QUIRINO STATE UNIVERSITY

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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

A. Introduction

Criminology students, as future law enforcement officers, play a crucial

role in disaster management. According to PAGASA (2025), The Philippines is

prone to tropical cyclones due to its geographical location which generally

produce heavy rains and flooding of large areas and also strong winds which

result in heavy casualties to human life and destructions to crops and

properties. Also, being exposed to a dangerous situation that involves water

is possible while in the line of duty. Therefore, programs such as Water

Survival And Rescue (WASAR) Training Program are beneficial to the

criminology students as for the career path they’ve chosen. (Bangsamoro

Information Office, 2022)

The WASAR is a training program which aims to equip an individual

with the necessary skills and knowledge in order to survive in water-related

emergency situations and aid or rescue others in times of disaster or

entangled in a situation where life is at stake, whether it cause by natural

disasters or incidents cause by man. According to Nelly S. Sacnet and Lady Li

M. Miguel, Instructor in-charge in the school year 2023-2024 the WASAR

training program was undergone by the criminology student’s 3rd year at

second semester as part of their physical and learning activity that was

successfully done. Followed by the 2nd year criminology students at school

year 2024-2025 and also had the same good result.

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However, despite of the two consecutive years of offering the training

program, the insights gained and challenges faced during the WASAR training

program of the criminology students of Quirino State University Cabarroguis

Campus remains uncertain.

Due to this reason, the researchers conducted this study to document

the experiences of the criminology students of Quirino State University

Cabarroguis Campus during the WASAR training program by determining the

insights gained and challenges faced by the criminology students during the

training program specifically to those whom took it at school year 2023-2024

and 2024-2025.

B. Objectives of the Study

This study entitled “Insights Gained and Challenges Faced During The

Water Survival and Rescue Training” had the following objectives:

General Objective:

1. To document the experiences of criminology students during the

WASAR Training

Specific Objectives:

1. To document the insights that the students have gained during the

Water Survival and Rescue (WASAR) training program.

2. To explore the challenges faced by criminology students of Quirino

State University Cabarroguis Campus during the Water Survival and

Rescue (WASAR) training program.

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3. To the coping mechanisms of the students to overcome the challenges

that they faced during the Water Survival and Rescue (WASAR) training

program?

C. Significance of the Study

Through determining the insights gained, challenges and coping

mechanisms by the criminology students of Quirino State University

Cabarroguis Campus during the WASAR training program, the researchers

were able to document the experiences of criminology students during the

training program which beneficial to the following:

Criminology Students- This study will help them to foster a better

understanding about the WASAR Training Program that could motivate

especially those whom soon be undergoing on this training program to

prepare and be more engaging with the activities.

Instructors- This study will help especially to those whom be in-charge in

supervising the students that’ll be undertaking the training program soon to

develop supervision techniques and activities that can help their students.

Community- The study can bring awareness to the community about the

WASAR training program. Also, as for any of the contribution of this study in

producing certified WASAR trainees will be beneficial to the community in

times of water emergencies.

Quirino State University- This study will help in achieving the University’s

mission to develop competent professionals and generate appropriate

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knowledge and technologies to meet the needs of Quirino and Southern

Cagayan Valley.

Future Researchers- This study can be a basis or reference for their future

study correlated to the WASAR training program.

D. Scope and Delimitation

This study focused on the insights gained and challenges as well as

their coping mechanisms during the WASAR Training Program to the students

of Bachelor of Science in Criminology of Quirino State University Cabarroguis

Campus school year 2022 – 2023 and 2023 – 2024 who have undergone the

WASAR training program.

E. Theoretical framework

This study is theoretically framed with the “Experiential Learning

Theory” by David Kolb (1984). Given that criminology students may face

challenges and insights may gained as well as their coping mechanisms

during the WASAR Training Program. (Cherry, 2022) noted that this theory

emphasized that learning through experience where including cognition,

environmental factors, and emotions, influence the learning process which

occurs when challenges appears and insights are gained when information

provides that serves as a basis for reflection.

Also, questions formulated in order to know what are the challenges

faced and insights gained, as well as the coping mechanisms by criminology

students of Quirino State University Cabarroguis Campus during the WASAR

training program was asked during the interview, in the pursuance of the

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fulfilment of the study’s specific objectives, to document the insights gained

and challenges faced as well as the coping mechanisms by the criminology

students of Quirino State University Cabarroguis Campus during the WASAR

training, and its general objective to document the experiences of

criminology students during the said training program as an outcome.

F. Definition of Terms

Challenges- the situation of being faced with something that needs great

mental or physical effort in order to be done successfully and therefore tests

a person's ability.

Coping Mechanism- This is how to move up or face challenges and subjugate.

Insights- thoughts towards a specific matter

Insights gained- accumulated or obtained thoughts towards a specific matter

Man-made Disaster- is a harmful event caused by human actions or social

processes that results in significant harm to people, property, or the

environment.

