THE IMPACT OF ROTC PROGRAM IN SELF-DISCIPLINE AMONG

CRIMINOLOGY STUDENTS IN UNIVERSITY

OF MINDANAO TAGUM COLLEGE

A Thesis
Presented to
The Thesis Committee, Department of Criminal Justice Education
UM Tagum College, Tagum City

In Partial Fulfillment
of The Requirements for the Degree
Bachelor of Science in Criminal Justice Education

ROMMEL M. ESPARAS
ANTHONY D. MAGALLANES
WILLIAM M. MONTEZA

October 2022
 INTRODUCTION

The Reserve Officer Training Corps (ROTC) program is now on university

campuses for further about a decade and is now available at more than 1,700

institutions. While some programs are larger or more well-known than others, each

school provides unique chances in complement to the program's shared benefits.

The United States' fixation with pro government has muddled conceptual

concerns by portraying communism as the fundamental intellectual foe of American

society. This reaffirms the fundamental oppositions in American society between

progressive ideals and totalitarianisms. Throughout World War II, the military and

education have been a component of the broader military complex, which has

become normalized and thus institutionalized for the goal of including ROTC as a

key focus and ideological features of military principles and similar (Boyer, 2019).

As a result, in 2020, Western Kentucky University had a practically universal

admission rate of 97.3%. Despite the fact that this is wonderful for the university,

approximately 25% of freshman who attend at WKU drop out. The retention rate, or

the percentage of freshmen who return for a second semester, is 74%. WKU

provides options to help students stay in school for a second year, but freshmen

rarely use them. Financial assistance, academic assistance, and social assistance

are all available. Fresher and the tools they use to succeed in their first year are

disconnected, and this problem of perseverance is exacerbated in the university's

Reserve Officer Training Corps (ROTC) program.

ROTC is a unique community within the institution that prepares students,

known as Cadets in Army jargon, towards becoming capable Army officers. Rookie
Cadets frequently struggle to adjust to the program's requirements, which include

staying physically fit, keeping good grades, and leading their peers in numerous

activities. As of 2019, the WKU ROTC's endurance percentage was 50%, which

means that half of entrants dropped out (Pelkey, 2021).

In the Philippines, Discipline and loyalty to authority established through

the ROTC program in the Philippines can go a long way toward addressing the

difficulties our country is facing, from the terrifying drug threat to the dreadful

traffic jams exacerbated by disobedient motorists and pedestrians. Along with the

sense of discipline and patriotism that comes from active participation in ROTC,

comes the readiness to perform the ultimate obligation of defending the

Philippines against foreign aggression, which is everyone's responsibility.

"Patriotism can be instilled in senior high school pupils who undertake some

military training, President Duterte is correct: “Discipline, teamwork, and

leadership abilities, to name a few, are all important. I should be aware. During

my high school years, I was a corps commander in Preparatory Military Training. ”

(Lina, 2018).

In Davao City, an Army official has expressed full support for President

Rodrigo Duterte's plan to resurrect the Reserve Officers' Training Corps (ROTC)

program and make it mandatory for Grades 11 and 12 senior high school in both

private and public schools throughout the Davao region, if not the country. This

participation will assist the Armed Forces of the Philippines (AFP) in fulfilling its

constitutional obligation to produce a Filipino citizen capable of defending the

homeland. ROTC is one of the factors in nation building, achieving the true goal

and purpose by trying to promote patriotism and instilling discipline in these

students (Sambalud, 2018).

 3

As there is not a lot of research on ROTC programs, several positive effects

were reported. Schmidt (2001) asserted that ROTC students showed greater levels

of leadership than regular students in all classifications, including self-motivation,

perseverance, and positive assertiveness, and self-control, conformity - becoming

willing to correspond to group standards and values, and self-efficacy. Teachers

have long began to wonder how to increase the motivation, which leads to increased

academic achievement, while also instilling in students a sense of self-efficacy in

obligations and disciplines.

