“THE AWARENESS AND ACCEPTANCE OF SENIOR HIGH SCHOOL STUDENTS

TOWARDS MANDATORY ROTC BILL”

CHAPTER I

Introduction

Reserve Officer Training Corps has been a long-established part of the educational

system as a training ground for army reserve members. “The most prominent argument

on behalf of ROTC is the traditional “citizen soldier” rationale, which emphasize how

ROTC can broaden the military’s exposure to high levels of the civilian mind. In this line

of argument, officers trained by ROTC are more likely to balance military virtues with a

commitment to the norms of civil society and the constitutional order. This balance is good

for America because, among other things, it can enhance effective civilian control of the

military. The contemporary viability of the citizen soldier concept has occasioned much

debate, but it continues to be a useful and important aspiration in a polity in which deep

respect for constitutional principles coexists with substantial defense obligations and

needs.” (Dawns, 2011)

ROTC in the Philippines is one of the three components of the National Service

Training Program, the civic education and defense preparedness program for Filipino

Senior High School Students. ROTC aims to provide military for students to mobilize them

for national defense preparedness. Its specific objectives include preparation of Senior

High School Students for service in the Armed Forces of the Philippines in the event of

an emergency and their training to become reservists and potential commissioned officers

of the AFP.
 ROTC is one of the government's National Service Training (NSTP) recruitment

courses aimed at training young people for service in the community. In addition to ROTC,

the Civil Welfare Training Service (CWTS) and the Literacy Training Service (LTS) are

other courses in the program. NSTP is mandatory on the basis of the 2001 NSTP Law for

all college students. Students, however, can choose which of the three NSTP courses

they can take.

The term ROTC or Reserve Officer Training Corps is probably not known to

everyone as a popular government program for high school and college students. It aims

to train military discipline and abilities. It is mandatory for students. Others are not required

to attend such training as disabled students, or recommended by a doctor.

Jepoyo (2017) said in 1992 that ROTC was first implemented and subjected to the

UP and the year 1935 made it mandatory for all colleges and universities. But in 2002, it

was completely terminated because of the death of a cadet galling in the UST. It was

brutal that the cadets were killed because of its exposure to ROTC training corruption in

UST, but it was only the 17th of February in 2017 a law approved by President Duterte

was reimplementing the ROTC. The measure will grant Grade XI and Grade XII students

to ROTC. But the president says, ROTC’s residence is different from the former ROTC in

the wake of corruption. He said the new ROTC is not worthy of corruption. The Armed

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

ROTC’s bad happenings.

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

Grade XII could help instill patriotism, deepen national love, and good citizenship for

Filipino youth.
 According to the 1987 CONSTITUTION OF THE REPUBLIC OF PHILIPPINES

ARTICLE II SECTION XII, the State recognizes the important role of youth in the

development of the country and must promote and protect their physical, moral, spiritual,

intellectual, and social well-being. It will be established in the youth of patriotism and

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

The Researchers found that this topic was a timely issue for Senior High School

students, and also noticed that only a few students have deep knowledge about the rules

and regulations of the Reserve Officer Training Corps. Through this research study, the

readers’ and respondents’ knowledge about ROTC will broaden

Statement of the Problem

This study aims to determine the correlation between awareness and acceptance

of senior high school students of Notre Dame—Siena College of General Santos City

towards Mandatory Reserved Officer Training Corps (ROTC) Bill.

Specifically, this study intends to answer the following:

1. What is the level of awareness of the senior high school students towards the

rules and regulations on the Mandatory ROTC Bill?

2. What is the level of acceptance of the senior high school students towards the

rules and regulations on the Mandatory ROTC Bill?

3. Is there a significance between the awareness and acceptance of senior high

school students towards the rules and regulations on the Mandatory ROTC

Bill?
Significance of the Study

This study will be a significant endeavour in providing information and knowledge

to senior high school students, teaches and parents who are mostly confused and

unaware about what the program or government wants for the society. Additionally, this

study will also contribute to the efficiency of the Mandatory Reserve Officers Training

Corps Bill to the senior high school students.

