Report: sarmiento-datugan-tobias-pardua

sarmiento-datugan-tobias-pardua
by Jean Madeleine Dig “MURET” Dela cruz

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Report: sarmiento-datugan-tobias-pardua

sarmiento-datugan-tobias-pardua
ii

Republic of the Philippines

Lyceum of Western Luzon-Botolan, Zambales

Batonlapoc, Botolan, Zambales

Chapter 1

INTRODUCTION

Background of the Study

The Criminologist Licensure Examination (CLE) is one of the final hurdles that

criminology graduates must overcome to practice their profession. It is a set of

standards that graduates must meet to pursue or recognize their dreams of

becoming recognized professional in their field of expertise. Performance in the

licensure examination is also the measure of the quality of education provided

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by the school, which in general reflects the efficiency and effectiveness of the

curriculum and instruction in a particular program.

Just like other schools/institutions offering Criminology courses, the Lyceum of

Western Luzon-Zambales, (LWLZ) Inc., also partitcipates the infamous CLE.

Normally, the BS Criminology program takes 4 years to complete before a

graduate undertakes the CLE. This board examination is scheduled twice a year

and the main subjects that it covers include Criminal Jurisprudence, Procedure

and Evidence, Law Enforcement Administration, Criminalistics, Crime Detection

and Investigation, Sociology of Crimes and Ethics, and Correctional

Administration. This board examination was created through the enactment of

2
Republic Act No. 6506 in 1972, which made the board of examiners for

criminologists in the Philippines. The examination was aimed at standardizing

the profession of criminologists in the country. RA No. 6506 remained in force

until December 4, 2020, when President Rodrigo R. Duterte signed into law

Republic Act 11131, otherwise known as the Philippine Criminology Profession

Act of 2018. This law aims to govern the examination, registration, and licensure

of criminologists, among others (Gita, 2018). At present, the CLE is conducted

twice a year by the Professional Regulation Commission (PRC) in June and

December. In this law, a candidate must obtain a weighted average rating of

seventy-five percent(75%) with no grade less than sixty percent (60%) in any

given subject compared to the old law, which requires a lower passing

percentage per subject at 50%.

Moreover, in case the examinee obtains a weighted average rating of seventy-

five percent (75%) but has a grade below sixty percent (60%) in any of the

subjects, the result of the examination shall be deferred and the examinee will

be required to retake the subject/s where he or she failed. The examinee shall

only be allowed to retake within two (2) years from the date of the examination

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and shall be required to obtain a grade not lower than eighty percent (80%) in

the said subject/s, to be considered to have passed the licensure examination.

If the examinee fails to retake after the lapse of two (2) years or fails to get the

passing mark of eighty percent (80%), the examinee shall retake all the board

subjects. Any examinee who failed three (3) or more board subjects shall be

deemed to have failed the board examination ([Link]).

In fact, the BS in Criminology program has new obstacles posted in RA 11131.

The new face will be paved by the incoming graduates as they take on the

battle of the new curriculum and the regulation of criminologists will require

HEIs to exert greater effort. This entails new preparation and instruction

delivery adjustments for the school, faculty, and students. This puts more

pressure on them because passing the licensing exam will represent the school

as a whole as well as the graduates' efforts. According to Stewart, et. al (2014),

the performances in the Criminologist Licensure Examination determine the

quality of the services and training that a student received during their college

days. The researcher is eager to emphasize how the implementation of RA

11131 affected the graduates of Lyceum of Western Luzon-Zambales, Inc. and

what is its effect on the standings of the graduates on the Criminologists

Licensure Examination for the Batch of AY 2024-2025. This study will let us

know how this law becomes beneficial or non-beneficial to the graduates, or

how the graduates/CLE takers perceived this new implementation of the law.

Statement of the Problem

The study aims to explain the implementation of Republic Act 11131 on the

Criminology Licensure Examination and its effects on the Lyceum of Western

Luzon-Zambales, Inc. Criminology graduates Batch 2023-2024.

Specifically, the researcher seeks to find the following questions:

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What is the is the profile of the respondents in terms of:

Sex

Age

Standing in CLE

What is the performance of LWLZ graduates of Batch 2022-2023 on CLE as to

the different subject areas:

Criminal Jurisprudence;

Procedure and Evidence;

Law Enforcement Administration;

Crime Detection and Investigation;

Criminalistics; and

Correctional Administration

How the RA 11131 affected the graduates of Batch 2022-2023 in terms of their:

Study/review Habits

Psychological factor

Knowledge Learning

Attitude and Interests

What are the problems that criminology graduates of Batch 2022-2023 are

facing with the implementation of the Republic Act 11131 on the Criminologist

Licensure Examination?

How do the graduates of LWLZ CLE Takers of Batch 2022-2023 describe RA

11131 through their experience after taking the exam on February CLE when it

comes to:

4.1. Personal effects

4.2. Examination impact

4.3. Life Impact

4.4. Standing/standing/performance effect on CLE

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Significance of the Study

The findings will benefit the following:

The school. The institution will assist criminology students improve their

performance and improving activities.

Criminology Student. Students will give extra effort and focus to their studies

so that they will overcome the board examination.

Criminology Instructors. Instructors would assess the student's needs and

develop more effective strategies in response to the challenge of the new

curriculum and the requirements of the CLE. They are considered the backbone

and pillars of knowledge, skills, and attitudes needed for the Criminology

Licensure Examination; hence, they should ensure quality education and proper

assistance to future examinees.

Researchers. The researcher will understand the effect of the new curriculum

on the criminology students. Results will assist in the understanding of the new

concept of board examinations.

Future Researcher. This study will be the basis for conducting similar research

taking place.

Scope and Limitation of the Study

The study aims to explain the implementation of Republic Act 11131 on the

Criminology Licensure Examination and its effects on the Lyceum of Western

Luzon-Zambales, Inc. Criminology graduates Batch 2023-2024.

The study will utilize the descriptive research design with a survey

questionnaire and documentary analysis as the main instrument in gathering

the data from the target population of all LWLZ graduates of Batch 2022-2023

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who took the Criminologists Licensure Examination in February 2024. This

study will focus on the effect of the implemented curriculum of RA 11131 on

the CLE for Batch 2022-2023 graduates. This descriptive qualitative research

will involve 32 graduates/takers in the following examination areas: (1) 28 in

Baguio City, and (2) 4 in Pampanga.

