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APPENDEX C

Questioners

Name_________________________________________ Date____________

Good day! We the students of research 1 in University of Cebu Lapu-Lapu and


Mandaue are conducting a research intitled “AN EVALUATION OF THE NROTC
PROGRAM”

1.What year does the NROTC required in maritime department?


A.1st year B.2nd year C.3rd year D.never required
2.Who is the Acting Commander in 504th NROTC in UCLM?
A.Hon.Voltaire T. Gazmin
B.Pres.Benigno Semion C. Aquino III
C.LCDR Raymund F. Umbac P.N.
D.Emanuel T. Bautista P.N.
3.What is the Required Hair Cut in NROTC?
A.2x3 white sidewall C.3x4 white sidewall
B.5x6 white side wall D.mohawk
4.The UCLM NROTC is conducted every?
A.Saturday B.Sunday C.Monday D.Every Afternoon
5.How many departments are involved in NROTC Program?
A.2 B.3 C.4 D.5
6.What time does the NROTC started in UCLM?
A.7pm B.8am C.7am D.9am
7.What is the Acronym of NROTC ?
A. National Republic of the Civil
B. Naval Reserve Officers Training Corps
C. Naval Response Operation Training Corps
D. Navy Rank Officer Training Corps

ESSAY:

8-10.Give 3 activities of NROTC.?


ACKNOWLEDGEMENT

We wish to extend our sincere thanks and gratitude to the following person;

Atty. Augusto W. Go, President, University of Cebu, for the great opportunity

and the challenges, for giving us the quality education;

Ms.Candice G. Gotianuy, Chancellor,University of cebu,for the inspiration and for

our university’s improvement;

Dr. Ulysses Aparece Ph.D. Vice Chancellor for Academic Affairs for providing us

the quality academic services;

Dr. Ana Liza B. Son, Vice Chancellor for Academic Affairs and Campus Affairs Director,

University of Cebu Lapu-Lapu and Mandaue for her understanding in all of our
endeavors;

2nd Engineer Marcos O. Oyao, Dean, College of Marine Engineering, University of

Cebu Lapu-Lapu and Mandaue for granting us and allowing us to conduct this study;

Ms.Arlene D. Derder, Instructor, for correcting us to improve and for guiding us in

order to make this work achievable and possible;

To all of our friends, for helping us and for encouraging us that we can make this;

To our group mates, who cooperated and contributed their efforts;

To our parents, for their unending support and love;

To the respondents who shared their time with us;

Above all, to the almighty God for giving us the courage, strength and power to

conquer everything we encounter in life and for his unconditional love.

THE RESEARCHERS
Dedication

The researcher’s paper is heartily dedicated to our one and only God who
loves us unconditionally.

Despite the countless sins the researchers had made. He never abandoned us .

Without him, this work will be left unfinished. The reseachers would also dedicate this to
their.

Loving parents for their efforts and hard works for them to be educated. Without
them, the researchers are not here.Lastly, the researchers dedicate this research paper to

their friends who contributed their time to offer their helping hands despite the

hectic schedule they are facing and experiencing. The researchers are blessed to have

them as their friends for they never ask something in return.

iii
TABLES OF CONTENTS

PRELIMINARIES PAGE

TITLE PAGE

APPROVAL SHEET...................................................................... I

ACKNOWLEDGEMENT............................................................. II

DEDICATION................................................................................ III

TABLE OF CONTENTS................................................................. IV

CHAPTER 1- The Problem and its Scope

INTRODUCTION

Rationale of the study................................................................... 1

Theoretical Background............................................................... 3

THE PROBLEM

Statement of the Problem............................................................ 6

Significance of the Study............................................................ 7

RESEARCH METHODOLOGY

Research Design......................................................................... 8
Research Environment................................................................ 8
Research Respondents................................................................ 8

RESEARCH PROCEDURE

Definition Terms.......................................................................
iv
BIBLIOGRAPHY

APPENDIX A

APPENDIX A-1 Transmittal letter of the Respondents........................

APPENDIX A-2 Transmittal letter of the Dean....................................

APPENDIX B Vicity Map....................................................................

APPENDIX C Questionaire

APPENDIX D Budgetary Requirements..............................................

APPENDIX E Curriculum vitae...........................................................

APPENDIX F Certificate of Final Defense..........................................


Chapter 1
THE PROBLEM AND ITS SCOPE
Introduction

RATIONALE OF THE STUDY

Reserve Officers' Training Corps (ROTC) in the Philippines is one of three optional
components of the National Service Training Program, the civic education and defense
preparedness program for Filipino college students.[1] ROTC aims to provide military
education and training for students to mobilize them for national defense preparedness.
Its specific objectives include preparation of college students for service in the Armed
Forces of the Philippines in the event of anemergency and their training to become
reservists and potential commissioned officers of the AFP.

