Chap1 2
Chap1 2
Chap1 2
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
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.
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
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
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
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
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
1. What is the level of awareness of the senior high school students towards the
1.3. Coverage;
Institutions;
1.9. Funding;
1.12. Effectivity
2. What is the level of acceptance of the senior high school students towards the
2.3. Coverage;
Institutions;
2.9. Funding;
2.12. Effectivity
3. Is there a significant relationship between the awareness and acceptance of
to senior high school students, teachers 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
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
School Administration and ROTC Implementer. 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
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
Definition of Terms
The better understanding of this study, the following terms are defined
Mandatory ROTC Bill. Violago (2018) stated that it is a program mandatory for
senior high school students, this bill seeks to revive the ROTC as a requisite for
graduation repealing for the purpose RA 9163 otherwise known as the “National Service
Training Program (NSTP) Act of 2001”. Operationally, it is the basis of the study which
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
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
This chapter includes the related literature and related studies which the
History of ROTC
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
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
these practices is the belief in the role of Filipinos both citizens and soldiers—both the
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
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
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
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
Retrieved from Republic Act No. 7077, the House Bill No. 5113 seeks to use
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
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.
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
2. Cadets/ cadettes shall be given a final grade for every semester, such
a. Attendance - - - - - - - - - - 30 points
and the number of hours devoted to it. It is the sum of the weighted
= SPG x 40%
= SP Final Points
semester/trimester.
4. Each cadet/ cadette shall be given one hundred (100) merits at the
ROTC Commandant.
aforementioned offenses.
manner.
assembly.
aforementioned offenses.
1) Slouching in ranks
Aforementioned Offenses
d. Class D (1-3 Demerits). Minor Misdemeanor and Omissions
4) Long hair
8) Malingering
aforementioned offenses
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,
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
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,
(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
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
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
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
Program of Bulacan State University” by Tullao (2018), is that it shows the usefulness of
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
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.
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
(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.
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.
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
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
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
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
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,
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
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
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
The pertinence of the study of Lima (2017) entitled “Effects of a Periodized Training
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
Training Corps (ROTC) Programs”, this exploratory study examines the influence of
Revised Academic Hardiness Scale (RAHS) and a measure developed specifically for
this study, were administered to Army ROTC battalions at three different academic
The germaneness of the study of Johnston (2010) entitled “An Examination of the
Corps (ROTC) Programs” is the learnings of the cadets under different influences. This
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
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-
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.
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
other as viewed by the researcher before an actual empirical analysis is carried out to
The Conceptual Framework shown above represents the summarized flow of the
study “The Awareness and Acceptance of Senior High School Students towards
Mandatory ROTC Bill”. It shows the variables identified as the level of awareness and
level or acceptance. Moreover, Figure 1 above also shows the significant relationship