Impact Evaluation of the NSTP in Promoting

Volunteerism towards Nation-Building

Zhanina U. Custodio Rachel Rodriguez-Ortega

Teresita T. Rungduin Laarni A. Urbiztondo
Eisha Vienna M. Fernandez Rowena D. Sabate
Philippine Normal University

Abstract

The study aimed at evaluating the level of volunteerism among National Service Training Program
(NSTP) students before and after taking NSTP courses, and identifying specific impacts of NSTP
towards volunteerism. Four scales and two focus-group discussion guides assessed the level of
volunteerism among students. Results reveal that the level of volunteerism among student-respondents
before the start of NSTP was high. Improvements in volunteerism were observed after comparing the
levels before and after taking the NSTP courses, which implicate that areas covered by NSTP may
actually develop perspective and empathy in students. Analysis of data from the NSTP Facilitators’
Focus Group Discussion (FGD) and interviews revealed an increased: 1) level of volunteerism spirit;
2) sense of personal effectives; and 3) awareness of the social issues after the course of NSTP. These
findings suggest that the study could serve as basis for planning and implementation of the NSTP
curriculum in order to sustain volunteerism spirit toward nation-building. It is recommended that
further longitudinal study on the effect of NSTP to volunteerism be done on a national scale.

Keywords:

volunteerism, National Service Training Program, impact evaluation

Author’s Notes

Correspondences regarding this paper should be directed to Zhnina U. Custodio at email custodio.zu@pnu.edu.ph.

Introduction One means to increase students’ civic

consciousness and community engagement is through
Education has long been considered as a tool for service learning, an approach that integrates community
social transformation and a means for nation-building. services with instruction to apply what students have
Social change happens as a response to many types of learned inside the classroom to the real-world context
social and nonsocial environment, and as education in order to concretize learning, and more importantly,
is considered to be the most important instrument of strengthen civic and community responsibilities. This
social change, schools raise awareness on students’ thrust is very evident in the study conducted by Morgan
civic duties through programs and other events. (1999) where civic values were developed in students

24 │ AsTEN Journal of Teacher Education 2016 Volume 1 ● Issue No. 2

through quality service learning programs. A more affecting it. The Volunteer Process Model (Omoto
positive effects on students’ ability to help others, work & Snyder, 1990, 1995; Omoto, Snyder & Berghuis,
well with other people, respect for others, and view the 1993; Snyder & Omoto, 1992) emphasizes that
world from other perspectives were also observed in the volunteer’s prior personal experiences, current
students who were engaged in service-learning. circumstances, and current personal and social needs
are central to their initial motivations to volunteer. It
Service-learning can be done in one’s also proposes that the tendency for people to continue
own community through partnering educational volunteering for an extended period of time depends
communities with community organizations and/ on their satisfaction with the organization, positive
or outside of one’s country or community. In the feelings about being a volunteer, commitment to the
Philippines, one of the many service-learning organization, and the match between the volunteer
programs is the National Service Training Program experience and the individual’s personal and social
(NSTP). Promulgated in 2001 through R.A. 9163, motives. The Role Identity Model (Callero, Howard,
the NSTP is intended to expand and enhance the & Piliavin, 1987; Grube & Piliavin, 1996; Piliavin
participation of tertiary students in nation-building. & Callero, 1991), in fact explains volunteerism in
There are three service components of NSTP: Literacy the context of the role of the volunteer and the social
Training Services (LTS), Civic Welfare Training structure within which volunteerism occur. It argues
Service (CWTS), and Reserved Officers’ Training that the volunteer’s roles become part of personal
Corps (ROTC). All students taking any baccalaureate identity as the volunteer’s self-concept is changed as a
degree or 2-year technical-vocational courses in result of continued volunteering. In a study conducted
any government-owned and government-supervised by Penner & Finkelstein (1998), affective measures
institutions are required to complete one of the NSTP (e.g. satisfaction, positive feelings), altruistic values,
components as requisite to graduation. Graduates of the other-oriented empathy, and other prosocial personality
LTS and CWTS compose the National Service Reserve were associated with volunteering activity, and that the
Corps pursuant to RA 9163, while those of ROTC volunteer’s role identity is vital in maintaining long-
comprise part of the Citizens Armed Forces, pursuant term volunteering activity.
to RA 7077. Management of the NSTP is given to
respective schools, hence they are expected to design, The previously presented studies suggest that
formulate, adopt, and implement the different NSTP volunteerism is affected by social and personal
components (Republic Act No. 9163). Since NSTP constructs. In the Philippines, volunteerism is deeply
is aimed at improving the civic consciousness of the rooted in the Filipino culture. The concepts of damayan,
youth that will translate civic and/or military leaders kawanggawa, and bayanihan are diverse forms of
or volunteers whom can be called upon by the nation collective volunteering effort of members of the
in case their services are needed, volunteerism is one Filipino community during times of need. Volunteering
of the integral values that is necessary to be developed improves social stability and leads to strong mutual
through this program. trust and cohesion among the members of a society,
and decreases partialities against others. In students, it
The UN General Assembly (2012) defines helps develop their social skills, enabling them to gain
volunteerism as “undertaken of free will, for the more confidence, open doors for more opportunities,
general public good, and where monetary reward is and develop their sense of nationalism through civic
not the principal motivating factor.” This character and community works.
may be driven by prosocial personality, the “enduring
tendency to think about the welfare and rights of other Volunteerism among students taking NSTP
people, to feel concern and empathy for them, and to courses, which are service-learning oriented
act in a way that benefits them” (Penner, Fritzsche, programs, should be assessed in order to somehow
Craiger, & Freifeld, 1995). realize its influence in creating a pool of civic
leaders and volunteers that the country will rely on
It is important to understand the reasons for in times of dire need. Previous researches on NSTP
people to start volunteering and continue to do so focused on its implementation. Mosura (2011) found
over a long period of time. Two theoretical models that a collaboration of an educational institution
attempt to explain volunteerism, and the factors (implementing CWTS) and the barangays of

