Measuring Volunteering in A Jesuit University in The Philippines

To Be Men and Women For Others: Measuring
Volunteering in a Jesuit University
in the Philippines
Menandro S. Abanes
Ateneo de Naga University
Naga City, The Philippines
2007
*With assistance from Mimilanie Oliver-Orbon, Mgee Tardecilla-Espiritu, and Eden Verdejo.
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CHAPTER 1
Introduction
“To be men and women for others,” this Ignatian motto is ingrained in students,
staff and faculty members of any Jesuit universities in the world. One way to find
expression of this motto is through volunteering. After three decades since Pedro
Arrupe, SJ, coined this Ignatian motto, how is one Jesuit university in the Philippines
living up to the motto through volunteering?
The Ateneo de Naga University as a modern university serves in four functions;

instruction, research, extension and public service, and preservation and transmission of
culture. The four are expected to flow from and contribute to each other (Javier 1995).
Thus far in Ateneo de Naga University, various councils and committees were instituted
to put premium on the first two traditional functions, instruction and research.
Consequently as in other universities, among the four, the third function -extension and
public service as well as the fourth one, are sparingly given the same regard as
instruction and research.
To give weight to the extension and public service function which is said to breed
and foster volunteering, the University's CORPLAN 2010 has articulated its formation
policy on the students through the Profile of the Graduate, and on the administrators,
faculty and staff members, whether lay or religious, through the Profile of the
Pedagogue. Both Profiles call for active participation in the life of society and both
acknowledge that the “excellent methodology for learning” is on the acquired
knowledge that leads to action.
In the 1998 Philippine Accrediting Association of School, Colleges, and

Universities (PAASCU) report, one of the recommendations was to have “a greater
involvement of the various sectors of the college community (administration, faculty,
staff, alumni) for a meaningful extension programs.” It was noted also in the same
report that the kind of involvement in the community of the college was limited in the
form of participation in seminars, conferences and trainings, and membership and
leadership in organizations at the local, national and international level.
However, even before the operation of CORPLAN 2010 in August 2000, there had
been activities, events, projects and programs initiated and implemented by students,
faculty and staff members and administrators that asked for their time, talent, and
resources. In other words, volunteering is not new in the life of the University. Through
the years, they willingly and freely have engaged in services and actions that manifest
care and concern for others especially that the University has made a stand against
poverty in the Bicol region.
In the book “Development Powered by Volunteers,” the Philippine National
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Volunteer Service Coordinating Agency (PNVSCA) has documented how volunteers
made a difference in the lives of people and communities (PNVSCA, 2000). But these
actions might not be identified as part of the University effort to alleviate poverty.
Whatever reasons they had when they volunteered form part of the objectives of this
survey. Overall, it is an attempt of this survey to know the most participated types of
activities and distribution of volunteering among faculty and staff members and
students in the University since CORPLAN 2010.
Objectives
The survey investigated the types of activities and distribution of volunteering in

the Ateneo de Naga University through the different and specific activities identified and
considered as community extension services in which students, faculty and staff
members participated. It also identified the reasons and motivations for volunteering
and for not volunteering as well.
Specifically, the survey would find out the following:
1) The type of activities that are most and least participated in by faculty and staff
members and students, the organizer or sponsor of those activities, and the
duration or length of time the volunteers spent on those activities
2) The major reasons and motivations for volunteering and not volunteering
Significance of the Study
The study would be useful to the University as a whole for many reasons; it would
a.) track trend in the kinds, ways, means and practices of volunteering
in/out the campus,
b.) provide data that will help in policy formulation for community
extension function of the University that will create the conditions for
volunteerism to thrive,
c.) encourage students, administrators, faculty and staff members to
engage in voluntary services,
d.) provide information about volunteering in the campus for its
promotion and coordination,
e.) appreciate those who have already been rendering voluntary
actions/services,
f.) serve to evaluate and strengthen the existing programs and
projects of the students organizations, department, colleges
and clubs for community extension services,
g.) identify reasons and motivations for volunteering as well as for not
volunteering.
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Scope and Delimitation of the study
With all the nuances and possible forms of volunteering, this survey tries as
much as possible to enumerate activities that embody the spirit of volunteerism.
Activities should meet the three (3) criteria given by International Year of Volunteers
2001 (IYV) Measuring volunteering toolkit, namely; 1) It is not undertaken essentially
for financial gain, 2) It is rendered of one's free will, 3) It bears benefits to a third party
and the volunteer her/himself. Any activities that are mandated or required by the job,
department, office, curriculum, and any activities that make one receive remuneration
or compensation, are not considered as volunteering. To be covered by the survey,
activities should have been done since August 2000, the time the ADNU Board of
trustees had approved CORPLAN 2010, until 2003. More so, this survey would identify
the reasons and motivations for volunteering as well as for not volunteering. Yet the
survey would not look into the rewards and benefits people get out of volunteering. It is
also beyond this survey to find out the effects of volunteering to the participants and
communities they intended to serve.
Review of Literature
Drawing from the 1998 Social Weather Station (SWS) national survey on topics
such as religiosity, religious beliefs, moral standards, religion as an institution, and
social concerns, Abad (2001) cited an item, volunteer work, under the topic social
concerns. The table below presents the results of that survey on volunteer work.
Table 1. National Data on Volunteering in Various Activities
Question: “During the last 12 months, did you do volunteer work in any of the following areas?
NO (%) YES (%)
Type of Activities 1 – 2 times 3 – 5 times 6 or more Total
Political activities 76 16 3 5 24
Charitable activities 43 27 11 19 57
Church-related activities 59 21 7 13 41
Any other kind of activities 89 6 2 3 11
The table shows that more than half (57%) of the 1,200 respondents nationwide
have engaged in charitable activities such as helping the sick, giving relief goods, etc.,
followed by church-related activities with 41%, political activities with 24%, and lastly,
only 11% have volunteered in any kind of activities other than the three activities
stated here. Likewise, the table shows that the greater majority of the respondents
have not rendered volunteer work in the given activities except for charitable activities.
The faculty and staff members of Ateneo de Naga University are “encouraged to
participate in worthy civic, educational, religious or charitable activities.” Those faculty
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and staff members who undertake community extension services in line with its
specialized field or interest as part of the University's mission to contribute to the
development of Bicol through direct and indirect assistance to communities will earn
merit points in the performance evaluation system.
A number of studies have identified qualities of an effective teacher in Ateneo de

Naga College and none has mentioned about attending or participating in extension
activities as a quality of an effective teacher (Abanes 1996; Abergos and Geronimo
1999; Chancoco and Yu 2005). William Data (2003), in his graduate thesis Teachers
Performance and Students' Achievement, mentioned about cooperating in all school
activities as a personality trait of an effective teacher. It is not clear though what type
of school activities. But it can be implied that among the school activities are those that
have volunteering aspect.
In her graduate thesis Performance Evaluation of Ateneo de Naga, Debbie Abiog-

Adriano (1996) included in the interpersonal relations of non-teaching staff an item
which indicates readiness to help, but it is limited to co-workers.
Correo (2001) evaluated the Teacher Education Program of Ateneo de Naga

University for her graduate thesis. She found out that “the college conducts literacy and
numeracy classes in some selected barangays in the city and neighboring municipalities
of the province” in coordination with the Community Outreach Program (COP) of the
Center for Community Development (CCD). COP is the institutionalized program of the
University that facilitates volunteering by organizing and providing the students, faculty
and staff members activities which foster, inculcate and enliven the spirit of
volunteerism in them. For the Ateneo college students, Saavedra (1992) looked at the
implication of Ateneo education to the level of their consciousness. She discovered that
the students “possess a consciousness which shows to be in the direction of one of the
Ateneo's mission – to form men and women for others.” This mission is directed
towards actions for others which could be expressed in volunteering.
The students, through the Supreme Student Government and their organizations,
also engage in activities that necessitate voluntary service. The University Policy and
Program for the formation of the atenean through student organizations sees “students
organizations as instruments for engaging the world.” The policy sets the criteria for
accreditation of students organizations in the school. One of which is to have at least
one project or activity in a year that “responds to the needs of basic sector groups or
local communities.” Graduating students who have done volunteer works are given
weight in the selection of graduation awardees (personal communication with Bu
Almoneda, 2006).
In Abad’s (2001) study, there were four general categories for volunteer work,
namely, political, charitable, church-related activities, and any other kind of activities.
This survey enumerates 22 specific activities and is open to other activities not included
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in the list. These activities cover a wide range of categories, such as politics and
advocacy, social services, education and research, housing, philanthropy, and culture
and recreation. Similar with Abad’s study, volunteering in this survey is measured
through the number of instances of volunteer work although there is an additional
measurement used which is the accumulated number of hours spent for an activity.
Looking at the motivations of people volunteering, Vidal (cited in Aguiling-Dalisay

et. al 2004, 41) identified the possible motivations of Filipino volunteers. These were
“the personal need for independence and the need to develop one’s own capabilities
and potentials; the importance given to the kapwa (shared identity) to whom the
service is for; the desire to fight for the welfare of the country; the ability to understand
the problems of the world; and the freedom to create ambitions and dreams and create
alternative ways to achieve them.”
In various Ugnayang Pahinungod’s narratives of volunteers’ experiences,

Aguiling-Dalisay et. al (2004, 41-43) noted that for most pahinungods, volunteering is a
commitment to serve the kapwa and bayan (country) especially the poor. There were
some who volunteered because they wanted to have a new experience, opportunity to
travel, and an outlet for adventure, curiosity, excitement, and even glamour. There
were volunteers who were influenced by their teachers, friends, family, education,
religion, or were inspired by the stories of other volunteers. In fact, they identified 13
factors in their Ginabayang Talakayan or “facilitated discussion that takes into
consideration the equal status of researcher and data source” for volunteering. These
factors were “the need for satisfaction, achievement and personal meaningfulness; the
need for social interaction; the need for adventure; the need for self-improvement; the
need for recognition; well-being; having available time; referral of peers and friends
already involved in volunteer service, and support from peers and friends not in
volunteer service; referral of family members already in volunteer service and support
for volunteer service from family members; inspiration derived from a testimony of a
volunteer; positive experience from involvement in a related activity or program;
negative experiences or circumstances that moved the person to strive for change; and
knowledge of organization’s mission through formal invitation to join or direct
recruitment by organization, or through the media” (ibid 2004, 53).
Opiniano (2000), in his survey for volunteering in the University of Santo Tomas,
identified the top ten reasons why people volunteer. The runaway top reason is to help
others. Second was to do fulfilling work. Third was for religious reasons. Tied for fourth
were to meet new friends and personal liking. Sixth reason was due to influence or
invitation of others. Seventh was to gain experience. Tied for eight were to be socially
aware and to have fun. The last reason was due to the need for one’s services.
However, Aguiling-Dalisay et. al (2004, 44) found out that “having a busy job
seems to be the major reasons why people are not volunteering.”
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In summary, the review of related literature has presented previous studies
related to volunteering in Ateneo de Naga University. Every year the merit committees
for the faculty and staff members collate the extension work which includes volunteer
work. The Office of Student Affairs re-accredit or recognize student organizations
having done or having a planned list of activities which entail volunteer work for
members and aspiring members. These documentation and collation of volunteer works
are done on individuals or organizations and not as a group of faculty and staff
members or studentry. This survey tries to grasp the volunteering ways of these
homogeneous groups; faculty and staff members and students by year level.
Definition of Terms
1.Volunteering is defined as an act of “entering into or offering oneself for any service
of one's free will without solicitation or compulsion” (Webster 3rd New International
Dictionary). To be considered volunteering, an act should meet the three criteria
given by International Year of Volunteers 2001 (IYV) Measuring Volunteering Toolkit,
namely; 1) It is not undertaken essentially for financial gain, 2) It is rendered of
one's free will, and 3) It bears benefits to a third party and the volunteer her/himself.
2. CORPLAN 2010 is a body of documents approved by the ADNU's Board of Trustees
last August 19, 2000 that sets the vision, mission, and direction of the University for
the next ten years.
3. Profile of the Graduate is the inventory of the characteristics of an ADNU graduate.
4. Profile of the Pedagogue is the descriptors of ADNU's administrators, faculty and staff
members.
Conceptual Framework
Volunteerism or, its close counterpart in Tagalog, bayanihan is a trait not

