Chapter 1

BACKGROUND AND ITS SETTING

Reserve officers training corps (ROTC) in the Philippines is one of

threecomponents of the National Service Training Program, the civic education

and defensepreparedness program for Filipino college students. ROTC aims to

provide militaryeducation and training for students to mobilize them for national

defense preparedness.Its specific objectives include preparation of college

students for service in the ArmForces of the Philippines in the event of an

emergency and their training to becomereservists and potential commissioned

officer of the AFP

ROTC is one of the choice courses in the National Service Training (NSTP)

program of the government, which aims to prepare youth for service in the

country. Aside from ROTC, other courses in the program are the Civil Welfare

Training (CWTS) and literacy Training Service (LTS). NSTP is mandatory for all

college students, based on the NSTP Law of 2001. However, students may

choose which of the three NSTP courses they can take. Probably not everyone

knows the word ROTC or Reserve Officer Training Corps is a prominent program

of the government. For students in secondary and college. It aims to train

military discipline and skills. It is mandatory to take students. There are others

who are not allowed to undergo such training as physically handicapped students

or may be recommended by a doctor who cannot participate.

 ROTC student-cadets attend college like other students, but also receive

basicmilitary training and officer training from the branch of service that handles

their school’sROTC unit. The students participate in regular ROTC instruction

during the school year(one school year for basic ROTC student-cadets and three

school years for advanceROTC cadets-officers), and extended training activities

during the summer, such as theROTC summer camp training (RSCT) and the

advance ROTC Academic PhaseTraining (ARAPT).

The Reserve Officers’ Training Corps is the best opportunity for you to get

invaluable experience while you earn a college degree. When enrolled in ROTC,

you learn and prepare for a career as an officer in the U.S. military. You will

learn firsthand what it takes to lead others, motivate groups and how to conduct

missions as a military officer. The real value of ROTC for you is a world-class

training and experience. Beyond your college being paid for, many colleges also

include room and board, living allowances and books. ROTC is an elective

curriculum you take along with your required college classes. Along with great

leadership training, ROTC can pay for your college tuition, too. You will have a

normal college student experience like everyone else on campus, but when you

graduate, you will have the opportunity to serve as a leader in the Army, Navy,

Air Force or Marine Corps. Being an officer is similar to being a manager in a

corporation. As an officer, you will lead others in all situations and adjust in

environments that are always changing. Through ROTC, you can start a military

career in health care, aviation, finance, engineering, chemistry, law enforcement

and transportation, just to name a few. Each of the armed forces has their own

ROTC programs. That means that you can choose the service and career path

that appeals to you.

Graduates of the ROTC advance program serve in all branches of the

ArmedForces of the Philippines. In 2008, ROTC graduates of the officer

candidate schools ofthe various services constituted roughly 75% of the AFP

officer corps. The ROTC grantsqualified students cadets scholarship benefits

through a merit-based incentive programin return for an obligation of military

service in the reserve force, or active duty in the AFP if given the opportunity,

after graduation.

Statement of the Problem

This researchers observe that criminology students encountered problem

during their ROTC. Thus, this study entitled: “The lived experience of

criminology students during their ROTC” aims to explore and understand

the experience of criminology students during their ROTC. The researchers seek

to understand their difficulties they encountered during their ROTC training

especially during hot weather. The researchers are also interested to know and

understand the conflict they had encountered with their commandant and with

the other cadets. Lastly, the researcher wants to know what motivate theto

continue ROTC training despite the difficulties they encountered.

REVIEW OF RELATED LITERATURE

Review Related Literature contained studies that are similar with our study

that entitled, “The Lived Experience of Criminology Students during their ROTC”.

According to them, Constructivism theory acts as a strong underpinning to the

theoretical framework of this study. As Ozer (2004) points out, constructivism is

an educational approach, with its main concept based on the premise that

individuals are better able to comprehend and process information constructed

through interaction with the environment. The ROTC leader development

program is designed to provide emerging leaders with environmental challenges

along with social interactions without prescribed outcomes in order to facilitate

development. Within this chapter theories by Vygotsky (1978), Bandura (1977)

and Tajfel (1982) layout important concepts related to constructivism, social

learning, and identity theory which provide the theoretical framework to leader

development and leader identity. This chapter further incorporates perspectives

within the related literature on military socialization by analyzing leader

development literature, socialization, leader development, culture, and

experiential leader learning as it relates to leader identity development; followed

by a chapter summary.