Volume 1 ● Issue No. 2 AsTEN Journal of Teacher Education 2016 │ 25

Mandaluyong City provided skills training, making Conceptual Framework
the residents equipped for livelihood abilities. Little
attention is also given to ROTC because some This study is anchored on the theory of
universities and colleges offer only LTS and CWTS altruism and selflessness by Rehberg (2005) which
(Calonzo, 2014). states that the pro-social behaviour of helping
others is motivated by altruism and selflessness.
The National Center of Teacher Education and The motivation (Guay et al., 2010) to volunteer may
premier teacher education institution of the country that be intrinsic—for the improvement of one’s self; or
nurture innovative teachers to meet the challenges of extrinsic—for the betterment of the majority and
internationalization is subscribed to promoting literacy improvement in the society.
and thus offers the LTS component of the NSTP.
Students enrolled in this program are oriented on the Conceptually, volunteerism, is any effort by an
goals of NSTP and the University’s program in general, individual or in collective effort with others to work
and takes the lead in improving literacy, in various for the betterment of oneself, other individuals,
forms, of the members of the partner communities communities, society or the nation. As such, the
and schools. The university’s NSTP requires students “volunteer” does not expect any monetary gain or
to be immersed in the partner community or school to reward in return from the target community, in some
completely have a grasp of the latter’s current condition cases, give some form of recognition in the end.
so as to assess and help address their needs. This is in They do not work for money but for less tangible
conjunction with the goal of NSTP of increasing the yet more important forms of “remuneration”, such
level of awareness in terms of the needs of the state as building self-esteem, self-satisfaction, improving
and the shared responsibility that every member has their health, developing contacts (and sometimes get
in addressing nation-building concerns. This becomes good-paying jobs), appreciation, and an opportunity
a platform of service-oriented characteristics, such as to build skills.
volunteerism.
Although NSTP is a mandatory community
Purpose of the Study service, it should consider the full understanding
on the value of sustained volunteerism and the
The paper aimed to assess the impact of NSTP program objectives set for schools on the underlying
in promoting volunteerism through accounts of the motivations. Exposure to volunteer work and contact
teachers and students. It also attempted to explain the with primary beneficiaries of services may improve
mechanism by which the NSTP promotes concern for volunteering activity. As explained by Stryker (1980),
the general welfare of the people who are in need, the continued volunteering activity may increase
especially with regard to literacy, environmental and commitment to organization, and both may affect
community safety concerns, the individual’s self-concept that will translate to the
volunteer role becoming part of their personal identity.
The study specifically aims to:
Literacy Training Service is the focus of the
1. Assess the level of volunteerism among teacher education institution of interest in this study.
the students All sophomore students are enrolled in this subject for
two semesters, with a three-unit credit, equivalent to
a. before the start of the NSTP; 54-90 training hours each semester. The Community
Partnership and Extension Office of the university
b. after every NSTP course taken. tasked to oversee the activities of the students
enrolled in NSTP with a designated NSTP coordinator
2. Identify specific impact of the NSTP who is assigned to plan, organize, and supervise its
component towards the development of implementation. Aside from these, some higher
volunteerism. batch students and faculty facilitators who assist in
the conduct of the program, accompany the students
particularly during community immersion.

