Knowledge Retention from The Infantry Non-Commissioned Officers Basic Course and Its Relationship to Job Performance Among Non-Commissioned Officers

Abstract

Knowledge retention is an essential outcome of professional military education because it influences how effectively acquired knowledge and skills are sustained and applied in operational settings. This study examined the retention of knowledge acquired from the Infantry Non-Commissioned Officers Basic Course and its relationship to the job performance of non-commissioned officers assigned to the 47th Infantry Battalion, Camp Rajah Sikatuna, Carmen, Bohol. Guided by the Transfer of Training Theory, Adult Learning Theory, and Experiential Learning Theory, the study employed a quantitative descriptive-correlational research design. A total of 85 non-commissioned officers participated through total enumeration. Data were gathered using respondents’ profile records, previous and current comprehensive examination scores, and the AFP Performance Evaluation Report. Descriptive and inferential statistical analyses, including chi-square, paired-samples t-test, Pearson correlation, one-way ANOVA, and Friedman test, were utilized at the 0.05 level of significance. Findings revealed generally high levels of knowledge retention and outstanding job performance among the respondents. Rank and year of course completion were significantly associated with knowledge retention, while year of course completion was significantly associated with job performance. A significant difference was found between previous and current comprehensive examination scores. Knowledge retention exhibited a weak negative relationship with job performance. Significant differences were likewise observed across rank classifications and among the dimensions of job performance. The findings underscore the importance of continuous learning, refresher training, and evidence-based personnel development initiatives to sustain military competence and organizational effectiveness.