Natural Disasters- a sudden, violent, and destructive event in the

environment that is caused by natural phenomena, such as weather,

earthquakes, or landslides

Participants- a person who replies to something, especially

one supplying information for a survey or questionnaire or responding to an

advertisement.

Rescue- save (someone) from a dangerous or distressing situation.

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Survival- the state or fact of continuing to live or exist, typically in spite of an

accident, ordeal, or difficult circumstances.

Thematic analysis- is a widely used qualitative research method that aims to

identify and interpret patterns of meaning, or themes, within qualitative data

(Braun and Clarke, 2012).

Trainee- The one being trained in a training program.

Training Program- a structured set of activities that help develop and improve

the knowledge, skills, and abilities of an individual.

WASAR- also known as Water Survival and Rescue, a training program that

helps people learn how to respond to water-related emergencies.

Water-related emergencies- are event that disrupts the safeness of an

individual involving water. Water emergencies can be caused by natural

disasters or man-made events such as floods cause by typhoons or dam

bombing by terrorist.

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter contains the related literature and studies that the

researchers considered in strengthening the importance and to have a strong

relationship to the present study.

Related Literature

The Importance of WASAR Training in the Philippines

The Water Search and Rescue (WASAR) training are one of the priority

programs under the Disaster Risk Reduction and Management, as stipulated

in the Republic Act 10121 is equally important to lessen the threats on

rescuers when rescuing victims or people during incidents (Lucena, 2024).

Also, according to Cañete et al., (2021), the Philippines ranks as the

third most disaster- prone country in the world because of its high exposure

to natural calamities. With all of these natural calamities, it is paramount that

citizens are prepared properly to deal with these disasters. With a proper

planning, communicating, and practice it can be assumed that actual disaster

preparedness and response can be dealt with much more success.

Furthermore, ACDI Cooperative (2024) stated that WASAR has been

designed in conjunction with local government agencies and different rescue

groups with the aim of providing personnel who may be working near water

with sufficient knowledge to be aware of the hazards created by the

environment and develop an understanding of basic life support and water

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rescue techniques. With a disaster-prone country like the Philippines that is

plagued by disasters such as landslides, earthquake and cyclones every year,

the need to empower every adult citizen with life-saving skills is urgent.

Moreover, this is highly important in the Philippines due to the

country’s frequent exposure to natural disasters, especially those involving

water. Various local studies and projects highlight the need for proper

training to improve response and save lives. In 2021, the Philippine Coast

Guard conducted training in Bicol to improve their personnel’s swimming,

lifesaving, and water rescue skills during bad weather. Similarly, in Bacnotan,

La Union, local government units partnered with rescue teams in 2022 to

train participants in first aid, swimming, and rescue techniques to prepare for

emergencies. In South Cotabato, 108 responders completed a six-day

training in 2023 focusing on large-scale accidents and flood rescue

operations.

Educational institutions have also taken part in promoting water

safety. Benguet State University held a training in 2024 to teach drowning

prevention and water rescue, while St. Paul University Surigao included

WASAR training in its nursing curriculum in 2025. Community-based efforts

have also made a difference. Action Against Hunger’s project in 2024 trained

local responders in Maguindanao and Lanao del Sur to handle floods and

typhoons. In San Felipe, Zambales, a 2022 program was launched to address

rising drowning cases by teaching basic rescue and life support skills.

Government agencies have also recognized the importance of

preparedness. The PNP Maritime Group’s SALBABIDA Project helps coastal

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communities by offering rescue training and promoting disaster awareness.

In the ARMM region, a 2016 program trained responders in areas like Basilan,

Sulu, and Tawi-Tawi in lifesaving and survival skills. A study at the University

of Mindanao in 2023 also showed that students trained in swimming and

rescue skills were more prepared for water emergencies. These local efforts

and studies clearly show that WASAR training is crucial in strengthening the

country’s capacity to respond to water-related disasters and protect lives.

WASAR Training as a Strategy for Water-Related Emergency

Preparedness

Water Search and Rescue (WASAR) training is essential for improving

emergency preparedness, especially in a country like the Philippines, which is

often affected by water-related disasters such as floods and typhoons.

Guzman (2024) highlighted, “Our goal is to ensure that our tourism sector is

not only thriving but also safe and secure for everyone. This training is a

crucial step in empowering our local workforce to respond effectively to

water-related emergencies.” This shows how important it is to train local

workers so they can handle water emergencies, particularly in sectors like

tourism. SK Kagawad Ivander Drio (2023) also mentioned, “WASAR Training

aimed to equip personnel who work near water with sufficient knowledge

about the hazards created by the environment and develop skills in basic life

support and water rescue.” This emphasizes the need for workers to be

prepared to deal with dangers in water, including how to rescue people and

provide first aid. Furthermore, Formoso (2023) shared that there is a plan to

review and improve current safety

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protocols, ensuring that first responders are fully prepared to serve the public

while keeping safety a top priority, especially at sea.