peculiar to Filipino culture. Jocano (cited in Aguiling-Dalisay et. al 2004, 33) related
bayanihan to “cooperative endeavor” of like brothers and sisters in a give and take
cycle. It is like a mutual assistance among equals. For Ofiana (cited in Aguiling-Dalisay
et. al 2004, 34), bayanihan is a different assistance for it connotes heroism (from the
word bayani meaning hero) regardless of existing “social ranking and structures,
leadership roles, and authority relationships.”
De Leon (1996) traced the roots of bayanihan in agricultural communities where

a symbolic nipa hut is being relocated to a certain place by the locals without
compensation and compulsion. Bayanihan permeates in various agricultural activities,
such as, transplanting and harvesting. Neighbors and relatives come to help without
compensation and compulsion. It is understood that when the time comes they need to
transplant and harvest, they will be helped too in the same manner they did to others.
In urban areas, this bayanihan spirit is also alive. In times of fire, buckets of water are
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passed by people lining up from the source of water to the nearest house on fire.
Today, volunteerism could be found in various sectors; in private sector,

corporate social responsibility promotes volunteerism among its workers, the
government sector has PNVSCA under the National Economic Development Authority
(NEDA) to coordinate the volunteering efforts and services of foreign volunteers as well
as local volunteers since the government has already recognized the role of
volunteerism in nation-building and development. In schools, there are institutional
volunteer programs that promote, facilitate and manage volunteering of students,
faculty and staff members, and alumni. The Ateneo-based Jesuit Volunteers Philippines
(JVP), Ugnayang Pahinungod of UP, Years of Service (YOS) of Xavier University and
Miriam Volunteer Mission and Gurong Lingkod of Miriam College are just few of the
examples of school-based volunteer programs.
Volunteerism, in the different Ateneos which follow a Jesuit education tradition,

is grounded on the concept and practice of being “men and women for others.” The
Characteristics of Jesuit Education (CJE) document released in 1987 by the
International Commission on the Apostolate of Jesuit Education states on its
characteristics number 5 - Jesuit education “seeks to form ‘men and women for others’
and manifests a particular concern for the poor,” – and number 6 – Jesuit education
“prepares students for active participation in the church and the local community, for
the service of others.” The CJE was relayed, explained, and illustrated through
experiential sharing of senior employees of the University to other faculty and staff
members who wished to refresh and understand more about and be introduced to
Jesuit education in a seminar organized by the University. In 2001, there was a CJE
seminar for both faculty and staff members. Moreover, the mission of Ateneo de Naga
University as a Catholic university is “committed to the service of the faith that
promotes justice.” This mission is further elaborated in the CORPLAN 2010 declaring the
University to be “in the world” through its instruction, research, and outreach programs,
particularly those programs and activities that are “developmental, liberational, and
transformational relative to concrete situations of poverty.”
As a concept, volunteerism is differentiated from the practice of volunteering.

Volunteering is the act of practicing being men and women for others. It is an action
and expression of the concept of volunteerism. Thus, for those in Ateneo de Naga
University, as stipulated in CJE, CORPLAN 2010, and University mission, volunteering is
likely to be normative.
One of those organizations that provides opportunities for volunteering, the

Jesuit Volunteers Philippines (JVP) Foundation, Inc., a volunteer organization which
recruits prospective volunteers from all Ateneos and other schools in the country
including Ateneo de Naga, reported that there was an unexpected decline of the
number of volunteers. From 1980s to mid-90s, there used to be an average of 45
volunteers each year. Then between 1996 – 2000, the number went down to an
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average of 35 volunteers. In 2001 – 2003, it further declined to 26 volunteers on the
average per year. On the maiden issue of JVP's newsletter, Trip, an article by Mark
Lopez cited three possible reasons based on the findings of the Youth Study of 2001 for
this decline in the number of volunteers; namely, communication matters, finding other
avenues for service, and the youth profile. In that study, the youth profile describes the
youth as “having low awareness and apathy towards cultural values and national
affairs.” This seeming apathy of the youth leads this survey to ask, are ateneans any
different from the youth today? How do students practice their formation of being men
and women for others? Is volunteering alive in Ateneo de Naga University?
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CHAPTER 2
Methodology
This chapter describes the research design and sampling, survey instrument, and
data collection and analysis procedures.
Research design and sampling. The research design is a descriptive study which uses a
self-administered survey-questionnaire. This survey-questionnaire was given to all 213
faculty members in August 2003 based on the list of faculty members with teaching
load on that particular month. Faculty members were classified into fulltime and part-
time faculty.
Staff members are classified as either academic or non-academic staff. Academic

staff members are those who have “academic functions directly supportive of teaching,”
such as guidance counselors, researchers, registrars, campus ministers, librarians, etc.,
while the rest are considered non-academic staff. In 2003, there were 164 staff
members who were all given copies of the survey through their offices.
For the college students, stratified random sampling by year level was used.
There were 5,609 students officially enrolled in the 1st semester of school year 2003-04.
Sample size of the students was derived using the formula found in Data Gathering by
Social Survey by Frank Lynch, S.J. et. al. in Philippine Social Survey Series No. 2.
NZ2 x p(1-p)
n = ---------------------------
Nd2 + Z2 x p(1-p)
Where:
n = sample size
N = population
Z = the value of the normal variable (1.96) for a reliability level of 0.95
P = the largest possible proportion (0.5)
d = sampling error (0.05)
Using the formula, the n for the students is 359.54 or 360 with a sampling error
of 0.05. Our student-respondents (678) for this survey are more than the computed n
which is 360.
Instrument. The pre-tested survey-questionnaire is the modified version of the sample

inventory of volunteering activities by the International Year of Volunteers 2001 (IYV)
Measuring Volunteering Toolkit. It was modified to consider the context of situation,
conditions, and circumstances of the research site which is Ateneo de Naga University
in Bicol region. On it were 22 specific activities that a faculty or staff member or student
had performed as volunteer work. The questionnaire also wanted to know whether the
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sponsor or organizer of the activity was a parish or civic organization or school or the
activity was a personal undertaking of the respondent. To determine the duration of
volunteering, it asked the accumulated number of hours spent for that activity. Then
possible reasons and motivations for volunteering and not volunteering were listed
towards the end of the survey.
It also includes the respondent's course, year and organization, if a student; if a

faculty member, his/her department and classification either as part-time or fulltime; if
a staff member, whether academic or non-academic. Classifications of the faculty and
staff members are based on the staff and faculty manuals. Due to a large number of
respondents, the survey-questionnaire is the basic tool for gathering data.
Data collection procedure. There were three research assistants (RAs) that facilitated
the conduct of the survey. They divided the work based on the kind of respondents.
One RA handled the faculty while another RA focused on the staff members. Since the
bulk of the respondents were students, the three RAs helped in the data-gathering by
taking different year levels.
The survey-questionnaires with a cover letter were distributed to all faculty

members through their respective departments. The RA assigned to faculty was then
working with the Academic Vice President's office which had a list of faculty with
teaching load. From the list, she got the names, classification of faculty members
whether fulltime or part-time, and the college where a certain faculty belonged.
Collection of the accomplished questionnaires was done by going to various
departments. Some teachers personally returned the accomplished questionnaires to
the RA assigned to faculty while a few as expected had to be reminded about the
questionnaires.
The staff members were cooperative in completing the survey-questionnaires.

Through their respective offices, the questionnaires were distributed to all staff
members. The assigned RA who happened to be a staff member as the other two RAs
did the rounds and collection of accomplished questionnaires. A number of staff
members voluntarily turned over the completed questionnaires.
For the students, the registrar provided the total population of students enrolled
in the 1st semester of S/Y 2003-04. From there, at least 100 samples for each year
level except 5th year which comprised a small chunk of population were targeted. The 3
RAs strategized to get the target samples for students. They identified subjects which
were taken by students approximately of the same year level. These subjects were the
National Service Training Program (NSTP) for first year, Philosophy and Theology,
Physical Education, and other major subjects which could predict the year level of
students enrolled in those subjects. On the side though, they also considered the
distribution of sampled students according to colleges by their block's number. Then
they selected sampled classes whose teachers were either their friends or
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acquaintances.
Data analysis procedure. The unit of analysis of this survey is the aggregates or groups
of part-time and fulltime faculty members; the academic and non-academic staff
members; and the students per year level. To analyze data, simple frequency ranking of
the activities and frequency count for both the sponsor and organizer of such activities
and duration of participation. An averaging method would be used to get what
particular activity had the highest level of participation based on the number of yes
responses and hours spent on activities. For the reason/s or motivation/s both for
volunteering and not volunteering, frequency ranking and percentage would also be
used.
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CHAPTER 3
Results and Discussion
This chapter presents the survey results of the population, samples and
percentages of the nine (9) respondent-groups, namely, fulltime and part-time faculty
members, academic and non-academic staff members, and first year to fifth year
students. It also discusses the main results in tabular forms of the survey relative to the
research objectives; namely, to find out the types of activities that are most participated
in by fulltime and part-time faculty members, academic and non-academic staff
members, and students per year level, and their major reasons and motivations for
volunteering and not volunteering.
Seventy-eight (78) or 37% of 213 faculty members completed the survey. Out of
143 fulltime faculty members, only 64 or 44.76% responded while 14 or 20% of the 70
part-time faculty members accomplished the survey.
The staff members registered the highest participation rate in the survey. There
were 164 staff members in 2003. Out of which, 113 or 91.13% accomplished the
survey-questionnaire. Academic staff members had a 97.5% retrieval rate or just one
staff member who missed to return the survey-questionnaire while non-academic staff
members posted a 59.68% retrieval rate. Of the 124 non-academic staff members, 74
completed the survey-questionnaire.
The distribution of samples for the students from first to fourth years was more
than the 100 sample-target for every year level. The respondents for first year were
168 or 12.10% of the 1,388 first year population. Second year had 127 or 10.33% of all
1,230 second year students. The highest number in terms of the percentage against the
population was by third year with 157 out of 1,107 or 14.18%, while the highest in
terms of the number of samples was the fourth year with 192 or 11.08% of the 1,733
fourth year students. There were 34 respondents for the fifth year out of its 151
population. All in all, the survey covered 678 or 12.09% students of the 5,609 college
student population.
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Table 2. Population, Samples and Percentages of All Respondents
Faculty Population Samples Percentage %