The researcher will determine the effects of the implementation of RA 11131 on

CLE of Batch 2022-2023 graduates in terms of (1) Study/Review Habits, (2)

Psychological factors, (3) Knowledge Learning, and (4) Attitudes and Interests.

The study will also determine the experiences of Batch 2022-2023 graduates

after taking the exam on February CLE with the implementation of CLE when it

comes to (1) Personal effects; (2) Examination impact; (3) Life Impact; and (4)

Standing/performance effect on CLE.

Chapter 2

FRAMEWORK OF THEIR STUDY

The researcher examines certain readings and works of literature that are

relevant to the subject in this chapter. Through extensive library and online

research, the researchers evaluated a wide range of local and foreign studies

and literature that offered additional information relevant to the current

investigation.

REVIEW OF RELATED LITERATURE AND STUDIES

LITERATURE

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Foreign

According to Whitaker's study (2005), the main variable in the classroom is not

the student, but the teacher. Great teachers have high expectations for their

students, but even higher expectations for themselves. Teachers are then

considered the most important human resource and remain the backbone of

any educational system (UNDP, 2003). One such education is criminology, a

highly intellectual field particularly because the majority of the job's

responsibilities rely on determining and analyzing criminal patterns.

Criminology focuses on the study of crime in terms of law, the causes of crime,

the meaning of crime in terms of law, and community reaction to crime. It also

deals with the scientific study of criminals and criminal behavior. Nonetheless,

worth noting that criminology is a dynamic profession and also a multi-

disciplinary science.

In the widely cited paper of Romer (1993), one of the first authors to explore the

relationship between student attendance and exam performance stated that

several factors have contributed to declining class attendance around the

world in the last 15 years. Newman-Ford, Lloyd & Thomas, 2009, affirm

that the major reasons given by students for non-attendance include

assessment pressures, poor delivery of lectures, timing of lectures, and work

commitments. In recent times, students have found a need to seek employment

while studying on a part-time basis due to financial constraints. The number of

part-time and mature students has also risen sharply.

Furthermore, in Rono's study (2013), the academic performance of students is

a key feature in education. It is considered to be the center around which the

whole education system revolves. On the other hand, Narad and Abdullah

(2016), opined that the academic performance of students determines the

success or failure of any academic institution. Academic performance is the

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knowledge gained which is assessed by marks by a teacher and/or educational

goals set by students and teachers to be achieved over a specific period. They

added that these goals are measured by using continuous assessment or

examination results. Signh, Malik, and Signh(2016) also argued that the

academic performance of students has a direct impact on the socio-economic

development of a country. Similarly Signh, Malik & Sign 2016; Ali, Haider, Munir,

Khan & Ahmed 2013; Farooq, Chaudhry, Shafiq & Behanu's studies (2011),

states that the factors contributing to improvement in students' academic

performance have received much attention from educators and researchers.

These researchers found that several factors contribute to improvement in the

academic performance of students.

Additionally, Farooq et al., (2011) emphasized that the top priority of all

educators is the academic performance of students while Annie, Howard, and

Midred (as cited in Arhad, Zaidi & Mahmood study (2015) says that academic

performance measures education outcome. They stressed that it shows and

measures the extent to which an educational institution, teachers, and

students have achieved their educational goals. Similarly, Yusuf, Onifade, and

Bello (2016)opined that academic performance is a measurable and observable

behavior of a student within a specific period. He added that it consists of

scores obtained by a student in an assessment such as class exercise, class

test, mid-semester, mock examination, and end-of-semester examination.

Again, Martha (2009) emphasized the academic performance of students is

defined by a student's performance in an examination, tests, and course work.

Kirby, Winston, and Santiesteban (2005), in their study conducted, focused on

impatience that influences students' own academic performance. On the other

hand, Hijazi and Naqvi(2006), reveal that more study hours are not significant

as far as students' performance is concerned. In a recent study of attention,

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several educationally useful and measurable constructs have been discovered,

such as sustained, voluntary attention.

According to Wittrock and Baker 1991, quoted by Peterson and Swing, "In some

contexts, attention has been shown to correlate more highly with achievement

than time does on task."Keeping in view all of the variables discussed by

different studies, the 'test-takers' performance in academic tests is indeed

influenced by many factors. However, it is the 'test-takers' attitude and

characteristics that have more important roles in such endeavors because

having success at school goes beyond intelligence. As stated by David (2021), a

student has the potential to earn good grades but does poorly because of bad

study habits or disinterest. Several studies also show that specific factors

contribute to such problems. However, if these problems contributing to low

4
grades will be identified and addressed accordingly, a student may be put back

on the path to academic success.

Local

According to Dagdag J.D. (2017), passing the Licensure Examination has been

the ultimate focus of tertiary education institutions in the Philippines to meet

the present demand of local and global parties and communities. Hence, the

effects encountered by the program should consider benchmarking from the

performing institutions, choosing the right faculty to teach a course, securing

the validity and/or reliability of instructional materials and assessment tools

with competencies, strictly implementing the admission and retention policy,

and assess regularly the efficacy of the course audit in all areas. The licensure

examination given by the Professional Regulation Commission (PRC) most

especially the licensure examination for criminologists is one of the greatest

achievements of criminology graduates.

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In the Philippines, one measure of educational quality is performance in the

Licensure Examination given by the Professional Regulation Commission (PRC).

In the study conducted by Visco, D. A., (2015), performance in the licensure

examination for board exams is an outcome of the quality education in

educational institutions. The programs and policies implemented to generate a

high percentage of the licensure examination performance, measure the results

obtained of the school performance in the licensure exam. And Tarun, I.M. et. Al.

(2014), found out that among the three courses (Criminology, BEED, and BSED),

for four years that took part in the board examinations, the passing rate

achieved was never below the National Passing Rate.

According to Quiambao, D.T., [Link]., (2015), the institution endlessly offers

quality education, innovating instruction practice and enhancing graduates'

performances to serve as input for professional development. Educational

attainment, teachers' length of service, quality of library facilities, quality of

laboratory facilities, students' intelligence quotient, and student's grade point

average form a very significant set that affects the passing of licensure

examination. Hence, these factors are to be considered vital in developing

policies to further improve the education graduates' performance in the

licensure examination. Chua, P.T. (2018), claims the concept frst before

proceeding with practical application. The candidates also used self-

assessment to evaluate themselves for the examination.