In this chapter Vygotsky talk about the theory of social constructivism,

describes learning and development as dependent on context and socialization.

Leader development is a constructivism process based on social learning because

it involves the transmission of culture through language, real world situations

and learner interaction and collaboration (Ozer, 2004). This includes modeling

and mentoring between established and emerging leaders. In time participants

develop their own leadership style and identity after a period of modeling others

and receiving guidance from fellow leaders.

Vygotsky (1978) believed that internalized learning was through social

context and included scaffolding (Bodrova& Leong, 2007). He conceptualized a

zone of proximal development (ZPD) in which the true capability of a learner was

represented by “the distance between the actual developmental level as

determined by independent problem solving and the level of potential

development as determined through problem solving under-guidance or in

collaboration with more capable peers” (Vygotsky, 1978, p. 86). He further

explained that different methods might be used to facilitate the success of

learners attempting to complete unfamiliar tasks; some of these were

demonstrations, leading questions or assistance by an initiating prompt. This

method of teaching is exceptionally well suited for the teaching of leadership

through a mentoring process. Vygotsky (1978) viewed learning as a process

facilitated by culture through signs and symbols, often demonstrated through our

language and interaction. He stated that “cultural development appears twice:

first, on the social level, and later, on the individual level” (Vygotsky, 1978, p.57)

and considered this ability for humans to internalize social and historically based

learning as a unique feature of humanity and quite distinct from animals.

Throughout generations, history has demonstrated that leaders have had to be

adaptive and find novel ways of interacting with followers in order to remain

relevant and effective. Because leadership is a higher function of societal

interaction and is based on activities “such as communication, formal and

informal instruction, and the use of technical and psychological tools” (Miller,

2011,p. 194), Vygotsky’s (1978) view of individuals being active participants in

their own learning and understanding, while having the capacity to externalize

with social group members of a shared experience, is crucial to understanding

leader development.

REVIEW OF RELATED STUDIES

Within the framework of sociocultural development theories, there exists

an emphasis on environmental influences that are not biologically based and the

importance of observation by the learner within his or her environment. Leaders

become active participants within their environmental context, whether by

applying influence to achieve an end state or by observing and learning from

environmental players within their social sphere.

As identified by Miller and Dollard, “one of the most powerful socialization

forces is imitation” (Miller, 2011, p. 233). The concept of modeling was further

developed by Bandura (1977), a researcher who conducted studies to evaluate

how new behaviors are acquired through observation. Bandura (1977) studied
the effects of environmental factors on learning and like Vygotsky (1978)

believed that nonbiological influences were powerful contributors to human

behavior and learning. Bandura (1977) studied how observation and modeling

have a profound influence on learning, stating: it is difficult to imagine a

socialization process in which the language, mores, vocational activities, familial

customs, and the educational, religious and political practices of a culture are

taught to each new member by selective reinforcement or fortuitous behaviors,

without benefit of models who exemplify the cultural patters in their own

behavior. (Bandura, 1971, p. 5) He concluded that after individuals have

developed the capacity to learn through observation, others cannot stop them

from processing what that have witnessed (Bandura, 1977). The skill of

observational learning is not relegated merely to simple tasks, but is also used by

individuals to adopt such cultural cues as values and beliefs. Despite the

foundational principle that the environment exerts influence, one of Bandura’s

(1977) key concepts that Miller (2011) further illuminates is the feature of

choice. Bandura (1977) explained this attentional process as 28 the ability of

learners to select characteristics through perception. This explanation helps to

provide a valid reason to the distinct behaviors of individuals despite poor or

good leader models. As we see and experience various leader behaviors

throughout our lives, we make mental notations of what effective/ineffective

leadership looks like. These impressions provide an internal schema regarding

both what it means to lead and how to best do it. The ROTC learning model is
based on experiential learning. The program uses interactive leadership practice

opportunities during the leadership lab each week to provide varied and dynamic

leadership experiences from which the participants reference and reflect on in

order to expand their experience base, self-confidence, and ultimately their

perception of the kind of leader they are becoming. Referencing this theory will

help guide the data collection and the data analysis.

