TABLE OF CONTENTS

Page title ------------------------------------i

Approval Sheet ------------------------------------ii

Dedication ------------------------------------iii

Abstract ------------------------------------iv

Chapter Title

I. THE PROBLEM AND ITS SCOPE

Introduction ----------------------------------1-3

Significance of the study ----------------------------------4-5

Theoretical background ----------------------------------5-6

Research Paradigm ----------------------------------6-7

Statement of the Problem ----------------------------------7-8

Hypothesis -----------------------------------8

Definition of Terms ----------------------------------8-9

Scope and Limitation of the study -----------------------------------9

II. REVIEW OF RELATED LITERATURE

Local Literature --------------------------------10-12

Local Studies --------------------------------12-14

Foreign Literature --------------------------------14-16

Foreign Studies --------------------------------16-18

III. RESEARCH METHOD & PROCEDURE

Research Design and Methodology ----------------------------------19

 Research Methods and Technique Use ----------------------------------19

Population and Sample ----------------------------------20

Sampling Design and Procedure ----------------------------------20

Instrument Used ----------------------------------21

Validation ----------------------------------21

Data Gathering Procedure ----------------------------------21

IV. PRESENTATION AND ANALYSIS OF DATA --------------------------------22-37

V. SUMMARY, CONCLUSION AND RECOMMENDATION

Summary of Findings --------------------------------38-39

Conclusion --------------------------------39-40

Recommendation ----------------------------------41

References --------------------------------42-46

LIST OF APPENDICES

APPENDEX A

Curriculum Vitae --------------------------------47-51

APPENDEX B

Questionnaire --------------------------------52-59

APPENDEX C

Documentation ----------------------------------60

APPENDEX D

Certificate to Conduct ----------------------------------61

 LIST OF FIGURES

FIGURE PAGE

1 Research Paradign 5

2 Academic Performance of Students 36

LIST OF TABLES
TABLES ` PAGE

1 Impact of ROTC Participation in the Academic Performance 23

2 Impact of ROTC Participation on Time Management. 25

3 Impact of ROTC Participation on Critical Thinking Skills. 27

4 Factors Affecting the Academic Performance in ROTC 29

Participation in terms on Responsibility and Commitment.

5 Factors Affecting the Relationship Between ROTC 31

Participation and Academic Performance, Focusing on

Personal and Professional Growth.

6 Factors Affecting the Relationship Between ROTC Participation 33

and Academic Performance, Focusing on Personal and

Professional Growth.

7 Academic Performance of the Students. 37

SIBUGAY TECHNICAL INSTITUTE INCORPORATED

Lower Taway, Ipil Zamboanga Sibugay Province
 [Link]

APPROVAL SHEET

This Research entitled "ASSESSING THE IMPACT OF ROTC

PERFORMANCE ON ACADEMIC AND LEADERSHIP DEVELOPMENT OF

2nd YEAR CRIMINOLOGY STUDENTS AT SIBUGAY TECHNICAL

INSTITUTE INCORPORATED A.Y 2024-2025, LOWER TAWAY, IPIL,

ZAMBOANGA SIBUGAY” prepared and submitted by Jamaica D. Baso, Diether A.

Cenas, Ian Von C. Cenas, Phetrick John R. Llesis, Edjay A. Pangjao in partial fulfillment

of the requirement for the subject CRIMINOLOGICAL RESEARCH 1 AND

CRIMINOLOGICAL RESEARCH 2 of BACHELOR OF SCIENCE IN

CRIMINOLOGY has been examined and hereby recommended for approval and

acceptance.

RODENNIEL B. ALVARADO, RCRIM

ADVISER

Approved by the COMMITTEE ON ORAL EXAMINATION on January 19,

2025, with a rating of _______.

PCOL. MANUEL P. FABON JR. (Ret), [Link],CSP,CSI

Chairman

[Link] P. MAMASALAGAT, JD
External Panelist

GEMMARIE A. CUIZON,LPT CHARLYN G. ONTE, LPT

English Critic
Statistician

ZESZA VALENZUELA
English Critic
 DEDICATION

The researcher is dedicated this research to our supportive parents, whose

unwavering love and support have been our driving force in conducting this study. They

have never left our side throughout the process and gave us strength and hope when we

thought of giving this up. Without their love and assistance, this research would not have

been possible. We also dedicate this to Mr. Rodenniel Alvarado and Dr. Manuel P.

Fabon, for their tremendous effort and patience in guiding us throughout the research and

helping us to make this study even better. And lastly, to Almighty God, who always gives

us strength, knowledge, and wisdom in everything we do. All of these we offer to you.

The Researchers,
 ABSTRACT

This study aimed to assess the impact of the Reserve Officers' Training Corps

(ROTC) on the academic performance and leadership development of second-year

criminology students at Sibugay Technical Institute Incorporated (STII) for the academic

year 2024-2025. The research examines whether participation in ROTC influences

students’ academic outcomes, leadership skills, time management, and personal growth.

A quantitative research design was employed, utilizing a descriptive survey

method. Data were collected from 225 second-year criminology students through

structured questionnaires, measuring perceptions of ROTC’s effects on discipline, time

management, critical thinking, and academic performance. Pearson’s correlation analysis

was used to determine the relationship between ROTC participation and academic

performance.

Findings indicate that ROTC positively contributes to students' leadership skills,

discipline, teamwork, and stress management. The program enhances time management,

problem-solving abilities, and confidence. However, the statistical analysis revealed a

weak negative correlation (r = 0.330) between ROTC participation and academic

performance, suggesting that while ROTC fosters essential life skills, the program's

demands may slightly impact academic achievement. Despite this, most students

maintained "Very Satisfactory" academic ratings, with a small percentage facing

challenges in balancing ROTC and coursework.

Based on these results, the study recommends that students enhance their time

management strategies to effectively balance academics and ROTC commitments. ROTC

programs should implement support mechanisms, such as mentorship programs and

flexible scheduling, to aid academic success. Teachers are encouraged to provide

additional academic support and guidance for ROTC students. Future research should

explore long-term effects and potential interventions to optimize ROTC’s academic and

leadership benefits.

This study highlights the need for a balanced approach in integrating ROTC

training with academic responsibilities to ensure students benefit from both educational

and leadership development opportunities.

Keywords: ROTC (Reserve Officers' Training Corps), Academic Performance,

Leadership Development, Time Management and Critical Thinking
 SIBUGAY TECHNICAL INSTITUTE INCORPORATED
Lower Taway, Ipil Zamboanga Sibugay Province
College of Criminology

ASSESSING THE IMPACT OF ROTC ON THE ACADEMIC

PERFORMANCE AND LEADERSHIP DEVELOPMENT OF
2nd YEAR CRIMINOLOGY STUDENTS AT SIBUGAY
TECHNICAL INSTITUTE INCORPORATED A.Y
2024-2025, LOWER TAWAY, IPIL,
ZAMBOANGA SIBUGAY.

Presented to the Faculty of Bachelor of Science in Criminology

In Parcial Fulfillment of the Criminological Research

Members:
Baso, Jamaica
Cenas, Diether
Cenas, Ian Von
Llesis, Phetrick John
Pangjao, Edjay

August 2024
 1

CHAPTER 1
THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

The Reserve Officers' Training Corps, also known as ROTC, provides students

with the opportunity to study and serve after completing their degree, or to participate in

the program for a short period of time without committing to anything after college.

According to the ROTC website, the program began in 1819 and has earned over 600,000

commissions. Given the current shortage of officers, ROTC is an important pipeline for

increasing military ranks.

With the obligation to enlist as an officer in the United States, students train as

they study, completing military science courses in addition to their usual college

coursework. After graduation, join the Army, Navy, or Air Force. The Coast Guard's

College Student Pre-Commissioning Initiative, which gives scholarships and a position at

officer candidate school upon graduation, replaces the ROTC program. According to

administrators, students who wish to participate in ROTC without committing to military

service can do so for a set period of time, usually three semesters.

The Reserve Officers' Training Corps (ROTC) is a leadership training and

development program that prepares full-time, college-enrolled students for service

opportunities in the Army, Marine Corps, Navy, Air Force, and Space Force (the Coast

Guard offers a similar program called the College Student Pre-Commissioning Initiative

[CSPI]). Joining ROTC opens a door to professional skills development, scholarship

opportunities, and tuition assistance, and, upon completion, achieving.