Fulltime 143 64 44.76
Part-time 70 14 20
TOTAL 213 78 36.62
Staff
Academic 40 39 97.5
Non-academic 124 74 59.68
TOTAL 164 113 91.13
Students
1st year 1,388 168 12.10
2nd year 1,230 127 10.33
3rd year 1,107 157 14.18
4th year 1,733 192 11.08
5th year 151 34 22.52
TOTAL 5,609 678 12.09
Faculty members
Fulltime. Of the 22 activities, helping provide assistance or basic necessities such as

goods, clothes, and food to people with disabilities, or who are elderly, destitute, ill,
homeless or orphaned got the highest number of volunteers among fulltime faculty
members with 54 out of 64 possible volunteers (refer to Table 3). This activity was
mostly organized by school, although others did it on their own undertaking. Majority of
them spent 4-11 hours on this activity.
Giving trainings for a certain group of people to acquire skills and knowledge for
free was the second highest with 47 faculty members saying they participated in this
activity. It was the school that usually organized such activity. Faculty members who
gave trainings usually spent 12 hours or more on this activity.
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TABLE 3. Participation on and Duration of the Activities and their Organizer by the Full Time Faculty Members
Organizer/Sponsor Duration
Percentage
RANKING
4-11 hours
3 hrs / less
Civic Org.
YES
Personal
ACTIVITY
12 hrs /
School
Others
Parish
more
Politics and Advocacy
1 Have you participated in a public demonstration, rally, vigil or march for a cause? 45 70.3% 3 12 11 34 6 4 16 11 19
Have you helped resolve a dispute or conflict between members of any groups or
2
communities? 27 42.2% 14 2 4 11 16 5 9 7 8
Have you helped in the conduct of an election through NAMFREL, PPCRV, and
3
other volunteer groups? 37 57.8% 5 9 7 15 7 4 21 4 1
Have you participated in any political action such as gathering of signatures,
4
political education, information dissemination,…etc.? 37 57.8% 5 8 7 21 12 1 13 12 11
Have you helped a certain candidate or political party to get elected without a
5
fee? 29 45.3% 12 5 5 2 13 1 8 4 3
Have you helped organize a group of people such as workers, youth, students,
6
professionals to advance their rights? 22 34.4% 16 2 4 10 6 0 11 7 4
Have you campaigned against threats to the environment through exhibits,
7
information dissemination,..? 29 45.3% 12 1 10 15 12 0 10 8 9
Social Services
Have you helped save or provide comfort and assistance to victims of a
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natural/man-made disaster such as flood Mayon eruption, fire, etc.? 44 68.8% 4 10 10 22 13 2 8 11 27
9 Have you helped in first aid operations? 14 21.9% 20 0 7 2 20 0 7 14 6
Have you helped provide services such as counseling, prevention or correction of
10 delinquency, rehabilitation, emotional support to children and youth through
referrral or direct service?
35 54.7% 8 5 3 22 19 1 12 15 8
Have you organized an event that will help people such as medical and
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educational missions, or proceeds of benefit concert, raffle, contests..? 32 50.0% 9 9 10 17 13 4 10 13 7
Education and Research
Have you given any training for a certain group of people to acquire skills and
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knowledge for free? 47 73.4% 2 8 10 23 17 2 17 15 6
13 Have you done tutorials for free? 36 56.3% 7 2 2 24 9 1 13 15 10
Have you observed situations, visited places, or interviewed people to gather
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information for research? 32 50.0% 9 1 4 20 13 2 12 10 2
Have you helped organize a public event aimed at popularizing knowledge or

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skills through lectures, conferences, workshops, seminars..?
31 48.4% 11 4 9 24 5 3 18 5 4
Philanthropy
Have you helped provide assistance (toys for children) or basic necessities such
16 as good, clothing to people with disabilities, who are elderly, destitute,
ill,homeless, orphaned…? 54 84.4% 1 8 11 28 19 2 7 19 15
17 Have you donated blood or other biological organs? 10 15.6% 22 3 3 1 7 0 4 0 5
Cultural and Recreation
Have you helped plan, set up, advertise, manage, provide technical assistance at
18 a cultural event for public entertainment such as concert, play, poetry reading,
exhibits..? 23 35.9% 15 4 6 16 3 0 5 7 3
Have you acted, performed, sung, danced, or displayed your work of art for public
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entertainment and proceeds of which is for a noble cause?
13 20.3% 21 2 5 8 3 1 3 3 4
20 sporting or recreational event for public entertainmet such as basketball, chess,
billiards, show fair..?
22 34.4% 16 2 4 11 4 1 11 7 2
Have you taken part as a player, coach or a participant in any of the recreational
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events of which the purpose is to serve a public cause?
22 34.4% 16 1 3 16 4 1 13 3 3
Housing and Others
Have you helped build structures/infrastructures designed to house or help people
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in their daily lives?
19 29.7% 19 2 4 9 7 3 7 10 1
23 Other activitites you have done… 2 3.1% 23 2 1 3 3 1 2 1 0
TOTAL n=64 102 140 354 231 39 237 201 158
14
Closely in third and fourth-ranked activities with the most number of volunteers
were participating in public demonstration, rally, vigil or march for a cause and helping
save or provide comfort and assistance to victims of natural/man-made disasters such
as flood, Mayon eruption, etc. Both activities were mostly initiated by school. Volunteers
performed these activities for 3 hours or less.
As employees of a school, the fulltime faculty members had 18 out of 22

activities with school as their organizer or sponsor of those activities. Notably, four
activities, namely, helping in the first aid operations, helping resolve dispute or conflict,
helping candidates or political parties to get elected, and donating blood or biological
organs, were mostly conducted as personal undertaking by the fulltime faculty
members.
Eleven activities required 12 hours or more from the faculty members.

Particularly, helping in the conduct of election through Namfrel (National Movement for
Free Election), PPCRV (Parish Pastoral Council for Responsible Voting) and others,
helping organize events such as medical missions or concerts, raffles, and contests from
which proceeds will help people, helping organize a public event aimed at popularizing
knowledge or skills through lectures, conferences, workshops, and seminars, and
participating in any recreational events of which purpose is to serve a public cause, took
the volunteers 12 hours or more to do. Other activities such as helping in first aid
operations, helping provide assistance or basic necessities to people with disabilities or
who are elderly, destitute, ill, homeless, and orphaned, helping build structures
/infrastructures designed to house or help people in their daily lives, helping provide
services such as counseling, prevention or correction of delinquency, rehabilitation, and
emotional support to children and youth through referral or direct service, and doing
tutorials for free, needed 4 – 11 hours from the fulltime faculty members. It took three
hours or less from the faculty members when they participated in a public
demonstration, rally, vigil or march for a cause, helped save or provide comfort and
assistance to victims of natural/man-made disasters, donated blood, and when they
acted, performed, sang, danced or displayed their work of art for public entertainment
and proceeds of which is for a noble cause.
Surprisingly, the top reason or motivation of the fulltime faculty members for
volunteering in the activities is to have fun with 41 responses (refer to Table 4). The
rigors of classroom teaching and other demanding works as a teacher possibly incited
them to volunteer as a way of having fun while having a break in their teaching job.
Coming in second with 35 is to help bring about social change. The need to have an
achievement or fulfillment is the third reason or motivation why faculty members
volunteered.
15
TABLE 4.
4. Reasons or Motivations
Motivations for Volunteering and not Volunteering
of Fulltime Faculty Members
REASON or MOTIVATION FOR VOLUNTEERING FREQUENCY % RANK

1 to have fun 41 64.06 1
2 to have an achievement or fullfillment 33 51.56 3
3 to learn new skills 24 37.50 7
4 to affirm my belief in the cause 30 46.88 4
5 to give something back 23 35.94 8
6 to help bring about social change 35 54.69 2
7 to establish support, bonding, friendship with others 25 39.06 6
8 to avail of free food and rersources such as t-shirts 6 9.38 10
9 to be recognized by others 12 18.75 9
10 to gain personal growth & enhance self-esteem 26 40.63 5
11 others 2 3.13 11
TOTAL n=64
REASON or MOTIVATION FOR NOT VOLUNTEERING FREQUENCY

FREQUENCY % RANK
1 unable to keep the promise or commitment to volunteer 6 9.38 9
2 health reason 9 14.06 6
3 too busy; no more time 32 50.00 1
4 family constraints 23 35.94 3
5 work in school 31 48.44 2
6 pre-occupied by hobby,sports 7 10.94 7.5
7 not my line/type of things I want to do 14 21.88 4
8 not allowed bt parents/guardians 7 10.94 7.5
9 no one asked or informed me about it 12 18.75 5
10 others: 1 1.56 10
TOTAL n=64
16
However, the top reason for not volunteering in the activities is being too busy or
having no more time for volunteering due to work in school. Each fulltime faculty
member is required to teach 45 units in a year in various schemes divided into two
semesters and a summer term. This teaching job is on top of other obligations such as
attendance in official school activities and departmental regular meetings, submitting
grades and course syllabus on time, and consultation periods with students. It must
really be a fulltime job for them. The 2nd top reason for not volunteering is due to
family constraints. “Volunteering is not my line or type of things I want to do” is the
third reason why fulltime faculty members did not volunteer.
For the fulltime faculty members, the school was the runaway top organizer of
the activities with 354 scores while running in second as organizer was personal
undertaking. And there were more activities done in 3 hours or less with 338 than the
longer hours in the list (237 for 12 hours or more and only 201 for 4 – 11 hours).
Fulltime faculty members were shown to prefer to participate in activities that require
short hours than longer hours.
Part-time. Doing tutorials for free topped other activities with 13 volunteers out of
possible 14 for the part-time faculty members (refer to Table 5). Almost all of these
tutorials were done as personal activity of the faculty. Four of these free tutorials lasted
12 hours or more. Twelve respondents said that they did help provide assistance or
basic necessities such as goods, clothing to people with disabilities or who are elderly,
destitute, ill, homeless, orphaned to rank second while ten faculty members gave
trainings for a certain group of people to acquire skills and knowledge for free to place
third in all activities. Most of these two activities were sponsored by school. Donating
blood or other biological organs had only one volunteer.
Fourteen of the listed activities that part-time faculty members participated in