Graduates of the ROTC advance program serve in all branches of the Armed Forces of
the Philippines. In 2008, ROTC graduates of the officer candidate schools of the various
services constituted roughly 75% of the AFP officer corps. The ROTC grants qualified
student-cadets scholarship benefits through a merit-based incentive program in return for
an obligation of military service in the reserve force, or active duty in the AFP if given
the opportunity, after graduation.

ROTC student-cadets attend college like other students, but also receive basic military
training and officer training from the branch of service that handles their school's ROTC
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 Advance ROTC
cadet-officers), and extended training activities during the summer, such as the ROTC
Summer Camp Training (RSCT).

ROTC units in colleges and universities are organized through the Department of Military
Science and Tactics (DMST) which is under joint supervision by the school
administration and he Department of National Defense. These ROTC units are in turn
managed by active duty o
Chapter 1
THE PROBLEM AND ITS SCOPE
Introduction

RATIONALE OF THE STUDY


Every country has its own defence’s to protect the freedom and peacefulness around its
constitution and as the years goes by the weapons ,vehicles ,ships ,air crafts are evolving even its
own soldiers is been upgraded, but what if all of them was K.I.A(Killed In Action) or
M.I.A(Missing In Action) who will protect the country against Foreign Threat or even Local
Threat?

The importance of ROTC or Reserve Officer Training Corps is to reserve college students
for the future war that will approach in the future, they will undergo a basic training in under
military officers.

The Maritime Transportation, Maritime Engineering and the College of Criminology will
undergo the training in NROTC or Naval Reserve Officer Training Corps, the Maritime Course
will be reserved in the NAVY FLEET and the Criminology will be reserved in the NAVY
(MARINES) the Navy Fleet is composed of War Ships, Submarines, Air Craft Carrier’s,
Helicopters and Jets and they are also the one who will protect the sea. The navy(marines) are the
one who will go offshore to fight in land and they are also deployed by the fastest and armed boat
of the navy.

And on 13 September 1946, Philippine Army Headquarters reactivated the pre-war


ROTC units. The Philippine Army became the Armed Forces of the Philippines on 23
December 1950, at which time the Philippines was divided into four military areas and
ROTC units operating within these areas fell under the supervision of their respective
Area Commanders. On 8 February 1967, President Ferdinand Marcos rescinded
Executive Order No. 207 of 1939, promulgating Executive Order No. 59 in its place. This
executive order made ROTC mandatory at all colleges, universities and other institutions
with an enrollment of 250 male students and greater. President Marcos also issued
Presidential Decree No. 1706, otherwise known as the "National Service Law", on 8
August 1980. It made national service obligatory for all Filipino citizens and specified
three categories of national service: civic welfare service, law enforcement service and
military service.

And in the Republic Act 7077, otherwise known as the "Citizen Armed Forces of the
Philippines Reservist Act", was enacted by the 8th Congress of the Philippines on 27 June
1991. The Reservist Act provided for organization, training and utilization of reservists,
referred to in the Act as "Citizen Soldiers". The primary pool of manpower for the
reservist organization are graduates of the ROTC basic and advance courses
1

Reserve Officers' Training Corps (ROTC) in the Philippines is one of three optional
components of the National Service Training Program, the civic education and defense
preparedness program for Filipino college students.[1] ROTC aims to provide military
education and training for students to mobilize them for national defense preparedness.
Its specific objectives include preparation of college students for service in the Armed
Forces of the Philippines in the event of anemergency and their training to become
reservists and potential commissioned officers of the AFP.

Graduates of the ROTC advance program serve in all branches of the Armed Forces
of the Philippines. In 2008, ROTC graduates of the officer candidate schools of the
various services constituted roughly 75% of the AFP officer corps. The ROTC grants
qualified student-cadets scholarship benefits through a merit-based incentive program in
return for an obligation of military service in the reserve force, or active duty in the AFP
if given the opportunity, after graduation.

ROTC student-cadets attend college like other students, but also receive basic military
training and officer training from the branch of service that handles their school's ROTC
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 Advance ROTC
cadet-officers), and extended training activities during the summer, such as the ROTC
Summer Camp Training (RSCT).