 2

In the Philippines, the Reserve Officers Training Corps (ROTC) is one of three

components of the National Service Training Program, which provides civic education

and defense preparedness for Filipino college students. ROTC aims to provide students

with military education and training in order to prepare them for national defense. Its

specific goals include preparing college students to serve in the Armed Forces of the

Philippines in the event of an emergency, as well as training them to become reservists

and potential AFP commissioned officers.

This time of year, the House of Representatives approved on third and final

reading a bill requiring a mandatory reserve officers training corps program for grades 11

and 12 in public and private schools nationwide with 167 affirmative votes, four against,

and no abstention, the chamber approved House Bill 8961, or the proposed act mandating

the institutionalization, development, training, organization, and administration of basic

ROTC for senior high students around the ROTC will be required for graduation for all

students in public and private high schools, according to the legislation.

President Rodrigo Duterte argued that the program is necessary to prepare future

Filipino youth to protect the country. On the other hand, the younger generation,

regardless of age, must be exposed to the fundamentals of basic soldiery in order to

develop and foster their leadership potential. However, the Gabriela Women's Party

condemned the bill's approval, citing a lack of substantive debates on the measure.

The Reserve Officers' Training Corps (ROTC) program aims to develop well-

rounded individuals with strong leadership, discipline, and academic skills. However, the

extent to which ROTC performance directly influences academic achievement and

leadership development among students remains unclear. This study seeks to investigate
 3

the impact of ROTC on the academic performance and leadership development of 2 nd

year criminology students at Sibugay Technical Institute Incorporated (STII) for the A.Y

2024-2025.

Assessing the impact of ROTC on academic performance and leadership

development of 2nd year criminology students involves a multifaceted examination of

how participation in the Reserve Officers' Training Corps influences both academic

outcomes and the cultivation of essential leadership skills. This study aims to explore the

correlation between students engagement in ROTC activities and their overall

performance in academic settings, highlighting the potential benefits of military training

in fostering discipline, time management, and critical thinking.

This comprehensive assessment not only aims to provide insight into the benefits

of the ROTC program but also seeks to identify areas for improvement, ensuring that the

curriculum aligns with the developmental needs of students. The findings could

potentially inform educational strategies and programmatic adjustments within ROTC,

ultimately benefiting the participating students and the broader educational community.

Overall, the assessment would involve collecting data, analyzing performance

metrics, and drawing conclusions about the correlation between ROTC participation and

its effects on students' academic success and leadership capabilities. Ultimately, this

evaluation aims to understand whether involvement in ROTC contributes positively to

the overall development of these second-year students.

 4

Significance of the Study

This study was conducted to determine the factors affecting the 2nd year

criminology students at Sibugay Technical Institute Incorporated, Ipil, Zamboanga

Sibugay. As such, the result would have been a great significance to others such as

Students, Organization, Teachers, Future Researchers, Administration and Commission

on Higher Education.

Students

The student fosters positive academic outcomes, such as improved time

management, discipline, and goal-setting, which can translate to better academic

performance.

Sibugay Technical Institute Incorporated

The school can benefit greatly from this study since they have access to more

information that helped them develop fresh ideas for improvement.

Teachers

Teachers can benefit from this study since they were able to informed the students

about the usefulness of ROTC performance and academics. This will give the teacher

ideas for adjusting and improving their instruction to their students.

Future researchers

Future Researchers can utilized this research study to supplement or complement

their present research study over the duration of this study. This can assist students in

having prior information of the previously done research study about the impact of

ROTC performance on academics.

 5

Administration

It provides insights into how ROTC programs are structured and managed within

academic institutions. This includes examining the program’s efficiency, resource

allocation, and it’s integration with the overall academic curriculum.

Commission on Higher Education

It’s involvement in studies helps to evaluate how ROTC affects students’

academic performance, time management, and overall educational experience.

Theoretical background

The theoretical background of the study was anchored in various theories of

Albert Bandura which is Social Cognitive Theory and Transnational Leadership Theory

of James V. Downtown that hold and support this research study. It introduces and

describes the theory that explains why the research problems being investigated exist. As

a result, this study incorporates all of the knowledge components related to the "Factors

in assessing the impact ROTC on the academic performance and leadership development

of 2nd year criminology students at Sibugay Technical Institute Incorporated A.Y 2024-

2025, Lower Taway, Ipil, Zamboanga Sibugay"

Social Cognitive Theory posits that individuals learn by observing others and

through their own experiences. In the context of ROTC, students learn leadership skills,

discipline, and teamwork through observation and participation in training activities.

Transformational Leadership Theory emphasizes the importance of leaders in

inspiring and motivating followers to achieve extraordinary outcomes. ROTC aims to

 6

develop students into future leaders, and this theory provides a framework for evaluating

the effectiveness of ROTC in cultivating leadership qualities.

This theoretical background provides a foundation for investigating the impact of

ROTC performance on academic and leadership development. By utilizing Social

Cognitive Theory and Transformational Leadership Theory, the study aims to contribute

to the understanding of the role of ROTC in student development.

Research Paradigm

In the graphic organizer shows the actions of the researchers, how the

researchers get the perception and attitude of students towards the impact of ROTC on

the academic performance and leadership development of 2 nd year criminology students

at Sibugay Technical Institute Incorporated A.Y 2024-2025, Lower Taway, Ipil,

Zamboanga Sibugay.

Input
Input Process
Processs Output
Output

Survey 2nd year

Assessing the impact
Assessing questionnaire. criminology
of ROTC onthethe
students.
impact of ROTC
academic 2nd yearskills
Leadership
performance
on academic and Survey Criminology
leadership
performance and Questionnaire Students
development. Leadership Skills
leadership
development.

Figure 1.

Research Paradigm
 7

In the first column, the researchers may know the perception and attitude of the

respondents toward the impact of ROTC on the academic performance and leadership

development. In the second column, the researchers gave survey questionnaire based on

the study and was answered by the 2nd year criminology students. And in the third

column, the researchers respondents are the 2nd year criminology students.

Statement of the Problem

This study would determine the relationship between ROTC on the academic

performance among the 2nd year criminology students at Sibugay Technical Institute

Incorporated A.Y 2024-2025, Lower Taway, Ipil, Zamboanga Sibugay. Specifically, it

aimed to answer the following questions:

1. What are the components affecting the ROTC in academic performance?

1.1. In terms of time management.

1.2. In terms of critical thinking.

1.3. In terms of discipline.

2. What are the factors affecting the relationship between ROTC and academic

performance?

2.1. In terms of responsibility and commitment?

2.2. In terms of unique opportunities for personal and professional growth.

2.3. In terms of program that gives you more confidence.

3. Is there a correlation between ROTC and academic performance in leadership

development?

3.1. In terms of academic and leadership skills?

 8

3.2. In terms of training helps you develop your leadership skills?

3.3. In terms of importance of leadership and discipline in your life?

Hypothesis

H0 - There is a significant correlation between ROTC and academic performance.

H1 - There is no significant correlation between ROTC and academic performance.

Definition of terms

This part of the study is where the key terms or phrases that are unfamiliar are

defined in this section and given a clear explanation.

Assessing. Means to evaluate, judge, or determine the amount or value of the answers of

the said respondents.

Comprehensive Assessment. It is used for an evaluation tool or system that

encompasses a wide range of factors to gather feedback from the 2 nd year criminology

students.

Correlation. Is simply used as a way to describe how two things are related to each

other.

Cultivating leadership. It is used for the process of intentionally developing leadership

qualities and capacities in individuals and organizations by joining ROTC training.

Fostering Discipline. Is used to teach someone how to control themselves and follow the

rules. It's like teaching them to be strong and steady even in difficult situations. It's about

helping them make good decisions and stick to a plan.

Leadership. Is used to teach you how to make tough decisions, think critically under

pressure, and always prioritize the needs of your group over your own.
 9

Organization. It used to the institution or association comprising one or more people

having a particular purpose.

Perception. Is used for the students ability to see, hear, or become aware of something

through the senses.

Social Cognitive Theory. This theory used to posits that individuals learn by observing

others and through their own experiences.

Transformational Leadership Theory. Is used to Emphasize the importance of leaders

in inspiring and motivating followers to achieve extra outcomes.