As stated in Tan's study (2016), there is also a need to unify the different review

materials of Lecturers in conjunction with the Table of Specifications as

stipulated in the respective areas of disciplines and clusters. Good

performance in the Mock Board Examination is not a predictor of the

performance of the Licensure Examination. In this regard, a plan of action was

designed to enhance the passing percentage in the Licensure Examination. The

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students who attended the review incurred positive differences for the same

periods which contributed a lot to the board examination performance, as

compared to the examinees who did not attend the review class. It is therefore

suggested to continue conducting the review as an intervention program of the

College to improve the graduates' performance.

However, Manalo, O. M. (2013), stated that it is highly recommended that the

mock board examination questionnaire may undergo a pre and post-item

analysis. The usefulness of this Mock Board as a learning activity is to help

students gain familiarity with the question formats and the overall board exam

experience. Similarly, Dadian T. (2016), also stated that Mock Board can be a

valid and effective addition to board preparation activities.

According to Perez C. D. (2015), the performance of students is based on the

actual results of the Licensure Examination. A closer look at its past

performance would create a basis of enhancement on how to improve a

program's current passing rate and would serve as reflectionof how effective

the teaching-learning process. As Antiojo, LP. ( 2017), also stated that passing

the Licensure Examination is an indication of quality education offered by

Institutions. Additionally, Alimondo, J.L., et al.,(2013), reviewees who were

enrolled in the review center there is a positive substantial relationship

between the respondents were found to have almost negligible to a definite but

low relationship with the mock board exam while the inferential and critical

levels had a positive substantial relationship with the respondents' score in the

mock board exam.

As Cortez M.T. et. al. (2017), pointed out the Licensure Examination is

immensely significant, which strengthens and improves their professional

dimensions, but also an important factor in measuring the quality of education

and its whole system in general. Cognitive and emotional domains were

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statistically significant in predicting the probability of passing the exam.

However, passing this examination is an exceptional undertaking to deal with.

Furthermore, Rosales, A. (2014), also concluded that the examinees who took

the examination for the first time (first timers) performed better, had higher

passing percentages and significantly higher average ratings than repeaters

5
Pachejo, S.J et. al. (2013), discloses that there is a very weak relationship to the

performance of the students in the Licensure Examination Performance.

According to Rabanal, G.C. (2016), Educational Institutions should continue to

seek professional development ventures for the improvement of teaching

competence and professional preparations. Thus, coming out with quality

6
output in the success of board examination leads graduates towards

employment.

Faltado, R. E., et. Al.,(2014) states that the type of school is not a factor in
7
passing the Examination. In accordance with Baylan, S. L., (2018), the

admission and retention policy, curriculum and instruction, and faculty

competence are significantly correlated with the performance in the licensure

examination. Trend of Performance in Board LicensureExamination for

Professional Institutions: It further disclosed that a considerable number of

premier HEI are underperforming and grappling to achieve the 60% national

passing standard.

Conforming to Okanga A. A., et. Al., (2017) the proportion of those who passed

and aged 30 years and above (upgraders) was significantly higher than those

who were less than 30 years, both class attendance policy and faculty

experience had marginal positive associations respectively. Foronda, M. S.

(2017), also affirms that a combination of school, candidate, and examination

factors played an important role in the candidate's success in the examination.

The effect of college entrance scores on performance is significant or felt

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because of the mediator. It is then recommended that college entrance score

should be a basis for admission to the program and the general weighted

average for the first two years be a basis for retention of students.

According to Arce, S. E., et al.. (2011), the ratings obtained by the examinees in

the pre-board examination can validly predict their performance in the

Licensure Examination. AlsoBañez, S.E.S., et. al., (2016), mention performance

in the College Admission Test (CAT) has a significant relationship with

performance in the board examination. Ferrer, R.C., et. Al.,(2015) studied

gender, high school average grade, college entrance score, attendance to review

class and academic performance significantly predict performance in the

8
Licensure Examination. Thus, in the event that male and female applicants are

tied along admission requirements, males be given due consideration.

Universities need to intensify admission requirements and retention policies.

School administrators must provide their graduates with review classes. De

Leon, J. M.,(2016), claims that academic performances in professional subjects

are related to licensure performance. Manabat J.B Jr., [Link], the pre-board

examination and scholastic achievement of the graduates had a significant

effect on the performance of the graduates in the Licensure Examination.

As stated in Tudy's study (2014), knowledge of the student's learning styles

gained interest among educators. On a larger scale, it is important that in the

revision of the curriculum, the school should consider the learning preferences

of the students for it to be adaptive, effective, and relevant. In line with this,

Nabe and colleagues (2011), redesigned the curriculum and the learning and

teaching delivery to ensure that graduates of the course are ready for the

licensure examination.

In the study conducted by Pariñas, Obrero & Obrero (2014), the readiness of the

students and the relevance of the topics in the clustered subjects in the

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examination for the criminologists. Higher learning institutions, therefore, are

constantly upgrading and developing learning and teaching, as well as

infrastructure setup to improve licensure examination performance while some

academic programs instituted an enhancement of the curriculum to make

students familiar with the exam (Tamayo, 2014; Tamayo, Gevera, Aguilar, 2014;

Tamayo, 2015).

Under RA 11131, it governs the examination, registration, and licensure for

criminologists; supervision, control, and regulation of the practice of

criminology, standardization and regulation of criminology education;

development of the professional competence of criminologists; and integration

of all criminology professional groups. Under RA 11131, a candidate must

obtain a weighted average rating of 75 percent with no grade less than 60

percent in any subject to pass the licensure examination for criminologists.

R.A. 65O6 laws that provide the minimum qualifications requirements to

practice criminology profession in the country, and article IISection 6 of CMO

46, series of 2O12 Quality Assurance Framework; defines quality as the

alignment and consistency of the learning environment with the institution's

vision, mission and goals demonstrated by exceptional learning and service

outcomes and the development of a culture of quality. This definition highlights

three perspectives of quality.

On "CHED Memorandum Order No. 46 series of 2012, Policy-Standard to

Enhance QualityAssurance (QA) In Philippine Higher Education through

Outcomes-based and Typology-BasedQA. This policy standard, which applies to

private and public Higher Education Institutions(HEIs) in the country, is issued

to enhance the quality assurance system of Philippine higher education

through learning competency-based standards and outcomes-based system of

quality assurance that is differentiated by type of HEI.

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General Point Average (GPA) and English Qualifying Examination scores

significantly predict performance in the Criminologist Licensure Examination.

Furthermore, separate composite indices of academic and admission variables

have almost equal predictive ability.