Local studies and projects also highlight the importance of WASAR

training. For example, in 2021, the Philippine Coast Guard in Bicol held

training to improve the rescue skills of their personnel, focusing on how to

respond during bad weather (Philippine Coast Guard, 2021). The training

included lessons in swimming, life-saving techniques, and boat rescue

operations. Similarly, in 2023, South Cotabato’s provincial government

organized a 6-day program, training 108 responders in water rescue and

handling large emergencies (South Cotabato Provincial Government, 2023).

These programs show how local training can help responders be ready to

handle water-related emergencies effectively.

A study by the Department of Interior and Local Government (DILG) in

2022 found that many local government units need to include WASAR

training in their disaster plans, especially in areas prone to flooding (DILG,

2022). The study showed that by training local people, communities become

stronger and safer during disasters. This confirms that WASAR training is not

only important for professional responders but also for ordinary citizens,

ensuring that everyone is prepared for water-related emergencies.

In conclusion, WASAR training is a key strategy for improving water-

related emergency preparedness in the Philippines. As the country continues

to face water-related disasters, training programs can save lives and help

communities respond more effectively. From government programs to

schools

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like Benguet State University (2024), which includes WASAR training in its

disaster preparedness courses, it’s clear that such programs are necessary

for building safer, more prepared communities.

Water as Friend and Foe

Water can be both a friend and a foe, offering enjoyment and

recreation but also posing significant hazards. In an article, Kirtley (2024)

affirmed that moving water, whatever its temperature, poses specific

hazards. Similarly, Rowles (2019) emphasized the importance of investing

regular and consistent time into swimming with children and providing them

with safe, enjoyable, and educational experiences. He noted that "Don’t let

fear and hype overwhelm your own wisdom about what is best for your child"

(Rowles, 2019, p. 48), highlighting that informed, calm decision-making is key

to keeping children safe around water. In addition, Wallen (2022) stated that,

learning to swim goes hand in hand with being safer in and around water.

However, water safety means so much more than knowing how to swim!

Accidental drowning can be largely avoided through vigilant supervision,

swimming skills, and water safety training.

A local study by the Philippine National Red Cross (2022) found that

drowning incidents in the country could be reduced by over 50% with

increased awareness and practical water safety education, particularly in

schools and coastal communities. Furthermore, a study conducted by the

University of the Philippines (2023) showed that community-based training

programs, which

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include both swimming and rescue techniques, have a direct positive impact

on reducing drowning rates in flood-prone areas.

Water, while providing immense benefits, also demands respect and

caution. Through proper education, training, and preparation, water can be

both a helpful and safe ally. Continued investment in water safety education

and rescue training will ensure that the dangers of water can be mitigated,

saving countless lives.

Moreover, Edmund (2024) stated that water survival training not only

provides enhancement in many components of fitness (endurance, stamina),

but also provides much needed skill for overcoming water obstacles from a

stream crossing to an amphibious landing. The likelihood of panic induced by

the water is extremely high, which is why it's important to build confidence

and train individuals to react correctly when they find themselves in

situations where water survival is imperative.

Related Studies

Training Programs regarding the Enhancement of Swimming Skills

for Survival are Essential

In a study, Rahman et al., (2024) affirmed that, refresher training and

awareness campaigns focused on survival swimming skills are recommended.

Likewise, learning to swim is an essential (and potentially lifesaving)

skill. Understanding the risks, following basic safety precautions, and taking

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proper survival swimming training are your best layers of protection against

water dangers (Worrel, 2023

Furthermore, Ekanayaka et al., (2024) concluded that, it is

recommended that the adapted Swim for Safety program be implemented

widely to prevent drowning in young adults.

In addition, Ragucci (2024) asserted that, water can be both a friend

and a foe. When a sudden flood or swift current happens, it can transform

calm waters into dangerous torrents. That's why training for emergencies in

these conditions is critical.

The Best Way to Prevent Drowning Incidents is to Equip Everyone

with Swimming Skills

In a study of Baybay et al., (2023) confirmed that, the majority of

students needed constant practice and professional instruction to improve

their swimming abilities. The study emphasizes the value of skill-building

methods and psychological preparation in the context of integrated learning

for swimming instruction.

Also, Artiga et al., (2014) affirmed that, swimming is an essential skill,

especially to the barangay emergency response teams near lakes, rivers, and

beaches. It is a skill intended not only for recreation and livelihood but as

preparation for unforeseen water emergencies. Acquiring this skill may help

prevent drowning incidents that can lead to death. Toshiyuki Kishi et al.,

(2024) concluded that, there is a need for school safety education so that

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children are equipped with skills that would enable them to respond

appropriately when faced with unknown threats and dangers.

Synthesis of the Related Literature and Studies

Thus, the studies concluded that the survival swimming skills that can

be learn even at the early age from water survival training or swimming

training programs is an essential skill which can save one’s or someone else’s

life in times of dire situations involving water. It is also a stepping stone in

reducing the rate of death due to drowning around the world.