26 │ AsTEN Journal of Teacher Education 2016 Volume 1 ● Issue No. 2

 Volunteerism
NSTP

Nation-Building

Figure 1. Conceptual Framework

In the LTS, the first course taken by the students The assumption set forth in this study is the
is NSTP 11 (Introduction to NSTP) which centers increase in volunteerism or motivation to volunteer
on the formation of one’s self. It gives students an after the students have undergone the NSTP-LTS.
in-depth information about their personalities and The paradigm shows that NSTP facilitates the
helps them improve their skills in dealing with improvement in volunteerism among students, which
others and helping different kinds of people who plays an integral role in nation-building (see Figure1).
are in need. Emphasis is placed on the application This reflects that NSTP is a catalyst to a nation of
of volunteerism and leadership to diverse human citizens with heightened civic consciousness who
endeavours. are working towards community improvement and
nation-building.
Students who passed the NSTP 11 are allowed
to enrol the second course, NSTP 12 (Community
Immersion). Students are assigned to different partner
communities or schools where they will be allowed to Methodology
observe first to gain insights on the current situation
and later on assess the need of the environment so Research Design
that appropriate literacy services could be provided.
The first module of NSTP 12 focuses on the nature of This study is an experimental research.
community service intended for the students to find Respondents were tested on the levels of volunteerism
the true meaning and nature of community service. from different perspectives (outcomes, motivation,
The second part of their training involves the actual helping attitude, and the capacity to be charitable) on
immersion into the community and identifying variety two occasions before the taking NSTP and after they
of techniques and strategies that can be used in group took the course. The design requires that students are
activities in the community. assumed to have equal characteristics at the start of the
NSTP courses in terms of their levels of volunteerism
Nation-building is about people. People who while differences among sections and with their pre-
make effort to build institutions and practices that test scores are assumed to be evident after taking the
allow people to govern themselves in peaceful and course.
prosperous ways. Nation-builders are those who take
initiative to develop the national community, through Participants
government programs that include the mandatory
NSTP subjects for tertiary education. These students Purposive sampling was used to cover all college
who immerse in communities are the change agents students currently enrolled in NSTP1 course subject,
and the driving force in the creation of a more first term SY 2015-2016 of the university. All students
transparent and democratic society. They help build enrolled were invited to participate and consented
the nation with the will and vision to accomplish to involvement in the survey. The total size sample
greatness through the spirit of volunteerism, not for comprised 360 college students, 282 female and 75
themselves, not for their immediate families, and male students with ages ranging from 16 to 18 years
friends, but for the progress of the nation. (mean = 17.5). Table 1 shows the distribution of
students across sections and year level.

Volume 1 ● Issue No. 2 AsTEN Journal of Teacher Education 2016 │ 27

 Table 1. Distribution of participants according to Sections and Sex

Respondents’ Characteristics f %
Year and Section
I–7 36 10.0
I–8 32 8.9
I- 1 32 8.9
I-10 38 10.6
I-2 30 8.3
I-3 39 10.8
I-4 35 9.7
I-5 37 10.3
I-6 36 10.0
I-9 28 7.8
III-14A BECED 17 4.7
Total 360 100.0
Sex
Female 283 78.6
Male 75 20.8
Total 360 100.0

Ten first year sections comprising of 343 levels of volunteerism in the areas of:
students and one junior section with 17 students
of the university were selected to be part of the 1. Volunteering Outcomes which include
study. Table 1 presents the general profile of the 18 outcomes that can result from
respondents. volunteering and ask that respondents
their agreement or disagreement with
The third year students were selected because each outcome (http://www3.uakron.edu/
their curriculum is designed to take the NSTP course witt/rmfcs/booklet.pdf). A reliability
during their third year. Majority of the respondents analysis was undertaken with 150 college
(283 or 78.6%) were females while 75 or 20.8% students resulting to a reliability of a .916
were males with ages ranging from 16 to 18 years using Cronbach alpha;
(mean = 17.5).
2. Volunteer Functions Inventory is a 30-
Sampling was done by selecting all the first year item measure of motivations to volunteer.
sections taking NSTP 1 or the introductory course, The authors of the scale (Clary & Snyder,
which included one third year class during the first 1998) used a functionalist approach to
term, SY 2015-2016. All students in all sections were volunteering, examining the functional
chosen to be the participants. Consent forms were motives individuals have for choosing to
distributed during the orientation of the students for volunteer. The scale is divided into six
their NSTP course which were later returned with separate functional motives (i.e., factors):
signatures of their parents. 1.) Protective Motives – a way of protecting
the ego from the difficulties of life; 2.)
Intruments Values – a way to express one’s altruistic
and humanitarian values; 3.) Career – a
Four scales and two focus-group discussion way to improve career prospects; 4.)
guides were used in this study. The scales measure Social – a way to develop and strengthen