The Reserve Officer Training Corps is one program that many believe has

had great success (US Army, 2019). Lot of students have flourished with the

program's rigorous structure (Pannoni, 2014), and the current study is intended to

study the implementation of ROTC program in self-discipline among criminology

students in University of Mindanao Tagum college on motivation by looking at

students' expectancies for academic success, value for academic tasks, and self-

efficacy, as well as examine any effects that extend beyond.

The findings from this study can be used to determine what needs to be

improved in regarding the impact of ROTC Program in terms of self-discipline of the

students, as well as the consequences that ensure a higher degree of fostering

better work and improving more, as they represent the study's conclusions.

The outcome of this research may provide insights to the Administrations of

University of Mindanao Tagum College, they will be able to know the findings of this

study as it will assist them in enhancing the impact of ROTC to the students in terms

of their self-discipline. It will assist them in understanding the ramifications of this

activity so that they may take appropriate action and respond quickly according to
the result of the study. Students will able to assist their experiences in ROTC and

helps them to express their ideas if this program is effective or not their self-

discipline. This study will benefit the Future Researchers, this will serve as a

beginning point for them in terms of expanding the scope of the research in terms of

the variables examined and providing prospects for the study's development.

The purpose of this study is to examine the impact of ROTC Program in self-

discipline, how the activity effect the career path of every students and how they

manage to survive the hardships of training, discipline and doctrines that the activity

give to them driven by their self-discipline among students in University of Mindanao

Tagum College. The purpose of this research sought to answers the following

questions:

1. To determine the impact of ROTC Program in self-discipline among students

in University of Mindanao Tagum College in terms of;

1.1 Self- Motivation;

1.2 Persistency;

1.3 Self- Control; and

1.4 Future Goal

 5

To provide a comprehensive understanding and perception of this, the

researcher presents some ideas, principles, and concepts taken from various

sources and different authorities.

Motivation may be a significant, if now no longer pivotal pressure with inside

the gaining knowledge of the process (Saki & Nadari, 2018). Motivation influences all

factors of training and can't moderately be separated from instructional achievement.

Though motivation is pretty sought after, it may be hard to quantify (Turner & Patrick,

2018) as motivation itself is assemble and does now no longer describe real gaining

knowledge of behaviours.

It is critical to understand what motivation is and how it affects motivation in

order to be knowledgeable about any changes that the ROTC may impose. Looking

into the Reserve officer training corps, it is evident that too many claims were made,

either for or against the program (Schmidt, 2001; Berlowitz, 2000). There has

already been a lot of research done on the program, both positive and negative.

Finally, the match between the needs for discipline and what motivates students to

participate in ROTC practices seeks to define the ideals.

Thus according Pérez (2015), the ROTC is much more than just academic

benefits; it is a family, self-motivation, and a supportive environment for students and

it order to provide students with references for better job opportunities once they

begin working because the program is so well-regarded in the community. According

to Demoulin and Ritter (2000), trainees have greater levels of progressive maturity

than their non-ROTC peers.

Likewise, Goldman et al. (2017) list the advantages of focuses on leadership

abilities. The benefit claims are diverse and far-reaching, making this study an
important player in bringing the pieces along with a study of current ROTC cadets

partnered with the effects of students after departing the program. While federal

money enhances this program, significant district resources remain available. It can

make better choices for their students if they have a clear awareness of the possible

benefits that the ROTC can provide, both now and in the coming years.

Individuals with higher grades may have higher expectations of success

and/or place a higher value on academic tasks. According to Schunk et al. (2014),

"the two most important predictors of academic achievement behavior are success

expectation and discipline value." If understudies' expectations and task value rise

as a result of ROTC, this could be a motivational force for greater academic success.

There has been some prior evidence that the ROTC program can increase academic

motivation and goal persistence (Goldman et al., 2017), but the full effects, as well

as other indicators of motivation, need to be studied. If you have a greater

understanding of successful motivational strategies,

The most important aspects of each framework have been highlighted in order

to provide us with a tried and true model of motivation from which to explain changes

in persistence, actions, and performance that may be related to ROTC participation.