Also, the review of related literature emphasized that the

implementation of WASAR training program in the Philippines had a huge

contribution in the country’s preparedness as for it is prone to natural

disasters such as flood cause by typhoons. The training programs specifically

helped the government agencies who’s been in the front line in times of

natural disasters, therefore as criminology students who’s aspiring to be

future law enforcers and become part of government agencies, this kind of

training program is essential for them to build or accumulate the necessary

skills and knowledge that they’ll be needing in the future in order to serve

and protect.

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CHAPTER III

RESEARCH METHODOLOGY

This section presents information on the research design, participants,

Instrumentation, data gathering procedure, and data analysis used in the

conduct of the study.

A. Research Design

This study used qualitative approach given that this study sought to

document the experiences of the criminology students of Quirino State

University Cabarroguis Campus during the WASAR training program by

determining the insights gained and challenges as well as their coping

mechanisms during the training program.

B. Participants of the Study

The four (4) participants, representing their population were selected

from the batch of criminology students at Quirino State University

Cabarroguis, Campus. They were enrolled in the subject First Aid and Water

Survival (PE3) during the school years 2023-2024 and 2024-2025 and were

physically qualified to WASAR training program. Among the other

participants, these four (4) participants were identified to be the ones who

got drowned during training program.

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C. Sample and Sampling Techniques

This study used purposive sampling in the selection of the participants

where this sampling technique intentionally selecting participants based on

their characteristics, knowledge, experiences, or some other criteria, as for

this study focus on the insights gained and challenges as well as their coping

mechanisms during the WASAR Training Program of the students of Bachelor

of Science in Criminology of Quirino State University Cabarroguis Campus,

those who answered are those who took the training program.

D. Research Locale

This study conducted in the Quirino State University Cabarroguis Campus,

Located at Zamora, Cabarroguis Quirino BSCRIM Department.

E. Data Gathering Tool

The researchers utilized the open-ended questions during a face-to-

face interview with the selected participants. These questions focused on the

insights gained, and coping mechanisms during the WASAR Training Program.

F. Data Gathering Procedure

As a sign of formal conduct of this study, the researchers asked

permission to the respective Program Chair through a request letter for

approval of conducting interview to the participants. Hence, the participants

asked their consent and they allowed the researchers to conduct further

interview, thus the interview was approved by the participants.

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Moreover, the researchers collected all the data from the participants.

Further, the gathered data was transcribed by the researchers. Furthermore,

the transcribed data was translated into English. The translated data was

processed through the coding process and identified the different themes.

G. Data Analysis

Thematic analysis was used in this study as for the selection of

participants as representative of their population was came from the batch of

criminology students who have undergone the WASAR Training Program from

the School year 2023-2024 and 2024-2025. This also allows researchers to

explore the rich complexities of participants' experiences, meanings, and

perspectives. Thus, the data’s authenticity was accurate as it came directly

from the personal experiences of the interviewed participants (Braun and

Clarke, 2012).

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CHAPTER IV

RESULTS AND DISCUSSIONS

This chapter contains a discussion of data analysis and results of

the study. The findings are represented the insights gained and challenges as

well as their coping mechanisms during the WASAR (Water Survival and

Rescue) training program of the selected criminology students. The

researchers utilized the open-ended question in data gathering.

PART I. INSIGHTS THE STUDENTS HAVE GAINED DURING THE WATER

SURVIVAL AND RESCUE (WASAR) TRAINING PROGRAM

Throughout everyone’s journey insights are gained in the process. The

following discuss the insights gained of the students during their WASAR

Training Program

INSIGHTS THE STUDENTS HAVE GAINED DURING THE WATER

SURVIVAL AND RESCUE (WASAR) TRAINING PROGRAM
 Theme #1. Self-motivation

 Theme #2. Learning How to Swim as an Insight They

Gained

Theme #1. Self-motivation

This means that the insight gained by the participants during the

WASAR Training Program is that, for them to be able to make it through to

the

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hardship of the training program, they need to motivate themselves not to

give up.

As stated by Participant 1:

“ah maging matatag po sa…. ikaw lang yung

makakatulong sa sarili mo doon na mag ahon kapag hindi mo
alam lumangoy, sarili mo lang po talaga yung tutulong”.

(ah be strong... you are the only one who can help
yourself to get out of the water when you don't know how to
swim, only you can really help yourself.)

Likewise, Participant 2 expressed:

“So yun po ah ang natutunan ko po don na magtiwala

sa sarili ah na kaya mong ih tapusin yung ah isang training na
nagtitiwala ka sa sarili mo at hindi ka nag gigive up at kung
gusto mo talagang matapos yung isang bagay, na hindi
ka...kailangan mong I build yung muscle memory mo na
kailangan mong tapusin yung task mo para hindi mo na
balikan as second year”.