28 │ AsTEN Journal of Teacher Education 2016 Volume 1 ● Issue No. 2

 social ties; 5.) Understanding – a way to Sample questions included:
gain knowledge, skills, and abilities; And
6.) Enhancement –a way to help the ego 1. Would you encourage others to
grow and develop. Upon reliability testing, become involved in the NSTP?
the computed Cronbach alpha yielded a
.97 reliability; 2. What specific skills and abilities did the
students gain from the involvement in the
3. Helping Attitude Inventory is a 20-item NSTP?
measure of respondents’ beliefs, feelings,
and behaviors associated with helping. Data Collection
Each item is answered on a 5-point Likert
scale, ranging from 1 (strongly disagree) to Data collection was scheduled in three phases.
5 (strongly agree). Developed by Nickell The first phase included gathering the parents’ consent
in 1998, the computed Cronbach alpha of students below 18 years old and the students’ assent
upon testing with 150 college students to participate in the study for those beyond 18 years
yielded a .725 reliability; and old. Coordination was likewise done with the Director
of concerned offices, course professors, and facilitators
4. Attitude Towards Charitable Giving for testing procedures as well as FGD schedules
(Furnham, 1995) is a 20-item measure with the students. Initial reliability testing was done
of an individual’s attitudes toward giving among students who were at the same year level but
to charity. The scale has 10 positively are not taking NSTP. The first phase ended with the
worded and 10 negatively worded items. It administration of the scales for pre-testing.
is divided into five factors: 1.) Inefficiency
of Charitable Giving; 2.) Efficiency of The second phase focused on computing for
Charitable Giving; 3.) Cynical Giving; reliability of the informal observations during the
4.) Altruistic Giving; and 5.) Purpose course and post-testing of the scales. This was
of Charity. Reliability results revealed a done after three months of once-a-week meeting of
Cronbach alpha of .89. the NSTP classes. Lastly, the third phase included
conducting the FGD sessions with the course
The scales were developed by the Fetzer Institute facilitators and selected students to validate and
with validity examined through its associations with gauge the quality of volunteerism and its outcomes
attachment dimensions, empathy, emotional control, over the whole term. Debriefing as to the objectives
relational interdependent self-construal, communal of the study was also done.
orientation, and value priorities. The reliability for
sample appropriateness were gathered through testing The testing of the volunteerism scales
and computation through Cronbach alpha. (volunteering outcomes, functions inventory, helping
attitude, and charitable giving) were given at different
The team developed the focus group discussion time intervals during the NSTP classes. For the
guide and was validated by experts who were NSTP pre-testing, the scales were administered after the
course professors. It was also tried out to eight student orientation program in assigned rooms that were
facilitators to gauge the level of question understanding checked for conduciveness and safety. The scales have
and time needed for the whole session. The try-out a total of 88 items with 18 to 30 items per scale, each
revealed that the Focus group Discussion (FGD) scale were administered after a 15-minute interval
would take 45 minutes and that the questions could to address possible fatigue-issues related to testing.
easily be understood by the participants. The FGD The answered sheets were scored and interpreted in
guide is comprised of nine questions about students’ relation to standard scores and test papers were kept
experiences to volunteer after they had taken NSTP. in safety.
For the course facilitators, questions revolved around
observations regarding the volunteering behaviors of The scores of each participant revealed levels
the students they handled. of volunteerism from different perspectives: (1) with
regard to outcomes; (2) motivation to volunteer; (3)

Volume 1 ● Issue No. 2 AsTEN Journal of Teacher Education 2016 │ 29

 Table 2. Level of Volunteerism among the Students before the Start of the NSTP

Mean Standard Deviation Interpretation

Volunteering 90.6 15.36 High
Outcomes Scale
Volunteer 157.57 25.69 Inclination towards
Functions Protective Factors
Inventory
Helping Attitude 71.5 7.5 Moderate
Scale
Attitude Towards 70.1 10.78 Efficient Charitable Giving
Charitable Giving

helping attitude; and (4) capacity to be charitable. to lessen their feelings of being lonely or isolated
These areas were repeatedly tested over the course of (protective factors) (M = 157.57; SD = 25.69). One
three months. In addition, a focus-group discussion can deduce, though, that the scores were largely
was held to gather information on the quality of different from one another as evidenced by the large
volunteerism developed among the students. The FGD standard deviation.
was also conducted among the students’ facilitators
and class leaders who were volunteer upper year level The students’ helping attitude at the start of the
students. Conduct of the FGD primarily focused on NSTP program was at a moderate level which primarily
assessing the impact of NSTP classes on the students means that the students may need to improve how
with regard to skills and community involvement. they view volunteerism as a personally rewarding act.
Their behaviors, beliefs, and feelings associated with
Data Analysis helping present a moderate construal of themselves in
relation to helping (M= 71.5; SD = 7.5). Lastly, the
The study used descriptive statistics in describing students were seen to be efficient in being charitable
the levels of volunteerism of the students at the start of towards others, which means they are prone to seeing
their NSTP. Analysis of variance was used to determine a just world (M = 70.10; SD = 10.78).
differences in sections as well as differences in their
pre-tests and post-tests mean scores. Scheffe was According to Clary and Snyder (1998), there are
used as a post-hoc test to determine where differences six different functions served by volunteerism, and
among sections lie. these are Values function, Understanding function,
Social function, Career function, Protective function,
and Enhancement function. In this study, the six
functions comprised the volunteerism scales shown
Results and Discussion in Tables 3 and 4. Results revealed that in general the
students viewed participating in activities as positive
Level of Volunteerism Among the Students Before and valuable. This is an imperative perspective
the Start of the NSTP because it can be inferred that students do not see
the NSTP courses as obligatory courses and perceive
Table 2 reveals that at the start of the NSTP the course activities as something that is beneficial
program, the students had varied levels of seeing the to them. Student-respondents showed a certain
outcomes of their volunteerism acts (M = 90.6; SD = degree of importance in doing volunteer work. They
15.36) but in general were high in being conscious of placed high importance in engaging into activities
what their volunteer acts may result into. Additionally, that promote helping and being of assistance to other
the volunteer functions inventory revealed that at people. They see their involvement as something they
the start of the NSTP course, students in general can learn from and attribute volunteering to enhance
were inclined to initially engage in volunteering acts their social circle.