Specifically, this study will be beneficial to the following:

Senior High School Students. This study will be a way for them to express their

own concerns, suggestions and opinions of the respondents regarding on the rules and

regulations of the Mandatory Reserve Officer Training Corps Bill.

School Administration and ROTC Implementor. The authorities can use this

study to provide further information about the ND-SCGSC Senior High School Students

who are subject to the Reserve Officer Training Corps program will be informed of the

issues and concerns if the students are willing to undergo the program and if the students

are informed about the Reserve Officer Training Corps program.

Scope and Delimitation

295 Senior High School STEM, ABM, and HUMSS Students of Notre Dame—

Siena College of General Santos City, excluding the researchers, were used as a sample

in conducting the survey. The study limits its coverage on the Senior High School

Students only. Its main purpose is to identify the level of awareness and level of

acceptance towards rules and regulations that is covered in Mandatory ROTC Bill. Each
respondent is given same questionnaire to answer. This study focuses on the Senior High

School Students of the present school year 2019-2020.

Definition of Terms

The better understanding of this study, the following terms are defined

conceptually and operationally:

Acceptance. Pam (2013) defined it as an agreeable demeanor toward a concept,

position, individual, or group. Operationally, it is the measured capacity of acceptance of

each respondent towards Reserve Officer Training Corps.

Awareness. Bhatia (2011) conceptually defined it as an attention, alertness, and

to be on guard. Operationally, it is the measured capacity of awareness of each

respondent towards Reserve Officer Training Corps.

Mandatory. Washington (2019) defined it as an action something that is required,

obligatory, or compulsory. It is operationally defined as an adjective that describes

Reserve Officer Training Corps.

Notre Dame—Siena College of General Santos City. Nucum (2018) defined it

as a private non-secretarian Catholic Dominican school in General Santos City and

accredited by the Philippine Accrediting Association of Schools, College, Universities

(PAASCU). Operationally, it is the locale of the study.

Reserve Officer Training Corps or ROTC. Collins (2010) conceptually defined it

as a military organization that trains people to become officers in the Armed Forces.
Operationally, it is defined as the variable where the level of awareness and level of

acceptance is subjected to.

Senior High School. According to Formoso (2016), it is the last two years of the

K to 12 Program that has been implemented by the Department of Education here in the

Philippines since 2012—namely grades 11 and 12. Operationally, it is the program where

the respondents of the study are enrolled.

 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes the related literature and related studies which the

researchers have perused to shed light on the topic under study.

History of ROTC

Retrieved from Malacañang Records Office, President Ferdinand Marcos revoked

the Executive Order No, 207 of 1939, which states the Executive Order No. 59 in its place

last February 8, 1967. This executive order was made mandatory for ROTC in all colleges,

universities and other institutions with enrolment of 250 male students and greater.

President Marcos also issued a Presidential Decree No. 1706, also known as the

“National Service Law”, on August 8, 1980. The obligation for all Filipino citizens served

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

services, law enforcement services and military services.

In 1991, the Congress passed Republic Act 7077, the Citizen Armed Forces of the

Philippines Reservist Act, Sections 38 and 39 of this law have mandated ROTC

programming (Advance ROTC) additional years is voluntary. The basic philosophy of

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

intellectual and martial guard of democracy in which they live.

According to Diola (2016), one of the ROTC’s resurgence has sprouted due to the

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

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

they will be prepared as officers who can be called immediately to defer the country of
any occupation. The ROTC also saw the importance of the recent super typhoon in the

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

save and deliver relief goods to disaster victims.

Montemayor (2019) have stated that the Department of Education (DepEd)

welcomed the revival of the mandatory Reserve Officers Training Course (ROTC) after

its propped implementation in Senior High School (SHS) passed the third and final

reading at the House of Representatives. In a statement on May 23,2019, Thursday, the

DepEd said a series of consultations and discussions with the Department of National

Defense (DND) and the Armed Forces of the Philippines (AFP) about the ROTC

implementation resulted in the signing of a memorandum of agreement between them.