Tajfel (1982) also explains that there is a difference between personal and

social identity. Our personal identities are made of personal perceptions and the

influences of others within our social group, “understanding how identity is

formed, is changed, and impacts behavior is important to the emerging study of

leadership development” (Key-Roberts, Halpin, & Brunner, 2012, p.3). The

majority of leadership development research has focused on obtaining objective

measurements of leader performance, necessary competencies, and

organizational needs.
Statement of Objectives

This study entitled “The lived experience of Criminology Students

during their ROTC” aims to explore and understand the experience of

criminology students. This study will give more information to the society and

government on how difficult being a member of ROTC training. It can also give

information to the students are aware of what is happening in our country.

Scope and Limitation of the Study

This study focuses on the criminology students during their ROTC and it

will be implemented at the ROTC Office of the School. The Criminology students

will be developed to manage and aims to improve a better result for accurate

and efficient student record. The study would be done through the utilization of

questionnaire to the criminology students as a survey and reference.

Significance of the Study

This study aims to understand the live experience of criminology students

during their ROTC in Colegio de San Antonio de Padua. The result of this study

will beneficial to the following:

School Administration and ROTC Implementer.It can be used by the

authorities to provide further information about the criminology students who are

subject to the ROTC program will be informed of the issues if the students are

ready to undergo the program and if the students are informed regarding ROTC.
Readers.This study can help to open the reader’s awareness of government

initiatives and gain knowledge about the about the Mandatory Reserve Officer

Training Corps.

Teachers.Teachers may translate the information derive from the results of this

study into effective planning and implementation of administration and

management of their classes. The result of this study are also hoped to provide

information. Also, teachers may integrate that will be used in the study in the

methodology and strategy apply especially teachers who handled ROTC (NSTP)

subject.

Future Researchers.This will also serve as a way for other researchers to

contribute significantly to the development of our knowledge to possess these

features of the work and to improve the reader’s understanding of how to

interpret the reader about the topic of ROTC.

 Chapter 2

RESEARCH METHODOLOGY

Research Design

This study utilized the qualitative method especially phenomenological

approach since it is a way of describing lived experiences as a phenomenon that

not has been clearly described and explained. Researchers express and evaluate

the views and Impression of Criminology students on Implementation of

Mandatory ROTC.

Research Environment

Colegio de San Antonio de Padua is one of the private institution school in Danao

City that offers Different courses which is Bachelor of Science Criminology, Bachelor of

Science in Office Administration, Bachelor of Secondary Education/ Elementary

Education, Bachelor of Science in Nursing, Bachelor of Science in Civil/ Electrical

Engineering, Bachelor of Science in Information System, Bachelor of Science in Tourism

Management and etc. The school is supervision of Ramon Durano Foundation. Even

thought is a private institution, there are some of the students choose to study in

Colegio de San Antonio de Padua De La Salle Supervised School, for them to be trained

will and to have a better future.

Participants

The study population comprised of The lived Experienced Criminology students

during their ROTC, ROTC Program can help you through; (1)Tuition Assistance: ROTC

programs offer tuition assistance to cadets by granting numerous scholarships to

members who qualify. This assistance can help pay for college tuition and miscellaneous

fees, textbooks or other school expenses. (2)Leadership Skills: 
Skills learned in ROTC

are extremely valuable whether you continue on in the respective military branch or take

what you have learned into the civilian life. (3)Career Choices: 
Have a special interest or

skill? The military is helpful in placing personnel in career areas that utilize specific

interests, training and skills. (4)Enjoy college: 
Joining ROTC does not mean you have to

stop being a normal college student or enjoying extra-curricular activities.(5)Start ahead

of the game:
 After graduation and upon completion of ROTC, each member who enters

active duty is awarded an officer rank.