30 │ AsTEN Journal of Teacher Education 2016 Volume 1 ● Issue No. 2

 Table 3. Correlation Indices of the Selected Scales

Volunteering Volunteer Helping

Outcomes Scale Functions Attitude
Inventory
Volunteering Outcomes Scale -
Volunteer Functions Inventory .77** -
Helping Attitude .41** .41** -
Attitude Towards Charitable .24** .33** .39**
Giving
**. Correlation is significant at the 0.01 level (2- tailed).

Table 4. ANOVA Results of the Pre-Testing of the Scales among the Participants (N= 360)

Sum of Squares df F Sig.

Between Groups 4366.575 10 1.895 .050
Volunteering Within Groups 80418.081 349
Outcomes Scale
Total 84784.656 359
Between Groups 9934.569 10 1.527 .128
Volunteerism Within Groups 227075.254 349
Function Inventory
Total 237009.822 359
Between Groups 883.948 10 1.597 .106
Helping Attitude Within Groups 19321.582 349
Scale
Total 20205.531 359
Between Groups 1518.725 10 1.317 .220
Attitude Towards
Charitable Giving Within Groups 40258.250 349
Total 41776.975 359
Note: N= 360, significant @ .05

Helping attitude, in this study, measures groups’ mean scores in the four scales. It may be
the respondents’ feeling, beliefs, and behaviors infered that the groups were equal at the start of
concerning their interaction with others. Student the NSTP courses and that an observed differences
exhibit efficiency in providing help to those in need. may be due to chance. It also means that while the
Items in the scale include items like people giving students demonstrated relatively moderate to high
money to organizations they can identify their cause volunteerism, the levels were not enough to establish
with. differences among sections.

Table 3 presents the correlations between and Assessment of Levels of Volunteerism after NSTP 11
among the selected scales. Results showed that all the
scales are correlated at .01 level of significance. Data from the post-tests of the participants
revealed that they had a high perception of the
Table 4 presents the comparisons of outcomes of their volunteering to different school
performances in the four (4) scales before the start of and community activities (M = 84.81; SD = 16.06)
the NSTP courses. The data show that no significant (see Table 5). The students perceived that they are
differences were observed between the different contributing to a greater cause by volunteering and that

Volume 1 ● Issue No. 2 AsTEN Journal of Teacher Education 2016 │ 31

 Table 5. Levels of Volunteerism after the NSTP Courses

Post test scales Mean Standard Deviation Interpretation

Volunteerism 84.81 16.06 High
Outcomes Scale
Volunteer Functions 148.83 27.24 Inclination towards
Inventory values
Helping Attitude 70.92 6.08 Moderate
Scale
Attitude Towards 68.84 7.01 Efficient Charity
Charitable Giving giving

their self-esteem increases as they volunteer in various students reported having positive feelings and attitude
academic and non-academic activities. With regards towards helping which may be influenced by the types
the Volunteer Functions Inventory data, initially, the of activities they experienced when they were taking
students were inclined to engage in volunteer acts the course.
because they would want to be with other people
and experience working in groups. However, in the Lastly, significant differences were observed
post-testing of the scale, the responses were inclined in the attitudes towards charitable giving, with a
to express students’ altruistic and humanitarian relatively higher efficiency to be charitable (t= 3.48; p
motivations (M = 148.83; SD = 27.42). Their helping <.05). This means that the students generally believed
attitude is still in the moderate classification. Lastly, that there is a just world and that people need to be
consistent with the pre-test results, the students helped because they deserve to be helped. The results
considered themselves efficient in charity giving (M = also revealed that there is a high level of interpersonal
68.84; SD = 7.01). trust among the students which may have been
cultivated in the atmosphere and environment provided
Comparing the levels prior to and after taking by the University.
the NSTP course reveal that improvements were seen
in volunteerism. Significant differences were observed Apparently, an evident difference was seen in the
in volunteering outcomes (t = 4.852, p < .01) which Volunteerism Functions Inventory (F = 3.107; df 10,
may be interpreted as students being less conscious 28, p>.01), which shows that priorities between classes
of the tangible benefits of volunteering and seeing the were somewhat different. As shown in Tables 6 and 7,
volunteering as a personal goal without thinking about the classes were inclined to become humanitarian and
the actual outcome. In addition, the students perceived altruistic; however, levels may be obviously varied in
that differences also existed in how volunteerism relation to the levels of their volunteerism functions.
functions. The shift from putting primary importance All the other tests did not show that differences existed
on gaining friends as a function of volunteerism to between classes after taking their NSTP courses.
perceiving it as a form of being more humane and Scheffe test revealed that differences in the sections
altruistic may implicate that the areas covered by the were primarily due to higher humanitarian scores of
NSTP course may actually develop perspective and two sections.
empathy (t =5.05; p < .01) (see Table 6).
The aforementioned data provides information
Interestingly, the students’ scores on helping on the NSTP classes in the university, that first, there
attitude was not significantly different (t = 1.35, is a high possibility that outcomes are high in relation
p <.01). This may be primarily due to the scope of to the development of the self. This means that through
what the scale is supposed to measure, specifically “volunteering” for different activities, students may
the interdependent construal which may be relatively have varied reasons in mind. However, the common
consistent and permanent over time. What is interesting reason is believing in the context of what helping is,
in the results from the helping attitude scale is that the self-enhancement, and seeing a just world.