Findings imply that the criminology program can use major subjects' GPA and

EnglishQualifying Examination scores as screening tools to improve the

program's performance in the CLE. However, the program can choose either of

the two factors as a screening tool.

As stated in Barrera et al and Garcia, G. C. (2013) studies the recommendation

is to use only major subjects' GPA as a screening tool so as not to limit students

from enrolling in the programs. It should be observed the consistency of the

students' performance during and after their studies.

However, the correlation between examinees' academic and Licensure

Examination ratings in general is moderately significant. The academic

performance (grade average) of examinees gives no assurance(not a

determinant) of passing the PRC (LET) examination.

According to Ayden Munns (2O12), socio-economic factors are variables that

could determine academic performance and competence in the licensure

examination. The school profile varies in terms of curriculum faculty

preparation, and teaching undeniably, the function of the curriculum is to

improve the instruction and eventually make the teachers competent, process

students, and transform them into quality and excellent products of education.

STUDIES

Foreign

According to Hansen's study (2000), research studies show that students'

performance depends on many factors such as learning facilities, gender and

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age differences, etc. that can affect student performance. In line with Khan,

Iqbal & Tasneem, 2015; and Eshetu, 2014, who have also found that age, gender,
9
and parents' level of education affects academic performance. It should be

noted that these findings differ among countries, different academic levels,

and the subjects involved. The current study focuses on factors contributing to

improvement in the academic performance of students in Gomoa Manso,

Ghana.

As stated in Narad & Abdullah, 2016; Farooq, Chaudhry, Shafiq & Behanu,

(2011) the findings from the previous studies are a combination of home,

school, student, and teacher factors as well as environmental, personal, social,

psychological, and economic factors. Most of these studies tend to focus on a

single subject or focus on limited factors that contribute to academic

performance. For example, Farooq et al. (2011) focused only on socioeconomic

status and parent's level of education. They recommended that other studies

should explore peer factors, family factors, and student and school factors.

According to Nkrumah (2017), several studies have been conducted to assess

the academic performance of students worldwide, but there is a lack of

sufficient studies conducted to assess factors that can improve students'

academic performance. The few studies conducted do not assess the current

performance of students and their preparation for their exams.

Lastly, Haider, Quereshi, Pirzada, and Shahzadi (2015) concluded that

motivation plays an important role in the success of a student's academics. In

their study, they found that intrinsic and extrinsic motivation had a positive

statistical significance relationship with academic performance. They outlined

that students' motivational characteristics such as self-exploration, altruism,

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career focus, and managing social pressure have a positive impact on their

academic performance.

Local

The study of Tan (2015) entitled "Performance in the Accountancy Licensure

Examination of the University of the East Philippines: A Look at Curriculum and

Instruction" revealed that the performance in the examination of the

respondents was significantly related to instruction and administrative support

but had no significant relation with curriculum and program of studies,

admission and retention, and physical facilities and resources. The institution

has adequate and functional provisions for curriculum and instruction.

However, the institution still needs to improve its physical facilities and

resources. The study recommends that instruction be given much emphasis to

prepare the students for the licensure examination. The administration should

lend support to curriculum and instruction to ensure that students are given

the best preparation for the examination.

According to Badua's study (2020), the results of the study revealed that the

respondents are moderately good in their academic performance and obtained

a passing average in the criminology licensure examination. This implies that

the licensure performance needs improvement to obtain a higher institutional

passing over the national passing and is wanting for improvement. The takers

had treated the board examination as average. Further, the correlation between

the Academic Performance and Licensure Performance rating is negatively

high. Also, the p-value shows a significant relationship between academic

performance and licensure ratings. Hence, their rating is dependent on the

10
performance of the [Link] study habits, poor faculty instruction,

poor review class management, and financial and health problems were

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encountered by the respondents in school, review, and board examinations.

1
Based on the findings an intervention measure was developed to sustainquality

instruction and review programs.

As stated in Guadamor, Pascua, Eusebio, Dawaton, and Doquilla's study (2021)

they found that the factors employed were students and school-related. The

results show that the respondents firmly believed that study habits and access

to instructional resources have a major impact on their academic success.

Given the findings of this study, it is strongly advised that students develop

good study habits and that colleges and universities improve their instructional

materials and other learning facilities to help students improve their academic

performance.

In the study conducted by Alimondo, Villacrusis, and Delos Santos (2013) the

respondents performed fairly in all levels of comprehension due to their non-

mastery of the literal skills, particularly, vocabulary (word-attack skills), and

structural analysis. Though this is considered the lowest level of

comprehension, the skills under it can be considered complex since they

require complicated processes before one can gain mastery. The reading

comprehension skills such as word attack skills, analysis, and evaluation will

help the test-takers in deciphering the task being asked in each item of the

exam. The structure of the mock board exam, however, stresses the fact that

between reading comprehension skills and having strong background

knowledge about the subject matter, it is the latter that is proven to be of great

help in comprehensive exams such as board exams.

According to Tudy R. A. and Tudy I. G.'s study (2019), they found that the

problems encountered by the respondents most especially in the criminology

review programs are less serious same with review sessions specifically on the
12
lecturers, teaching equipment and facilities, and personal preparations

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particularly, on physical aspect. Problems encountered by the respondents on

personal preparations specifically on financial aspects are moderately serious

through with mental aspect.

Additionally, Juan, Atiaziar, and Reyes (2018), claimed in their study that board

examinees do experience psychosomatic manifestations of test anxieties but

the level of anxieties may change from time to time depending on prevailing

circumstances. Although a certain amount of anxiety is required as a force

towards positive action, an excess of it could be detrimental to their well-being

and may greatly contribute to their performance in the test. Board examinees

or even students who are to take major examinations will benefit from knowing
13
and understanding theinfluence of anxiety on test performance and, hence, be

able to respond to their anxiety positively. The present findings were based

mainly on the reported level of test anxiety of the BScriminology board

examinees as manifested physiologically and psychologically. A psychological

intervention program particularly a test anxiety reduction program was not yet

administered. It is then recommended that the proposed test anxiety

intervention program be tried out with the help of a psychologist. Follow-up

research may be carried out to assess the effectiveness of the intervention

program in reducing test anxiety.