Scope and Limitation of the Study

The focus of this study would determine the impact of ROTC on the academic

performance and leadership development of second-year criminology students at

Sibugay Technical Institute Incorporated, A.Y 2024-2025, Lower Taway, Ipil,

Zamboanga Sibugay. The study is limited to 180 second-year criminology students at

Sibugay Technical Institute Incorporated, A.Y 2024-2025, Lower Taway, Ipil,

Zamboanga Sibugay, which limits the findings applicability to other sections, grade

levels, or institutions. The study focuses on the relationship between ROTC , academic

performance, and leadership development.

 10

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter represents the relevant literature and studies that the researcher

considered when determining the significance of the current study. It also provides a

synthesis of the art to fully understand the research and improved comprehension of the

study.

Local Literature

The purpose of this poll was to find out if parents, instructors, police trainees, and

high school students in the Philippines were in favor of making the Reserve Officers

Training Corps (ROTC) a required part of the senior high school curriculum. The

particular queries that are being asked are: What are the respondents' demographic

profiles? How do the respondents feel about the idea of the ROTC program in terms of

organizing, preparing, and inspiring young people? If they are categorized according to

age, gender, and religion, do they have significantly different attitudes? Are parents,

instructors, police trainees, and high school students in the Philippines in favor of the

proposed mandatory inclusion of ROTC in the senior high school curriculum? Of the

1076 respondents who took part in the poll, about 802 are young adults (Barrios, M. M.

2023).

In addition to any other major that is offered, students will have the chance to take

part in two- to four-year programs to earn a minor in military science leadership (MSL).
 11

There are additional scholarships available to students that take part in ROTC. Students

who graduate will receive a commission in the army, which includes active duty, reserve

duty, or the national guard (Rinka, M. 2019),

The recovery-oriented therapeutic community for addictions (ROTC): a response

to contemporary substance use disorder treatments in the Philippines. Therapeutic

Communities: The International Journal of Therapeutic Communities, 40(1), 25-41. This

paper's goal is to offer suggestions for improving the therapeutic community (TC) in the

Philippine setting in order to solve the problem of drug use disorder treatment. This

conceptual paper examines the available information regarding the drug war in the

Philippines, government strategies, the present status and research advancements of

therapeutic compounds, and the implications for evidence-based addiction treatment in

the nation today (Ramos, S. D. A. 2019).

ROTC program is one (1) of the components National Service Training Program

(NSTP) for which all freshmen students should undertake to finish their Baccalaureate

degree courses. The ROTC as a military science components of the NSTP is an

educational program which combines practical and unmatched leadership training. This

study determined the perception of criminology students of Bulacan State University

towards the military science of the NSTP the ROTC component. This program designed

to produce quality commissioned officers in the Armed Forces of the Philippines. These

Military science courses are designed to prepare criminology students to develop their

leadership, discipline and community awareness in response to the disaster risk reduction

program of the community. 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
 12

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

This research study draw pertinent data and information needed to determine the

Perception of Criminology students of Bulacan State University towards ROTC program,

this study utilized the descriptive method of research, which refers to the description,

recording analysis and interpretation of the present condition of research (Tullao, M.

2019).

Particularly in Reserve Officers Training Corps (ROTC) in higher education

institutions, gender remains a barrier for women pursuing military leadership roles and

training programs dominated by men. Finding out how gender conscious Bulacan State

University ROTC cadets are is the goal of this study. In the latter half of the 2018–2019

academic year, the study was carried out. The ROTC Cadets from Bulacan State

University served as the study's responders. Utilized in the study were descriptive

statistics such weighted mean, standard deviation, frequency, percentage, and rank. The

relevant profile of the respondent, the cadets' awareness of gender preferences within the

ROTC program, and the program's gender sensitivity were the independent variables

taken into account in the study. Descriptive research methodology was used in this

investigation (Tullao, M. 2020).

Local Studies

The Reserve Officers' Training Corps (ROTC) program has been a cornerstone of

military training for decades. Beyond its primary purpose of producing future military

officers, ROTC has also been recognized for its potential to foster academic and

leadership development among its participants. This local study aims to investigate the
 13

correlation between ROTC, the academic performance and leadership outcomes of

students enrolled in the program.

The findings of this study contributed to a better understanding of the benefits of

ROTC participation and provide valuable insights for educational institutions and

policymakers in the local area.

This study focused on the rigor of the ROTC program and the preparedness of

graduates from selected universities. Furthermore, the study found significant differences

in the perceived level of preparedness for various defense and security activities,

including internal security operations, territorial defense, disaster response, international

defense, security engagements, international humanitarian assistance, peacekeeping

operations, and support to national development (Gantalao, J. 2023).

This study focuses on the benefits and challenges of ROTC in the Philippines.

ROTC provides an opportunity to learn key hard and soft skills that are beneficial to

personal development. These qualities are critical for developing self-esteem and

confidence while also sustaining a healthy lifestyle (YP Readers and SCMP, 2024).

This study is focused on survey results of the respondents in the Philippines

regarding the support of ROTC. According to a survey commissioned by the office of

Sen. Sherwin Gatchalian, nearly eight in 10 Filipinos support the return of the mandatory

Reserve Officers’ Training Corps (ROTC) for college students. “The voice of our

countrymen is clear in supporting the return of ROTC in college, we will continue to

promote our proposal to have ROTC again in college until it is enacted. Through ROTC,

we can teach the youth about discipline, love for the country and willingness to help,

especially during disasters" (Gatchalian, 2023).

 14

The purpose of this study was to look at students' and parents' perspectives on the

Mandatory Basic Reserve Officers' Training Corps (MBROTC) Program's

implementation. The study specifically focused on students' social development,

catastrophe preparedness, national security, and program-related difficulties (Pacatang

and Montallana 2023).

The study also indicated that Filipino parents believe that ROTC instills values,

prepares children for war, and is appropriate for the country. They also believed that the

Filipino young needed discipline today, that ROTC should be overseen by a highly

competent official, and that it should be required for all, with the exception of the

physically incapable (Ria Bianca R Caangay & Danilo G Baradillo 2023).

These studies highlight the ROTC program's impact on students and emphasize

the significance of establishing it in schools to help them widen their knowledge and

develop themselves.

Foreign Literature

In order to ascertain whether diversity recruitment practices had any bearing on

the issue of a dearth of minority participation in the training and education of future

Army officers, this qualitative exploratory case study looked at the Army ROTC

programs in western Ohio (Rafael E Chico-Lugo 2021).

The aim of this research project was to investigate how Generation Z Army

ROTC cadets conceptualize and explain their experience with leadership development.

This qualitative study examined the lived experiences of the ROTC cadets in detail, with

a focus on leadership development. It did this by combining interpretive

 15

phenomenological analysis with a constructivist worldview and experiential learning

theory (Gagnon, J. O. 2024).

Reserve Officers' Training Corps (ROTC) programs give students rigorous

physical and leadership training, preparing them to become leaders. When it comes to

health care, ROTC cadets might or might not have access to one, unlike their student-

athlete peers who have direct access to athletic training facilities. This study's primary

goal was to investigate ROTC cadets' reporting practices and access to care. A secondary

goal was to investigate how well health care service interactions compare to patient-

centered care (Avey, M. C., Hand, A. F., Uriegas, N. A., and et. Al. 2021).

An instructional designer at a new branch campus of a small, private, Catholic

university in a nearby community worked with an ROTC teacher from a large, public

research school in the Southwest. The ROTC instructor at the smaller institution

leveraged cloud technology to construct a collaborative learning environment for the

military science courses at both universities, as part of the recently founded ROTC

program. The teacher used service learning as a way to explore the material and help

teach the students leadership, personal growth, officership, values and ethics, and

teamwork. At both colleges, more than fifty ROTC cadets planned, coordinated, and

carried out two enormous service-learning initiatives. Discussions are held regarding

design techniques, lessons discovered, and executed program changes (Monk, R., Miller,

C. L., & King, H. 2020).

Using surveys and interviews with US Army cadets at the US Military Academy

(USMA), Army Reserve Officer Training Corps (ROTC), and active duty Army

combatants, this study advances scholarly understanding by offering the first

 16

comparative, survey-based examination of combatant socialization to norms of restraint.