Data Collection And Procedure

A. Self-Awareness

Is the capacity for introspection and the ability to recognize one-self as an

individual separate from the environment and other individuals? Might quickly

assume that we are self-aware, but it is helpful to have a relative scale for

awareness. If you have ever been in an auto accident you may have experienced

everything happening in slow motion and noticed details of your thought process

and the event. This is a state of heightened awareness with practice we can

learn to engage these types of heightened states and see new opportunities for

interpretation in our thought, emotions and conversations. Having awareness

creates the opportunity to make changes in behavior and beliefs.

B. Bracketing

It is a method used in qualitative research process However, the process through

which bracketing takes place is poorly understood, in part as a result of a shift

away from its phenomenological origins The current article examines the

historical and philosophical roots of bracketing, and analyzes and tensions that

have arisen since the inception of bracketing in terms of its definition, who

brackets methods of bracketing, and its timing in the research process. It’s is

presented as two forms of researcher engagement with data and evolving

findings. The first form is the well-known identification and temporary setting

aside of the researchers assumption.

C. Informed Consent

To give informed consent, the individual concerned must have adequate

reasoning faculties and be in possession of all relevant facts. Adequate informed

consent is rooted in respecting a person’s dignity. Obtained informed consent for

a research study requires open and honest communication between the

researcher and the study participant. It is essential that the participant

understand that participating in a research study is completely voluntary they

can withdraw from the study at any time or choose not to participate.

D. Member Checking

This is when data analytic categories, interpretation and conclusions are

tested with members of those groups from whom the data were originally
obtained. This can be done both formally and informally as opportunities for

members check may arise during the normal course of observation and

conversation. Typically, member checking is viewed as a technique for

establishing to the validity of an account. Lincoln and Guba posit that is the most

crucial techniques for establishing credibility. However, this technique is

controversial.

E. Triangulation Method

In the social sciences, triangle is often used to indicate that the two (or

more) methods are used in a study in order to check the results of one and the

same subject. “The concept of triangulation is borrowed from navigational and

land surveying techniques that one can be more confident with a result if

different methods lead to the same result. Triangulation is a powerful technique

that facilitates validation of data through cross verification from the two or more

sources. In particular, it refers to the application and combinations of several

research methods in the study of the same phenomenon. Triangulation method

is used in qualitative research that involves cross-checking multiple data sources

and collection, procedures to evaluate the extent to which all evidence

converges. Qualitative analysis of text is often supplemented with other sources

of information to satisfy the principle of triangulation and increase trust in the

validity of the study’s conclusions. It would not be uncommon, for example, to

analyze transcribe interviews along with observational field notes and documents

authored by the respondents themselves.

F. Ethical Consideration

Ethical Considerations in research are critical. Ethics are the norms or

standards for conduct that distinguish between right and wrong. They help to

determine the difference between acceptable and unacceptable behaviors on the

part of the researcher. Why are ethical considerations so important in research?

The integrity reliability and validity of the research findings rely heavily on

adherence to ethical principles.

G. Rigor of the Study

Rigor in qualitative research is defined by quite the opposite set of the

criteria and is associated with being open to the data, scrupulously adhering to a

specific philosophical perspective, and thoroughness in collecting data.

Examining the data for reliability and validity assesses both the objectively and

credibility of the research.

Method of Data Analysis

Prior to describe the analytical procedure of data set, a brief description of

data collection and transcripts formation are summarized as follow. Semi-

structured, Face-to-face interviews were conducted using a prepared interview

guide. Participants were encouraged to talk freely and to tell stories using their

own words. Each interview lasted from 45 minutes to one-hour and all of them

were conducted by the main researcher. At the end of speech interview, the

researcher reminded the participants about her need for a second contact with
them via telephone calls to discuss the study findings and to make sure that the

study findings reflect their own experiences. The level of data saturation was

determined by the main researcher and by another independent researcher in a

process carried out in parallel with data collection. Then, saturation was based

on consensus between both researchers. Twenty-two participants engaged the

study. In eventual, the transcript was double-checked by the independent

researcher who has experience in qualitative research.