ROTC Mandatory Bill

Article II, Section 4 of the 1987 Constitution provides that the prime duty of the

government is to serve and protect the people. The Government may call upon the people

to defend the State and, in the fulfilment thereof, all citizens may be required, under

conditions provided by law, to render personal military or civil service. Under Article II,

Section 13, the State recognizes the vital role of the youth in nation-building and shall

promote and protect their physical, moral, spiritual, intellectual and social well-being. It

shall inculcate in the youth patriotism and nationalism, and encourage their involvement

in public and civic affairs.

Retrieved from Republic Act No. 7077, the House Bill No. 5113 seeks to use

schools as instruments of nationalism, nation-building, and national preparedness it is not

enough that students are taught about the greatness of our forefathers; nor is it sufficient
to simply rely on Filipino, HEKASI, Makabayan, Social Studies, Araling Panlipunan, or

Social Science classes in an effort to impart to the students in the value of discipline,

patriotism, and nationhood. These values cannot be taught in a classroom setting. The

Filipino Youth should be physically trained in upholding these values because this wll be

the foundation for a productive society and a stronger Philippine Republic.

Acquired from House Bill No. 8651, the “Reserve Officer Training Corps (ROTC)

Act of 2018” aims on restoring the mandatory military training for senior high school

students in public and private schools nationwide would instill discipline among the youth,

develop leadership and establish a standby force for mobilization during national

emergencies, calamities and other instances where they could be called upon and

mobilized to assist in matters of external and territorial defense, internal security and

peace and order since, a mandatory ROTC program will provide the Armed Forces of the

Philippines with the support of well-trained reservists and potential commissioned officers.

Rules and Regulations

Retrieved from the Naval Reserve Officer Training Corps Handbook under the

Department of Naval Science and Tactics (2018), this program is embodied under the

provisions of RA 9163 and RA 7077 and the following regulations shall be implemented

to all students enrolled in the Military Science Training to produce quality enlisted and

officer reservists for the AFP Reserve Force. The content of the handbook

Taken from the Training Regulation of the handbook, the cadets of the Naval

Reserve Officer Training Corps will be graded according to the following:

1. The school year which is divided into two (2) semesters must conform

to the school calendar as practicable.

2. Cadets/ cadettes shall be given a final grade for every semester, such

grade to be computed based on the following weights:

a. Attendance - - - - - - - - - - 30 points

b. Military Aptitude - - - - - - 30 points

c. Subject Proficiency - - - - 40 points

3. Subject proficiency is forty percent (40%) apportioned to the different

subjects of a course depending on the relative importance of the subject

and the number of hours devoted to it. It is the sum of the weighted

grades of all subjects.

The weighted grades of a subject are computed as follows:

SP = Raw Score / Total number of test item x 50 + 50

= SPG x 40%

= SP Final Points

Provided, however, that a midshipman must obtain a minimum of

twenty-eight (28) points in subject proficiency and twenty-four (24)

points in attendance in order to pass the course for the

semester/trimester.

4. Each cadet/ cadette shall be given one hundred (100) merits at the

beginning of every semester. Additional merits may be awarded for

attending special formations, parades or other activities outside of

 prescribed training hours. For every infraction of regulations, he shall be

penalized by demerits as prescribed.

Ex. Military Aptitude: 100 Merits – Total Demerits x 30%

5. List of Demerits with Corresponding Penalties:

a. Class A (Punishable by discharge) Gross disrespect to superior

officers, abuse of authority, illegal collection and destruction of

military or school property.

1) Gross disrespect to superior officers.

2) Assaults a superior officer under any pretext.

3) Abuse of authority or manhandles his subordinates.

4) Cheating during graded examinations.