Furthermore, this study presents the idea of the "combatant's trilemma," which frames

civilian protection as a pricey compromise with the goals of military advantage and force

protection, in order to better comprehend "restraint" from the perspective of fighters

(Bell, A. 2022).

Foreign Studies

Foreign Studies Reserve Officers' Training Corps (ROTC) programs had been a

staple in many educational systems worldwide for decades. While primarily known for

their role in training future military officers, ROTC programs also offer a unique blend of

academic and leadership development opportunities. Numerous studies conducted in

various countries have explored the impact of ROTC participation on student outcomes,

particularly in terms of academic performance and leadership skills.

This review aimed to provide an overview of foreign studies that had been

investigated the relationship between ROTC involvement and academic achievement and

leadership development. By examining the findings of these studies, we can gain valuable

insights into the potential benefits of ROTC participation and inform discussions about

the role of military training in higher education.

Officers in the U.S. military must possess two essential qualities for their jobs:

effective leadership and excellent physical condition. military. University preparatory

U.S. In order to guarantee that cadets are commissioned into active duty at the

appropriate leader and fitness levels, Army Officer Programs train and evaluate ROTC

cadets in leadership and physical fitness. The cadets' performance in three physical
 17

fitness assessments serves as a representation of the physical fitness variable. Cadets'

leadership, which is evaluated and graded at an annual ROTC Leadership Development

Course, serves as a representation of the leadership behavior variable. A person with a

high degree of physical fitness will exhibit improved leadership behaviors,which will

increase productivity and task completion. The physical fitness and leadership behavior

scores of a regional brigade of ROTC cadets was analyzed by the researchers in order to

evaluate the "fit to lead" theory (Wolfe, Andrew 2018).

The study aimed to introduce a mental skills training (MST) intervention into the

regular physical fitness regimen of Army Reserve Officer Training Corps (ROTC) cadets

and explore its effects and correlations with the cadets' physical fitness scores and mood

states. A total of 22 male and 9 female cadets from the Army ROTC branch at Bowling

Green State University participated in the study, completing a set of questionnaires

before and after the mental skills training (Piatka, M. 2022).

Initial federal definition of giftedness in the Marland Report, leadership is

identified as one of the domains. Although federal and state classifications still

encompass identifying and nurturing leadership abilities, numerous states do not require

or endorse these services. As a result, involvement in student organizations and sports

often leads to the growth of leadership skills. JROTC provides leadership education in

schools, focusing on the military, and allows students to apply their new leadership skills.

This qualitative study focused on the postsecondary choices made by JROTC participants

and the nurturing of leadership skills. Steele, R. A. (2019) This study looked at the

relationship between cadets attending U.S. military schools and their assessments of their

leadership. Cadet Summer Training Advanced Camp (AC) is offered by the Army
 18

Reserve Officer Training Corps (ROTC). The Cadets' leadership qualities and abilities

were assessed, and they also showed that they had faith in the military knowledge and

tactics that are crucial at the tactical level (Bacelonia Meyer, M. S., & Rinn, A. N. 2022)

Academic success is a well-established indicator of future earnings and job path.

As a result, a lot of research has been done to identify the factors that influence academic

accomplishment. The purpose of the current study is to further the body of knowledge by

investigating the predictive ability of cognitive and non-cognitive variables on students'

academic progress in their first year of college at a military college. The notions of

person-environment (P–E) fit and grit are our primary non-cognitive predictors of

success. We look into whether grit influences academic success and whether it functions

differently in men and women. In light of the distinct educational context of our research,

we determine a P-E fit by looking at a student's status as an ROTC scholarship recipient

(Whipple, S. S., & Dimitrova‐Grajzl, V. (2021).

 19

CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

The study was conducted using a quantitative research design to investigate the

2nd year Criminology students of their opinions on the impact of ROTC on the academic

performance and Leadership Development. A survey was given to the students during the

2023-2024 school year to gather data about their perceptions. This data was analyzed to

understand the students views regarding to this study.

This chapter presents how the study was conducted. It shows the research method

and technique used, population and sample, sampling design and method, instrument

used, validation, data gathering procedure, and data processing and statistical treatment.

We had used quantitative study.

RESEARCH METHODS AND TECHNIQUE USED

We had employed the quantitative method using the descriptive design to

determine the effect of having ROTC. This method was used to gather data varying

subjects after exploring areas where little is known about the research problem, with the

use of collecting data we had gathered information using Surveys. Often includes closed

ended questions for easy statistical analysis. These techniques allows researchers to

quantify behaviors, making it easier to draw conclusions and generalize findings to larger

population. For smaller population, a larger percentage was needed, while a larger

population was represented with a smaller sample.

 20

POPULATION AND SAMPLE

The purpose of this study was to assess the impact of ROTC on the Academic

performance and Leadership Development of 2nd year Criminology students. This study

tried to evaluate the students feedback if they had develop their Academic and

Leadership skills through ROTC.

The target population of this study were the 2nd year Criminology students at Sibugay

Technical Institute Incorporated. The total population of the 2 nd year Criminology

students were 400 and we were able to get 45% of their population due to the fact that

only 180 students signed the memorandum of agreement which is getting their general

average, the researchers studied them naturally using descriptive research based on what

they are doing on the academic performance.

SAMPLING DESIGN AND PROCEDURE

Purposive convenient sampling was used to select respondents to validate the

study's results. The respondents were selected 25 students in every section of the 2 nd year

Criminology. Purposive sampling is used to select respondents that are most likely to

yield appropriate and useful information (Kelly, 2010) and is a way of identifying and

selecting cases that was used limited research resources effectively (Palinkas et Al.,

2015). This sampling technique involves the researcher relying on his or her own

judgment when selecting members of the population to participate in the study.

 21

INSTRUMENT USED

This research used a self-made questionnaire with the used of 4 point likert scale

by using these tools, Criminology students were able to gather information. Research

tools are important for collecting, measuring, and analyzing data related to your research

topic. These tools help ensure that research findings are accurate and reliable. The choice

of research tool depends on the research question, the type of data needed, and the

research method being used.

VALIDATION

The main instrument used in this study is a self made questionnaire using 4 point

check likert scale and it was validated by the experts.

DATA GATHERING PROCEDURE

The researcher constructed a questionnaire checklist, validated by the professor of

the subject then the questionnaire checklists was distributed to the respondents. The

researcher conducted the research in quantitative survey, because of the advantages of the

survey method. The researcher plains to the respondents the importance of their response

to the study. The researcher clarifies some terms to the respondents so that the

respondents can answer the questionnaire with full knowledge according to their

experience. The researcher will request the respondents to answer with all honesty. After

the respondents answered the questionnaire, the researcher collected and tallied the data

for interpretation. Based on the data the researcher comes up with a conclusion and

recommendations for this study.

 22

CHAPTER IV

Presentation, Analysis and Interpretation of Data

The presentation of the data is based on the impact of ROTC Participation on the

academic performance among the 2nd year criminology students at Sibugay Technical

Institute Incorporated A.Y 2024-2025 .This chapter presents the data in tabular forms,

analyzes and interprets the results. The presentation, analysis and interpretation of the

data, which are presented hereto, are arranged in accordance with the order of the

problems stated in the first chapter.

1. What are the components affecting the ROTC in academic performance?

Table 1 illustrates the Influence of ROTC Participation in the Academic

Performance, based on responses to ten questions. Participants generally agreed or

strongly agreed that ROTC positively impacted various aspects of their academic and

personal development, with an overall mean score of 3.27, indicating a tendency toward

strong agreement.

Specifically, the highest-rated benefit was the reduction of stress levels and

improvement in overall well-being with a mean of 3.44, followed by the enhancement of

cognitive skills with a mean of 3.39 and the acquisition of valuable life skills that aid

academic success with a mean 3.33. Similarly, participants strongly agreed that ROTC

improved discipline, self-control with a mean 3.33, and work ethic with a mean 3.29.

Additionally, respondents agreed that ROTC contributed to better organization,

responsibility (mean = 3.17), teamwork, cooperation (mean = 3.22), and confidence in

their abilities (mean = 3.20). It also had a positive influence on study habits (mean =
 23

3.15). Lastly, participants acknowledged that ROTC played a significant role in their

academic success (mean = 3.21).