were typically organized or sponsored by school. Noteworthy among these activities
were giving trainings for free, organizing events that will help people such as medical
missions or benefit concerts, and data-gathering for research. Interestingly, the parish
as a sponsor or organizer was most active in public demonstration, rally, vigil or march
for a cause. It would be recalled that EDSA Dos where the Catholic church took an
active part had happened just two years ago at the time of this survey.
To affirm their belief in the cause of the activities emerges as the top reason or
motivation for volunteering (refer to Table 6). Tied for the 2nd top reasons why they
volunteered are to have an achievement or fulfillment, to learn new skills, to help bring
about social change, to establish support, bonding, friendship with others, and to gain
personal growth and enhance self-esteem.
17
TABLE 5. Participation on and Duration of the Activities and their Organizer by the Parttime Faculty Members
Percentage
RANKING
12 hrs / more
3 hrs / less
4-11 hours
Civic Org.
YES
ACTIVITY
Personal
Others
School
Parish
1 Have you participated in a public demonstration, rally, vigil or march for a cause?
9 64.3% 4 7 2 6 0 1 3 4 3
2 Have you helped resolve a dispute or conflict between members of any groups or communities?
8 57.1% 5 4 2 4 3 2 1 2 5
Have you helped in the conduct of an election through NAMFREL, PPCRV, and other volunteer
3
groups? 7 50.0% 7 2 2 3 2 0 3 2 2
Have you participated in any political action such as gathering of signatures, political education,
4
information dissemination,…etc.? 6 42.9% 11 1 2 1 1 0 2 1 1
5 Have you helped a certain candidate or political party to get elected without a fee?
6 42.9% 11 1 2 0 3 0 3 0 0
Have you helped organize a group of people such as workers, youth, students, professionals to
6
advance their rights? 6 42.9% 11 0 2 3 2 0 1 2 1
Have you campaigned against threats to the environment through exhibits, information
7
dissemination,..?
6 42.9% 11 0 0 2 1 0 3 2 2
Social Services
Have you helped save or provide comfort and assistance to victims of a natural/man-made disaster
8
such as flood Mayon eruption, fire, etc.?
7 50.0% 7 2 1 4 4 1 3 2 2
Have you helped provide services such as counseling, prevention or correction of delinquency,
10
rehabilitation, emotional support to children and youth through referrral or direct service?
7 50.0% 7 1 1 2 1 1 2 3 2
Have you organized an event that will help people such as medical and educational missions, or
11
proceeds of benefit concert, raffle, contests..? 4 28.6% 19 1 3 6 1 1 3 5 2
12 Have you given any training for a certain group of people to acquire skills and knowledge for free?
10 71.4% 3 3 3 6 3 1 4 4 4
Have you observed situations, visited places, or interviewed people to gather information for
14
research? 8 57.1% 5 0 2 6 2 0 1 4 1
Have you helped organize a public event aimed at popularizing knowledge or skills through lectures,
15
conferences, workshops, seminars..?
7 50.0% 7 1 2 5 3 0 2 4 1
Philanthropy
Have you helped provide assistance (toys for children) or basic necessities such as good, clothing to
16
people with disabilities, who are elderly, destitute, ill,homeless, orphaned…?
12 85.7% 2 2 2 5 4 1 3 5 2
17 Have you donated blood or other biological organs?
1 7.1% 23 0 0 3 1 0 1 2 1
Have you helped plan, set up, advertise, manage, provide technical assistance at a cultural event for
18
public entertainment such as concert, play, poetry reading, exhibits..?
6 42.9% 11 1 1 4 2 0 4 2 0
Have you acted, performed, sung, danced, or displayed your work of art for public entertainment and
19
proceeds of which is for a noble cause? 5 35.7% 17 2 1 4 0 0 3 3 0
Have you helped plan, set up, advertise, manage, provide technical assistance at sporting or
20
recreational event for public entertainmet such as basketball, chess, billiards, show fair..?
5 35.7% 17 1 2 3 1 1 3 1 1
Have you taken part as a player, coach or a participant in any of the recreational events of which the
21
purpose is to serve a public cause? 6 42.9% 11 0 3 3 0 2 2 1 0
Housing and Others
22 Have you helped build structures/infrastructures designed to house or help people in their daily lives?
3 21.4% 21 1 1 2 1 2 3 0 2
TOTAL n=14 34 35 77 44 13 55 54 37
18
TABLE 6. Reasons or Motivations
Motivations for volunteering and not Volunteering
of Part-
Part-time Faculty members

1 to have fun 4 28.57 8
5 to give something back 6 42.86 6.5
6 to help bring about social change 6 42.86 6.5
8 to avail of free food and rersources such as t-shirts 0 0.00 10.5
11 others 0 0.00 10.5
TOTAL n=14
REASON or MOTIVATION FOR NOT VOLUNTEERING FREQUENCY % RANK

unable to keep the promise or commitment to
1 volunteer 3 21.43 5.5
4 family constraints 3 21.43 5.5
5 work in school 6 42.86 2.5
6 pre-occupied by hobby,sports 1 7.14 8
7 not my line/type of things I want to do 6 42.86 2.5
10 others: 0 0.00 9.5
TOTAL n=14
19
Just like the fulltime faculty members, the topmost reason why part-time faculty
members did not volunteer in the activities is because they were busy with their work in
school. It is followed jointly by family constraints and volunteering being not their
line/type of things they want to do.
For the part-time faculty members, the school with 77 scores remained the top
organizer of activities and it was followed by personal undertaking. It seemed that part-
time faculty members tend to participate more in the activities with longer hours like 12
hours or more (55) and 4 – 11 hours (54) than in shorter hours like 3 hours or less
(37).
Staff members
Academic staff. Thirty-seven out of possible 39 volunteers participated in a public

demonstration, rally, vigil or march for a cause (refer to Table 7). This activity was
mostly organized by school where almost half of the volunteers spent 4-11 hours. Both
with 33 volunteers were giving trainings for certain group of people to acquire skills and
knowledge for free and helping provide assistance or basic necessities to people with
disabilities or who are elderly, destitute, ill, homeless and orphaned. More than half of
these two activities were organized by school.
Still, it was the school which had organized most of the activities that academic
staff members participated in. Standing out from these activities were participating in a
public demonstration, rally, vigil or march for a cause, helping save or provide comfort
and assistance to victims of natural/man-made disasters such as flood, Mayon eruption,
and fire, giving trainings for free, helping provide assistance or basic necessities to
people in dire need, helping build structures/infrastructures designed to house or help
people in their daily lives, participating in political action such as gathering of
signatures, political education and information dissemination, campaigning against
threats to the environment through exhibits, education, information dissemination, and
gathering data through observing, visiting and interviewing people, helping organize
public events aimed at popularizing knowledge or skills through lectures, conferences,
and seminar-workshops, and helping plan, set-up, advertise, manage or provide
technical assistance at a cultural event for public entertainment such as concert,
dances, play, poetry reading and exhibits. However, there were activities that were
done as personal undertaking such as helping resolve dispute or conflict between
members of any groups or communities, helping provide services such as counseling,
prevention or correction of delinquency, rehabilitation, emotional support to children
and youth through referral or direct service, helping candidates or political party to get
elected without a fee, helping organize a group of people such as workers, youth,
students, professionals to advance their rights, and doing tutorials for free.
20
TABLE 7. Participation on and Duration of the Activities and their Organizer by the Academic Staff Members
Percentage
RANKING
12 hrs / more
4-11 hours
3 hrs / less
YES
Civic Org.
ACTIVITY
Personal
School
Others
Parish
37 94.9% 1 6 9 31 3 0 9 16 13
2 Have you helped resolve a dispute or conflict between members of any groups or communities? 23 59.0% 8 2 4 9 12 4 2 10 9
3
groups? 19 48.7% 14 8 6 5 5 0 12 4 3
4
17 43.6% 15 0 3 3 14 1 5 8 3
6
advance their rights?
13 33.3% 18 1 4 6 7 1 9 1 2
7
dissemination,..? 21 53.9% 13 2 5 17 3 0 10 4 5
Social Services
Have you helped save or provide comfort and assistance to victims of a natural/man-made
8
disaster such as flood Mayon eruption, fire, etc.? 28 71.8% 4 5 8 19 6 0 4 9 15
10
rehabilitation, emotional support to children and youth through referrral or direct service?
27 69.2% 6 2 4 16 18 3 9 9 8
11
proceeds of benefit concert, raffle, contests..?
15 38.5% 16 4 5 8 2 1 9 3 3
Have you given any training for a certain group of people to acquire skills and knowledge for
12
free? 33 84.6% 2 7 5 23 14 1 11 14 7
14
research? 28 71.8% 4 3 1 22 7 2 14 7 4
Have you helped organize a public event aimed at popularizing knowledge or skills through
15
lectures, conferences, workshops, seminars..? 25 64.1% 7 3 4 20 3 2 13 6 3
Philanthropy
Have you helped provide assistance (toys for children) or basic necessities such as good,
16
clothing to people with disabilities, who are elderly, destitute, ill,homeless, orphaned…? 33 84.6% 2 9 3 25 10 3 7 15 10
Have you helped plan, set up, advertise, manage, provide technical assistance at a cultural
18
event for public entertainment such as concert, play, poetry reading, exhibits..? 22 56.4% 11 2 3 18 2 0 7 12 3
Have you acted, performed, sung, danced, or displayed your work of art for public entertainment
19
and proceeds of which is for a noble cause? 9 23.1% 22 1 2 6 2 1 4 1 4
20
recreational event for public entertainmet such as basketball, chess, billiards, show fair..? 12 30.8% 19 2 6 6 4 1 6 4 1
Have you taken part as a player, coach or a participant in any of the recreational events of which
21
the purpose is to serve a public cause? 12 30.8% 19 2 5 8 1 0 4 3 3
Housing and Others
Have you helped build structures/infrastructures designed to house or help people in their daily
22
lives? 14 35.9% 17 1 4 10 2 0 6 6 3
TOTAL n=39 66 95 296 150 27 167 159 128
21
Most academic staff volunteers allotted 12 hours or more for ten activities while
4 – 11 hours of volunteering topped in the six activities. Those activities with 12 hours
or more were helping in the conduct of election through Namfrel, PPCRV, and other
volunteer groups, participating in political actions, helping organize a group of people,
organizing events that will help people, doing tutorials, campaigning against threats to
environment, gathering data for research, organizing events aimed at popularizing
knowledge and skills, and helping plan, set-up, manage, provide technical assistance at
sporting or recreational event for public entertainment. Some activities which took 4-11
hours were participating in public demonstration, rally, vigil or march, giving trainings,
helping resolve disputes or conflicts, helping provide assistance or basic necessities,
helping a certain candidate or political party to get elected, and helping plan, set-up,
manage or provide technical assistance at cultural event. For some volunteers, it took
only 3 hours or less to help in first-aid operations and donate blood.
For the academic staff members, the principal reason or motivation for
volunteering is to gain personal growth and enhance self-esteem (see Table 8). Tied for
the next top reasons are to have an achievement or fulfillment and to establish support,
bonding, friendship with others. To help bring about social change is the 4th reason or
motivation why academic staff members volunteered. The weakest motivation though is
to avail of free food and resources like t-shirts. Other reasons given by the respondents
but not on the list were to serve and do my obligation, to fulfill one’s mission, to make a
difference, and to experience life responsibility as a Christian.
Similar with the faculty members, the number one reason or motivation for not
volunteering is being too busy due to work in school. Aside from being busy with work,
sixteen academic staff members did not volunteer because no one asked or informed
them about the activities. Information dissemination about activities may potentially be
persuasive in drawing volunteers. The third reason why they did not volunteer was that
volunteering was not their line or type of things they wanted to do. One respondent
was not allowed by parents/guardians to volunteer.
For the academic staff members, it was again the school that organized most of
the activities in the list. Much more academic staff members spent longer hours
volunteering; 165 for 12 hours or more, 149 for 4 – 11 hours while only 119 for 3 hours
or less.
Non-academic staff. The activity that many non-academic staff members volunteered
on was participating in public demonstration, rally, vigil or march for cause (refer to
Table 9). Twenty-seven of this kind of activity which are mostly organized by school
used to last for only 3 hours or less. It was followed by helping provide assistance or
basic necessities to people in need. Giving trainings for free and doing free tutorials
were also high in the list of activities, respectively. Again, donating blood or other
biological organs came last in the list of activities of non-academic staff.
22
TABLE 8. Reasons or Motivations for Volunteering and not Volunteering of Academic
Staff Members
REASON or MOTIVATION
MOTIVATION FOR VOLUNTEERING FREQUENCY % RANK
1 to have fun 16 41.03 7.5
2 to have an achievement or fullfillment 28 71.79 2.5
5 to give something back 16 41.03 7.5
7 to establish support, bonding, friendship with others 28 71.79 2.5
others: personal mission, to serve and do my obligation
11 fulfilling one of my mission/making a difference/experience life 4 10.26 9
responsibility as a Christian
TOTAL n=39