THEORETICAL FRAMEWORK

Attribution Theory

According to Weiner (2007) which states that "Causal attributions determine

affective reactions to success and failure. For example, one is not likely to

experience pride in success or feelings of competence, when receiving an 'A'

from a teacher who gives only that grade, or when defeating a tennis player who

always loses. On the other hand, an 'A' from a teacher who gives few high

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grades or a victory over a highly rated tennis player following a great deal of

practice generates a great positive effect." Attribution Theory is incorporated in

the cognitive theories that attempt to explain and determine the cause of an

event or behavior. Attribution is classified along three causal dimensions. First,

the cause of success and failure can be internal where a person behaves

because of his attitude, character, or personality, or external where a person

behaves because of the situation he or she is in. Second, the cause of success

or failure is based on stability which involves behavior on different occasions

that may change over time or not. Third, the cause of success and failure may

be based on controllability which can either be altered or not. It means that

when a student succeeds at an academic task such as passing the

examination, receiving higher grades, or graduating with honors, the attributes

are their abilities and personal efforts; however, when they fail, the attributes

are poor teaching and bad luck which is not controllable.

This theory is related to the study as students are engaged in the learning

environment as they want to understand the underlying causes of their

behaviors. The attributions of an individual are used to define the causes of

behaviors. Individuals are motivated to engage in learning by a personal urge to

establish new attributions.

Cognitive Learning Theory

According to Jean Piaget (1936), Cognitive Learning Theory is that thoughts are

the primary determinants of emotions and behavior. The cognitive approach to

learning believes that internal mental processes can be scientifically studied. It

is centered on the mental processes by which the learner takes in, interprets,

stores, and retrieves information. It compares the functioning of a human mind

to that of a computer, in how it processes and reacts to information. Essentially,

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the cognitive theory believes that to understand behavior, it is necessary to first

understand what happens in the brain to cause such behavior. This theory is

related to the study because the students seek to improve a learner's ability to

comprehend knowledge in a more in-depth manner. The greater the learner's

knowledge, the more easily he or she can transfer and apply information to new

situations. Beyond surface learning, in which concepts are frequently restricted

to short-term memory, cognitive learning procedures result in better-retained

learning, which means concepts are entrenched in long-term memory.

Transformative Learning Theory

According to Jack Mezirow, transformative learning is defined as orientation

which holds that the way learners interpret and reinterpret their sense

experience is central to making meaning and hence learning. Put in simple

terms, transformative learning is the idea that learners who are getting new

information are also evaluating their past ideas and understanding, and are

shifting their very worldview as they obtain new information and through

critical reflection. It goes beyond simply acquiring knowledge and dives into the

way that learners find meaning in their lives and understanding. This kind of

learning experience involves a fundamental change in our perceptions-learners

14
start to question all the things they knew or thought before and examine things

from new perspectives to make room for new insights and information. Many

learners and experts agree that this kind of learning leads to true freedom of

thought and understanding. This theory is related to the study because, as we

faced the new normal setting students must learn using a variety of learning

strategies. Students do not apply their previous understanding to new

situations, instead, they discover that they must consider new perspectives to

gain a new understanding as they change.

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Multiple Intelligence Theory

According to Howard Gardner, Multiple Intelligence Theory asserts that

regardless of which subject you teach "the arts, the sciences, history, or math"-

you should present learning materials in multiple ways. Gardner goes on to

point out that anything you are deeply familiar with "you can describe and

convey in several ways. We teachers discover that sometimes our mastery of a

topic is tenuous when a student asks us to convey the knowledge in another

way and we are stumped." Thus, conveying information in multiple ways not

only helps students learn the material, it also helps educators increase and

reinforce our mastery of the content. Multiple intelligences theory states that

everyone has all eight intelligences at varying degrees of proficiency and an

individual's learning style is unrelated to the areas in which they are the most

intelligent. Gardner himself asserts that educators should not follow one

specific theory or educational innovation when designing instruction but

instead employ customized goals and values appropriate to teaching, subject

matter, and student learning needs. Addressing the multiple intelligences can

help instructors pluralize their instruction and methods of assessment and

enrich student learning. This theory is related to the study because the multiple

intelligence theory has the potential to reintroduce students to learning. Using

several intelligences to teach a concept gives each student a chance to

succeed. As we adapt to a new normal it allows students to use all their

intelligence to solve a problem-read about it, analyze it, draw it, act it out, work

to a rhythm, relate it to nature, talk about it, or reflect on it. Having multiple

ways to solve a problem is beneficial for all of us, particularly when problems

are complex and require innovative thinking.

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Differential Association Theory

According to Edwin Sutherland (1939), Differential Association Theory explains

that people learn to become offenders from their environment. Through

interactions with others, individuals learn the values, attitudes, methods, and

motives for criminal behavior. This theory focuses on how individuals learn to

become criminals, but it does not concern itself with why they become

criminals. Differential Association predicts that an individual will choose the

criminal path when the balance of definitions for law-breaking exceeds those

for law-abiding. This tendency will be reinforced if social association provides

active people in the person's life. The earlier in life an individual comes under

the influence of high-status people within a group, the more likely the

individual is to follow in their footsteps. This does not deny that there may be

practical motives for crime. If a person is hungry but has no money, there is a

temptation to steal. But the use of "needs" and "values" is equivocal. To some

extent, both non-criminal and criminal individuals are motivated by the need

for money and social gain. An important quality of differential association

theory is the frequency and intensity of interaction. The amount of time that a

person is exposed to a particular definition and at what point the interaction

began are both crucial for explaining criminal activity. The process of learning

criminal behavior is not any different from the process involved in learning any

other type of behavior. Sutherland maintains that there is no unique learning

process associated with acquiring non-normative ways of behaving This theory

is related to study because individuals learn the values, attitudes, and skills of

others in the subject of study via interaction with others. Today, some students

choose to learn through engagement with their peers. Interaction with others

aids in the improvement of methods. It allows the student to identify

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circumstances that are upsetting to him or her. As a result, the student can

adjust his or her conduct to get beneficial results.

Conceptual Framework
15
The secret to succeeding on any test-taking experience is preparation. It is

more difficult to pass board exams like the Criminologist Licensure

Examination than to just study for them. It involves a drawn-out process that

starts long before the exam during the four years of college required for the BS

in Criminology program. During this time, students must apply active learning

and practice to support long-term memory, develop productive study habits,

stay focused, and set goals for passing the board examination.

But these are accompanied by the tension or retreat that comes from having to

pass the board exam. In the case of the CLE, this is made even more intense by

the new policies that will be put into place as a result of RA 11131's adoption.

Future examinees may become uncertain due to the new regulations and

norms, which could impact their preparations.

The purpose of this study is to ascertain how RA 11131's implementation has

affected CLE among BS Criminology graduates. They will be guided in this

endeavor by the process depicted in Figure 1, which serves as the study's

paradigm.