5) Collects any fees or contributions from the members of the

Midshipman Corps without expressed authority of the

ROTC Commandant.

6) Ignore or violate standing instructions.

7) Deliberately mutilate, destroy, or render unserviceable any

military or school property.

8) Commits any act similar in nature and category to the

aforementioned offenses.

b. Class B (6-10 Demerits). Grave Misdemeanor

1) Talking to a superior officer in a begrudging and hostile

manner.

2) Disobeys legal orders from superiors.

 3) Deliberately telling things proved to be false.

4) Making boisterous remarks or catcalls at any woman while

in ranks or in any prescribed formation.

5) Sleeping in classroom or in any place of instruction while

such instructions is being conducted.

6) Report late in any formation or prescribed place of

assembly.

7) Commits any act similar in nature and category to the

aforementioned offenses.

c. Class C (4-5 Demerits) Less Grave Misdemeanor

1) Slouching in ranks

2) Walking in uniform without headgear

3) Sleeves of uniform rolled up or caught in the act rolling the

sleeves of his ROTC uniform

4) Spitting while in ranks or formation

5) Rolling of eyeballs when at parade rest or does any act

that would be detrimental to the discipline while in ranks

6) Chew gums or tobacco when reporting to an officer

7) Carelessly lays aside his rifle

8) Wearing dirty uniform

9) Commits any act similar in nature and category to the

Aforementioned Offenses
 d. Class D (1-3 Demerits). Minor Misdemeanor and Omissions

1) No nameplate, insignias and other uniform paraphernalia

2) Shoes not shined and wrongly tied

3) Brass articles are not shined

4) Long hair

5) Dirty face and mustache

6) Missing buttons or unbuttoned pockets

7) Wearing uniform other than one prescribed

8) Malingering

9) Falling out from ranks without permission

10) Standing on one leg

11) Sitting while in ranks

12) Leaning or sitting on his rifle

13) Drops or lazily drags his rifles

14) Commits any act similar in nature and category to the

aforementioned offenses

Local Related Studies

In the study “Effectiveness of ROTC Program of Bulacan State University

ROTC Unit”, Tullao (2019) concluded the following: (1) The study revealed that both the

NSTP Director/Coordinator and commandant are middle aged while the training staffs are

dominantly young while the cadets are 16-17 years old, female, Bachelor degree with

master’s units for the NSTP Director/Coordinator and bachelor’s degree holders with

material units for the Commandant and staff, while the majority of the cadets were
enrolled in basic ROTC course; (2) The ROTC administration in terms of manning,

management/organization was found to be highly evident by the NSTP Director and

Commandant & Staff while the cadets found it very evident; (3) The level of awareness in

terms of flooding by the NSTP Director /Coordinator, Commandant and Staff and Corps

of cadets were found to be very much aware; (4) The study revealed that the level of

effectiveness of ROTC program in ROTC Annual Administrative and Tactical Inspection

is satisfactory; (5) The ROTC Commandant and Staff as well as the Basic and Advance

Cadets significantly predicts the ROTC Program; (6) Thus, the null hypothesis of the study

stating that the variables such as the respondents related profile, ROTC administration,

ROTC components, ROTC scholarship program, Disaster Risk Reduction Management

(DRRM), Knowledge, attitudes and practices on disaster mitigation and prevention and

Flooding of Bulacan St ate University do not predict the effectiveness of the ROTC

program is partially accepted.

The study entitled “Effectiveness of ROTC Program of Bulacan State University

ROTC Unit” by Tullao (2019) is relevant to the researchers’ study for it shows impression

on the experiences of ROTC cadets which will eventually be useful to the survey

questionnaire for the respondents of the study.