(So that's what I learned there is to trust yourself, that

you will be able to finish a training, that you trust yourself and
you don't give up, and if you really want to finish something,
that you don't... you need to build your muscle memory that
you need to finish your task so you don't have to go back to it
as a second year.)

These means that the participant 1 and 2 as their insights gained self-

motivation is important. They emphasized in their answers that in order for

them to make it through the training program, they motivate their self not to

give up because no one can help them except for themselves. According to

the study of Olaves, et al., (2019), many students stated that they enjoyed

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and valued the aquatic courses and through their responses seemed to

understand

the significance of water safety, not only for themselves but for their friends,

family, and community. Similarly, understanding the psychological factors

influencing students' participation can help in designing effective training

programs. This perspective is relevant to the WASAR Training Program, where

self-motivation is crucial for success (Madrigal et al.,2010).

Theme #2. Learning How to Swim as an Insight They Gained

This means that the participants regarded the learning on how to swim

as their insight gained during the WASAR Training Program.

Participant 3 stated:

“Ah yung natutunan ko po eh sa during the WASAR eh

yung natututo po naman ako konting lumangoy kasi pinush
ako ni sir Benjie”.

(Ah, what I learned during the WASAR was that I learned

to swim a little because Sir Benjie pushed me.)

Similary, Participant #4 expressed:

“Ah yung ano po kuya yung kung paano po magsagip sa

tubig kuya tapos yung kung paano po lumangoy, yun lang po
kuya”.

(Ah it was, on how to rescue in the water and how to swim,

that’s all.)

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The responses of the Participant #3 and Participant #4 emphasized

that, as a key insight gained during the WASAR Training Program, they

learned how to swim, realized that they had the ability to do so.

This aligns with the study of Pidgeon et al., (2020) which found that

additional risk factors to drowning include as one’s current swimming ability,

knowledge, attitudes, and behaviors. Additionally, a study by Guevara et al.

(2021) highlighted that children in the Philippines are at a higher risk of

accidental drowning compared to adults. The study emphasizes the

importance of water safety education and the need for programs that teach

swimming and water rescue skills to reduce drowning incidents.

Furthermore, the Philippine Lifesaving Society (PLS) has implemented

the 'Swim and Survive' program, which teaches swimming skills, personal

survival tips, basic rescue activities, and endurance tests. This program

underscores the significance of structured training in enhancing swimming

abilities and water safety awareness among Filipinos.

These studies and initiatives underscore the importance of structured

training programs, like the WASAR Training Program, in enhancing swimming

abilities and water safety awareness, thereby reducing the risk of drowning in

the Philippines.

PART II. CHALLENGES FACED BY CRIMINOLOGY STUDENTS OF

QUIRINO STATE UNIVERSITY CABARROGUIS CAMPUS DURING THE

WATER SURVIVAL AND RESCUE TRAINING (WASAR) PROGRAM

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Everyone faced their own challenges in life. The following are detailed

discussions on themes from the real challenges experienced by the

criminology students during the WASAR Training Program.

CHALLENGES FACED BY CRIMINOLOGY STUDENTS OF

QUIRINO STATE UNIVERSITY CABARROGUIS CAMPUS

DURING THE WATER SURVIVAL AND RESCUE TRAINING

(WASAR) PROGRAM

 Theme #1 Lack of Ability to Swim

 Theme #2 Nervousness due to the Water Level

Theme #1 Lack of Ability to Swim

These exclamation means that part of the challenges faced by the

students of criminology during the WASAR Training Program is their lack of

ability to swim.

As stated by Participant 1:

“Mahirap sir kasi hindi po ako marunong lumangoy, yung

challenge po eh nalunod po ako”.

(It was hard sir, because I don’t know how to swim, the
challenge is that I was drowned.)

Likewise Participant 2 stated:

“Ang una po ah yung syempre hindi ako marunong

lumangoy ah syempre kinakabahan ako non kung paano
isusurvive yung sarili ko don sa part na yon kasi hindi talaga
ako marunong lumangoy kaya yun yung first na challenges
don sa ah pag training ko ng WASAR, kaya yun nga po hindi
ako marunong lumangoy yun yung challenge sa akin.”

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(The first thing is that of course I don’t know how to

swim, of course I’m nervous about how I’m going to survive
that part because I don’t know how to swim, so that was the
first

challenge when I was training for WASAR, so that’s why I

don’t know how to swim, those were the challenge for me.)

Participant 3 added:

“Ah sir yung challenges po na na experience ko during

the wasar eh yung, yung ano lumangoy sa bandang malalim
kasi hindi ako marunong lumangoy, then yung iba pa is ano
yung sa may bato, yung papahawakin ka ng bato, hindi ko pa
nahawakan eh nalunod na ako, yun yung iba.”

(Ah sir, the challenges I experience during the WASAR

were swimming in the deep end because I don’t know how to
swim, then the other one with the rock, the one where you
have to hold the rock, I haven’t held it yet I drowned, those
are the others.