The detailed new policies to be applied in the Criminologist Licensure

Examination as well as the profiles of the respondents—specifically, their age,

sex, and status on the CLE—will be determined by the researchers as input for

the study. Regarding these, the researchers will survey the graduates about

their attitudes, interests, study habits, knowledge, and psychological well-

being regarding the impact of RA 11131 on CLE, and they will examine whether

there are differences in their perceptions based on the variables included in

their profile. This also includes the determination of the experiences of Batch

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2022-2023 graduates after taking the exam on February CLE with the

implementation of CLE when it comes to (1) Personal effects; (2) Examination

impact; (3) Life Impact; and (4) Standing/performance effect on CLE. With the

help of these, the researchers aim to find out how RA 11131's implementation

has affected CLE among LWLZ BS in Criminology graduates from Batch 2022–

2023.

Figure 2 shows the conceptual paradigm of the study showing the relationship

of the variables used in the study.

The researcher utilized the IPO known as the Input-Process-Output model

framework of the study.

The Process frame deals with the collection of data through the use of survey

questionnaires and interviews. It also deals with the statistical tools to

describe the data.

The Paradigm

Input

Process

Output

Determine how the RA 11131 affected the graduates of Batch 2022-2023 in

terms of their:

*Study/review Habits

*Psychological factor

*Knowledge Learning

*Attitude and Interests

Determine the experiences of Batch 2022-2023 graduates after taking the

exam on February CLE with the implementation of CLE when it comes to:

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*Personal effects;

*Examination impact; *Life Impact; and

*Standing/performance effect on CLE.

Data Collection

*Survey Questionnaire

*Interviews

Data Analysis

A. Descriptive Statistics

Frequency Counts

Percentage

Mean

Rank Distribution

B. inferential statistics

Analysis of variance

(Anova)

Effects of the Implementation of RA11131 on the Criminologist Licensure

Examination among the LWLZ Batch 2022-2023 Criminology Graduates

Figure 2. The Paradigm of the Study

For descriptive statistics, the frequency counts, percentage, and rank

distribution will be used. For Inferential statistics to determine the significant

differences, the Analysis of Variance known as Anova or F-test will be used.

The Output frame deals with the final objective of the study which is to

determine the effects of the Implementation of RA11131 on the Criminologist

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Licensure Examination among the LWLZ Batch 2022-2023 Criminology

Graduates.

Hypotheses

The following null hypotheses will be tested.

There are no significant differences in the implementation of RA 11131 on CLE

16
and in the effects of RA 11131 to LWLZ Batch 2022-2023 Criminology

graduates.

There are no significant differences in the impact on LWLZ Batch 2022-2023

17
Criminology graduates or their experiences after taking the exam with the RA

11131 on the Criminology Licensure Examiners.

Definition of Terms

For clarity and lucidity of the study, the following terms are conceptually and

operationally defined as they are used in the study.

Academic Performance - This refers to the measurement of student

achievement across various academic subjects.

Criminal Justice Education - This refers to the community that provides

professionally competent, physically fit, and morally upright graduates who can

deliver efficient and effective services in criminology, law enforcement, crime

prevention, crime detection and investigation, and industrial security

management.

Criminologist - This refers to an expert in the scientific study of crime and

criminals.

Criminologist Licensure Examination (CLE) – This refers to a criminologist's job

includes practice in the field of Law Enforcement.

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Criminology - This refers to the study of the law enforcement and criminal

justice system.

Curriculum - This refers to the standards that merely specify what topics must

be understood and to what level to achieve a particular grade or standard. It is

broadly defined as the totality of student experiences that occur in the

educational process.

Facilities - This refers to a school building or collection of buildings used to

provide an educational program for students.

Faculty - This refers to the collective group of people that one hires to manage

work, an example of this would be like teacher who is a member of a school's

faculty.

Graduates - This refers to the totality of student experiences that occur in the

educational process. A person who has completed a course of study or training,

especially a person who has been awarded an undergraduate academic degree.

Passing Rate - This refers to the pass rate indicates the percentage of

candidates from each college/university (who have completed the educational

program) that took and passed the examinations.

police officer, teacher /of Criminology subject in universities

RA 11131 – This refers to an act regulating the practice of the Criminology

Profession in the Philippines, and appropriating funds therefor, repealing for

the purpose ActNo. 6506, otherwise known as "An Act Creating the Board of

Examiners for Criminologists in the Philippines".

Registered Criminologists – This refers to a natural person who holds a valid

certificate of registration and an updated professional identification card as a

criminologist, issued by the Board and the Commission under this act.

Acronyms

BS – Bachelor of Science

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CHED – Commission on Higher Education

CLE – Criminology Licensure Examination

HEI – Higher Education Institution

IPO – Input-Process-Output

LEC - Licensure Examination for Criminologists

LWLZ – Lyceum of Western Luzon – Zambales, Inc.

PRC - Professional Regulation Commission

RA – Republic Act

Chapter 3

RESEARCH METHODOLOGY

METHODOLOGY

The descriptive research approach will be used in this study, and survey

questionnaires will be used to gather quantitative data on how the

implementation of RA11131 on CLE has affected LWLZ Batch 2022-2023

criminology graduates' performance on the Criminologist Licensure

Examination. Descriptive Research is a research method that can determine

the situation in the current phenomenon. The goal of Descriptive Research is to

draw and classify the phenomenon.

Research Design

This study utilized both a descriptive-correlational-survey design using

inferential techniques and a qualitative approach using semi-structured, face-

to-face, in-depth interviews applying Colaizzi's strategy of descriptive

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phenomenology. Both quantitative and qualitative approaches were used in this

study to obtain more robust and holistic data to address the research

questions. In so doing, quantitative and qualitative findings can be

corroborated with each other.

The Respondents

The participants of the study who voluntarily consented to participate in the in-

depth interview included 32 LWLZ BS Criminology graduates of Batch 2022-

2023 who were likewise part of the same population who participated in the

survey.

Table 1. Distribution of Respondents and Participants

Batch

Population of Respondents

No. of Survey Respondents

% of Responses

No. of Participants

2022-2023

Total

32

Sample Size and Sampling Technique

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Sampling means selecting a given number of subjects from a defined

population as representative of that population (Orodho, 2002). Mugenda and

Mugenda (2003) argue that for descriptive studies, ten percent of the

accessible population is enough. The respondents are drawn from the total

population of 32 LWLZ Batch 2022-2023 Criminology Graduates who already

took the CLE on February 2024, by using the Sloven Formula where S=

N/1+Ne2, where N is the total number of respondents, the number of 1 as a

constant number, and e, as the margin of error with a value of 0.05.