32 │ AsTEN Journal of Teacher Education 2016 Volume 1 ● Issue No. 2

 Table 6. T-test Dependent Means Results from the Pairing of the Four Scales

Paired sample 95% Confidence

Mean Differences correlation Paired t-test Interval of the
Difference
Scale Results Pairing M SD C p t P Lower Upper
Pair 1
Volunteering Outcomes (Pre) 5.91818 18.09242 .327 .000 4.852 .000 3.51415 8.32221
Volunteering Outcomes (Post)
Pair 2
Volunteerism Functions
9.68950 28.41912 .392 .000 5.046 .000 5.90460 13.47440
Inventory (Pre)
Volunteerism Scale Functions
Inventory (Post)
Pair 3
Helping Attitude Scale (Pre) .67281 7.32821 .323 .000 1.352 .178 -.30771 1.65333
Helping Attitude Scale (Post)
Pair 4
Attitude towards Charitable
2.51163 10.58603 .157 .021 3.479 .001 1.08856 3.93469
Giving (Pre)
Attitude towards Charitable
Giving (Post)
***p<.001. N=(Pair 1-220; Pair 2-219; Pair 3-217; Pair 4-215)

Table 7. Differences Between Classes in the Four Scales Before and After the NSTP
Sum of df Mean Square F Sig.
Squares
Volunteerism Outcomes (Post) Between Groups 3439.739 10 343.974 1.354 .204
Within Groups 53106.243 209 254.097
Total 56545.982 219
Volunteerism Scale Functions
Between Groups 21021.639 10 2102.164 3.107 .001
Inventory (Post)
Within Groups 140749.767 208 676.682
Total 161771.406 218
Helping Attitude Scale (Post) Between Groups 547.560 10 54.756 1.515 .136
Within Groups 7446.109 206 36.146
Total 7993.668 216
Attitude towards Charitable
Between Groups 728.911 10 72.891 1.521 .134
Giving (Post)
Within Groups 9775.712 204 47.920
Total 10504.623 214
*significant @ .01
The results of the testing within a three-month to be involved in which were pointed out by the NSTP
period revealed noteworthy implications to the levels facilitators and volunteer students.
of volunteerism between and among students. When
it comes to certain factors concerning volunteerism, The three variables that increased after the
change was observed in seeing the outcomes of NSTP classes were areas highlighted and enhanced in
helping, motivation, and charitable giving while the course syllabus. These were also areas the students
students demonstrated the same perceptions when it have been encouraged to pay more attention to. A
comes to helping attitude. This increase have been review of the course syllabus of the NSTP classes
observed in various activities that the students chose provided information on the foci of the courses which

Volume 1 ● Issue No. 2 AsTEN Journal of Teacher Education 2016 │ 33

 Table 8. The Learning and Skills Gained of NSTP Students

NSTP Outcomes f
Spirit of volunteerism 3
Nationalism 3
Socialization skills 2
Increase awareness in societal issues 2
Knowing one selves 1
Leadership 1
Teamwork 1

are to increase the tendency to provide assistance Specific Impact of the NSTP Component Towards
and the knowledge of sustainable development Volunteerism
and the importance of community-building. The
results further reveal that the increased scores after One of the highlighted questions in the FGD
the exposure to the various NSTP activities had is about the knowledge and skills gained by NSTP
a significant effect on how students perceive the students after attending the NSTP subjects.
outcomes of their volunteerism.
In the FGD conducted, the spirit of volunteerism
Analysis of the correlations between the pre- and nationalism among NSTP students are two
and post-test scores that there is an average 10% important themes mentioned by the NSTP Facilitators.
determination between the scores of the students According to them, they had observed that most of
when enrolled in NSTP classes. This may provide their NSTP students had increased motivation or spirit
insights as to how the delivery of NSTP classes can to do volunteer work.
further be improved to increase the likelihood that
volunteerism behaviors may increase. “As I read their reflections in their
journal, the spirit of volunteerism has
In measuring the impact of the NSTP to the been the biggest learning they got in the
students, the volunteer process model (Penner & NSTP.” (F, 17)
Finkelstein, 1998) was used. From this perspective,
antecedents and consequences of volunteering is “NSTP strengthens the perception of the
examined over time. The students’ prior experiences students on volunteerism. NSTP gives them
of involvement e.g. high school experiences may the idea on how to serve the nation.” (M,18)
have contributed to an increased and value-specific
perception of volunteerism. However, because of According to other NSTP facilitators, their
the changing circumstances due to the adjustment in students’ involvement in volunteerism work was more
college and their current experiences with the NSTP evident when they became involved in the projects
facilitators and student volunteers, their motivation of the community where they live. Moreover, they
to volunteer becomes higher which is evident in the mentioned that NSTP helps the students realize their
motivation, attitude and charitable giving scales. role in the society.