Overall, the findings suggest that ROTC participation is perceived as highly

beneficial for both academic performance and personal [Link] supports

Barrios (2023) which found that ROTC helps in organizing and inspiring young people,

as the findings show disagreement on its influence on academic performance.

Table 1.

Impact of ROTC Participation in the Academic Performance

Questions Mean Description

1. ROTC has helped me become organized and responsible Aagree
3.17
student.
2. ROTC has improved my discipline and self-control in Strongly Agree
3.33
classroom.
3. ROTC has taught me the importance of teamwork and Agree
3.22
cooperation.
4. ROTC has helped me become more confident in my Agree
3.20
abilities.
5. ROTC has enhanced my cognitive skills. 3.39 Strongly Agree
6. ROTC has positively influenced my study habits. 3.15 Agree
7. ROTC has provided me with valuable life skills that have Strongly Agree
3.33
helped me succeed academically.
8. ROTC has reduced my stress levels and improved my Strongly Agree
3.44
overall well-being.
9. ROTC has helped me develop a stronger work ethic. 3.29 Strongly Agree
10. I believe ROTC has played a significant role in my Agree
3.21
academic success.
Overall Mean 3.27 Strongly Agree

Rating Scale Description

4.21-5.00 Strongly Agree
3.41-4.20 Agree
2.61-3.40 Neutral
1.81-2.60 Disagree
1-1.80 Strongly Disagree
 24

The table 2 highlights the impact of ROTC Reserve Officers' Training Corps

participation on time management and academic performance based on ten questions.

The overall mean score of 3.12 indicates a tendency toward strong agreement that ROTC

participation positively influences time management and academic performance.

Participants strongly agreed that ROTC improved their ability to prioritize tasks

and utilize a structured environment to enhance discipline in time usage, both receiving a

mean score of 3.31. Additionally, they strongly agreed that ROTC heightened their

awareness of the importance of time management in personal and academic contexts,

mean = 3.27, and positively influenced overall time management skills, mean = 3.17.

Respondents agreed that ROTC activities contributed to developing better time

management skills, mean = 2.97, becoming more organized in daily tasks, mean = 3.03,

and learning effective time management strategies, mean = 3.08. They also

acknowledged that ROTC helped balance academic workloads with other commitments,

with one related question scoring 2.91 and another scoring 3.28.

Although participants generally agreed that ROTC made them more efficient in

completing tasks, mean = 2.92, the overall results demonstrate that the structured and

disciplined framework of ROTC participation significantly supports the development of

time management skills and contributes positively to academic performance. This

 25

supports Rinka (2019) which suggested that ROTC offers structured programs enhancing

leadership and time management, supporting the general agreement noted in the table.

Table 2.

Impact of ROTC Participation on Time Management

Questions Mean Description

1. ROTC has helped me develop better time management Agree
2.97
skills.
2. ROTC activities have helped me become more organized in Agree
3.03
my daily tasks.
3. Participating in ROTC has improved my ability to prioritize Strongly Agree
3.31
tasks.
4. ROTC has taught me effective time management strategies. 3.08 Agree
5. The structured environment of ROTC has helped me Strongly Agree
3.31
become more disciplined in my time usage.
6. ROTC has made me more aware of the importance of time Strongly Agree
3.27
management in my personal and academic life.
7. ROTC has helped me balance my academic workload with Agree
2.91
other commitments.
8. ROTC has helped me balance my academic workload with Strongly Agree
3.28
other commitments.
9. ROTC has made me more efficient in completing my tasks. 2.92 Agree
10. I believe ROTC has positively impacted my overall time Strongly Agree
3.17
management skills.
Overall Mean 3.12 Strongly Agree

Rating Scale Description

4.21-5.00 Strongly Agree
3.41-4.20 Agree
2.61-3.40 Neutral
1.81-2.60 Disagree
1-1.80 Strongly Disagree
 26

The table 3 examines the impact of ROTC participation on critical thinking skills

and academic performance, based on responses to ten questions. The overall mean score

of 3.16 indicates that participants generally agree that ROTC contributes positively to the

development of critical thinking skills and academic performance.

Participants strongly agreed that ROTC aids in decision-making, mean = 3.25,

helps them identify biases, assess risks, and evaluate complex situations, mean = 3.25,

and provides a platform for self-development, mean = 3.26. These aspects highlight the

role of ROTC in fostering advanced cognitive abilities and personal growth.

Respondents agreed that ROTC emphasizes discipline and responsibility, mean =

3.20, enhances problem-solving skills, mean = 3.14, and facilitates effective planning,

mean = 3.17. Additionally, they acknowledged that ROTC helps navigate complex

situations by applying learned skills, mean = 3.18, and improves their ability to make

decisions under pressure, mean = 3.03. The importance of self-evaluation was also

recognized, mean = 2.99.

Overall, the findings suggest that ROTC participation significantly contributes to

the development of critical thinking skills, problem-solving abilities, and self-assessment,

reinforcing its positive influence on academic performance and personal growth. Steele

(2019) indicated that ROTC fosters critical thinking through military knowledge and

tactics, a point partly supported by your data on self-evaluation.

 27

Table 3.

Impact of ROTC Participation on Critical Thinking Skills

Questions Mean Description
1. Does ROTC helps you in decision making? 3.25 Strongly Agree
2. ROTC helps me to emphasize the importance of discipline Agree
3.20
and responsibility.
3. ROTC improves my problem solving skills. 3.14 Agree
4. I learned to identify biases,asses risks and evaluate complex Strongly Agree
3.25
situations.
5. Do you agree that ROTC helps you in self evaluation? 2.99 Agree
6. ROTC helps me to plan effectively. 3.17 Agree
7. Do you agree that ROTC helps you to navigate complex Agree
3.18
situations by applying certain skills?
8. Does ROTC helps you to make decisions under pressure? 3.03 Agree
9. ROTC is a area for self development. 3.26 Strongly Agree
10. Do you agree that ROTC plays a significant role in Agree
3.14
developing critical thinking skills?
Overall Mean 3.16 Agree

Rating Scale Description

4.21-5.00 Strongly Agree
3.41-4.20 Agree
2.61-3.40 Neutral
1.81-2.60 Disagree
1-1.80 Strongly Disagree

2. What are the factors affecting the academic performance in ROTC Participation?

The table 4 presents factors affecting academic performance in ROTC

participation, focusing on responsibility and commitment. The overall mean score of 3.20

indicates that respondents generally agree that ROTC positively influences these aspects.

Among the individual factors, the highest-rated statement (mean = 3.38) highlights the

significant impact of ROTC on personal growth and overcoming mental and physical
 28

challenges. Additionally, respondents strongly agreed that the program equips them with

skills applicable to both military and civilian life (mean = 3.28) and encourages

community service engagement (mean = 3.29). Other aspects, such as leadership

preparation (mean = 3.22), confidence in completing tasks (mean = 3.23), and leadership

development (mean = 3.19), were also positively received. Furthermore, respondents

agreed that ROTC instills discipline (mean = 3.05), enhances readiness for future

challenges (mean = 3.06), and improves communication skills (mean = 3.17). Overall, the

findings suggest that ROTC participation fosters responsibility and commitment,

contributing to both personal and academic development. This finding aligns with the

study of Steele (2019), which highlights that ROTC fosters leadership development and

tactical decision-making, strengthening students' capacity to analyze and respond to

challenges effectively. Similarly, Gagnon (2024) found that ROTC cadets experience

leadership growth through structured military training, further supporting the claim that

ROTC participation enhances students' cognitive and decision-making skills.

Table 4.
 29

Factors Affecting the Academic Performance in ROTC Participation in terms on

Responsibility and Commitment
Questions Mean Description
1. Does the program instill a sense of discipline? 3.05 Agree
2. ROTC helps develop on how to manage my time effectively. 3.11 Agree
3. ROTC has a big impact on personal growth and overcoming Strongl Agree
3.38
mental an physical challenges.
4. Does ROTC is a preparation for leadership role? 3.22 Agree
5. ROTC can enhance your overall readiness to tackle future Agree
3.06
challenges?
6. This Program helps you to equip skills that is applicable to Strongly Agree
3.28
military and civilian life.
7. ROTC helps me to engage more on community service. 3.29 Strongly Agree
8. This Program develop my sense of confidence in making Agree
3.23
task.
9. ROTC helps me to improve my leadership development. 3.19 Agree
10. As a cadet ROTC it helps me to develop on how to Agree
3.17
communicate information and feedback properly.
Overall Mean 3.20 Agree

Rating Scale Description

4.21-5.00 Strongly Agree
3.41-4.20 Agree
2.61-3.40 Neutral
1.81-2.60 Disagree
1-1.80 Strongly Disagree

Table 5 explores how ROTC participation influences personal and professional

growth in relation to academic performance. With an overall mean score of 3.21, the
 30

results indicate general agreement that ROTC has a positive impact, with particularly

strong agreement in certain areas.