The following steps represent Colaizzi process for phenomenological data

analysis (cited in Sanders,2003 Specialist Carpenter,2007)

Each transcript should be read and re-read in order to obtain a general

sense about the whole content. For each transcript, significant statements that

pertain to the phenomenon under study should be extracted. These statements

must be recorded on a separate sheet noting their pages and lines numbers.

Meanings should be formulated from these significant statements. The

formulated meanings should be sorted into categories, cluster of themes and

themes. The findings of the study should be integrated into an exhaustive

description of the phenomenon under the study. The fundamental structure of

the phenomenon should be described. Finally, validation of the findings should

be sought from the research participants to compare the researches descriptive

results with their experiences.

Extraction of Significant Theme

Thematic analysis is one of the most common forms of the analysis in

qualitative research. It emphasizes pinpointing, examining and recording

patterns (or themes) within data. Themes are pattern across data sets that are

important to the description of a phenomenon and are associated to a specific

research question. The themes become the categories for analysis. Thematic

analysis is performed through the process of coding in six phases to create

established, meaningful patterns. These are familiarization with data, generating

initial code, searching for themes among codes, reviewing themes, defining and

naming themes, and producing the final report.

There are 3 significant statement extracted coming from the participant’s

answers.

Table 1: Significant Statement

Ang kalisud nga nasinati namo kay ang kainit, ang ka suwaw ug uhaw. I handle

this difficulties, ge agwanta lang jud namo ang kainit, ang ka suwaw u gang

kauhaw. I don’t have any conflict because as a cadet, I obey and follow the

command came from the commandant. Para wala nay daghang yaw-yaw ug

walay daghang storya pa. Ang akung motivates para mo continue kaya kung

pamilya and to reach my goals. Akung nakat-unan sa panahon nga panagbangi

namo sa komandante kay ang pagka disciplinado nga tawo.

Ang akung nasugatan nga kalisod during ROTC training kay ang kainit sa

panahon, perting sakita sa panit kay lagi wala ka naanad, labi na sa nawng. Sa

sige ug training gi kaya nalang nako ang kalisud kay ginusto baya ni nako, never

jud I give up. No, wala ko kasuway nga naa koy conflict between officers and

cadets, mutuman nalang ko sa command sa officers. Ang akung rason para

ipadayon ni nako ang ROTC kay para daghan kog makat-unan.

Katung ge punishan kog 50 bomber in must done into 4 counts. Ako rang ge

mind set nga this is part of the training. Wala ko kasuway anang panagbangi sa

ubang cadete ug sa among commandant. Ni sunod rako unsay rules and

regulations sa training. Ang akung pangandoy maoy naka motivate nako kay

gusto kung makahuman ug skwela. Kay kung mag crim ka naa jud ng ROTC

maong ge take rana nako as a challenge. Ang akung naka-unan during training

kay mahimu kung us aka disciplinado nga taw.

Formulation of Core Meanings

Systematically obtained from social research. Every chapter deals with the

beginning formulation of some a highly empirical study which at is conclusion

has a tacked-on explanation taken from the author tries to give his data a more

general sociological meaning. Then core criteria are formed for the evaluation of

qualitative research together with way sociological procedures in this area are in

contradiction with the idea of formulating a universal and systematic analysis of

the process with aim of logical formulation of methods.

Table 2: Formulated Core Meaning

SIGNIFICANT MEANINGS FORMULATED MEANINGS

Ang lisud nga nasinati namo kay ang kainit, This subject requires the patience

ang ka suwaw ug ang ka uhaw.(The hard and difficulty of the students to

thing we've experienced is that heat, the one achieve what they want in life. FM1