Further analysis showed that volunteerism may “As what I have observed, aside from being
have served different functions for students taking more nationalistic, their socialization skills
NSTP, while others saw it as value-laden, some also improved.” (M,17)
students perceived serving a protective function. In
general, positive feelings are enhanced by participating “There are many things that the students
in activities prompting volunteer-actions. learned from NSTP. Aside from gaining
knowledge during the sessions, students
learned the value of volunteerism, working

34 │ AsTEN Journal of Teacher Education 2016 Volume 1 ● Issue No. 2

 hand-in-hand, and being real Filipino development in grassroots level. This is related to
citizens.” (M, 19) what is called the Theory of Change (ToC). In this
theory, it is assumed that the university volunteering
While volunteerism and nationalism were platforms contribute to poverty alleviation indirectly
always mentioned by the respondents, other skills through providing exposure and experiences which
and knowledge gained by the students related to build values and knowledge. This new-found
volunteerism and nationalism were also mentioned by perspective is valuable to society, particularly when
the facilitator-respondents: this awareness translates into a socially responsible
way of being and doing. This is articulated as a
“First, they were able to know themselves development objective in the Volunteer Act (2007)
and their role in the society. Second, they which states that university volunteering can “raise
were able to get certain things that would the consciousness of the youth and develop the culture
help them in nurturing themselves as part of volunteerism among the citizenry.” The idea of ToC
of the society.” (F, 18) is that university volunteering opportunities will lead
volunteers to make different life choices which could
When the researcher asked the respondents lead to further engagement in development concerns.
directly on the difference made by the NSTP subject
in the life of the students after attending the subject, The FGD participants were also asked a question
they had the same and related answers: on whether their NSTP students had given any
volunteer works since they attended the NSTP subject.
“Some of my students said that they are Volunteer works include any unpaid help to any group
more aware of the happenings in the such as, but not limited to, leading a group, visiting
society, and they get themselves involved.” and helping community, teaching children, etc. This
question sought to identify a range of activities that
“There is change in their perspective - in could be classed as volunteering.
terms of being a Filipino and how they can
make a change in our society.” “Because of their attendance in NSTP, they
become involved in community projects in
“NSTP made the students realize how to Cavite where they help the needy during
serve the nation.” calamity and teach children who cannot
afford to go to school.”
The FGD data, therefore, shed a different light on
how students articulate the contribution or importance It can be noted that NSTP is a form of service-
of NSTP. While NSTP is not voluntary, since it is a learning. However, during the conduct of this study,
mandated community service that every student does the respondents have not yet taken the NSTP 12, which
as part of the national curriculum, it is considered is the community service. On the other hand, the NSTP
to be a platform to promote and enhance civic Facilitators have already taken said course. Thus, when
consciousness. It also serves as springboard to future asked about what motivates them to be a volunteer
acts of volunteerism by way of deepening their senses such as being a NSTP Facilitator, they shared:
of social awareness and community involvement in the
depressed, disadvantaged, and underprivileged sectors “I was influenced by our NSTP Facilitator
of the society which lead them to engage in civic works last year. He is a very dedicated facilitator
and social welfare concerns. In one of the modules in even if he is not paid to do it. I also wanted
NSTP, it was stated that “NSTP is a preparation and to serve and share what I have.”
opportunity to improve the students to be of service to
others. It gives them the chance to be socially involved “I wanted to serve in the community and to
and have deeper awareness of themselves in relation help others and influence others. So right
to others. It endows the students with theoretical and now, aside from being a facilitator, I also
practical knowledge and experiences that are needed help the nearby community, the relocation
for community service.” With this, NSTP serves area. We help the children there.” (F,17)
as an instrumentality in laying the groundwork for