Locale of the Study

This study will be conducted at the Lyceum of Western Luzon-Zambales, Inc.

(LWLZ), province of Zambales specifically situated in the Municipality of

Botolan. The participants of the study were all the total population of 32 LWLZ

Batch 2022-2023 Criminology Graduates who already took the CLE in February

2024.

Botolan, officially the Municipality of Botolan, is a 1st class municipality in the

province of Zambales, Philippines. According to the 2020 census, it has a

population of 66,739 people. The municipality was founded by Spanish

Governor-General Juan de Salcedo in 1572. Botolan is known for its larger Aeta

population, wide gray sand beaches, and the location of Mount Pinatubo.

Botolan is a coastal municipality in the province of Zambales. The municipality

has a land area of 735.28 square kilometers or 283.89 square miles which

constitutes 20.25% of Zambales's total area. Its population as determined by

the 2020 Census was 66,739. This represented 10.27% of the total population
18
of Zambales province, or 0.54% of the overall population of the Central Luzon

region. Based on these figures, the population density is computed at 91

inhabitants per square kilometer or 235 inhabitants per square mile.

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LYCEUM WESTERN LUZON OF BOTOLAN-ZAMBALES

Figure 2. Map showing the locale of the study

Data Collection

Questionnaire

After getting the results, the researchers will use a validated researcher-made

survey questionnaire to gather the data. Next, they will make a letter of consent

to survey the respondents by the use of Messenger. Upon approval, they will

start gathering the data needed. A survey questionnaire is a researcher-made

instrument. A researcher-made instrument is a research tool or device that is

created by the researcher to collect data in a study. It is designed to

systematically and objectively examine and investigate a specific problem or

phenomenon. The objective of a researcher-made instrument is to collect data

that is relevant to the research question and to ensure that the data collected

is reliable and valid. The researcher-made instrument should be able to assist

in answering the research aims, objectives, and research questions, as well as

prove or disprove the hypothesis of the study. The researcher-made instrument

should not have any bias in the way that data is collected, and it should be clear

as to how the research instrument should be used appropriately.

The survey questionnaire is composed of three (3) main parts. Part 1 deals with

the profile of all the respondents in terms of age, sex, and the respondent's

standing on CLE.

Part 2 of the survey instrument deals with the determination of how the RA

11131 affected the graduates of Batch 2022-2023 in terms of their: (1)

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Study/review Habits, (2) Psychological factor, (3) Knowledge Learning, and (4)

Attitude and Interests; as well as the determination of the experiences of Batch

2022-2023 graduates after taking the exam on February CLE with the
20
implementation of CLE when it comes to: (1) Personal effects, (2) Examination

impact, (3) Life Impact, and (4)Standing/performance effect on CLE.

Validation and Reliability Test

After crafting the survey instrument, the research survey instrument will be

initially checked by the research adviser and committee panel members. To

verify the validity and dependability of the statement indicators, the researcher

will carry out a dry run, or trial, with roughly six (6) LWLZ Batch 2022-2023

Criminology Graduates who were subsequently excluded from the instrument's

final distribution.

After the dry run, the researcher will compute the validity and reliability of the

instrument using the Cronbach Alpha test of reliability. Table 2 shows the

interpretative value of the internal consistency of the survey instrument.

Table 2

Interpretation of Cronbach Alpha Internal Consistency

Cronbach's Alpha

Internal Consistency

0.9 > α ≥ 0.8

Good

0.8 > α ≥ 0.7

Acceptable

0.7 > α ≥ 0.6

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Questionable

0.6 > α ≥ 0.5

Poor

0.5 > α

Unacceptable

Data Gathering Procedure

The researchers, to gather the list of the LWLZ Batch 2022-2023 Criminology

Graduates who already took the CLE on February 2024, first, will make a

request letter addressed to the Admin of Lyceum of Western Luzon, Zambales

Inc. After getting the results, the researchers will use a validated researcher-

made survey questionnaire in gathering the data. Next, they will make a letter

of consent through chat on Messenger to conduct a survey to all LWLZ Batch

2022-2023 Criminology Graduates who already took the CLE. Upon approval,

they will start gathering the data needed. After the survey, they will begin to

analyze the gathered data using the theory for this research.

Data Analysis

After the survey, they will begin to analyze the gathered data using the theory

for this research. The data gathered will be analyzed using the following

statistical tools:

(1) Frequency and Percentage Distribution – This will be used to determine the

frequency counts and percentages according to significant profile variables

such as age, sex, and standing of the respondents on the CLE. Statistical

Package for Social Science (SPSS) version 20 program will be used.

(2) Likert Scale- This will be used to measure the effect of RA 11131 on CLE to

LWLZ Batch 2022-2023 Criminology Graduates who already took the CLE. The

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descriptive rating and corresponding weight are as indicated below:

4 3.24- 4.00 Strongly Agree

3 2.60- 3.23 Agree

2 1.80- 2.59 Disagree

1 1.00-1.79 Strongly Disagree

(3) (3) Weighted Arithmetic Mean – It will be used to consider the results

derived from the Likert Scale Technique. It will determine the mean effect of RA

11131 ON CLE to LWLZ Batch 2022-2023 Criminology Graduates and assess the

experiences of the respondents after taking the CLE. The Statistical Package

for Social Science will be used for this treatment.

(4) Analysis of Variance (ANOVA) will be used to measure the significant

differences in the implementation of RA 11131 on CLE and in the effects of RA

21
11131 to LWLZ Batch 2022-2023 Criminology graduates. The analysis of

variance will examine the total variation or difference between groups or within

groups according to the profile variables of respondents.

Arbitrary Rule

If the computed Sig. or P-value is less than (<) or equal to 0.05 alpha level of

significance, the null hypothesis will be rejected.

If the computed Sig. or P-value is greater than (>) 0.05 alpha level of

significance, the null hypothesis will be accepted.

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Appendix A

Republic of the Philippines

Lyceum of Western Luzon-Botolan, Zambales

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Batonlapoc, Botolan, Zambales

SURVEY QUESTIONNAIRE

Dear Graduate respondents,

The undersigned 4th BS Criminology students of Lyceum of Western Luzon-

63 64
Botolan, Zambales is currently undertaking research study entitled:

IMPLEMENTATION OF REPUBLIC ACT 11131 ON THE CRIMINOLOGY LICENSURE

EXAMINATION AND ITS EFFECTS ON LYCEUM OF WESTERN LUZON-ZAMBALES,

INC. CRIMINOLOGY GRADUATES BATCH 2023-2024.