ROTC units in colleges and universities are organized through the Department of
Military Science and Tactics (DMST) which is under joint supervision by the school
administration and the Department of National Defense. These ROTC units are in turn
managed by active duty officers of the AFP and the reservist organization representatives
of the major services, the Philippine Army Reserve Command of the Philippine Army, the
Philippine Navy Reserve Command of thePhilippine Navy and the Philippine Air Force
Reserve Command of the Philippine Air Force.
2

THEORITICAL BACKGROUND

The embodiment of the national defense plan formulated by General Douglas


MacArthur for the Philippine Commonwealth. This executive order made ROTC
obligatory at all colleges and universities with a total enrollment of 100 students and
greater. This measure was made in order to help fill out the reserve force requirement of
400,000 men by 1946 and especially for junior reserve officers.

During the Spanish colonial years, there was a training course, similar to what is
presently known as ROTC, at the University of Santo Tomas. In 1762, Father Domingo
Collantes, O.P., Rector and Chancellor of UST, with the aid of a sergeant of the Royal
Spanish Army, organized a battalion of young students for military training. They were
trained to fight invading English troops of some 7,000 men, fresh from thirteen warships
bivouacked in Madras.
These boys, displaying courage and commendable spirit in the face of a real war against a
superior enemy, won for the university the award of "Royal Cedula" from the King of
Spain, who conferred on them the title of "Regalia", and the seal of loyalty: "Muy Leal",
for participating in the fight against the British.

To this day the "Muy Leal" crest remains a part of the UST ROTC seal, and was
adopted by the unit's ROTC fraternity as its motto.
To most Philippine military historians, real ROTC in the Philippines did not start until
1912, when the Philippine Constabulary started conducting military instruction at the
University of the Philippines. Following representations made by the U.P. Board of
Regents to the United States War Department through the Governor General, university
received the services of a U.S. Army officer as a professor of Military Science. Thus the
first ROTC unit in the country was established in the University of the Philippines and
instruction started on July 3, 1922.

Subsequently, the National University, Ateneo de Manila, the Liceo de Manila, and the
Colegio de San Juan de Letran formed their respective ROTC units. These units remained
independent of each other until 1936, when the Office of the Superintendent, ROTC
Units, Philippine Army, was activated to administer, supervise and control, as well as to
supply, all ROTC units that existed throughout the country.

Commonwealth Act No. 1, commonly known as the National Defense Act, provided
the legal basis for the conduct of ROTC instruction. It stated that "at such colleges and
universities as the President may designate, there shall be established and maintained
Reserve Officers Training Corps units of such arm and service as he shall specify, where
every physically fit student shall be required to pursue a course of military
instruction . . ."
3
In 1939, President Manuel L. Quezon issued Executive Order No.207 to implement the
National Defense Act. It made ROTC a compulsory course at all colleges and universities
having a total enrollment of one hundred students or more. Instruction began upon receipt
of notification from the Chief of Staff, Philippine Army.

ROTC: The foundation of an army

The challenges in organizing the Common wealth-era Philippine Army provided the
impetus for the establishment of ROTC. As described by Louis Morton in his book "The
Fall of the Philippines":

"One of the greatest difficulties encountered in the organization of the Philippine Army
was the creation of a satisfactory officer corps. in the Constabulary were Filipino officers
with excellent training and experience, but their interests lay in law enforcement rather
than military training. Some of the best officers came from the Philippine Scouts; these
men rapidly became senior officers in the Philippine Army. The great problem was to
train junior officers to command the training camps and reserve units once these were
formed. Since no graduates could be expected from the projected military academy at
Baguio for four years the most promising men in each semiannual class of reservists were
selected for an additional six months' training as noncommissioned officers. The best of
these were chosen for officer training and became 3d lieutenants upon graduation from
Officer Candidate School. Senior ROTC units in colleges and universities were
established to provide additional junior reserve officers."

By 1941 there were 33 colleges and universities throughout the country that
maintained ROTC units. All however, were closed with the onset of World War II.
The war saw ROTC products in action for the first time. Cadets from different Metro
Manila units took part in the defense of Bataan; in the Visayas, 45% of the 75th Infantry
Regiment of the US Armed Forces in the Far East (USAFFE) were ROTC cadets of
Silliman University; and after the surrender of last American bastion in the archipelago,
volunteers from the Philippine Military Academy and various ROTC units formed the
Hunter's ROTC Guerillas, which took part in the resistance movement during the
Japanese occupation.