Volume 1 ● Issue No. 2 AsTEN Journal of Teacher Education 2016 │ 35

 “Yes, my heart and interest is always to The result of the FGD with the NSTP facilitators
inspire, teach, and help. Becoming a NSTP implicated two important values being developed in
facilitator fulfilled my desire to help and the conduct of NSTP 11. These two values, spirit of
influence others.” (M,18) volunteerism and nationalism, appeared to be deeply
intertwined with the innate capacity of the students
Leming (1998) found that students who engaged to serve the nation. It should be noted that although
in service-learning ranked responsibility as a more the students have the natural inclination to service,
important value and reported a higher sense of undergoing NSTP have improved their sense of
responsibility to their school than comparison groups. altruism and selflessness, which is reflected in their
Moreover, students perceived themselves to be more tendency to help or even lead in the community.
socially competent after engaging in service-learning The goal of NSTP which is to inculcate a deep sense
(Morgan & Streb, 1999; O’Bannon, 1999; Scales & of nationalism and to promote nation-building by
Blyth, 1997) and students who engaged in service- developing responsible, socially conscious citizens,
learning were more likely to treat each other kindly, therefore, is achieved based on the results of the
help each other, and care about doing their best FGD. This means that the existing policies of the
(Berkas, 1997). University on NSTP is effective in achieving its goal
of developing service-learners or volunteers, which
This result shows a positive effect of NSTP on the will be productive members of the society later on.
students: strengthen students’ sense of social efficacy
which will strengthen the spirit of volunteerism,
inculcate the love for country, and promote teamwork.
Conclusions
The NSTP program was effective in increasing
and changing volunteerism among the freshmen and On the bases of the foregoing findings of the
a small group of third year students. Their perceptions study, it may be concluded that The National Service
of volunteerism outcomes and its functions changed Training Program-Literacy Training Service is
as a result of the activities they had been exposed to successful in instilling the values of volunteerism,
while taking the course. love of country and fellowmen, teamwork, and
socialization.
Policy Guidelines
The students-respondents have a high degree
The National Service Training Program (NSTP) of volunteerism before the start of the NSTP. They
is affirmed through the Republic Act 9163 to promote are aware that their work will result into positive
civic consciousness among the youth and to develop action. Their engagement in the NSTP were primarily
their physical, moral, spiritual, intellectual, and social motivated as an attempt to improve social relations
well-being. It shall inculcate in the youth patriotism as they believe it help them gain friends and be less
and nationalism, and advance their involvement in lonely and isolated. They see the act of volunteering
public and civic affairs. In pursuit of these goals, as a personally rewarding deed, but are prone to seeing
the youth, the most valuable resource of the nation, a just world as they have an efficient attitude towards
shall be motivated, trained, organized, and mobilized charitable giving.
in military training, literacy, civic welfare, and other
similar endeavors in the service of the nation. After taking NSTP, students of the TEI have
a clear view of the outcomes and functions of
In a Teacher Education Institution, where the volunteerism. They believe that the work that they
research was held, the NSTP program focuses on the do contribute to a greater cause and improves their
Literacy Training Service which is designed to train self-esteem. Their motivation for volunteering also
students to become teachers of literacy and numeracy improved from intent to improve social relation before
skills to school children, out of school youth, and other taking NSTP into inclination towards altruism and
segments of society in need of their service. humanitarian motivations, developing perspective and
empathy among students. They are consistent in their
view of charitable giving.

36 │ AsTEN Journal of Teacher Education 2016 Volume 1 ● Issue No. 2

 Qualitative findings suggest that the curriculum vice-Learning Projects, 1990-1996, Battle
of PNU-NSTP is effective in part because it facilitates Creek, MI: W. K. Kellogg Foundation.
the following outcomes: an increased sense of personal
efficacy, an increased awareness of the world, an Blyth, D., Saito, R. & Berkas, T. (1997). Quantitative
increased awareness of one’s personal values, and Study of Service-Learning. In A. Waterman
increased engagement or the spirit of volunteerism. (Ed.), Service Learning. Mahwah, NJ: Law-
rence Erlbaum Associates Publishers. Cited
in Perry, J. (1999). The Grantmakers’ Forum
Community and National Service Research
Reccommendations Task Force Report.  Bloomington, IN: Uni-
versity of Indiana.
Since the student-respondents’ level of
volunteerism at the start of the NSTP is high, it is Callero, P. L., Howard, J. A., & Piliavin, J. A. (1987).
recommended that the results of the study would serve Helping behaviour as a role behavior:
as a basis for planning and implementation of the NSTP Disclosing social structure and history on
curriculum in order to sustain the volunteerism spirit the analysis of prosocial action. Social
toward nation-building. The existing policy for NSTP Psychology Quarterly, 50, 247-256.
be improved to further the outcomes of the program.
The students could initially be segregated based on Calonzo, Q. (2014). Retrieved from slideshare.net:
the results of the assessment on volunteerism, where http://www.slideshare.net/ruthjimenez/com-
those assessed with higher level of volunteerism will piled-dissertation.
be automatically assigned as leaders and those who
fair low will be given extra attention during NSTP Clary, G., & Snyder, M. (1998). The functional
11, with hopes that there will be an improvement in approach to volunteers’ motivations. Journal
their volunteerism. A program should be developed of Personality and Social Psychology, 74(6),
involving continuous measurement of student 1516–1530. Retrieved from oregonmentors.
perception about volunteerism. This is to ensure that org/.../Volunteer Function Inventory scale
the NSTP is useful in instilling positive attitudes _Clary et al_.pdf
towards volunteerism and sustained volunteer acts.
Further research should be done on the effect of NSTP Clary, E., Snyder, M., & Stukas, A. A. (1998). Volun-
to volunteerism and nation- building. A longitudinal teer motivations: Findings from a nation-
study of the same nature, qualitative and quantitative, al survey. Nonprofit and Voluntary Sector
on a national scale may be done utilizing the same Quarterly, 25(4), 485-505.
method, as the present study dealt only with one
teacher education institution. A study involving other Furnham, A. (1995). The just world, charitable giving,
service components of NSTP (CWTS and ROTC) may and attitudes to disability. Personality and
also be done, and the difference in volunteerism among Individual Differences, 19, 577-583.
student enrolees among the three service components
may be looked into. Guay, F., Chanal, J., Ratelle, C. F., Marsh, H. W.,
Larose, S., & Boivin, M. (2010). Intrinsic,
•   •   • identified, and controlled types of motiva-
tion for school subjects in young elementary
school children. British Journal of Educa-
tional Psychology, 80(4), 711–735.
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