Maslow's Hierarchy of Needs Maslow (1943) outlined his human-needs-based theory

of motivation. He classified the motivating elements according to human aspirations

rather than needs that individuals are motivated to meet. Maslow believes that after

a person's urgent physiological requirements are addressed, they have a need for

perseverance to develop motivation and attain common goals. According to Smith

and Skrbi (2017), students who fail due to a lack of effort may opt to believe that if

they had tried harder, they may have passed, preserving their self-esteem. Giving

something his all and failing will cause a student's self-esteem to suffer.
 7

Students sometimes struggle with perseverance (Imran, 2013), and those

who join in ROTC are better prepared to tackle such problems since they are pushed

and have instructors and older cadets display problem-solving abilities (Bulach,

2002). These pupils have the potential to rise through the ranks and become

leaders, satisfying all three goals for recognition, adequacy, and the accomplishment

of a specific objective. Students with poor self-esteem frequently underestimate their

talents, owing to a lack of accurate awareness of their own abilities, a lack of self-

confidence, or a fear of failure (Imran, 2013).

ROTC programs assist students achieve objectives they previously believed

were impossible by pushing them while also providing them with the support they

need to fulfill those difficulties. Increased self-concept has a role in driving learning

behaviors, according to McClelland (1965). The more the newly formed purpose may

be perceived and experienced as a boost to one's self-esteem, the more likely it is to

affect one's future thoughts and behaviors. Satisfaction of a student's desire for

personal self-esteem will lead to a locus of self-confidence, enhanced personal

potential, and a perception of personal usefulness (Maslow, 1943).

While there isn't a lot of study on ROTC programs, it has been stated that they

have some favorable consequences. According to Schmidt (2001), ROTC students

displayed stronger leadership traits than average students in all areas, including self-

esteem, coping skills, positive assertiveness, self-control, conformance - willingness

to adhere to group standards and ideals, and self-efficacy. ROTC students were

found to be on par with first-year college students in terms of leadership ability and

self-control (Cassel & Standifer, 2000). Former Willow Valley cadet, given the

pseudonym Ian, has recognized the usefulness of the program. “[ROTC] built a
leader out of me, that’s for sure. They say leaders are made not born and I truly

believe that.”

Cadets are guided and mentored by other pupils from the start, and they can

see that this may be them one day. The more leadership experiences they get, the

more self-control they have and the more their need for power is satiated. Some

students are identified as having cognitive self-regulation based on their ability to

participate actively in their own learning, prepare for and complete tasks, and keep

track of their progress toward their objectives (Covington 2015). More demanding,

but attainable goals are far many tangible and lead to greater task performance than

the nebulous goals that may be seen in more classrooms exhorting pupils to "Do

your best" (Locke & L).

Students construct paths to these loops based on their own sense of

competence. They aspire to have a good sense of self-worth and will go to

tremendous efforts to attain it, or will go to enormous measures to defend it. "The

desire for self-acceptance is the greatest human priority emerging self-control," De

Castella et al. (2013) said. As it pertains to motivation inside you, the importance of
10
self-acceptance was discussed from a somewhat different standpoint.

In connecting together, the need as well as related to a goal have an

influence on motivation and achievement in the students' discipline. They are more

straightforward, referring to fulfilling needs as a motivation. This does not give the

complete story, as it also includes beliefs. The theory that an individual's self-

perception of their ability predicts motivation for a certain activity was discussed

(Schunk et al., 2014).

The name of the district has been censored in African-Americans to preserve

the district's identity; there are 20 conscriptions of African-Americans and other

racially disadvantaged groups into the US armed services. There is a perception that

ROTC is primarily a military recruiting operation, which is undoubtedly true (National

Defense Act, 1916). Although there is a distinction between Senior ROTC at

colleges, where the military pays for your education and then you enroll, and Junior

ROTC, which is not an automatic enlistment, the stigma remains. It is a question of

opinion and future aspirations whether enlisting in the military is a good or terrible

thing.