ROTC in the Philippines lay dormant until September 13, 1946, when Headquarters
Philippine Army issued a General Order reviving pre-war units. When the Philippine
Army became the Armed Forces of the Philippines on December 23, 1950, the
Philippines was divided into four Military Areas. ROTC units operating within these

4
areas fell under the supervision of their respective Area Commanders.
On February 8, 1967, President Marcos rescinded Executive Order No.207 of 1939, and
promulgated Executive Order No.59. The EO made ROTC a mandatory course at all
colleges and universities and other institutions with an enrollment of 250 male students.

A noteworthy development during the Marcos years was a program called the Rainbow
Rangers – Sunday Soldiers. The Metro Manila-only unit provided an alternative to
ceremony-centric conventional ROTC training, and was one of the earliest attempts to
address inadequacies in the ROTC program. The UP ROTC formed the RR – SS on
September 15, 1968, under the watchful eye of then Captain (later Brigadier General)
Benjamin Vallejo. The unit included students from other schools, such as long time rival
UST ROTC.

Trainees, who were all volunteers, were subjected to a more aggressive, combat-
oriented, training regimen that exposed them to small-unit tactics, unconventional
warfare, and home defense techniques. To add to the realism, the RRs were given access
to real weapons.

Though based in Manila, it saw action in places as far as Mindanao. The unit formed
the backbone of the “Liberator Battalion”, that took part in a 3-week peacekeeping
operation in the Lanao provinces during the November elections in 1971. Members of the
battalion reportedly earned 9 citations for bravery during the operation.

For the most part, training was conducted at the University of the Philippines. Towards
the end of the unit's life, the venue was moved to the Metropolitan Citizen Military
Training Command (MCMTC) compound. The unit was disbanded circa 1983, after
General Vallejo’s retirement.

The ROTC Crisis of 2001 was arguably the single most significant event in post-
Martial Law ROTC history. Its impact on the nature of the program was dramatically
unique.

Discontent over ROTC -- its content, conduct, the competence of its training staff and
the corruption that often plagued its individual units -- had been well known for years.
Casual surfing of Filipino student websites often reveal short essays or articles about the
perceived pointlessness of the program. Student groups also occasionally took up the
matter in their roster of grievances.

Politicians were keenly aware of this reservoir of resentment, and periodically came
out with bills, resolutions, or even just simple press statements declaring their intention to
abolish ROTC; keeping alive hopes that ROTC would one day be finally abolished.
5
Expanded ROTC program which provided a Civil Welfare service option; little, however,
was done to implement it.

Things came to a head when the often repeated officer's training joke "squealer must
die" took on a new meaning at the University of Santo Tomas -- the cradle of school-
based military education in the Philippines. In what is widely regarded as retaliation for a
corruption expose that he made with a fellow cadet, Cadet Sergeant Major Mark Welson
Chua was brutally murdered, allegedly by members of the UST ROTCU training staff.

He was reportedly abducted in March 15, and his corpse was found in a river beside
the Jones Bridge in Escolta three days later. The Manila Regional Trial Court handed
down the death penalty to a fellow cadet three years later.

The incident turned 2001 into a year of national anti-ROTC protest. Added to the
normal chorus of student groups, who now had a martyr to rally around, were the voices
of University and College administrators -- lending a level of credibility to the movement
that it hitherto lacked. The University Belt Consortium was the first group of educators to
publish a call to address the ROTC issue. Shortly thereafter, they were followed by a
group of Cebuano educators.

ROTC formations in certain prominent Universities were rocked by cadet walk-outs.


These were inspired by "Abolish!", a coalition of organizations including the League of
Filipino Students, National Union of Students in the Philippines, the College Editors
Guild, Student Christian Movement, Kalipunan ng Kabataang Kristyano sa Pilipinas, and
Anakbayan.

Another group, the Movement for the Advancement of Student Power (MASP) --
composed of Akbayan and the Student Council Association of the Philippines -- went on
a different tack, focusing instead on parliamentary approaches to the matter.

Congress did not take long to take up the legal challenge. No less than seventeen bills
and resolutions were generated -- in both houses of Congress -- in response to the
protests. Most mentioned Mark Welson Chua in their text, acknowledging his death as the
catalyst for reform.

Republic Act 9163, or the National Service Training Program (NSTP), was Congress'
answer to the clamor for changes in the ROTC program. Signed into law on January 23,
2002, it removed ROTC as a prerequisite for graduation for all male college students, and
substituted it with NSTP. Furthermore, women were no longer exempt from national
service -- accomplishment of the NSTP is now a requirement for both genders.

The new program provided all students with two options to ROTC: Literacy Training
Service and Civic Welfare Service. Due to the non-military character of the alternative
programs, the National Service Reserve Corps was created to accommodate

Statement of the problem

This research attempts to Evaluate the proper disciplined and decorum of the
Naval Reserved Officer Training Corps Freshmen.