Participants strongly affirmed that ROTC enhances leadership abilities, mean =

3.29, promotes teamwork and collaboration, mean = 3.28, and provides opportunities to

assume leadership roles, mean = 3.34. They also strongly agreed that the program fosters

discipline and responsibility, mean = 3.34, and improves time management and

organizational skills, mean = 3.35. Additionally, respondents highlighted the program’s

ability to offer unique experiences, mean = 3.29.

While participants agreed that ROTC prepares them for future career

opportunities, mean = 3.02, and offers a competitive edge in the job market, mean = 2.98,

they also recognized the value of traveling and networking opportunities, mean = 3.21.

They regarded the program as a worthwhile investment in personal and professional

growth, mean = 2.97.

Overall, the findings emphasize that ROTC significantly contributes to personal

and professional development by building leadership, discipline, and teamwork skills

while offering distinctive experiences that support academic and career success.. The

findings Agree with Monk et al. (2020), who found ROTC effective in leadership and

personal growth.

Table 5

Factors Affecting the Relationship Between ROTC Participation and Academic

Performance, Focusing on Personal and Professional Growth
 31

Questions Mean Description

1. ROTC has helped me develop strong leadership skills. 3.29 Strongly Agree
2. I have learned valuable teamwork and collaboration skills Strongly Agree
3.28
through ROTC.
2. ROTC has provided me with opportunities to take on Strongly Agree
3.34
leadership roles.
3. ROTC has helped me become more disciplined and Stronly Agree
3.34
responsible.
4. ROTC has improved my time management and Strongl Agree
3.35
organizational skills.
5. ROTC has prepared me for future career opportunities. 3.02 Agree
6. I believe my ROTC experience will give me a competitive Agree
2.98
advantage in the job market.
7. ROTC has provided me with unique experiences that I Strngly Agree
3.29
would not have had otherwise.
8. ROTC has given me opportunities to travel and meet new Agree
3.21
people.
9. I believe ROTC has been a valuable investment in my Agree
2.97
personal and professional development.
Overall Mean 3.21 Agree

Rating Scale Description

4.21-5.00 Strongly Agree
3.41-4.20 Agree
2.61-3.40 Neutral
1.81-2.60 Disagree
1-1.80 Strongly Disagree

Table 6 reveals the factors affecting the relationship between ROTC participation

and academic performance, focusing on confidence building. The overall mean score of

3.14 reflects general agreement that ROTC has a positive impact on boosting confidence,

with a strong emphasis on personal growth.

Participants agreed that completing ROTC significantly boosted their self-

confidence, with a mean of 3.05, and made them feel more capable and competent, mean
 32

of 3.16. ROTC was also recognized for helping overcome self-doubt and insecurities,

with a mean of 3.13, and for strengthening leadership abilities, with a mean of 3.11.

The program was strongly acknowledged for contributing to overall personal

growth and development, with a mean of 3.29, and for helping develop effective

problem-solving strategies, mean of 3.06. Respondents also felt more confident in their

ability to handle difficult situations (mean of 3.04) and reported a strong sense of

accomplishment upon completing ROTC (mean of 3.23). Additionally, ROTC helped

develop a positive mindset and outlook on life, with a mean of 3.17.

Overall, the results indicate that ROTC participation plays a significant role in

building confidence, strengthening leadership skills, and promoting personal growth.

Bell (2022) discussed norms of restraint and leadership development, which may

indirectly support some aspects of confidence building.

Table 6
Factors Affecting the Relationship Between ROTC Participation and Academic
Performance, Focusing on Confidence Building
Questions Mean Description
 33

1. Completing ROTC has significantly boosted my self- Agree

3.05
confidence.
2.I feel more capable and competent after completing ROTC. 3.16 Agree
3. ROTC has helped me overcome self-doubt and insecurities. 3.13 Agree
4. Completing ROTC has strengthened my leadership abilities. 3.11 Agree
5. ROTC has contributed to my overall personal growth and Strongly Agree
3.29
development.
6. ROTC has helped me develop effective problem-solving Agree
3.06
strategies.
7. I feel more confident in my ability to handle difficult Agree
3.04
situations
8. Completing ROTC has given me a strong sense of Agree
3.23
accomplishment.
9. ROTC has helped me develop a positive mindset and Agree
3.17
outlook on life.
10. ROTC has contributed to my overall personal growth and Agree
3.17
development.
Overall Mean 3.14 Agree

Rating Scale Description

4.21-5.00 Strongly Agree
3.41-4.20 Agree
2.61-3.40 Neutral
1.81-2.60 Disagree
1-1.80 Strongly Disagree

3. What is the General Weighted Average of the students.

Figure 2 shows the academic performance data of 1 students provides valuable

insights into their overall scholastic achievements. A significant portion of the

respondents (56) falls within the "Very Satisfactory" (85-89) and a considerable number

(51) "Satisfactory" (80-84) categories, indicating that most students are meeting or

exceeding the expected level of competency in their academic work. This suggests that
 34

the majority of students have a solid grasp of the subject matter, demonstrating consistent

effort and understanding. Additionally, a considerable number of students with 34

students achieved "Outstanding" (90-100) grades, reflecting a high level of proficiency,

diligence, and excellence in their studies. These students have exhibited exceptional

performance, likely due to strong study habits, motivation, and effective learning

strategies.

Despite these positive results, the data also highlights a small group of students 6

students who are facing academic challenges. Several students scored within the "Fairly

Satisfactory" (75-79) range, indicating that while they are passing, they may be

struggling to fully comprehend the material or apply it effectively. This suggests that

these students may need additional reinforcement to strengthen their academic skills and

improve their performance. More concerning, however, is the presence of students who

scored below 75 ("Did Not Meet Expectation / Poor"), signifying that they did not

achieve the minimum required proficiency. These students may be experiencing

difficulties due to a variety of factors, including lack of proper study habits, limited

access to resources, or personal challenges affecting their ability to focus and perform

well in their academics.

The overall trend in the data suggests that while a majority of students are

performing well, there is still a need for targeted interventions to assist those who are

struggling. Schools and educators may consider implementing support programs such as

peer tutoring, remedial classes, and mentoring sessions to help students who are falling

behind. Additionally, providing personalized learning approaches, fostering a more

engaging classroom environment, and encouraging students to develop better time

 35

management and study techniques can contribute to overall academic improvement. It is

also essential to identify underlying factors that may be affecting student performance,

such as learning difficulties, socioeconomic barriers, or lack of motivation, and address

them through appropriate interventions. While the academic performance of most

students is commendable, continuous efforts must be made to support those who need

additional guidance. The presence of students in the lower-performing categories

highlights the importance of proactive measures to ensure that all learners receive the

necessary support to reach their full potential. By fostering a culture of academic

excellence, providing targeted assistance, and encouraging student engagement,

educators can help bridge learning gaps and enhance overall student success. The study

of Whipple & Dimitrova-Grajzl (2021) supports this observation, indicating that ROTC

participation improves non-cognitive skills like grit and resilience, but its effect on

academic performance varies based on individual study habits and time management.

Likewise, Piatka (2022) found that cadets who incorporate mental skills training into

their routine perform better academically, suggesting that additional academic support

may be needed for ROTC participants to maximize their academic success.

Figure 2 Academic Performance of Students

 36

4. Is there a correlation between ROTC Participation and academic performance

of the students?

The table 7 presents the correlation between ROTC participation and academic

performance among students, analyzed using Pearson’s correlation coefficient. The

correlation coefficient (r = 0.330) indicates a weak and negative relationship between the

two variables. This suggests that students who participate in ROTC tend to have low

academic performance.