Pannoni, 2014 discusses how today's Navy ROTC program information page

solely promotes graduation, community service, and patriotism, among other socially

aware aims (US Navy, 2019). According to US News & World Report, ROTC is

neither a recruiting program nor a military preparedness curriculum. There are,

however, recruitment advantages for ROTC students to join the military at a better

pay grade (Pema & Mehay, 2019), and the Navy ROTC website reports that 47% of

JROTC graduates go on to serve in the military. Based on two independent

assessments, pupils were shown to be 113 to 271 percent more likely to join in

military duty. Perhaps this is because kids who are more interested in the military are

the ones who initially enroll in ROTC (Marlow, 1995). According to Pérez (2015), kids

who have family members in the program or a family history with the military are

more likely to join ROTC and have a brighter future than those who do not.

The expectation that an individual has the potential to accomplish the desired

end and the expectation that the specific behavior performed is the correct path to

attain that outcome are frequently divided into two categories in Expectancy Value

Theory (Wigfield, 2014). EVT predicts a variety of results that are similar to the

individual's expectations, such as student accomplishment outcomes like grades or

test performance. Cognitive engagement, which refers to how mentally involved

pupils are with a task, is another possible consequence in which the student uses

self-regulatory, cognitive, and/or mechanistic strategies to maintain a greater degree

of mental interface with the work using self-regulatory, cognitive, and/or

metacognitive strategies to work through the problem (Schunk et al., 2014).

When pupils are given alternatives regarding which things to focus on, they

develop a sense of autonomy (Meyer et al., 2019). Future participation is influenced

by outcomes, which should be favorably related to expectation beliefs and self-

perceptions of ability. Expectations and values haven't always been linked, but it's a

logical fit when discussing how a student thinks he or she will do on a task and

determining 27 how important the work is to that student. Values are an individual's

estimation of the importance of a specific activity (Schunk et al., 2014). These values

can be subjective, meaning that their worth is determined by the individual involved,

and can vary greatly amongst people.

The value of a task can also be objective, such as a value to society as a

whole. Gaining a high school graduation, for example, may have varied subjective

values for different people, but in terms of society as a whole, the worth of a high

school certificate is generally similar across many people and situations. Values are

divided into four categories in EVT: attainment value, intrinsic value, utility value, and

cost. "The personal significance attributed to completing a task" is what attainment

value is (Meyer et al., 2019).

This value is connected to the student's self-schema in the sense that

achievement value may be used to validate or reject essential components of the

self-schema (Eccles & Wigfield, 2020). Absolute attainment value refers to the total

significance of a task, whereas relative attainment value refers to the "importance of

a task in relation to other activities." It may be thought of as "how essential is this

activity?" When time is limited, choose between 'is this task more important than

other tasks' and 'is this task more important than other activities.' Attainment value

can be subjective, meaning it is essential to the individual, or objective, meaning it is

valuable to society as a whole. Intrinsic task value is wholly subjective, referring to

an individual's level of interest in completing a task and the pleasure gained from

doing so (Schunk et al., 2014).

Completing a task with a high intrinsic value provides a pleasant

psychological reward (Meyer et al., 2019). Intrinsic motivation is similar to intrinsic

worth. Utility values are a simple subjective assessment of how helpful completing

an activity is to an individual. This is normally subjective to the person, although it

may be objective in societally important duties like following traffic regulations.

Despite having little interest in the activity as a standalone item, the task's worth to

an individual can be determined by its relevance in facilitating future objectives

(Eccles & Wigfield, 2002).

This may be viewed of as how much extrinsic worth it has for a person, and it

can be regarded an extrinsic motivational element with utility values ascribing

usefulness of the work to an individual (Meyer et al., 2019). The third category is

calculating the cost of participating in the activity. While cost can be monetary, it

refers to negative aspects of engagement more globally such as, time spent, anxiety,

stress involved, the opportunity costs, or the expected effort that must be expended

to complete the task. Expectations and values are linked.

As children grow into teenagers and obtain a more accurate understanding of

their skills, their values may shift, placing a higher importance on things in which they

believe they will succeed. Expectations for future objectives are a greater predictor of

academic success, whereas values foretell the decision to take on new challenges.
The students' eventual behavior may be viewed of as a multiplicative function of all

three components: the students' motivation to achieve, the likelihood of that

accomplishment, and the task's incentive value (Schunk et al., 2014).