1 unable to keep the promise or commitment to volunteer 3 7.69 7.5
8 not allowed bt parents/guardians 1 2.56 9
others: attending classes and doing farm works on
10 3 7.5
weekends, work, need to rest 7.69
TOTAL n=39
23
TABLE 9. Participation on and Duration of the Activities and their Organizer by the Non-academic Members
Percentage
RANKING
12 hrs / more
3 hrs / less
4-11 hours
Civic Org.
Personal
YES
ACTIVITY
Others
School
Parish
59 79.7% 1 8 9 50 5 1 9 21 27
2
communities? 35 47.3% 8 3 5 15 16 2 9 8 16
Have you helped in the conduct of an election through NAMFREL, PPCRV, and other
3
volunteer groups? 30 40.5% 12 11 12 4 5 3 18 8 2
Have you participated in any political action such as gathering of signatures, political
4
education, information dissemination,…etc.? 36 48.7% 7 4 5 27 6 4 3 14 18
5 Have you helped a certain candidate or political party to get elected without a fee? 34 46.0% 10 2 3 3 26 0 15 10 5
6
professionals to advance their rights? 18 24.3% 20 3 2 6 10 1 7 7 2
7
dissemination? 22 29.7% 17 1 3 9 14 1 3 4 8
Social Services
Have you helped save or provide comfort and assistance to victims of a natural/man-
8
made disaster such as flood Mayon eruption, fire, etc.? 35 47.3% 8 3 9 15 16 4 5 13 15
10 delinquency, rehabilitation, emotional support to children and youth through referrral or
direct service? 33 44.6% 11 1 2 16 20 1 5 13 12
Have you organized an event that will help people such as medical and educational
11
missions, or proceeds of benefit concert, raffle, contests..? 30 40.5% 12 6 13 16 7 0 14 7 5
12
knowledge for free? 47 63.5% 3 1 8 25 16 4 13 19 12
14
information for research? 38 51.4% 5 2 5 23 11 2 12 15 6
Have you helped organize a public event aimed at popularizing knowledge or skills
15
through lectures, conferences, workshops, seminars..? 37 50.0% 6 4 6 20 8 4 14 13 4
Philanthropy
Have you helped provide assistance (toys for children) or basic necessities such as
16 good, clothing to people with disabilities, who are elderly, destitute, ill,homeless,
orphaned…? 54 73.0% 2 8 8 16 33 5 8 20 19
Have you helped plan, set up, advertise, manage, provide technical assistance at a
18
cultural event for public entertainment such as concert, play, poetry reading, exhibits..?
28 37.8% 14 2 6 18 5 3 12 13 2
19
entertainment and proceeds of which is for a noble cause? 17 23.0% 21 3 3 12 5 0 5 6 4
billiards, show fair..? 25 33.8% 15 3 6 14 2 2 6 14 1
21
events of which the purpose is to serve a public cause? 22 29.7% 17 3 6 11 6 1 10 6 4
Housing and Others
Have you helped build structures/infrastructures designed to house or help people in
22
their daily lives? 20 27.0% 19 1 4 8 7 3 6 5 7
TOTAL n=74 70 129 330 271 47 198 239 206
24
As expected, the school had the most number of sponsored or organized
activities. Topping in 11 activities where non-academic staff had participated in, the
school organized public demonstration, rally, vigil or march for a cause, free trainings
for people to acquire skills and knowledge, political actions like gathering of signatures,
events that would help people like medical missions, data-gathering for research,
events aimed at popularizing knowledge and skills through lectures, conferences and
seminar-workshops, and cultural, recreational or sporting events. Personal undertaking
as organizer was the highest in 9 activities. Among these activities were helping save or
provide comfort and assistance to victims of disasters, helping resolve disputes or
conflicts, helping provide assistance or basic necessities to people in need, providing
services such as counseling, prevention and correction of delinquency, rehabilitation
and emotional support to children and youth, helping candidates or political parties to
get elected, organizing groups of people such as workers, youth, students and
professionals, doing free tutorials, donating blood or other biological organs, and
campaigning against threats to environment. Civic organization emerged as the top
organizer or sponsor of helping in the conduct of election through Namfrel, PPCRV, and
other volunteer groups.
Represented by the number of hours spent for the activities, the extent of
volunteering by non-academic staff members were almost equally distributed to the 3
categories. There were six activities with 12 hours or more; 4 – 11 hours topped in
seven activities while 3 hours or less topped in eight activities. The activity which had
the most number of volunteers for 3 hours or less category is participating in public
demonstration, rally, vigil or march for cause with 27 volunteers. For 4 – 11 hours, the
activity with the highest number of volunteers is helping provide assistance or basic
necessities to people in need while helping in the conduct of election through Namfrel,
PPCRV, and other volunteer groups has the most number of volunteers for 12 hours or
more category with 18 volunteers.
Table 10 shows that to gain personal growth and enhance self-esteem is the
leading reason or motivation of non-academic staff members for volunteering. It is
followed by to establish support, bonding, and friendship with others as chief motivator.
Coming in third is to affirm my belief in the cause. Other reasons not listed but supplied
by the respondents are to help people uplift from poverty, to keep him/her alive and
kicking, to actualize with the commitment to serve, and to respond to a call.
The number one reason why non-academic staff members did not volunteer is
due to being busy because of school work. The second reason is due to family
constraints. And the third one is because not anyone asked or informed the
respondents about the activities.
25
TABLE 10. Reasons or Motivations for Volunteering and not Volunteering
of Non-
Non-academic Staff Members

1 to have fun 29 39.19 7
others
to help people uplift from poverty
11 a call offered to respond 4 5.41 10
to keep me alive and kicking
to actualize with the commitment to serve
TOTAL n=74

1 unable to keep the promise or commitment to volunteer 13 17.57 6
10 others: 0 0.00 10
TOTAL n=74
26
For the non-academic staff members, it was once again the school which
organized most of the activities in the list. And they were more inclined to participate in
activities that could last for a daytime or less, such as, 4 – 11 hours (239) and 3 hours
or less (206), as against the longer time, 12 hours or more (198).
Students
First year. It was helping provide assistance or basic necessities to people who are in
dire need that topped the list of activities that most 1st year students volunteered on
(see Table 11). One hundred thirty-nine (139) students out of 168 respondents
volunteered for such activity. More than half of this kind of activity were organized by
school and many lasted for only 3 hours or less. Taking second place was gathering
data for research through observations, fieldwork and interviews with 121 students
while 99 students participated in public demonstrations, rally, vigil or march for cause to
be third in rank among the activities. The activity that had the least number of
volunteers was donating blood or biological organs with only 2 students.
Expectedly, 17 activities in the list were generally organized or sponsored by

school. High on this list were public demonstration, rally, vigil or march for cause,
disaster relief and first aid operations, free skill trainings, campaigning against threats
to environment, data-gathering for research, and cultural and recreational events for
public entertainment. The remaining five activities were topped by personal
undertaking. These activities were helping resolve conflict or dispute, helping build
structures or infrastructures, helping a certain candidate or political party get elected,
doing free tutorials, and donating blood or biological organs.
Many activities, fifteen specifically in the list, were done in 3 hours or less.
Leading these activities were helping save or provide comfort and assistance to victims
of disasters, helping resolve conflicts or disputes, helping provide assistance or basic
necessities to people in need, doing free tutorials, data-gathering for research, and
acting, singing or playing a role in a public event for entertainment. Seven activities
were highest under 4 – 11 hours category. Among these are giving free trainings,
helping build structures and infrastructures, helping in the conduct of election through
Namfrel or PPCRV, helping organize a public event aimed at popularizing knowledge or
skills, and playing a part in recreational or sporting events.
The chief motivation for the 131 1st year students to volunteer is to learn new
skills (refer to Table 12). Second is to have achievement or fulfillment. And
understandably, to establish support, bonding and friendship with others is also high in
the motivation factor for volunteering. For young people who wanted to find their place
in a new environment, learning new skills, having achievement and new friends would
be major motivations to engage in activities that offer these.
27
TABLE 11. Participation on and Duration of the Activities and their Organizers by the First Year Students
Percentage
RANKING
12 hrs / more
4-11 hours
3 hrs / less
Civic Org.
YES
Personal
ACTIVITY
School
Others
Parish
1 Have you participated in a public demonstration, rally, vigil or march for a cause? 99 58.9% 3 22 11 78 3 5 18 34 49
2
communities? 72 42.9% 9 2 9 26 32 7 5 13 47
3
4
education, information dissemination,…etc.?
56 33.3% 17 1 11 23 8 8 10 18 19
5 Have you helped a certain candidate or political party to get elected without a fee? 77 45.8% 8 0 9 30 31 7 18 22 31
Have you helped organize a group of people such as workers, youth, students, professionals
6
to advance their rights? 69 41.1% 10 10 12 31 8 8 12 18 28
7
dissemination,..? 52 31.0% 18 3 6 39 5 4 3 26 19
Social Services
8
disaster such as flood Mayon eruption, fire, etc.?
81 48.2% 6 12 10 48 10 8 8 17 49
10 delinquency, rehabilitation, emotional support to children and youth through referrral or direct
service? 59 35.1% 16 6 11 23 17 4 7 20 28
Have you organized an event that will help people such as medical and educational
11
missions, or proceeds of benefit concert, raffle, contests..? 64 38.1% 13 8 13 42 5 8 14 22 22
12
free? 95 56.6% 4 5 13 63 8 14 23 34 32
14
research? 121 72.0% 2 4 8 101 11 5 16 44 58
15
Philanthropy
16
2 1.2% 23 0 0 1 2 0 0 0 3
18
event for public entertainment such as concert, play, poetry reading, exhibits..?
69 41.1% 10 7 7 59 3 1 14 22 31
19
entertainment and proceeds of which is for a noble cause?
84 50.0% 5 9 11 67 10 8 12 27 41
20
Have you taken part as a player, coach or a participant in any of the recreational events of
21
which the purpose is to serve a public cause?
78 46.4% 7 6 13 59 5 8 14 33 24
Housing and Others
Have you helped build structures/infrastructures designed to house or help people in their
22
daily lives? 38 22.6% 20 6 5 9 16 6 6 15 10
TOTAL n=168 144 208 965 265 143 247 519 681
28
TABLE 12.
12. Reasons or Motivations for Volunteering and not Volunteering
of First Year Students
1 to have fun 106 63.10 5