who is swollen and thirsty).1P1

Ang akung nasugatan nga kalisod during

ROTC training kay ang kainit jud sa

panahon, perting sakita sa panit kay lagi

wala ka naanad ug labi na sa nawng.(The

only injured during ROTC training is the heat

of the day, it is a skin problem that you have

never encountered).1P2

I handle this difficulties, ge agwanta lang

nako ang kainit, ang kasuwaw ug kauhaw.( I

handle this difficulties, just keep me warm,

lethargic and thirsty).2P1

Sa sige ug training ge kaya nalang nako ang

kalisud kay ginusto baya ni nako, never jud I

give up.( I'm in the training and I'm doing it

harder than I want, never give up).2P2

Ako rang ge mind set nga this is part of the

training. (I’m mind set this is part of the

training).2P3
Akung motivates to continue kaya nga kung In this field, students can see that

pamilya and to reach my goals.(I'm they are motivated to study and

motivates to continue with my family and to have nothing to do with their life

reach my goals).4P1 skills. They want to finish their

Ang akung pangandoy maoy naka motivate studies and be proud of their

nako kay gusto ku maka human ug families in life. FM2

skwela.(My wish is motivating me because I

want to finish my career).4P3

Ang akung nakat-unan kay ang mahimung As a crimimnolgy students in a field

usa ka disciplinado nga tawo.(What I learned during training we should learn to

was that I was a disciplined person).5P1 associate with our fellow people and

Ang akung rang nakat-unan during training learn to discipline ourselves. FM3

kay mahimo kung usa ka disciplinado nga

tawo.(What I learned during my training was

as a disciplined person).5P3
Development of Cluster Theme

A theme is a cluster linked categories conveying similar meanings and

usually emerge through the inductive analytical process which characterizes the

qualitative paradigm. The exploratory power of this popular technique can be

enhanced by the analyst looking previous knowledge of the research topic as

they are not guided by any preconceptions. Thus, the analyst does not have to

be an expert in the research topic. However, in order to begin analysis a

researcher must have at least some conceptual understanding to guide the

insight process.

Table 3: Clustered Themes

SIGNIFICANT STATEMENT FORMULATED MEANINGS CLUSTER THEMES

Ang lisud nga nasinati This subject requires the Patience and motivation

namo kay ang kainit, ang patience and difficulty of

ka suwaw ug ang ka the students to achieve

uhaw.(The hard thing what they want in life.

we've experienced is that FM1

heat, the one who is

swollen and thirsty).1P1

Ang akung nasugatan nga

kalisod during ROTC

training kay ang kainit jud

sa panahon, perting sakita

sa panit kay lagi wala ka

naanad ug labi na sa

nawng.(The only injured

during ROTC training is the

heat of the day, it is a skin

problem that you have

never encountered).1P2

I handle this difficulties, ge

agwanta lang nako ang

kainit, ang kasuwaw ug

kauhaw.( I handle this

difficulties, just keep me

warm, lethargic and

thirsty).2P1

Sa sige ug training ge kaya

nalang nako ang kalisud

kay ginusto baya ni nako,

never jud I give up.( I'm in

the training and I'm doing

it harder than I want, never

give up).2P2
Ako rang ge mind set nga

this is part of the training.

(I’m mind set this is part

of the training).2P3

Formulation of Emergent Theme

Explicit descriptions of theme discovery are rarely described in articles and

reports and if so are often regulated to appendices or footnotes. Techniques are

shared among small groups of social scientists and are often impeded by

disciplinary or epistemological boundaries. During the proposal writing phase of a

project, investigations struggle to clearly explain and justify plans for discovering

themes. This issue is particularly cogent when funding reviewers are unfamiliar

with qualitative traditions.

Table 4: Formulation of Emergent Theme

FORMULATED MEANINGS CLUSTER THEMES EMERGENT THEMES

This subject requires the Patience and motivation Motivation and Patience,

patience and difficulty of in life we need

the students to achieve motivation the force that

what they want in life. leads you to achieve a

FM1 goal because of personal

satisfaction or desire you

have to motivate have a

sense of achievement or

accomplishment,

especially when a student

begins college and wants

to get their degree as a

sense of accomplishment.

And also Patience It

allows you time for

strategic thinking and

completely evaluating a

situation. Things have

time to fall into place,

presenting a clearer

strategic view of what's

taking place. You're okay

with waiting until things

calm down, putting you

in a better position to

make strategic decisions

and fulfill your dreams.