One of the reasons for the possible benefits of ROTC is the wide range of

experiences and organized activities provided, which may not be available in the

daily lives of kids from low-income families (Blomfield & Barber, 2010). This

extracurricular impact is amplified when discussing children of immigrants (Camacho

& Fuligni, 2015), who make up the bulk of pupils (87.3 percent of 38.7% of the

population) who are English language learners (Illinois State Board of Education,

2019).

Similar ideas must be investigated to begin examining the theoretical

frameworks that have been used to research the consequences of ROTC

enrollment. If a student in ROTC achieves a greater degree of academic

performance employing self-control, perseverance, and motivation as discipline than

before enrolling, the student's chances of academic success or achieving future

objectives may have risen (Schunk et al., 2014). As a result, one purpose of this

study is to try to identify those aspects of ROTC participation that account for

success, including self-discipline attitudes (Pema, & Mehay, 2010).

 RESEARCH METHOD

Discussed in this chapter are the research designs, the research subjects,

research instrument, data gathering procedure and statistical treatment of the data in

the study.

Research Participants

The findings of this study are particular to the context of the students in

University of Mindanao Tagum College. The respondents of the study are the

Criminology students in University of Mindanao Tagum College. The respondents of

this study were randomly selected in a total of four- hundred (400) respondents.

Criminology Students in University of Mindanao Tagum College are viewed as the

most beneficial individuals to gather the data needed for this study. Random

sampling technique will be used in the determination of the total number of

respondents. It is a stratified sampling technique where a group of subjects is

selected from a larger group or population in which it relies on the random selection

within each group. Each subject is given an equal chance to be chosen as part of the

stratified sample (Easton &McColl, 2016).

Research Instrument

The instruments will be used in this study is researcher-made

questionnaires on the impact of ROTC Program in self-discipline among Criminology

Students in University of Mindanao Tagum College which is validated by an expert.

Design and Procedure

This study focuses on quantitative data about the phenomenon in question.

The quantitative part is a timetable for gathering data that allows the target
respondents to respond to the questions. The data was gathered through the use of

a questionnaire. The study's goal was to determine and evaluate the impact of

ROTC Program in self-discipline among Criminology Students in University of

Mindanao Tagum College, which served as the foundation of the Administration of

University in Mindanao Tagum College in order to determine what was lacking and

what needed to be improved.

In collecting the needed data: the following procedures will be undertaken:

The researchers are aware to made questionnaire that is validated by the panel

members. The researchers asked permission addressed to the Dean of College. The

researchers requested permission from the department head of Bachelor of Criminal

Justice Education. The researchers conduct the survey themselves by handing out

questionnaires to the criminology students who will function as raters. Their written

responses will be used to determine the efficiency of the ROTC Program in self-

discipline. The data that will be used to determine the efficacy of ROTC Program in

self-discipline among Criminology Students in University of Mindanao Tagum

College will be organized by researchers and analyzed by statisticians to provide the

results.
 15

The scaling and parameter that are used for interpretation are as follows:

Range of Descriptive Equivalent Description

Means
4.30 - 5.0 Very High It means that the level of assessment
of ROTC Program in self-discipline
among Criminology Students in
University of Mindanao Tagum
College is very much evident.
3.50 - 4.20 High It means that the level of assessment
of ROTC Program in self-discipline
among Criminology Students in
University of Mindanao Tagum
College is much evident.
2.70 -3.40 Moderate It means that the level of assessment
of ROTC Program in self-discipline
among Criminology Students in
University of Mindanao Tagum
College is evident.
1.90- 2.60 Low It means that the level of assessment
of ROTC Program in self-discipline
among Criminology Students in
University of Mindanao Tagum
College is less evident.

1.0 —1.80 Very Low It means that the assessment of

ROTC Program in self-discipline
among Criminology Students in
University of Mindanao Tagum
College is not evident.

The following statistical tools will be employed in the analysis and interpretation of

the gathered data.

Mean. This statistical tool was used to determine the the impact of ROTC

Program in self-discipline among Criminology Students in University of Mindanao

Tagum College in Tagum City.

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