These responses demonstrate how the lack of basic swimming skills

presents significant physical and psychological barriers in water safety and

rescue training programs. The fear of drowning, anxiety, and low self-efficacy

are critical issues for non-swimmers engaged in such high-risk training.

The statements of the participants above are the challenge they faced

during the WASAR Training Program. The two participants who undergone the

WASAR training program year 2023- 2024 and one participant of year 2024-

2025 has the same challenge encountered. The three participants said that

they don’t know how to swim and that is the challenge they faced which led

them getting drowned during the WASAR Training Program.

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Which support the study of Misimi et al., (2020), where it was indicated

that swimming abilities are important not only for drowning prevention but

also for the development and maintenance of overall fitness. Learning to

swim is a

cultural as well as a physical accomplishment. Further, drowning is the

number one cause of death for children ages 1 to 4 years, and the second

leading cause of unintentional death in children ages 5 to 14 years old in the

United States (Centers for Disease Control and Prevention, 2022).

Theme #2 Nervousness due to the Water Level

This means that the challenges that was faced by the participant is the

nervousness that he felt and the deep level of water that made the

performance of the task given to him difficult.

Participant 4 expressed:

“Ah yung kabado kuya, tapos ano yung paggawa ng

yung pagsagip ng kaklase ganon po kuya, tapos yung kalalim
ng tubig mahirap po lumangoy tapos dalawa po yung
sasagipin kuya”.

(Ah, the nervousness, and then the act of rescuing a

classmate. Also, the water is so deep that it's hard to swim
and I had to rescue two people.)

The statement of the participant emphasized that the challenges he

faced during the training program was the nervousness that he felt while

performing the task that has given to him. As well as, the difficulty of the act

of rescuing his classmate. The participants also faced difficulty in swimming

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because of the deep-water level added that there are two people that needed

to be rescued. This aligned with the research of Pharr et al., (2018), which

indicated that negatively associated variables to swimming ability include

fear, race, and gender.

Furthermore, Stillwell (2011) found that, participant number three

declared that she knew how to swim but lacked the confidence to be in deep

pool or open water. Therefore, she thought learning how to become more

confident in the water would be what she’d want to focus on.

PART III. THE COPING MECHANISM OF THE CRIMINOLOGY STUDENTS

REGARDING TO THE CHALLENGES THEY ENCOUNTERED DURING THE

WATER SURVIVAL AND RESCUE (WASAR) TRAINING PROGRAM

The coping mechanism of the participants are the things that help

them to cope or overcome the challenges they encountered during their

WASAR training program.

THE COPING MECHANISM OF THE CRIMINOLOGY STUDENTS

REGARDING TO THE CHALLENGES THEY ENCOUNTERED
DURING THE WATER SURVIVAL AND RESCUE (WASAR)
TRAINING PROGRAM

 Theme #1. PERSEVERANCE

 Theme #2. Positive Mindset

Theme #1. PERSEVERANCE

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Another emerging theme from the data is the participants’ ability to

persevere and learn despite experiencing significant difficulties, such as fear

of drowning or physical exhaustion. Their responses reflect both personal

determination and openness to instruction, which helped them gradually

develop competence and confidence.

Participant #1 stated:

“nagpapatuloy lang po sa kung saan nag start then

naisip ko na hindi na tumuloy kasi yun nga po yung nangyari
nalunod po ako don pero may mga tao na nagsabi na ituloy
ko lang po”.

(I just kept going where I started, then I thought I

wouldn't continue because that's what happened, I drowned
but some people told me to just keep going.)

Participant #2 added:

“patuloy lang po sa pag gained ng knowledge kung ano

po yung tinuturo sa akin yun lang po yung sinusunod ko kung
ano po yung mga bagay na dapat sndin, sinusunod ko lang po
hanggang sa natuto po ako hanggang ah kaya ko nang
isurvive ang sarili ko na hindi nalulunod”.

(I just continue gaining knowledge on what is being

taught to me; I just follow what I need to follow. I keep
following until I learned, and now I can survive on my own
without drowning.)

The statements of the participants emphasized that despite the

challenges they faced, they persevered until the end in order to finish the

training program. This aligns the statement of Kern (2017) that, perseverance

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is a personality trait characterized by sticking with things despite challenge.

It is important for achievement and other socially valued outcomes.

Persevering through challenges helps build one’s character.

Theme #2. Positive Mindset

This theme, positive mindset, is a mind setting that is a powerful tool

to complete the tasks given to the participants despite its difficulty.

Participant #3 added:

“ang ginawa ko para malagpasan ang mga challenges

eh mas pinalakasan ko yung loob ko tapos minotivate ko yung
sarili ko na dapat kayanin ko to”.

(What I did to overcome the challenges were to

strengthen my courage and then remind myself that I should
be able to handle it.)

Finally, Participants #4 showed a positive approach:

“inenjoy ko lang po kuya yung pagiging mahirap nung

naging WASAR namin kuya”.