1. What are the profiles of the respondents with regards to the following?

1.1 Age

1.2 Status

1.3 Environment

1.4 Financial

2. What are the NROTC Skills as categorized in the reading indicators do show

Students NROTC problems?

2.1 Basic Military Training

2.1 Proper execution of Command

3. What possible NROTC interventions shall be done as specified by the reading

Indicators?

3.1 The training and activities of the NROTC officers

6
Significance of the Study

The results of the study could be utilized and significance to the following.

NROTC Officer’s

They would be aware on what they command for their platoon. Its

gives them discipline and proper decorum.

Dean/Chairperson and Administration

In the performance of their functions as head and managers, this

study is of great help for it can provide data problems. It can enhance

their effectiveness as a good teacher to work on their excellence

Performance

Parents

They will be guided if their children learn of what they expected.

Since,They are spending too much for their to be sent in school every
day.

7
READING PERFORMANCE OF THE FRESHMEN
MARINE ENGINEERING STUDENTS
A Research Proposal Presented to the Faculty of College of
Marine Engineering

In Partial Fulfillment
of the Requirements for the Degree of
Bachelor of Science Marine Engineering

By:

Ofiaza, Wowie C.
Pelari, Clint B.
Sumile, Glover L.
Tibon, James Paolo S.
Montero, Casi James T.
Simondac, Kharl Gerarj B.

S.Y 2014-2015

University of Cebu
Lapu-Lapu and Mandaue City
A.C Cortes, Avenue, Mandaue City,Cebu

COLLEGE OF MARINE ENGINEERING

March 07, 2015

CERTIFICATE FOR FINAL DEFENSE


This study is to certify that the Research Proposal which details shown below have
satisfactory accomplished fulfilled the necessary requirements prescribed fo FINAL
DEFENSE.
Title

First Defense :Date:______________ Passed Failed


Research Paper : Approved Disapproved
Date of Final Defense_______________
Name of Researcher:
Signature of the researcher:________________

RESEARCH METHODOLOGY

Research Design

Descriptive evaluative methods specially content analysis are

used in the study. The survey instruments are used in evaluating the

facts in Naval Reserve Officer Training Corp difficulty in the

Freshmen College of Marine Engineering in the University of

Cebu Lapu-Lapu and Mandaue. This is a quantitative research

which aims to answer and provide solutions of the problem in

executing the command of the officers.

Research Respondents

This study focuses in the Marine Engineering Students of

University of Cebu Lapu-Lapu and Mandaue for the propose of

knowing their perceptions and reactions on their proper execution


of the commands and orders who undergo NROTC in UCLM.

Research Environment

This study focuses on the Freshmen Marine Engineering


Students in the Maritime Department of University of Cebu
Lapu-Lapu and Mandaue. 8
APPENDIX D

Budgetary Requirements

Title Date No.of pages* Amount


Amount of printing

Rationale + Feb 24,2015 2+30 P 32


Internet

Revised Feb 26, 2015 4*2 P8

Theoretical Mar 1, 2015 3+40 P 43


Background

Revised Mar 2, 2015 5*2 P 10

Revised Mar 3, 2015 2*2 P4

Transmittal Feb 23, 2015 2*2 P4


letter
Folder Mar 6, 2015 6*6 P 36

Curriculum vitae 6*6 P 30

Total P 167

18
APPENDIX B VICINITY MAP

15
APPENDIX A-1

TRANSMITAL LETTER TO THE RESPONDENTS

MARCH 07, 2015

Dear Respondents,

We are conducting a research study Entitled “An evaluation of the NROTC


Program”. You are selected as one of our respondents,therefore,we would like to
request from your good person to answer our question truthfully and honestly

Your Participation is highly appreciated.thank you very much

Respectfully yours,

Research team leader

Noted by:
Ms.Arlene Desquitado-Derder,M.Ed.ESL
Research Adviser

13

Figure 1: NSA QUADRANGLE OF UC-LM


9
Definition of Terms

College of Marine Engineering

Comprehension

Marine Engineering Student


Performance Indicator

11
Figure 2:
10

BIBLIOGRAPHY

http://www.nrotc.navy.mil/submarine.aspx

http://en.wikipedia.org/wiki/Reserve_Officers'_Training_Corps_(Philip
pines)

https://nrotc.nd.edu/prospective-students/nsci/

http://bulletin.auburn.edu/coursesofinstruction/navs/

http://www.virginia.edu/registrar/records/03-
04ugradrec/chapter13/chapter13-5.htm
12