According to the study “Perception of Criminology Students Towards ROTC

Program of Bulacan State University” by Tullao (2018), These Military science

courses are designed to prepare criminology students to develop their leadership,

discipline and community awareness in response to the disaster risk reduction program

of the community, and to produce quality commissioned officers in the Armed Forces of

the Philippines. With the ROTC program helps the criminology students to succeed in
their chosen field in the college and be one of the aspiring Police Officers of the Philippine

National Police (PNP) and in the Armed Forces of the Philippines (AFP). This research

study draws pertinent data and information needed to determine the Perception of

Criminology students of Bulacan State University towards ROTC program, this study

utilized the descriptive method of research. Questionnaires and documentary analysis

were employed as tools in order to have baseline information of the variables under study.

The group of respondents was composed of Basic and Advance ROTC Cadets of

Bulacan State University with a total number of 324 cadets.

The relevance of the study, “Perception of Criminology Students Towards ROTC

Program of Bulacan State University” by Tullao (2018), is that it shows the usefulness of

ROTC to criminology-related courses in terms of training.

A study entitled “An Analysis of the Impact of Participation in the National

Service Training Program II” by Losobia and Gabriel (2015), is about service-learning

and the core values of LPU-Laguna. Survey questionnaires were given to 234 students

enrolled in the National Service Training Program II. Weighted mean was used to get the

students’ participation, perception of learning and the adherence to the core values. Using

Pearson’s chi-square, results show that there is significant relationship between the

colleges students belong with and their adherence to the core values. Spearman rho was

used to look into the relationship of students’ participation in service to the core values of

LPU-Laguna (rho-value=.609**, Sig.2-tailed= 000). Spearman rho was also used to see

the relationship of students’ perception of learning in service (rho-value.198**, Sig. 2-

tailed= .002). Results show that there is significant relationship among the students’ level

participation, students’ adherence to the core values and students’ perception of learning.
 “An Analysis of the Impact of Participation in the National Service Training Program

II” by Losobia and Gabriel (2015) is relevant to the study because the findings and

conclusion of the study shows the students’ level of participation, students’ adherence to

the core values and students’ perception of learning towards NSTP II.

As eloquently stated in “The Implication of the National Service Training

Program (NSTP) Act in the Reserve Force Development” by David (2010), there is a

continuous decrease in ROTC enrollment and inversely the increase in enrollment of the

CWTS component. Because under the NSTP Act that made ROTC just an option and

voluntary, most students prefer CWTS or LTS. The latter components were considered

as easier, less time consuming and less expensive. The result is dismal wherein there

are only few enrollees in the ROTC program. There can only be few graduates if there

are few enrollees. Few graduates mean smaller base for the country’s reservists. This is

the reality people face today and the near future. The reserve force build-up and

development can only be present if there are warm bodies to count on. As it is, the

graduates of ROTC (which comprise 80% of the reservists) starts to dwindle. This is the

effect of NSTP on the AFP’s reserve force development.

The relevance of “The Implication of the National Service Training Program

(NSTP) Act in the Reserve Force Development”, by David (2010), to the study is it

revealed the possible efficiency of NSTP in the country in the present or future.

As studied by Manaligod (2009) in a research entitled “The ROTC Scholarship

Program: Towards an Enhanced National Security” which focused in determining the

proposed ROTC scholarship Military Training Service (MTS) component will produce

highly trained and motivated AFP reservists. The findings are the following: (1) the
present ROTC program was made optional and reduced to a one-year course by RA

9163; (2) the optional effect of the ROTC program will reduce its enrollment thus affects

the reservist procurement program of the AFP; (3) the AFP Modernization Program was

not affected by the restructuring program of the ROTC; (4) an average of 7,500 ROTC

graduates is needed for the AFP Reserve Force build-up; (5) RA 9163 provides for

incentives/assistance for qualified students taking NSTP; and (6) a proposed scholarship

program is needed to attract college students to take up ROTC and produced the desired

quality graduates for integration into the AFP Ready Reserve Force.

The study “The ROTC Scholarship Program: Towards an Enhanced National

Security” by Manaligod (2009) is relevant because it shows the efficiency of the ROTC

program to the students. Manaligod (2009) concluded that the ROTC Program

implementation needs to be revitalized.