11 others 17 10.12 11
TOTAL n=168
REASON or MOTIVATION
MOTIVATION FOR NOT VOLUNTEERING FREQUENCY % RANK

1 volunteer 63 37.50 4
2 health reason 33 19.64 7.5
10 others: 4 2.38 10
TOTAL n=168
29
Eighty (80) out of 168 students were unable to volunteer due to school work.
Sixty-four (64) said that no one asked or informed them about the activities while 63
students were unable to keep their promises or commitment to volunteer. First year
students are said to be adjusting to the rigors of college life. Probably adjustment to
college life dissuades them to pursue extra-curricular activities.
More than half of the activities which were participated in by first year students
were organized by school. These students showed their preference to participate in
short-term activities with 681 scores under 3 hours or less category, 519 under 4 – 11
hours, and only 247 under the hours or more category.
Second year. One hundred twenty (120) second year students out of 127 respondents
participated in data-gathering for research through observations, fieldwork and
interviews as their top activity for volunteering (see Table 13). The school mainly
organized this kind of activity for the students where they spent mostly 4 – 11 hours.
Helping provide assistance or basic necessities to people in need was done by 118
students to be 2nd in rank as the highest activity with the most volunteers. The third
activity was participating in public demonstration, rally, vigil or march for cause.
Consistently, donating blood or other biological organs was last in the list of activities
that 2nd year students volunteered on.
It was the school that organized most of the activities for the 2nd year students.
High in the list that the school organized were public demonstration, rally, vigil or march
for cause, relief and first aid operations, trainings, political action like signature
gathering and political education, campaigning against threats to environment,
gathering data for research, and organizing a cultural and recreational events for public
entertainment. Two activities got the highest under personal undertaking, namely,
helping certain candidate or political party get elected and doing free tutorials. The
school and personal undertaking both had the same number of score for one activity –
helping provide services like counseling and emotional support to children and youth
under stress. Another tie is recorded between school and civic organization in one
activity – donating blood or other biological organs.
Thirteen activities were mostly done in 3 hours or less; six activities in 4 - 11

hours; two activities in 12 hours or more. The activities done under 3 hours or less were
public demonstration, rally, vigil or march for cause, relief operations, first aid
operations, helping resolve dispute or conflict, helping provide services such as
counseling or emotional support to children and youth, political action like signature
campaign, helping certain candidate or political party get elected, organizing events
that help people like medical mission, doing tutorials, blood or organ donation,
campaigning against threats to environment, and organizing a recreational events for
entertainment. Under 4 – 11 hours, the activities were helping provide assistance or
30
Table 13. Participation on and Duration of the Activities and their Organizer by the Second Year Students
Percentage
RANKING
12 hrs / more
4-11 hours
3 hrs / less
Civic Org.
YES
Personal
ACTIVITY
School
Others
Parish
104 81.9% 3 33 22 93 4 5 11 41 69
2
communities? 97 76.4% 4 7 12 44 39 14 7 24 55
3
4
education, information dissemination,…etc.? 63 49.6% 17 1 18 45 15 4 9 20 32
79 62.2% 12 2 14 26 28 12 26 18 26
Have you helped organize a group of people such as workers, youth, students, professionals
6
to advance their rights? 76 59.8% 15 9 18 33 13 6 15 25 21
7
dissemination,..? 51 40.2% 19 3 12 36 12 7 6 17 21
Social Services
8
disaster such as flood Mayon eruption, fire, etc.? 88 69.3% 7 8 21 53 11 9 11 26 50
10
rehabilitation, emotional support to children and youth through referrral or direct service? 65 51.2% 16 9 9 20 20 6 8 22 24
Have you organized an event that will help people such as medical and educational missions,
11
or proceeds of benefit concert, raffle, contests..? 77 60.6% 14 15 16 33 24 12 15 23 27
12
free? 96 75.6% 5 12 12 66 19 3 16 33 39
14
research? 120 94.5% 1 9 25 103 14 6 28 57 49
15
Philanthropy
16
18 14.2% 22 1 3 3 2 4 1 4 11
18
event for public entertainment such as concert, play, poetry reading, exhibits..? 89 70.1% 6 13 20 96 14 11 18 41 26
19
entertainment and proceeds of which is for a noble cause? 81 63.8% 10 20 25 70 15 7 16 31 43
20
Have you taken part as a player, coach or a participant in any of the recreational events of
21
which the purpose is to serve a public cause? 85 66.9% 9 12 12 56 13 12 26 24 24
Housing and Others
Have you helped build structures/infrastructures designed to house or help people in their daily
22
lives? 56 44.1% 18 6 13 27 19 7 13 24 14
TOTAL n=127 230 366 1077 360 172 327 618 707
31
basic necessities to people in need, helping build structures or infrastructures, helping
organize groups of people to advance their rights, gathering data for research, and
organizing or helping in cultural events for public entertainment. The two activities that
were done in 12 hours or more were helping in the conduct of election and taking part
in recreational events for public cause.
Table 14 reveals that to have an achievement or fulfillment motivated more 2nd

year students with 121 scores than any other motivations in the list. Second in the list
that motivated students to volunteer more is to have fun with 116 responses. The third
in rank in the motivations list is to establish support, bonding and friendship with
others.
Seventy-three students were unable to volunteer for the activities because no

one asked or informed them about such activities. School work also got into the way of
71 students to volunteer. And the third reason why 2nd year students did not volunteer
was that they were unable to keep the promise or commitment to volunteer.
The school organized most of these activities for the 2nd year students who opted
to join in activities which had shorter hour durations (707 for 3 hours or less and 618
for 4 – 11 hours) than those activities with the longer duration (only 327 for 12 hours or
more).
Third year. Many 3rd year students helped provide assistance or basic necessities to
people in need (see Table 15). In fact, 144 out of 157 3rd year students conducted this
activity which were often organized by school. Most 3rd year students spent about 3
hours or less on this activity. The next activity on which these students volunteered was
gathering data for research through observations, fieldwork and interviews. It was
followed by participating in public demonstration, rally, vigil or march for cause. The
activity which had the least number of volunteers for 3rd year students was donating
blood or other biological organs with only six volunteers.
As organizer of activities, the school was the top organizer of 17 activities in the
list. Among these activities were public demonstration, rally, vigil or march for cause,
helping save or providing comfort and assistance to victims of disasters, first aid
operations, free skills trainings, helping provide assistance or basic necessities to people
in need, helping in the conduct of election, political actions like signature campaigns,
organizing groups to advance their rights, organizing cultural and recreational events,
gathering data for research, and campaigning against threats to environment. Topping
under personal undertaking, the activities were helping resolve dispute or conflict,
helping build structures or infrastructures, helping provide services such as counseling,
rehabilitation, and emotional support to children under stress, free tutorials, and blood
or organ donation. The parish and civic organization did not top any activities in the list
as organizer, but both had a number as organizers of public demonstration, rally, etc.
32
TABLE 14. Reasons or Motivations for Volunteering and not
not Volunteering of Second
Year Students
REASON/S or MOTIVATION FOR VOLUNTEERING FREQUENCY % RANK

1 to have fun 121 95.28 2
11 others 5 3.94 11
TOTAL n=127
REASON/S or MOTIVATION/S FOR NOT VOLUNTEERING FREQUENCY % RANK

7 not my line/type of things I want to do 38 29.92 6.5
10 others: 7 5.51 10
TOTAL n=127
33
Table 15. Participation on and Duration of the Activities and their Organizer by the Third Year Students
Percentage
RANKING
12 hrs / more
3 hrs / less
4-11 hours
YES
Civic Org.
ACTIVITY
Personal
Others
School
Parish
112 71.3% 3 26 26 86 8 5 14 21 76
76 48.4% 9 5 9 29 45 9 5 12 51
3
groups? 54 34.4% 17 14 9 22 13 3 14 24 11
4
67 42.7% 14 1 18 28 26 6 13 18 28
6
7
dissemination,..? 63 40.1% 15 0 14 54 7 1 6 20 32
Social Services
8
such as flood Mayon eruption, fire, etc.? 92 58.6% 4 13 17 67 14 6 12 18 58
10
11
proceeds of benefit concert, raffle, contests..? 56 35.7% 16 13 16 33 8 4 11 17 23
12 Have you given any training for a certain group of people to acquire skills and knowledge for free?
88 56.1% 5 10 16 66 9 7 14 34 35
14
research? 136 86.6% 2 4 8 118 18 6 16 51 59
15
conferences, workshops, seminars..? 79 50.3% 7 8 13 63 3 5 16 31 27
Philanthropy
16
people with disabilities, who are elderly, destitute, ill,homeless, orphaned…? 144 91.7% 1 27 24 115 29 11 10 50 70
6 3.8% 23 0 1 3 5 0 0 1 5
18
public entertainment such as concert, play, poetry reading, exhibits..?
76 48.4% 9 6 13 61 7 3 18 30 22
19
proceeds of which is for a noble cause? 75 47.8% 11 16 11 61 14 6 14 23 33
20
21
Housing and Others
41 26.1% 21 4 7 17 18 7 5 20 13
TOTAL n=157 185 310 1064 351 132 247 501 749
34
Many 3rd year students spent 3 hours or less on the 17 activities listed. Some of
these activities were public demonstration, vigil, rally or march for cause, relief
operations to disaster victims, first aid operations, helping resolve conflict or dispute,
political actions like gathering signatures, helping certain candidate or political party get
elected without a fee, doing free tutorials, and campaigning against threats to
environment. Within 4 – 11 hours, there were five activities under this category. These
were helping build structures or infrastructures, helping in the conduct of election, and
organizing cultural and recreational events. No activity got the highest score under 12
hours or more category.
The greatest motivation for the 3rd year students to volunteer was to gain
personal growth and enhance self-esteem with 130 respondents out of 157 (refer to
Table 16). To learn new skills motivated 127 students to volunteer to come in second.
Very close at third was to have fun with 126 respondents.
Similar reasons held back these students from volunteering; those are, busy with
school work with 81 respondents, being uninformed about the activities with 80
respondents, and volunteering as not their type or line of things they wanted to do with
55 respondents.
Most of the activities participated in by the third year students were organized by
school. Many 3rd year students chose to participate in the activities with shorter
duration (749 for 3 hours or less and 501 for 4 – 11 hours) than the longer activities
with 12 hours or more (247).
Fourth year. The activity that most 4th year students volunteered on was helping
provide assistance or basic necessities to people in need (see Table 17). Usually
organized by school, it made majority of 4th year students spend less than half a day on
this activity. Surprisingly, gathering data for research through observations, fieldwork
and interviews on volunteer basis was the second activity with the most volunteers.
Coming in third was participating in public demonstration, rally, vigil or march for cause.
School as organizer topped in more than half of the activities listed where 4th
year had volunteered. Some of the activities which had school as runaway organizer
were public demonstration, rally, vigil or march for cause, free trainings, gift-giving,
house building, and cultural and recreational events for public entertainment. Civic
organization, on the other hand, organized most of the political actions like gathering of
signatures, medical missions, organizing of sectors like students, youth, and workers,
campaigns against threats to environment, data-gathering for research, public lectures,
conferences, and seminar-workshops. Activities done frequently under personal
undertaking were helping resolve disputes or conflicts, helping certain candidates or
political parties get elected, and doing free tutorials.
35
TABLE 16. Reasons or Motivations for Volunteering
Volunteering and not Volunteering
of Third Year Students