Integration of Result into Exhaustive Description of Phenomenon

The purpose of phenomenological method is to uncover the genuine

experience of the phenomenon under investigation; Colaizzi’s method consists of

seven steps. First informant’s descriptions of the experiences and read in order

to acquire a sense of the whole. After that significant statements are extracted.

Meanings are formulated from the significant statements. Formulated meanings

are organized into themes. Themes are integrated into an exhaustive description.

The essential structure of the phenomenon is formulated. And finally for

validation the informants will evaluate the result of the analysis, if it means the

same as their original experience were.

BIBLIOGRAPHY
https://www.scribd.com/document/357021617/thesis-3-3

https://www.academia.edu/37538367/THE_IMPRESSION_ON_ROTC_IMPLEMEN
TATION_AMONG_GRADE_11_and_12_STUDENTS_OF_SMNHS-SHS_S.Y

https://core.ac.uk/download/pdf/83112388.pdf?fbclid=IwAR0495WLAqhjf-
MUZslonWDGNhMAiY5WIBJCEbZWjPyQXeNChVIOkwIv3PY

https://tayconnected.com/content/reserve-officers-training-corps-rotc-and-
service-academies-
0?fbclid=IwAR33OOj7uzOZDpr8TQWtVFCZdY1OhXIRX3VJmdCnr2Zqtv4TnwA8El
mQU-8
APPENDICES
 APPENDIX A

TRANSMITTAL LETTER TO THE PRINCIPAL

April 3, 2019
Mrs. NerissaRemarca
Principal, Senior High School Department
Colegio de San Antonio de Padua
Ramon M. Durano Foundation Compound, Guinsay, Danao City

Dear Mrs. Remarca,

Good day!

We, the Grade 11 General Academic Strand in Colegio De San Antonio De Padua
would like to ask permission in your good office to conduct an interview on April
10,2019 in Colegio De San Antonio De Padua of our research titled: “The Lived
Experience of Criminology Students during their ROTC”. The study aims to
explore and understand the life of criminology during their ROTC.

We are looking forward for your kind consideration and favorable response.

Respectfully yours, Noted by:

Bardago, Jan Jay FATIMA LHYN MANDOLADO

Ceniza, Jannine D. Research Mentor
Gaco, Jaymart
Approved by:

NERISSA S. REMARCA
SHS, Principal
 APPENDIX B.1

Informed Consent (English)

Upon signing this documents, I hereby give my consent to

voluntarily participate in the research study entitled: “The Lived Experience of
Students in Criminology during their ROTC”, to be conducted by a group of
Grade 11 General Academic Strand Students of Colegio De San Antonio De
Padua.

I am giving my consent after explained the purpose and

procedures of the study. I fully understand that:

1. I will be interviewed by the researchers for them to gather information

about my situation.
2. I will be participating a study about the life of Criminology voluntarily.
3. I can refuse my participation whenever I feel uncomfortable without
penalty.
4. I will informed about the result of the study.
5. I have right for privacy and confidentiality throughout the study.

___________________ _______________

Signature of participants Date

________________ ______________

Witness Signature Date

 APPENDIX C.1

GUIDE QUESTIONS (English)

1. What difficulties had you encountered during ROTC training especially hot weather?

How did you handle those difficulties?

2. Did you ever experience a conflict between commandant and cadets? If yes how did

you handle those conflict? If no how did you avoid those conflict?

3. What motivates you to continue ROTC training?

4. What are the values that you’ve learned during your conflict with your commandants

and cadets?
 APPENDIX B.2
Informed Consent (Bisaya)

Sa pag pirma ko niining dokumento, ako nag hatag sa akung kabubut-ong

pagtugot sa pagtuon na adunay utohan nga“ The Lived Experience of
Students of Criminology during their ROTC”,nga pagka himuon sa mga
estudyante sa Grade 11 nga nag kuha ug General Academic Strand sa Colegio
De San Antonio De Padua.