Foreign Related Studies

The study entitled “Moral Development in the Military: The Efficacy of ROTC

Morality Training at the Sophomore Level” aimed at assessing the moral development

aspect of sophomore Naval ROTC students, specifically with regards to the efficacy of

ROTC training. Navy ROTC, Air Force ROTC, and traditional (i.e., no military affiliation)

sophomore students were asked to complete the online version of James Rest’s Defining

Issues Test (DIT) version 2. Students were asked to complete 3 iterations. On the basis

of high attrition levels of participants among traditional student participants, that group

was excluded from the final analysis. Both as compared to themselves over the three

iterations, as well as compared to Air Force ROTC students across iterations 1 and 3,

Navy ROTC students showed no statistically significant difference in the indices of moral
interest (i.e., P score and N2 score). The results suggest that Navy ROTC training at the

Sophomore level does not significantly increase moral development as measured by the

DIT-2. Additionally, Navy ROTC training does not appear to have any greater efficacy in

moral development than Air Force ROTC training, despite service-specific differences in

training approaches (Gillet, 2013).

The study “Moral Development in the Military: The Efficacy of ROTC Morality

Training at the Sophomore Level” by Gillet (2013), is applicable in the study because it

states the moral development of ROTC cadets which will also be included in constructing

the survey questionnaire.

In a study entitled “Socialized Leader Development: A Phenomenological

Study of the College Army ROTC Student Perspective and Experience” by

Campbell (2017), three separate data collection methods were used to collect participant

views related to leader development with the Army ROTC experience; namely these were

the use of observations, personal interviews, and participant journaling. Through the use

of these three investigative procedures the phenomenon each individual experienced

developed into informative themes associated with their leader development experience.

Throughout the process of data collection, data was sorted and organized using an open

coding system. The research questions were helpful in facilitating theme development by

providing an initial framework and helped to minimize a common problem associated with

coding in qualitative research, which is over coding or investigator bias. Moreover, the

process of review and refinement provided a foundation that allowed new interpretations,

insights, and follow on connections that emerged through the data.

 The study “Socialized Leader Development: A Phenomenological Study of the

College Army ROTC Student Perspective and Experience” by Campbell (2017) is relevant

to the researchers’ study because this shows the possible perspective of some of the

respondents about ROTC.

Lima (2017) stated in a research study entitled “Effects of a Periodized Training

Program and a Traditional Military Training Program on Functional Movement and

Y-Balance Tests in ROTC Cadets”, which focuses on the effects of a 10-week

periodized and traditional military training program on FMS, and upper and lower

quadrant YBT scores of Reserve Officers Training Corps (ROTC) Cadets. A significant

interaction (p≤0.05) was observed for FMS scores. The control group had a much lower

initial FMS score and demonstrated more improvement than the intervention group. Both

groups demonstrated a significant increase in left side YBT upper (p=0.03) and lower

(p=0.02) quadrant scores after 10-weeks of training. This study found larger

improvements in FMS scores in ROTC cadets participating in a traditional military training

program compared to cadets participating in a periodized strength training program.

Scores in the left side of the YBT upper and lower quadrants were improved in both

groups suggesting multiple training programs can improve function in non-dominant sides

or asymmetries. Further exploration of FMS and YBT scores and mechanisms of

improvement in tactical athletic populations would be beneficial.

The pertinence of the study of Lima (2017) entitled “Effects of a Periodized Training

Program and a Traditional Military Training Program on Functional Movement and Y-

Balance Tests in ROTC Cadets” is it exhibits the different results between the periodized
and traditional military training. The results of the study may possibly relate to the

respondents’ way of fathoming the ROTC way.