The significance values (p-values) of 0.045 and 0.037 further support the validity

of this correlation. Since both values are below the conventional significance threshold of

0.05, the relationship is considered statistically significant. This implies that the observed

correlation is unlikely to have occurred due to random chance, and there is evidence to
 37

suggest that ROTC participation has some degree of association with academic

performance. Overall, the findings suggest that students engaged in ROTC may have low

academic advantage.

Table 7
Academic Performance of the Students

ROTC Academic Interpretation

Participation Performan
ce
Correlation
1.000 .330
Coefficient
ROTC
Sig. (2-
Pearson’s Participation . .045
tailed) Weak
Correlatio
N 60 60 Or
n
Correlation Negatuve
Coefficien .330 1.000
Coefficient Relationship
t Academic
Performance Sig. (2-
.037 .
tailed)
N 180 180

CHAPTER V
 38

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter provides a summary of the data presented in the previous chapter,

along with the conclusions drawn from the analysis and recommendations that may

benefit individuals related to this study.

Summary of Findings

The following findings were revealed based on the analysis and interpretation of

the gathered data:

1. The study found that ROTC participation slightly negatively influenced

students' academic performance and personal growth. Respondents generally agreed that

the program helped them develop valuable life skills, discipline, and cognitive abilities.

The highest-rated benefit was stress reduction and improved well-being, followed by

enhanced cognitive skills and acquisition of essential life skills. Additionally, ROTC was

perceived to strengthen teamwork, self-control, and confidence, contributing to an

improved academic experience. These findings indicate that ROTC plays a role in

fostering skills necessary for both educational success and personal resilience.

2. The study revealed that ROTC had a moderate but positive effect on students'

time management skills. Participants strongly agreed that the structured environment of

ROTC helped them prioritize tasks and develop a disciplined approach to managing

time. Additionally, students acknowledged that the program increased their awareness of

time management’s importance and helped them balance academic responsibilities,

though some found efficiency in task completion to be slightly less impactful. These

results suggest that while ROTC fosters better organizational habits, students may still
 39

face challenges in managing their academic workload alongside their ROTC

commitments.

3. ROTC participation was also found to contribute significantly to the

development of critical thinking and leadership abilities. Respondents strongly agreed

that ROTC helped them make better decisions, assess risks, and navigate complex

situations. The program also played a role in improving problem-solving skills and

planning strategies, which are essential for both academic and professional success.

Additionally, leadership training in ROTC helped students become more confident in

taking on responsibilities, reinforcing its role in enhancing leadership development and

problem-solving competencies.

4. Despite the positive perceptions of ROTC’s impact on skill development,

statistical analysis showed a weak negative correlation between ROTC participation and

academic performance. This suggests that while ROTC helps students build discipline,

leadership, and time management skills, the demands of the program may also slightly

impact their academic achievements. The p-values indicate that this correlation is

statistically significant. Although most ROTC participants achieved "Very Satisfactory"

academic ratings, a small percentage of students struggled to balance their ROTC

commitments with academic responsibilities. These findings suggest that while ROTC

participation offers numerous benefits, students may need additional academic support to

maintain high performance.

Conclusion

The findings of this study highlight the significant impact of ROTC participation

on the personal and academic development of second-year criminology students at

Sibugay Technical Institute, Inc. While ROTC fosters essential life skills, including
 40

discipline, leadership, time management, and critical thinking, its direct influence on

academic performance remains complex. The results indicate that students generally

perceive ROTC as beneficial, with notable improvements in organization, teamwork,

stress management, and problem-solving abilities. However, the statistical analysis

revealed a weak negative correlation between ROTC participation and academic

performance, suggesting that while the program enhances personal growth, its demanding

nature may pose challenges for academic achievement.

Despite this, most ROTC participants maintained "Very Satisfactory" academic

performance, demonstrating their ability to balance responsibilities effectively. However,

a small percentage of students struggled, emphasizing the need for academic support

strategies such as tutoring, time management training, and mentorship programs. Overall,

while ROTC provides a structured environment that promotes discipline and leadership,

students must develop strong study habits to mitigate any potential academic drawbacks.

Future research could explore interventions to help ROTC cadets optimize their academic

performance while maximizing the benefits of their training.

Recommendations

Based on the findings and conclusions of this study, the following

recommendations are hereby made.

1. For Students: ROTC cadets should develop strong time management in their study

habits to balance their academic and training responsibilities effectively.

2. For the ROTC Organization: The ROTC program should implement strategies to

support cadets' academic success, such as flexible scheduling and mentorship programs.
 41

3. For Teachers: Educators should provide guidance and flexible learning opportunities

to help ROTC students manage both their academic and training commitments.

4. For Future Researchers: Further studies should explore long-term effects of ROTC

participation on academic performance across different institutions and disciplines.

Future researchers should explore how different teaching methods within ROTC can be

optimized to better support the development of leadership and academic performance

among students.
 42

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 47

APPENDEX A

RSEARCHERS CURRICULUM VITAE

A. Personal Profile

Name: Baso, Jamaica D.

Date of Birth: January 27, 2003

Place of Birth: Olutanga, Zamboanga Sibugay

Address: Olutanga, Zamboanga Sibugay

Civil Status: Single

Sex: Female

Religion: Roman Catholic

Nationality: Filipino

B. Educational Background

Elementary: Gandaan Elementary School

High School: Loyola High School

Senior High School: Loyola High School

College: Sibugay Technical Institute Incorporated

Course: Bachelor of Science in Criminology

 48

APPENDEX A

RSEARCHERS CURRICULUM VITAE

A. Personal Profile

Name: Cenas, Diether A.

Date of Birth: May 21, 2003

Place of Birth: Katipunan [Link],

Zamboanga Sibugay

Address: Katipunan [Link],

Zamboanga Sibugay

Civil Status: Single

Sex: Male

Religion: Roman Catholic

Nationality: Filipino

B. Educational Background

Elementary: Katipunan Elementary School

High School: Surabay National High School

Senior High School: Surabay National High School

College: Sibugay Technical Institute Incorporated

Course: Bachelor of Science in Criminology

 49

APPENDEX A

RSEARCHERS CURRICULUM VITAE

A. Personal Profile

Name: Cenas, Ian Von C.

Date of Birth: November 30, 2001

Place of Birth: Ipil, Zamboanga Sibugay

Address: Katipunan [Link],

Zamboanga Sibugay

Civil Status: Single

Sex: Female

Religion: Roman Catholic

Nationality: Filipino

B. Educational Background

Elementary: Katipunan Elementary School

High School: Surabay National High School

Senior High School: Surabay National HIgh School

College: Sibugay Technical Institute Incorporated

Course: Bachelor of Science in Criminology

 50

APPENDEX A

RSEARCHERS CURRICULUM VITAE

A. Personal Profile

Name: Llesis, Phetrick John R.

Date of Birth: October 12, 2002

Place of Birth: Zamboanga City

Address: Libertad Tungawan, Zamboanga Sibugay

Civil Status: Single

Sex: Male

Religion: Roman Catholic

Nationality: Filipino

B. Educational Background

Elementary: Tungawan Central Elementary School

High School: Marcelo Spinola School, Don Andress, Ipil, Zamboanga Sibugay

Senior High School: Marcelo Spinola School, Don Andress, Ipil, Zamboanga Sibugay

College: Sibugay Technical Institute Incorporated

Course: Bachelor of Science in Criminology

 51

APPENDEX A

RSEARCHERS CURRICULUM VITAE

A. Personal Profile

Name: Pangjao, Edjay A.

