perspective of Senior High school students regarding ROTC military training
Research Title Reference List(APA Style)

1.Moral Development in the Military: The
Efficacy of ROTC Morality Training at the
Sophomore Level
2.Developing Leaders Through High School
Junior ROTC: Integrating Theory with
Practice
3.Combatant socialization and norms of
restraint: Examining officer training at the
US Military Academy and Army ROTC
4.Effectiveness of ROTC Program of
Bulacan State University ROTC Unit
5.An assessment of the Army ROTC recruiting Domaskin, Raymond A., "An assessment of
and publicity program at the
University of Montana
Gillett, Paul A., "Moral Development in the
Military: The Efficacy of ROTC Morality
Training at the
Sophomore Level" (2013). Dissertations and
Theses. 72.
https://commons.erau.edu/edt/72
Funk, R. C. (2002). Developing Leaders Through
High School Junior ROTC: Integrating Theory with
Practice. Journal of Leadership Studies, 8(4), 43–53.
https://doi.org/10.1177/107179190200800404
Bell, A. (2022). Combatant socialization and norms
of restraint: Examining officer training at the US
Military Academy and Army ROTC. Journal of
Peace Research, 59(2), 180–196.
https://doi.org/10.1177/00223433211010861
Tullao,Marvin R.International Journal of
Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164
(online)Vol. 7, Issue 1, January 2019 – March
2019
Research Publish Journals
the Army ROTC recruiting and publicity
program at the
University of Montana" (1981). Graduate
Student Theses, Dissertations, & Professional
Papers. 7878.
https://scholarworks.umt.edu/etd/7878
 Abstracts

1.Moral Development in the Military:The Efficacy of ROTC Morality

Training at the Sophomore Level

The Reserve Officers Training Corps (ROTC) is an accessions program designed to produce quality
commissioned Officers for operational units, in support of strategic Department of Defense (DoD)
objectives. The traditional program length of 4 years coincides with the average number of years required
to obtain a baccalaureates degree in the United States, in part because a degree is required for program
completion. The program goals are to develop candidates physically, mentally, and morally in order to
ensure they can be entrusted with the highest levels of leadership required of a US citizen. This study
aimed at assessing the moral development aspect of sophomore Naval ROTC students, specifically with
regards to the efficacy of ROTC training. Navy ROTC, Air Force ROTC, and traditional (i.e., no military
affiliation) sophomore students were asked to complete the online version of James Rest’s Defining Issues
Test (DIT) version 2. Students were asked to complete 3 iterations: a pretest at the start of the Fall 2012
semester, a mid-test at the start of the Spring 2013 semester, and a post-test at the end of the Spring 2013
semester.On the basis of high attrition levels of participants among traditional student participants, that
group was excluded from the final analysis. Both as compared to themselves over the three iterations, as
well as compared to Air Force ROTC students across iterations 1 and 3, Navy ROTC students showed no
statistically significant difference in the indices of moral interest (i.e., P score and N2 score). The results
suggest that Navy ROTC training at the Sophomore level does not significantly increase moral
development as measured by the DIT-2. Additionally, Navy ROTC training does not appear to have any
greater efficacy in moral development than Air Force ROTC training, despite service-specific differences
in training approaches.

2.Developing Leaders Through High School Junior ROTC: Integrating Theory with Practice
3.Combatant socialization and norms of restraint: Examining officer training
at the US Military Academy and Army ROTC

Can armed groups socialize combatants to norms of restraint – in essence, train soldiers to adopt
norms of international humanitarian law on the battlefield? How can social scientists accurately
measure such socialization? Despite being the central focus of organizational and ideational
theories of conflict, studies to date have not engaged in systematic, survey-based examination of
this central socialization mechanism theorized to influence military conduct.This study advances
scholarly understanding by providing the first comparative, survey-based examination of
combatant socialization to norms of restraint, using surveys and interviews with US Army cadets
at the US Military Academy (USMA), Army Reserve Officer Training Corps (ROTC), and
active duty Army combatants. Additionally, to better understand ‘restraint’ from combatants’
perspective, this study introduces the concept of the ‘combatant’s trilemma’ under which
combatants conceptualize civilian protection as part of a costly trade-off with the values of
military advantage and force protection.Survey results hold both positive and negative
implications for socialization to law of war norms: military socialization can shift combatants’
preferences for battlefield conduct. However, intensive norm socialization may be required to
shift combatants’ preferences from force protection to civilian protection norms. Study findings
hold significant implications for understanding violence against civilians in conflict and for
policies to disseminate civilian protection norms in armed groups worldwide.

4.Effectiveness of ROTC Program of Bulacan State University ROTC

Unit

The Reserve Officers' Training Corps (ROTC) is an educational program which combines practical
and unmatched leadership training. Military science courses are designed to prepare college
students to develop their leadership, discipline and community awareness in response to the disaster
risk reduction program of the community. To determine the effectiveness of the program of
Bulacan State University ROTC unit and the result will be utilized as a basis for program
enhancement. The study was conducted during the school year 2017-2018. The respondents of the
study were the NSTP Director, Commandant and Staff, and Corps of Cadets . Descriptive statistics
such as weighted mean, standard deviation, frequency, percentage and rank were used in the study.
The Commandant and Staff, the Basic and Advance Cadets are predictors of the ROTC Program.
Findings from this study revealed that among the factors age and course of the Corps of Cadets is
the only predictors in the effectiveness of ROTC Program in RAATI. Thus, the null hypothesis of
the study stating that the variables respondents related profile, ROTC administration, ROTC
components, ROTC scholarship program, Disaster Risk Reduction Management, Knowledge,
attitudes and practices on disaster mitigation and prevention of BulSU ROTC unit do not predict the
effectiveness of the ROTC program is partially sustained.
5.An assessment of the Army ROTC recruiting and publicity program at the
University of Montana