1 to have fun 126 80.25 3
11 others 13 8.28 11
TOTAL n=157

10 others: 5 3.18 10
TOTAL n=157
36
TABLE 17. Participation on and Duration of the Activities and their Organizer by the Fourth Year Students
Percentage
RANKING
12 hrs/more
4-11 hours
YES
Civic Org.
3 hrs/less
Personal
ACTIVITY
School
Others
Parish
103 53.7% 3 26 16 64 8 0 11 41 47
2 communities? 61 31.8% 11 3 8 19 24 5 6 11 37
Have you helped in the conduct of an election through NAMFREL, PPCRV, and
3 other volunteer groups? 45 23.4% 17 12 11 13 5 5 15 15 6
Have you participated in any political action such as gathering of signatures,
4 political education, information dissemination,…etc.? 56 29.2% 14 4 33 14 5 2 11 17 22
73 38.0% 6 6 14 14 29 1 21 17 23
6 professionals to advance their rights? 43 22.4% 18 3 21 14 6 3 10 11 17
Have you campaigned against threats to the environment through exhibits,
7 information dissemination? 60 31.3% 13 6 40 14 5 3 11 24 19
Social Services
Have you helped save or provide comfort and assistance to victims of a
8 natural/man-made disaster such as flood Mayon eruption, fire, etc.? 83 43.2% 4 22 15 35 17 0 9 19 48
10 delinquency, rehabilitation, emotional support to children and youth through
referrral or direct service? 49 25.5% 16 7 8 20 16 1 6 22 22
Have you organized an event that will help people such as medical mission, or
11 proceeds of benefit concert, raffle, contests..? 54 28.1% 15 8 24 20 3 2 15 23 9
12 knowledge for free? 77 40.1% 5 6 19 49 7 1 17 25 27
13 Have you done tutorials for free?
61 31.8% 11 3 19 5 33 5 7 9 28
14 information for research? 109 56.8% 2 55 88 12 9 2 15 56 33
Have you helped organize a public event aimed at popularizing knowledge or
15 skills through lectures, conferences, workshops, seminars..? 62 32.3% 10 11 39 14 3 2 14 25 16
Philantrophy
Have you helped provide assistance (toys for children) or basic necessities such
16 as good, clothing to people with disabilities, who are elderly, destitute,
ill,homeless, orphaned…? 118 61.5% 1 22 31 73 33 4 10 48 47
Culture and Recreation
18 a cultural event for public entertainment such as concert, play, poetry reading,
exhibits..? 63 32.8% 8.5 7 4 47 5 2 8 29 18
19 entertainment and proceeds of which is for a noble cause? 69 35.9% 7 18 16 52 6 2 10 27 25
billiards, show fair..? 40 20.8% 20 6 15 19 10 0 13 17 4
21 events of which the purpose is to serve a public cause? 61 31.8% 11 6 11 27 7 3 14 31 8
Housing and others
Have you helped build structures/infrastructures designed to house or help people
22 in their daily lives? 63 32.8% 8.5 2 15 38 9 2 10 32 9
23 Other activitites you have done…
20 10.4% 21 0 0 0 0 0 0 0 0
TOTAL n=192 237 466 587 255 51 246 514 488
37
Ten activities were both conducted under 4 – 11 hours and 3 hours or less.
Under 4 – 11 hours, some of the activities were helping build structures and
infrastructures, organizing events that will help people like medical mission or benefit
concert, campaigning against threats to environment, data gathering for research, and
organizing cultural and recreational events for public entertainment. Under 3 hours or
less, the activities were helping save or provide comfort and assistance to victims of
disasters, helping resolve conflict or dispute, organizing groups like students, doing free
tutorials, and donating blood or other biological organs. Only one activity, helping in the
conduct of election through Namfrel or PPCRV, was often done in 12 hours or more.
Table 18 shows that the chief reason or motivation for the 4th year students to
volunteer is to learn new skills. It is to be noted that these students are graduating, and
so they are going to need whatever skills they could acquire from school in preparation
to venture in a work-a-day world after graduation. Next to learning new skills is to be
recognized by others. And third is to establish support, bonding, and friendship with
others.
What impeded the students from volunteering? School work is the number one
reason why 4th year students could not join volunteer work. Another reason would be
that the students were uninformed about the activities. Family constraints also hinder
these students from volunteering.
Many of the activities participated in by fourth year students were organized by

school (587 activities) and civic organization (466 activities). Most 4th year students
favored to spend their time on activities with shorter duration (514 for 4 – 11 hours and
488 for 3 hours or less) compared to just 246 for 12 hours or more.
Fifth year. The number one activity on which most 5th year students volunteered was
gathering data for research through observations, fieldwork and interviews (see Table
19). Twenty-eight students out of 34 conducted this activity which was frequently
organized by school. Many of this kind of activity were often done in 4 – 11 hours. The
second activity that had the most volunteers with 26 was participating in public
demonstration, rally, vigil or march for cause. The third activity was helping provide
assistance or basic necessities to people in need. Both donating blood or biological
organs and campaigning against threats to environment were the activities that had the
least number of volunteers.
The school topped in fourteen of the activities as organizer of those activities.

Some of these activities were public demonstration, rally, vigil or march for cause, relief
and first aid operations, trainings, helping provide assistance or basic necessities to
people in need, helping build structures and infrastructures, participating in political
actions, gathering data for research, and organizing cultural and recreational events for
38
of Fourth Year Students

1 to have fun 83 43.23 5
11 others 1 0.52 11
TOTAL n=192

2 health reason 21 10.94 8.5
10 others: 7 3.65 10
TOTAL n=192
39
TABLE 19. Participation on and Duration of the Activities and their Organizer by the Fifth Year Students
Percentage
RANKING
12 hrs / more
4-11 hours
3 hrs / less
YES
Civic Org.
Personal
ACTIVITY
School
Others
Parish
26 76.5% 2 10 6 18 1 1 3 10 11
18 52.9% 7 2 4 6 6 1 0 5 10
3
groups? 16 47.1% 12 6 5 2 2 0 7 5 1
4
14 41.2% 15 0 2 6 8 2 4 5 2
6
7
dissemination,..? 8 23.5% 21 0 3 3 0 1 3 3 1
Social Services
8
such as flood Mayon eruption, fire, etc.? 21 61.8% 4 1 8 9 2 3 3 5 12
9 Have you helped in first aid operations? 10 29.4% 20 1 4 5 1 2 4 4
10
Have you organized an event that will help people such as medical mission, or proceeds of benefit
11
concert, raffle, contests..? 13 38.2% 17 5 6 8 2 0 2 3 4
12 Have you given any training for a certain group of people to acquire skills and knowledge for free? 18 52.9% 7 3 3 11 4 1 7 5 5
14 Have you observed situations, visited places, or interviewed people to gather information for research?
28 82.4% 1 3 2 20 5 1 5 12 5
15
conferences, workshops, seminars..? 13 38.2% 17 4 2 7 1 1 5 5 1
Philanthropy
16
people with disabilities, who are elderly, destitute, ill,homeless, orphaned…? 25 73.5% 3 5 3 17 4 2 2 9 6
18
public entertainment such as concert, play, poetry reading, exhibits..? 14 41.2% 15 2 2 9 1 0 3 9 1
19
proceeds of which is for a noble cause?
17 50.0% 9 5 4 12 2 2 7 4 9
20
recreational event for public entertainmet such as basketball, chess, billiards, show fair..?
15 44.1% 14 0 7 10 1 3 5 1 5
21
Housing and Others
20 58.8% 5 3 3 13 2 1 5 12 2
TOTAL n=34 55 88 194 67 22 77 121 111
40
public entertainment. Personal undertaking, on the other hand, was the organizer of
these activities, helping certain candidate or political party get elected, doing free
tutorials, and donating blood or biological organs. The parish organized most of the
help of the 5th year students in the conduct of election while the civic organization led in
the organizing of groups to advance their rights.
Ten activities in the list were mostly done in 3 hours or less. These were public
demonstration, rally, vigil or march for cause, relief operations, helping resolve conflict
or dispute, helping provide services such as counseling and emotional support to
children and youth, political actions like signature campaign, organizing events like
medical missions and benefit concerts, doing free tutorials, donating blood or biological
organs, and taking part in events for public entertainment. Usually done in 4 – 11 hours
were helping provide assistance or basic necessities to people in need, helping build
structures and infrastructures, helping certain candidate or political party get elected
without a fee, helping organize certain groups to advance their rights, gathering data
for research, and helping plan, set-up, manage or provide technical assistance at
cultural events for public entertainment. Giving trainings and helping in the conduct of
election were mostly done in 12 hours or more.
Tied for the top reason or motivation for volunteering of the 5th year students
are to have fun and to have an achievement or fulfillment both with 31 scores (refer to
Table 20). Closely following them as their reason for volunteering is to learn new skills
with 30 responses. On the other hand, their top reason for not volunteering is being
busy with their work in school. The next reason why they did not volunteer is that
volunteering was not their line or type of things they wanted to do.
For the fifth year students, the top organizer for these activities was the school.
Also, many 5th year students spent 4 – 11 hours (121) and 3 hours or less (111) on the
activities as against the long-term activities lasting 12 hours or more (77).
41
of Fifth Year Students
REASON or MOTIVATION FOR VOLUNTEERING

VOLUNTEERING FREQUENCY % RANK
1 to have fun 31 91.18 1.5
2 to have an achievement or fullfillment 31 91.18 1.5
11 others 0 0.00 11
TOTAL n=34

4 family constraints 9 26.47 5.5
10 others: 0 0.00 10
TOTAL n=34
42
CHAPTER 4
Summary of Findings, Conclusion and Recommendations
This chapter summarizes the main findings of the survey with reference to the
research objectives. It also draws from the findings its conclusion and
recommendations.
Summary
The nine (9) respondent-groups selected which among the 22 activities they had
performed. They also indicated the organizers of these activities, length of time spent
on those activities, and the reasons or motivations of volunteering and not volunteering.
Top volunteer activity
Helping provide assistance or basic necessities such as food, clothing, and other
goods to people with disabilities or who are elderly, destitute, ill, or homeless is the
most participated activity by four respondent-groups, such as fulltime faculty members,
1st year, 3rd year, and 4th year students. This activity is usually conducted during the
Ignatiana Day every July 31st, a celebration in the name of St. Ignatius of Loyola,
founder of the Society of Jesus. This kind of activity is also the most typical outreach
activity known to many members in the ADNU community. Similar with Abad (2001)
study, charitable activities such as helping the sick, giving relief goods, etc., were
participated in by more respondents than any other kind of activities.
For both academic and non-academic staff members, the number one activity is
participating in public demonstration, rally, vigil or march for cause. The University was
at the forefront and played active role, at the local level, in the People Power 2
revolution that ousted former President Joseph “Erap” Estrada from office. It even
mobilized the whole University community and organized some of the biggest
demonstrations in Naga City to show discontent and call for change in the government
in 2000 until 2001 at the height of Erap’s impeachment trial.
The 2nd year and 5th year students pick gathering data for research through
fieldwork and interviews as their top activity on which they volunteered. This is
interesting although it is suspect that this activity is done due to school requirements to
finish a course or a degree particularly the fifth year students.
Doing tutorials for free is the top choice among the activities in the list of the
part-time faculty members. Working part-time might have something to do with the
choice of this activity. They might have more free time to conduct tutorials on their
students while in school, either before or after their classes. Or they might feel more
43
inclined to help students since they seldom have the opportunity to be around the
campus to aid students in their studies.
Activity least likely to attract volunteers
Consistently, donating blood or other biological organs could be found at the

bottom of the list of activities with the least number of volunteers. Except for 5th year
students and academic staff members, this activity is the least attractive to fulltime and
part-time faculty members, non-academic staff members, 1st, 2nd, 3rd and 4th year
students to volunteer. For the academic staff members, the least that they would like to
volunteer on is helping in the first aid operations while 5th year students consider both
donating blood and campaigning against threats to environment as the activities they
would least likely to volunteer on.
Yes or no to volunteering
Both fulltime and part-time faculty members have registered positive responses
on whether they volunteered on the activities listed. The staff members show
contrasting results; more academic staff members are able to participate in the
activities than those who could not participate while more non-academic staff members
have negative responses on whether they participated in the activities. These results
might be due to type of work schedule that academic and non-academic staff members
do. Some academic staff members have somewhat flexible work schedule while non-
academic staff members are bound by 8 – 5 office work schedule.
Organizer of volunteer activities
True to all groups of respondents, the school is the main organizer of most of
the activities in the list. Since all respondent-groups spend considerable amount of time
in school, they might be drawn in to its activities. They are all attached to a university
either as workers or students, thus easier for them to join the activities organized by
school than those by other organizers.
Extent of volunteering by the number of hours
As to the extent of volunteering, faculty members have shown differing

responses. More fulltime faculty members volunteered on the activities which had 3
hours or less duration whereas part-time faculty members preferred the activities with
longer duration of 12 hours or more. Again, this might have something to do with the
workload as fulltime and part-time teacher.
Academic staff members also have accumulated more hours of volunteering on