According to Johnston (2010) the research study “An Examination of the

Influence of Psychological Hardiness on Retention in US Army Reserve Officer

Training Corps (ROTC) Programs”, this exploratory study examines the influence of

psychological hardiness on retention in US Army Reserve Officer Training Corps (ROTC)

programs. The influence of hardiness in high-stress, high-stakes environments has been

found to be positively related to retention and improved performance. Three scales

measuring psychological hardiness, The Dispositional Resilience Scale-15 (DRS-15), the

Revised Academic Hardiness Scale (RAHS) and a measure developed specifically for

this study, were administered to Army ROTC battalions at three different academic

institutions: 1) a private residential university; 2) a publicly-funded residential university;

and 3) a publicly-funded non-residential university.

The germaneness of the study of Johnston (2010) entitled “An Examination of the

Influence of Psychological Hardiness on Retention in US Army Reserve Officer Training

Corps (ROTC) Programs” is the learnings of the cadets under different influences. This

study may reflect on the current ROTC cadets in the Philippines.

The result of the study “Characteristics of Army Reserve Officer Training

Corps Leader Development” by Estes (2016), the differences in environment, personal

psychology and institutional mission preclude the ability of any organization, including the

Army and higher education, to design “the” perfect leader development program. Having

said this, it seems clear that Army ROTC is meeting its mission of training college students

16 to acquire leader skills according to the guidance developed in AR 350-1, ADRP 6-22
and the Army LDP. ROTC as a curriculum successfully emphasizes the need for the

emerging leader to self-consciously commit to becoming a leader in programs with a

significant social purpose; it understands the role that institutional values play in providing

a sense of purpose for the emerging leader; and it socializes college students into a well-

defined, socially-accepted subculture, specifically that of the profession of arms. The

emphasis on lifelong self-development, the presence of counselors and mentors and

continual assessment of one’s leadership skills are introduced to cadets, who are

encouraged to focus on self-development throughout their careers. Both the Army LDP

and the Social Change Model agree that all of this experience and training must be

present for an individual to learn to lead and to practice one’s leadership. In sum, ROTC

is successfully engaging in leader development both for the Army and for higher

education.

The study of Estes (2016) entitled “Characteristics of Army Reserve Officer

Training Corps Leader Development” is relevant for the researchers’ study because it

states the characteristics of the cadets who are successfully engaging in leader

development.

Generally, all related studies are highly relevant to the researchers’ study because

all that are stated are useful in constructing the survey-questionnaire which will be given

to the research respondents—the Senior High School Students.

Conceptual Framework

The system approach (Input-Process-Output system) is used in describing the

conceptual paradigm of the study. It describes the entire research flow as it goes through
each process. It also explains the relationships in a study between each concept using a

conceptual paradigm. Conceptual paradigm, a visual presentation of variables that

interrelate with each other as viewed by the researcher before an actual empirical

analysis is carried out to show their relationships.

Conceptual Paradigm

INPUT PROCESS OUTPUT

1. What is the level 1.) Making survey- The society will be able to
of awareness of questionnaires on know what students think
the senior high the level of of Mandatory Reserve
school students awareness and Officers Training Corps
on the level of (ROTC) and its rules and
Mandatory acceptance of the regulations. Additionally,
ROTC Bill? senior high school the authorities will be
2. What is the level students towards able to understand the
of acceptance of the rules and student’s outlook towards
the senior high regulations of Mandatory ROTC.
school students Mandatory ROTC
a. 1.
on the Bill.
Mandatory
ROTC Bill?
3. Is there
significance
between the
awareness and
acceptance of
senior high
school students
towards
Mandatory
ROTC Bill?

Figure 1. The Conceptual Paradigm

 Figure 1. The Conceptual Paradigm below shows the relative processes the

research will undertake. As shown, the inputs for the model identified for this research

consists of the level of awareness and acceptance of the respondents towards the rules

and regulations of ROTC. The process of this study is through creating and disseminating

survey-questionnaires. The desired output is to let the society and authorities know the

students’ outlook towards the rules and regulations of Mandatory ROTC.