Ako mitugot nga human gisultian ug gi pa hibalo sa tanang detalye ug pamaagi

sa pagtuon. Ako nahibalo usab nga:

1.Kabubut-on ko ang akong pag apil sa niining pagtuon bahin sa kinabuhi sa

mga criminology.

2. Ako ga pangutan-on kabahin sa akung mga kaagi aron makakuha sila ug

impormasyon ka bahin sa akong sitwasyon.

3. Ako mahimong mo bawi sa akong partisipasyon ug pagtugot sa pag apil bisan

kanus-a nga walay danyo si gahatag.

4. Ako angay nga pahibaluon sa resulta sa pagtuon.

5. Ako adunay katungod sa pribisya ug dili pagbutyag sa uban sa bisan unsang

impormasyon nga atong mahatag para sa pagtuon.

_________________ _______________

Pirma sa Partisipante Petsa

_________________ _______________

Pirma sa Saksi Petsa

 APPENDIX C.2

GUIDE QUESTIONS (Bisaya)

1.Unsang kalisud ang imong nasinati sa panahon sa pagbansay sa ROTC ilabi na

sa mainit nga panahon? Gi unsa nimo pag dumalak adtong mga kalisud?

2.Naka sinati kaba sa kasamok talisa komandante ug mga kadete? Kung oo gi

unsa nimo pagdumala ang maong panagbangi? Kung wala gi unsa nimo

malikayan ang maong panagbangi?

3. Unsay nag-aghat kanimo sa pagpadayon sa pagbansay sa ROTC?

4. Unsa ang mga hiyas nga imong nakat-unan sa panahon sa imong panagbangi

sa imong mga komandante ug mga kadete?

 APPENDIX D

Participant 1

Date: April 29, 2019

Time Started: 11:28

Time Ended: 11:40

Duration: 12:00

Interviewed by:JannineCeniza

Transcribed by:JannineCeniza

Location:Guinsay, Danao City

Transcription No. 1

Line Responses Code

Number

1 Ang kalisud nga nasinati nako kay ang kainit, ang ka suwaw

ug ang ka uhaw.

2 I handle this difficulties, ge agwanta lang nako ang kainit,

ang kasuwaw ug kauhaw.

3 For me, I don’t have any conflict because as a cadet, I obey

and follow the command came from the commandant.

4 Akung motivates to continue kaya nga kung pamilya and to

reach my goals.

5 Ang akung nakat-unan kay ang mahimung usa ka

disciplinado nga tawo.

 APPENDIX D

Participant 2

Date: April 29, 2019

Time Started: 11:15

Time Ended: 11:20

Duration: 5:00

Interviewed by:JaymartGaco

Transcribed by: JannineCeniza

Location: Guinsay, Danao City

Transcription No. 2

Line Number Responses Code

1 Ang akung nasugatan nga kalisud during

ROTC training kay ang kainit jud sa

panahon, perting sakita sa panit kay lag

wala ka naanad ug labi na sa nawng.

2 Sa sige ug training ge kaya nalang nako

ang kalisud kay ginusto baya ni nako,

never jud I give up.

3 No, wala ko kasuway nga naa koy conflict

between officers and cadets, mutuman

nalang ko sa command sa officers.

4 Ang akung rason para ipadayon ni nako

ang ROTC kay para daghan kog makat-

unan.
 APPENDIX D

Participant 3

Date: April 30, 2019

Time Started: 3:09

Time Ended: 3:15

Duration: 6:00

Interviewed by: JannineCeniza

Transcribed by:JaymartGaco

Location: Guinsay, Danao City

Transcription No. 3

Line Number Responses Code

1 Katong ge punishan 50 bomber in

must done into 4 counts.

2 Ako rang ge mind set nga this is

part of the training.

3 Wala ko kasuway anang

panagbangi sa ubang cadete ug sa

among commandant kay ni sunod

 rako unsay rules and regulations sa

training.

4 Ang akung pangandoy maoy naka

motivate nako kay gusto kung

maka human ug skwela.

5 Ang akung nakat-unan during

training kay mahimo kung us aka

disciplinado nga tao.