(I just enjoy, brother, the difficulties we encountered

when we were struggling at the WASAR.)

These narratives highlight how continuous effort, openness to learning,

and support from others contribute to success in physically and emotionally

demanding programs like WASAR. The participants’ stories are strong

examples of the Filipino values of perseverance (tiyaga) and communal

encouragement (pakikipagkapwa), which are essential traits in survival and

rescue training contexts.

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These statements indicated that despite the challenges of their WASAR

training, they believe that they can do it, and that is the only way to finish

the

WASAR training program. According to Salem and Karlin (2023), One of the

main goals of this study was to explore the pathway to positive mindset. The

model was testing using positive thinking and positive feeling as outcome

variables.

Moreover, according to Fang et al., (2020), individuals with a positive

mindset tend to feel more satisfied by their work, are more committed and

more easily engage in supportive behaviors. Organizations which invest,

develop, and manage psychological capital could gain a competitive

advantage. Further, resilience can be cultivated and that persistence in

learning contributes to functional outcomes like swimming ability (Pangngay,

2024).

Furthermore, students with higher levels of courage and a growth

mindset are more likely to overcome repeated failures and show persistence

in high-stakes, skill-based tasks. This supports Participant #2’s reflection on

learning to survive through steady adherence to instruction (Advincula,

2023). Hence, the role of lakas ng loob and pakikipagkapwa in helping

Filipinos persevere in the face of adversity. Participant #1’s statement shows

this clearly—continuing the program not only because of inner strength but

also because of the encouragement of others, a reflection of communal

resilience (Bersamira and Macaraeg (2024).

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CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the findings, conclusion, and recommendations

based on the data analyzed in the previous chapter on Insights Gained and

Challenges During the Water Survival and Rescue Training Program of the

Criminology Students of Quirino State University Cabarroguis Campus.

This study the insights gained, challenges faced and coping

mechanisms by the criminology students of Quirino State University

Cabarroguis Campus during the WASAR training program. Four students were

interviewed in person: two from 2023–2024 and two from 2024–2025.

The qualitative research design was utilized in the study. The

qualitative research design is a research method used extensively by

scientists and researchers studying human behavior, opinions, themes, and

motivations.

Summary of Findings

I. Insights of the Students Gained During the WASAR (Water Survival

and Rescue) Training Program

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The researchers sought the insights gained and challenges during the

WASAR (water survival and rescue) training program of the criminology

students of Quirino State University Cabarroguis Campus- where insights

were gained by the participants. There are two (2) themes: First, is the self-

motivation and second, is the learning how to swim as insight they gained;

was identified by the participants. Participants #1 and #2 stated that self-

motivation was the insights they gained during the training program where,

in order for them to make it through the hardship during the said training

program, they motivate their self to continue and struggle till the end.

However, the participants #3 and #4 stated that learning how to swim as

insight they gained, realized that they had the ability to do so during the

training program.

II. The Challenges Faced by Criminology Students of Quirino State

University Cabarroguis Campus during the WASAR (Water Survival

and Rescue) Training Program

The researchers sought the insights gained and challenges during the

WASAR Training Program of the Criminology students of Quirino State

University Cabarroguis Campus - where challenges were a number of

challenges were faced by the participants throughout the course of the

WASAR (Water Survival and Rescue) training program. Two (2) main themes

emerged from the statements of the participants are the Lack of Ability to

Swim and the Nervousness due to the Water Level. These were identified as

the most significant challenges encountered by the criminology students

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during the training program. The lack of ability to swim was a major obstacle,

and it led to actual drowning incidents involving Participants #1, #2 and #3,

who all reported difficulty in staying afloat and managing themselves in deep

water. On the other hand, Participant #4 faced the nervousness and the

water level as the challenges faced.

III. THE COPING MECHANISMS OF THE CRIMINOLOGY STUDENTS

REGARDING TO THE CHALLENGES THEY ENCOUNTERED DURING THE
WASAR (WATER SURVIVAL AND RESCUE) TRAINING PROGRAM.

The researchers sought the insights gained and challenges

encountered by the criminology students of Quirino State University

Cabarroguis Campus- where during the WASAR (Water Survival and Rescue)

training program. The study focused particularly on the coping mechanism

employed by the students in response to these challenges. There are two (2)

themes: Perseverance and Positive Mindset; wherein, the participants #1 and

#2 identified perseverance as their primary coping strategy, stating that

they remained determined and committed to completing the training

program despite the challenges they faced. However, participants #3 and #4

relied on positive mindset, they remained to think positive, that they can

overcome all the challenges during the training program.