Date of Birth: January 30, 2003

Place of Birth: Pagadian City

Address: Veterans Ipil, Zamboanga Sibugay

Civil Status: Single

Sex: Female

Religion: Roman Catholic

Nationality: Filipino

B. Educational Background

Elementary: Ipil Central Elementary School

High School: Marcelo Spinola School, Don Andress, Ipil, Zamboanga Sibugay

Senior High School: Marcelo Spinola School, Don Andress, Ipil, Zamboanga Sibugay

College: Sibugay Technical Institute Incorporated

Course: Bachelor of Science in Criminology

 52

APPENDEX B

STUDENTS SURVEY QUESTIONAIRE

THESIS TITLE: “Assessing the impact of ROTC performance on academic and

leadership development of 2nd year Criminology students at Sibugay Technical Institute
Incorporated A.Y 2024-2025, Lower Taway, Ipil, Zamboanga Sibugay.”
Name (Optional) _____________________________________________ Sex: ( ) Male
( ) Female
Year Level: __________________ Age:
______
This survey aims to collect your opinions on “Assessing the impact of ROTC
performance on academic and leadership development of 2 nd year Criminology students
at Sibugay Technical Institute Incorporated A.Y 2024-2025, Lower Taway, Ipil,
Zamboanga Sibugay”. Your responses will help us understand how the 2nd year
Criminology students ROTC performance impacts on academic and leadership
development. Participation is voluntary, and all information provided will be kept
confidential.
Instructions:
Please indicate your level of agreement with each of the following statements by
selecting the appropriate number from 1 to 4, where:
Direction: Please check (✓) the number chosen and answer honestly
4- Strongly Agree 3- agree 2- Disagree 1- Strongly Disagree
1. Is there a significance relationship between ROTC performance and academic

achievement?

1.1. Did ROTC helps you excel in academic performances? 4 3 2 1

[Link] has helped me become organized and responsible

student.

2. ROTC has improved my discipline and self-control in

classroom.

3. ROTC has taught me the importance of teamwork and

cooperation.
 53

4. ROTC has helped me become more confident in my

abilities.

5. ROTC has enhanced my cognitive skills.

6. ROTC has positively influenced my study habits.

7. ROTC has provided me with valuable life skills that have

helped me succeed academically.

8. ROTC has reduced my stress levels and improved my

overall well-being.

9. ROTC has helped me develop a stronger work ethic.

10. I believe ROTC has played a significant role in my

academic success.

1.2. It helps me to have time management specially in my 4 3 2 1

studies and non-related school activities.
1. ROTC has helped me develop better time management

skills.

2. ROTC activities have helped me become more organized

in my daily tasks.

3. Participating in ROTC has improved my ability to

prioritize tasks.

4. ROTC has taught me effective time management

strategies.

5. The structured environment of ROTC has helped me

become more disciplined in my time usage.

6. ROTC has made me more aware of the importance of

 54

time management in my personal and academic life.

7. ROTC has helped me balance my academic workload

with other commitments.

8. ROTC has helped me balance my academic workload

with other commitments.

9. ROTC has made me more efficient in completing my

tasks.

10. I believe ROTC has positively impacted my overall time

management skills.

1.3. Does ROTC helps you enhance your critical thinking 4 3 2 1

skills?
1. Does ROTC helps you in decision making?

2. ROTC helps me to emphasize the importance of

discipline and responsibility.

3. ROTC improves my problem solving skills.

4. I learned to identify biases,asses risks and evaluate

complex situations.

5. Do you agree that ROTC helps you in self evaluation?

6. ROTC helps me to plan effectively.

7. Do you agree that ROTC helps you to navigate complex

situations by applying certain skills?

8. Does ROTC helps you to make decisions under pressure?

9. ROTC is a area for self development.

10. Do you agree that ROTC plays a significant role in

developing critical thinking skills?
 55

2. What are the factors affecting the relationship between ROTC performance and

academic?

2.1 Does ROTC helps you develop a stronger sense of 4 3 2 1

responsibility and commitment?
1. Does the program instill a sense of discipline?

2. ROTC helps develop on how to manage my time

effectively.

3. ROTC has a big impact on personal growth and

overcoming mental an physical challenges.

4. Does ROTC is a preparation for leadership role?

5. ROTC can enhance your overall readiness to tackle future

challenges?

6. This Program helps you to equip skills that is applicable

to military and civilian life.

7. ROTC helps me to engage more on community service.

8. This Program develop my sense of confidence in making

task.

9. ROTC helps me to improve my leadership development.

10. As a cadet ROTC it helps me to develop on how to

communicate information and feedback properly.

2.2 Does ROTC helps you develop a stronger sense of 4 3 2 1

responsibility and commitment?
1. ROTC has helped me develop strong leadership skills.

2. I have learned valuable teamwork and collaboration skills

 56

through ROTC.

3. ROTC has provided me with opportunities to take on

leadership roles.

4. ROTC has helped me become more disciplined and

responsible.

5. ROTC has improved my time management and

organizational skills.

6. ROTC has prepared me for future career opportunities.

7. I believe my ROTC experience will give me a competitive

advantage in the job market.

8. ROTC has provided me with unique experiences that I

would not have had otherwise.

9. ROTC has given me opportunities to travel and meet new

people.

10. I believe ROTC has been a valuable investment in my

personal and professional development.

2.3. Does completing the program give you more 4 3 2 1

confidence?
1. Completing ROTC has significantly boosted my self-

confidence.

2.I feel more capable and competent after completing

ROTC.

3. ROTC has helped me overcome self-doubt and

insecurities.
 57

4. Completing ROTC has strengthened my leadership

abilities.

5. ROTC has contributed to my overall personal growth and

development.

6. ROTC has helped me develop effective problem-solving

strategies.

7. I feel more confident in my ability to handle difficult

situations

8. Completing ROTC has given me a strong sense of

accomplishment.

9. ROTC has helped me develop a positive mindset and

outlook on life.

10. ROTC has contributed to my overall personal growth

and development.

3. Is there a correlation between ROTC performance and academics in leadership

development?
3.1. Do you believe that ROTC has a positive impact on 4 3 2 1
your academic and leadership skills?
1. ROTC helps me think properly under pressure.

2. It makes me more obedient in school.

3. It gives me more confidence in anything I do.

4. It gives me wisdom that can be shared to others.

5. It helps me enhance my knowledge.

6. It helps me think that problems seems easier than usual.

 58

7. It teach me how to handle a group effectively.

8. Making me more confident each day.

9. It teach me many strategic ways on how to solve

problems.

10. It makes me more disciplined than usual.

3.2. Do you agree that ROTC training helps you develop 4 3 2 1

your leadership skills?
1. It teach me many strategies on how to be effective leader.

2. It guides me on becoming a leader.

3. Prepared me on how to face challenges as a leader

4. Making me braver in facing challenges.

5. ROTC teach us on how to negotiate something as a

leader.

6. It helps me adopt easily in situations specifically making

bonds with a group.

7. It gives us knowledge on how to have a clear

communication with the group

8. .it teach us making goals and commitment.

9. It teach us on how to inspire and communicate with the

member.

10. It teach us making goals and commitment.

3.3. After training, did ROTC helps you realize the 4 3 2 1

importance of leadership and discipline in your life?
 59

1. ROTC helps you become more adaptable.

2. ROTC helps you think outside the box.

3. Through ROTC I have become a better leader.

4. ROTC helps me to enhance my ability to lead with pride.

5. It helps me on completing tasks and achieving goals.

6. It helps me improve my ability to collaborate with

classmates.

7. ROTC helps me lead my friends to the right path.

8. It helps on communicating my team clearly.

9. ROTC helps me on improving my ability to motivate my

team.

10. It helps me to stay focus on my career.

APPENDEX C

DOCUMENTATION
 60

APPENDEX D

CERTIFICATE OF FIELD QUESTIONNAIRE

SIBUGAY TECHNICAL INSTITUTE INCORPORATED
Lower Taway, Ipil Zamboanga Sibugay Province
COLLEGE OF CRIMINOLOGY

CERTIFICATE OF VALIDATION

TO WHOM IT MAY CONCERN:

The research committee certifies that the questionnaire titled "ASSESSING THE
IMPACT OF ROTC PERFORMANCE ON ACADEMIC AND LEADERSHIP
DEVELOPMENT OF 2nd YEAR CRIMINOLOGY STUDENTS AT SIBUGAY
TECHNICAL INSTITUTE INCORPORATED A.Y 2024-2025, LOWER TAWAY,
IPIL, ZAMBOANGA SIBUGAY.” meets the necessary academic standards for research.

RESEARCH COMMITTEE

DR. MANUEL P. FABON JR., PESE

Validator
Date signed:_____________

ANGELOU P. MOLEJON, Rcrim RODENMEL B.

ALVARADO
Validator Validator
Date signed:_______________ Date
signed:______________

RESEARCHERS:

BASO, JAMAICA
CENAS, DIETHER
CENAS, IAN VON
LLESIS, PHETRICK JOHN
PANGJAO, EDJAY