activities with longer duration of 12 hours or more while non-academic staff members
have had more responses on the 4 – 11 hours.
44
All except for 4th and 5th year students have accumulated more hours of
volunteering on activities with 3 hours or less duration. The 4th and 5th year students
have put more hours on activities with 4 – 11 hours duration. Again, this could be the
impact of Ateneo education to students as they learn and are formed to be men and
women for others.
Reasons or motivations of volunteering and not volunteering
There are various reasons or motivations for volunteering and not volunteering.
The top reason for part-time faculty members, 1st and 4th year students is to learn new
skills. For both academic and non-academic staff members and 3rd year students, the
leading reason or motivation for them is to gain personal growth and enhance self-
esteem. To have fun is the top reason or motivation for the fulltime faculty members
while the 5th year students both see to have fun and to have an achievement or
fulfillment as their top motivations for volunteering. The 2nd year students are more
motivated by having an achievement or fulfillment when they volunteer. Some of these
reasons or motivations for volunteering are mentioned in the 13 factors identified by
Aguiling-Dalisay et. al (2004, 53), particularly “the need for satisfaction, achievement
and personal meaningfulness, ” and “need for self-improvement.” However, Opiniano
(2000) cites the runaway top reason for volunteering in the University of Santo Tomas;
that is, to help others. This very altruistic reason for volunteering may be embodied in
the reason - to have achievement or fulfillment. Still what top in the reasons or
motivations for volunteering are those that provide advantages and benefits to the
volunteers, such as to learn new skills, to have fun, to gain personal growth and
enhance self-esteem, and not ultimately to others.
All except academic staff members put being too busy or having no more time to
volunteer as their top reason for not volunteering. The academic staff members cite
their work in school as impediment for volunteering. This finding has been supported by
Aguiling-Dalisay (2004, 44) who noted that having a busy job discourages volunteering.
Conclusion
Among the four functions of a modern university, the extension and public
service function which embodies volunteering breathes life in various programs, offices,
departments, groups, organizations and individual members of the University. This is
strengthened by the articulation of CORPLAN 2010 on its formation policy on the
students, faculty and staff members and CJE. The survey results clearly show that
volunteering in the University takes place in various activities in and out of campus by
the students, faculty and staff members. As part of the University community, they
have participated in the activities which are mostly organized by the school.
45
The faculty members, both fulltime and part-time, have indicated their
participation in the activities. Having more flexibility in their work schedule, the
academic staff members have done more activities than non-academic staff members
who are bound by the 8 – 5 work schedule. Students in all levels have demonstrated
their volunteering ways in various activities in the list. This just shows the positive
impact of Ateneo education on students’ formation which personifies Ignatian motto of
being men and women for others through volunteering.
Recommendations
This study poses recommendations on further studies and program and policy
designs. These recommendations are intended for researchers, administrators, faculty
and staff members’ clubs, students’ organizations, and institutional offices tasked to
implement extension and public service activities.
Further studies
The many findings of this study which can serve as benchmarks and departure
points raise more areas for further research. First, why are certain types of activities
more or less participated in by faculty and staff members and students? Is the duration
of activities a crucial consideration when volunteering?
Second, there were activities done by personal undertaking by the respondents

or organized by parish, civic organizations, or local government units. How can these
activities be constituted as University or institutional activities? How can there be a
collaboration among organizers to attract more volunteers and promote volunteering?
Third, an investigation is warranted to look into the impact of Ateneo education

and years in Ateneo into the volunteering ways of the faculty and staff members and
students. What subject/s has/have inspired students to do volunteering? What
structure/s in the University that facilitate/s their volunteering and that of the faculty
and staff members? How do students’ organizations promote and facilitate volunteering
among student members of the organizations? It is also interesting to study the
alumni. How do they live out the Ignatian motto after graduating from Ateneo?
Fourth, how does the performance merit system which includes community
service as volunteering affect volunteering of both the faculty and staff members? Fifth,
the reasons or motivations for volunteering given by the respondents need to be
explored vis-à-vis various programs’ objectives to complement these reasons or
motivations.
46
Program and policy designs
Many programs and policies have been instituted in the University for various
reasons and purposes. Whether to address an institutional need or introduce change,
these programs and policies cater to certain sector or group of the University if not all.
It is known that behaviors can be organized through set of rules, such as programs and
policies, which rewards and encourages a certain desirable behavior like volunteering.
To promote and persuade volunteering in the University, a specific and integrated
program or policy on extension and public service which establishes linkages and
networks within and outside the University should be designed. A special office can be
created for this purpose. In this way, it will be a lot easier to track and mobilize
volunteering in the University.
47
References
Abad, Ricardo. “Religion in the Philippines.” Philippine Studies. Vol.49 (2001):337-367.
Abanes, Menandro. “Perceived Effective Teacher: Its Relation to the Academic Peformance of
the Students of Ateneo de Naga.” Undergrad thesis. Ateneo de Naga. Naga City, 1996.
Abergos, Dennis and Ernesto Geronimo Jr. “Perception on the Qualities of a Good Teacher
among College Students of Ateneo de Naga University S/Y 1998-1999.” Undergrad
thesis. Ateneo de Naga University, Naga City, 1999.
Abiog-Adriano, Debbie. “Peformance Evaluation of Ateneo de Naga.” M.A. thesis. University of

Nueva Caceres, Naga City, 1996.
Aguiling-Dalisay, Grace, Jay Yacat and Atoy Navarro. “Extending the Self: Volunteering
as Pakikipagkapwa. Center for Leadership, Citizenship and Democracy – National
College of Public Administration and Governance – University of the Philippines, 2004.
Chancoco, Ivy Kristine and Alyn Yu. “Qualities of an Effective Teacher as Perceived by
Psychology Students of Ateneo de Naga University S/Y 2004-05.” Undergrad thesis.
Ateneo de Naga University, Naga City, 2005.
CORPLAN 2010, Ateneo de Naga University, August 2001.
Correo, Cynthia. “An Evaluation of the Teacher Education Program of the Ateneo de Naga
University and its Implications to Administrative Concerns and Directions.” M.S. thesis.
De La Salle University – Manila, Manila City, 2001.
Data, William. “Teachers Performance and Students’ Achievement.” M.A. thesis. Ateneo
de Naga University, Naga City, 2003.
http://www.unv.org/infobase/articles/2001/01_02_15USAtoolkit.pdf
International Commission on the Apostolate of Jesuit Education (ICAJE). “The Characteristics of

Jesuit Education.” Ed. Jerome Aixala, S.J. Anand-Gujarat: Gujarat Sahitya Prakash,
1987.
Javier, Emil. “Voluntarism in the University.” Pahinungod Annual. Vol. 8, (1996):
Lopez, Mark. JVPs Getting Fewer over the Years. Trip. Jesuit Volunteers Philippines
(JVP) Foundation, Inc.
Opiniano, Jeremiah. “The Establishment of a Volunteer Service Program in the

University of Santo Tomas: A Proposal.” Social Research Center Research Update,
February 2000, 6-7 & 8.
Philippine National Volunteer Coordinating Agency (PNVSCA). “Development Powered

by Volunteers.” Quezon City, 2000.
Saavedra, Nieves. “Ateneo Education: its Implications to the Level of Consciousness of

the College Students.” M.A. thesis. Colegio de Sta. Isabel, Naga City, 1992.
48

Measuring Volunteering in A Jesuit University in The Philippines

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Measuring Volunteering in A Jesuit University in The Philippines

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To Be Men and Women For Others: Measuring

Volunteering in a Jesuit University

The Ateneo de Naga University as a modern university serves in four functions;

In the 1998 Philippine Accrediting Association of School, Colleges, and

In the book “Development Powered by Volunteers,” the Philippine National

The survey investigated the types of activities and distribution of volunteering in

Specifically, the survey would find out the following:

Significance of the Study

Table 1. National Data on Volunteering in Various Activities

A number of studies have identified qualities of an effective teacher in Ateneo de

In her graduate thesis Performance Evaluation of Ateneo de Naga, Debbie Abiog-

Correo (2001) evaluated the Teacher Education Program of Ateneo de Naga

Looking at the motivations of people volunteering, Vidal (cited in Aguiling-Dalisay

In various Ugnayang Pahinungod’s narratives of volunteers’ experiences,

Volunteerism or, its close counterpart in Tagalog, bayanihan is a trait not

De Leon (1996) traced the roots of bayanihan in agricultural communities where

Today, volunteerism could be found in various sectors; in private sector,

Volunteerism, in the different Ateneos which follow a Jesuit education tradition,

As a concept, volunteerism is differentiated from the practice of volunteering.

One of those organizations that provides opportunities for volunteering, the

Staff members are classified as either academic or non-academic staff. Academic

Instrument. The pre-tested survey-questionnaire is the modified version of the sample

It also includes the respondent's course, year and organization, if a student; if a

The survey-questionnaires with a cover letter were distributed to all faculty

The staff members were cooperative in completing the survey-questionnaires.

Faculty Population Samples Percentage %

Fulltime. Of the 22 activities, helping provide assistance or basic necessities such as

Have you helped organize a public event aimed at popularizing knowledge or

As employees of a school, the fulltime faculty members had 18 out of 22

Eleven activities required 12 hours or more from the faculty members.

REASON or MOTIVATION FOR VOLUNTEERING FREQUENCY % RANK

REASON or MOTIVATION FOR NOT VOLUNTEERING FREQUENCY

Fourteen of the listed activities that part-time faculty members participated in

REASON or MOTIVATION FOR VOLUNTEERING FREQUENCY % RANK

REASON or MOTIVATION FOR NOT VOLUNTEERING FREQUENCY % RANK

Academic staff. Thirty-seven out of possible 39 volunteers participated in a public

REASON or MOTIVATION FOR NOT VOLUNTEERING FREQUENCY % RANK

TOTAL n=74 70 129 330 271 47 198 239 206

REASON or MOTIVATION FOR VOLUNTEERING FREQUENCY % RANK

REASON or MOTIVATION FOR NOT VOLUNTEERING FREQUENCY % RANK

Expectedly, 17 activities in the list were generally organized or sponsored by

REASON or MOTIVATION FOR VOLUNTEERING FREQUENCY % RANK

1 to have fun 106 63.10 5

unable to keep the promise or commitment to

Thirteen activities were mostly done in 3 hours or less; six activities in 4 - 11

Table 14 reveals that to have an achievement or fulfillment motivated more 2nd

Seventy-three students were unable to volunteer for the activities because no

REASON/S or MOTIVATION FOR VOLUNTEERING FREQUENCY % RANK

REASON/S or MOTIVATION/S FOR NOT VOLUNTEERING FREQUENCY % RANK

REASON or MOTIVATION FOR VOLUNTEERING FREQUENCY % RANK

REASON or MOTIVATION FOR NOT VOLUNTEERING FREQUENCY % RANK

TOTAL n=192 237 466 587 255 51 246 514 488

Many of the activities participated in by fourth year students were organized by

The school topped in fourteen of the activities as organizer of those activities.

REASON or MOTIVATION FOR VOLUNTEERING FREQUENCY % RANK

REASON or MOTIVATION FOR NOT VOLUNTEERING FREQUENCY % RANK

REASON or MOTIVATION FOR VOLUNTEERING

REASON or MOTIVATION FOR NOT VOLUNTEERING FREQUENCY % RANK

Summary of Findings, Conclusion and Recommendations

Top volunteer activity

Activity least likely to attract volunteers

Consistently, donating blood or other biological organs could be found at the

Organizer of volunteer activities