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Conclusion

This study found out that the participants gained self-motivation as

their insight wherein, upon realizing that no one will help them except for

themselves, they must believe in their own that they can finish the training

program. Further, learning how to swim as insight they gained realized that

they had the ability to do so during the training program. In addition to that,

the study also found that the challenges that was faced by the participants

#1, #2 and #3 was the lack of ability to swim which led to their drowning

during the training program. Also, the participant #4 who faced the

nervousness and the water level as challenge during the WASAR training

which made the task given to him more difficult to accomplish. Furthermore,

during the training program, the participants #1 and #2, as for their coping

mechanism, what they done was to persevere throughout the training

program despite the challenges they faced. Also, the participants #3 and #4

whom coping mechanism was to think positively despite all the challenges

they faced during the training program.

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Recommendations

With the initial findings of the study, the following recommendations

are hereby proposed:

1. The future participants of the training program should practice and

enhance their swimming skills as well as the survival training

techniques to prevent getting drowned during the training program.

2. The future participants of the training program should not only be

physically but also mentally prepared to overcome the challenges that

they may face during the training program.

3. The future participants should ask the recent participants about their

experiences during the training program in order for them to come up

with a plan or strategy as their coping mechanism regarding the

challenges they may face in during the training program.

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APPENDICES

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A. Guide Questions
The following are the questions was asked during the interview

conducted by the researchers:

1. What are the insights that you gained during the WASAR Training

Program?

1.1. How that is helpful for you to make it through the said training

program?

1.2. Do you have any other insights that gained during the training

program?

2. What are the challenges that you faced during the WASAR Training

Program?

2.1. Do you have trauma in water when you’re at the young age?

2.2. Have you ever experienced getting drowned before?

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3. What are the coping mechanisms that you made in order to

overcome the challenges that you faced during the WASAR Training

Program?

3.1. How does it helped you to overcome those challenges?

3.2. Do you have any other coping mechanism during the Training

Program?

B.

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B. Request Letter

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C. Curriculum Vitae

Name: Julio C. Cabonatalia Jr.

Address: Ligaya, Aglipay, Quirino
Contact Number: 09166960169
E-mail Address: cabonataliajulio@[Link]

PERSONAL INFORMATION
Nickname: Julio

Birthday: January,30,2002

Birthplace: Cabarroguis District Hospital

Age: 24
Gender: Male
Civil Status: Single
Nationality: Filipino
Religion: Catholic
FAMILY BACKGROUND
Mothers Name: Virginia C. Cabonatalia Occupation: N/A
Fathers Name: Julio V. Cabonatalia Occupation: Farmer
EDUCATIONAL BACKGROUND
Tertiary Level: Quirino State University Cabarroguis Quirino
Secondary Level: Peña Blanca National High School
Elementary: Ligaya Elementary School

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Name: Abner L. Lopez

Address: Villarose, Cabarroguis, Quirino
Contact Number: 09514001331
E-mail Address: abnerlopez@[Link]

PERSONAL INFORMATION
Nickname: Baren

Birthday: April, 06, 2003

Birthplace: Villarose, Cabarroguis, Quirino

Age: 22
Gender: Male
Civil Status: Single
Nationality: Filipino
Religion: IGLESIA NI CRISTO
FAMILY BACKGROUND
Mothers Name: Marilyn L. Lopez Occupation: House Keeper
Fathers Name: Pepito B. Lopez Occupation: Farmer
EDUCATIONAL BACKGROUND
Tertiary Level: Quirino State University Cabarroguis Quirino
Secondary Level: Quirino General Highschool (S.Y 2020-2021)
Elementary: Villarose Integrated School

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Name: Carlo M. Lopez

Address: Villarose, Cabarroguis, Quirino
Contact Number: 09124930560
E-mail Address: carlo2991771@[Link]

PERSONAL INFORMATION
Nickname: Caloy

Birthday: January,30,2002

Birthplace: Villarose, Cabarroguis, Quirino

Age: 22
Gender: Male
Civil Status: Single
Nationality: Filipino
Religion: INC
FAMILY BACKGROUND
Mothers Name: Beatriz M. Lopez Occupation: Farmer
Fathers Name: Pepito A. Lopez Occupation: Farmer
EDUCATIONAL BACKGROUND
Tertiary Level: Quirino State University Cabarroguis Quirino
Secondary Level: Quirino General Highschool (S.Y 2020-2021)
Elementary: Villarose Integrated School

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Name: Jhon Louie R. Agustin

Address:Villamor, Cabarroguis, Quirino
Contact Number: 09367116004
E-mail Address: nitsugajlouie15@[Link]

PERSONAL INFORMATION
Nickname: Louie

Birthday: July,29,2003

Birthplace: San Marcos Hospital

Age: 21
Gender: Male
Civil Status: Single
Nationality: Filipino
Religion: Roman Catholic
FAMILY BACKGROUND
Mothers Name: Elizabeth R. Agustin Occupation: OFW
Fathers Name: Louecito A. Agustin Occupation: Farmer

Educational Background
Tertiary Level: Quirino State University Cabarroguis Quirino
Secondary Level: Quirino General Highschool (S.Y 2020-2021)
Elementary: Villamor Elementary School

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D. Documentation

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