The Conceptual Paradigm shown above represents the summarized flow of the

study “The Awareness and Acceptance of Senior High School Students Towards

Mandatory ROTC Bill”. As stated, the input consists the statement of the problem; the

process is the relative step to be actioned; lastly, the output which is the desired outcome.
 CHAPTER III
RESEARCH DESIGN AND METHODOLOGY

This chapter outlines the methodology used in the study. The research design, the

study venue, the respondents of the study, the sampling design and the research

instruments are included.

Research Design

This study was conducted according to the design of quantitative descriptive

method. Researchers express and evaluate the views and expressions of the grade 11

and grade 12 students. The study will make use of the descriptive method since its

purpose is to assess the perception of the senior high school students of Notre Dame-

Siena College pf General Santos City in the Mandatory ROTC. Descriptive studies are

purposive processes of gathering, analyzing, classifying and tabulating data about

prevailing conditions, practices, processes, trends and cause-effect relationships and

then making adequate and accurate interpretation about such data with or without the aid

of statistical tool.

Research Respondents

The respondents of the study are specifically all Grade 11 and Grade 12 students

of Notre Dame Siena College of General Santos City. There are 297 students excluding

us the researchers, from 9 sections composed of 3 different strands: STEM, ABM and

HUMSS. The researchers used quota sampling and quota sampling means taking a very

customized sample that is commensurate some characteristics or trait of a proportion

using the Slovin's formula,

 𝑁
𝑛=
1 + 𝑁𝑒 2

out of all 192 students, 130 were picked as research respondents. There are 4

sections of the Grade 12 and five sections of the Grade 11, the respondents will be split

and each classroom from Grade 11 and Grade 12 will have 30 respondents.

Research Locale

The study will be conducted at Notre Dame-Siena College of General Santos City.

This school is a Catholic Educational Institution owned and administered by the

Dominican Sisters of St. Catherine of Siena, located in NLSA road extension Purok

Masagana, Barangay San Isidro, General Santos City. Notre Dame-Siena College of

General Santos City has formed because of the merging of two educational institutions

named Notre Dame of Lagao for Girls and Notre Dame of General Santos City. It is

committed to provide quality Christian Education to its students and embodies academic

excellence, moral values and social responsibility for a mature Christian living. Moreover,

the school's vision is to produce students who possess the knowledge of faith and able

to live it out, and students who possess a well-balanced character by recognizing the

uniqueness of every individual.

Research Instrument

The researchers used questionnaires as their instruments in gathering data. This

consists of questions concerning the potential impacts of ROTC in the Grade 11 and

Grade 12 students. This will be answered by the Grade 11 and Grade 12 students that

may help to formulate the conclusion of the study.

 Likert scale, according to Barua (2013), Opinion-based questionnaires on Likert

Scales are commonly used in assessing health care utilization, facilitating factors and

barriers. There is a need to set up a cut-off point in them to arrive at a conclusion. It is

also important to set up a cut-off point on overall items in Likert scale-based

questionnaires used for assessing Knowledge, Attitude and Practice.

Statistical Treatment

Senior high school students’ response to the questionnaire were statistically

analyzed with the study’s data requirements. Students were statistically analyzed using

the study data tools. Descriptive statistics such as frequency count, mean, and

percentage are considered.

To evaluate whether there is a correlation between the independent and

dependent variables, the Pearson Product Moment of the Correlation Coefficient was

used with a significance level of 0.05.

Data Gathering Procedure

The study analysis protocol followed the step-by-step process to attain the target

of the study. First, the researchers made draft questionnaires and then it will be checked

by the research teacher if he has the appropriate questions to get answers from the

respondents using the quota sampling. Next, the researchers finalized their

questionnaires and changed things that needed to alter. Then, the questionnaires were

validated to the teachers. After that, the questionnaires were sent specifically to the

director’s principals and to the school administration and wait for the principal’s approval,
upon the approval, the questionnaires was delivered to the chosen respondents. And,

gathered, the researchers assessed, analyzed and interpreted the results of data.