65
In this regard, we are asking of your understanding and cooperation to fill up

the needed data and information for the completion of the study. Rest assured
66
for whatever data given shall be treated with utmost secrecy and

confidentiality.

Very truly yours,

SARMIENTO, JOY ASI B. DATUGAN

PARDUA, CHRISTIAN PAUL MINCY TOBIAS

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PART I. Profile of the Respondent.

Name: ________________________________ (Optional)

Age ( ) 21-23 ( ) 24-26 ( ) 27 and above

Sex: ( ) Female ( ) Male

Standing on CLE: ( ) Passed ( ) Failed

PART II.

Performances in the various Subject Areas of LWLZ Criminology graduates of

Batch 2022-2023

AY 2022-2023

Subject Areas

Names of Student

Criminal Jurisprudence and Procedure

Law Enforcement Administration

Crime Detection and Investigation

Criminalistics

Correctional Administration

Criminal Sociology

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10

11

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12

13

14

15

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16

17

18

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19

20

21

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22

23

24

25

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26

27

28

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29

30

31

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How the RA 11131 affected the graduates of Batch 2022-2023 in terms of:

Study/review Habits

Psychological factor

Knowledge Learning

Attitude and Interests

Study/Review Habits

EFFECTS ON STUDY HABITS

Because of the RA 11131 curriculum on CLE, I started studying more and

browsing more of my lectures in the hope that I would pass the exam.

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Because of the RA 11131 curriculum on CLE, I added time to my study hours.

Because of the RA 11131 curriculum on CLE, I lessened my leisure time with my

friends and focused more on researching for the upcoming CLE so I wouldn't

fail.

Because of the RA 11131 curriculum on CLE, I decided to stop using social

media and mobile phones.

Because of the RA 11131 curriculum on CLE, I started compiling notes that

could help me through my CLE.

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Because of the RA 11131 curriculum on CLE, I got discouraged and became

lazy.

Because of the RA 11131 curriculum on CLE, I became hopeless in my studies,

and I could not pass.

Psychological factor

PSYCHOLOGICAL EFFECTS

It is very self-destructive.

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My mind became full and occupied with different kinds of thoughts.

I got an anxiety because of it.

I am pressured and depressed.

I am strengthening my mind by praying to God and feeding my mind with helpful

thoughts.

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I am inspired to exert more effort.

Knowledge Learning

MIND/COMPREHENSION EFFECTS

RA 11131 helps me to prepare more for the upcoming CLE.

RA 11131 helped me realize that exams are hard, yes, but we are students who

are supposed to study hard so that we will pass and/or achieve our goals in life.

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RA 11131 made me ready.

RA 11131 made my brain give up.

I don't want to try anymore because of RA 11131. I know my mind can't pass the

exams.

Attitude and Interests

ATTITUDE AND INTERESTS

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RA 11131 made me become a more disciplined person.

RA 11131 helped me push myself to my limitations.

RA 11131 strengthened me and made me not to give up but to face every trial

courageously and preparedly.

I will only focus on things that will and can help me to be what I want to be.

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Part III.

Experiences of graduates of LWLZ CLE Takers of Batch 2022-2023 on RA 11131

be described after taking the exam on February CLE as to:

*Personal effects

*Examination impact

*Life Impact

*Standing/standing/performance effect on CLE

PERSONAL EFFECTS

I lost my Self-Confidence.

I keep thinking that I am not good enough.

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I got traumatized.

I am pressured.

I have to study more.

I am inspired to try again and exert more effort.

I am always positive and I am very proud of myself.

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I am thankful to RA 11131 because of the motivation I built in myself.

I am looking forward to being an excellent professional in my chosen field of

expertise.

EXAMINATION IMPACT

I lose interest in the Examination.

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I never want to try again.

Even if I try again, I will fail again.

Now I know that everyone can pass the exam with proper discipline

perseverance and seriousness in the review and to the exam.

No doubt about failing if you always focus on the positive way and brighter side
67
of every situation, just like in focusing on reviewing rather than complaining.

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The examination was nerve-wracking, I had a mental blackout during the exam.

It is very exhausting to the mind and brain.

LIFE IMPACT

I will never reach my dream because of RA 11131.

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Because of RA 11131, I failed just because of one subject, and now my life is

ruined.

Now that I failed, I feared that no agency or job would accept or believe in my

skills.

I will forever be branded as a failure.

The 4 years I exerted on college became a waste, now I will have to settle for

lesser dignified jobs to survive.

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My career is a waste.

STANDING/PERFORMANCE EFFECT ON CLE

Because of Fear/Phobia, I failed.

Because of Fear/Phobia, I passed.

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Just because of one subject that I failed, I did not pass the exam because of the

RA 11131 curriculum.

Because of Pressure, I forgot some areas that I had reviewed.

Because of 11131, the results became more detailed, and the standards

became higher that's why I failed.

I almost passed the exam, but because of RA 11131, I failed.

If not for the RA 11131, I passed the CLE.

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Because of RA 11131, I extended my abilities and pushed myself to my limits to

pass the exam.

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1. professional → professionals Incorrect noun number Correctness

2. made Word choice Engagement

3. course work → coursework Confused words Correctness

4. will be → are Incorrect verb forms Correctness

5. discloses → disclosed Incorrect verb forms Correctness

6. the board Determiner use (a/an/the/this, Correctness

etc.)

7. In accordance with → Wordy sentences Clarity

By, Following, Per, Under

8. in the event that → Wordy sentences Clarity

if

9. affects → affect Faulty subject-verb agreement Correctness

10. . Student Improper formatting Correctness

11. sustainquality → Misspelled words Correctness

sustain quality, sustainability

12. , and Comma misuse within clauses Correctness

13. theinfluence → the influence Misspelled words Correctness

14. they → we Pronoun use Correctness

15. on → in Wrong or missing prepositions Correctness

16. to → on Wrong or missing prepositions Correctness

17. the RA Determiner use (a/an/the/this, Correctness

etc.)

18. province, Comma misuse within clauses Correctness

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19. factor → factors Incorrect noun number Correctness

20. to: Misuse of semicolons, quotation Correctness

marks, etc.

21. to → on Wrong or missing prepositions Correctness

22. Students → Student's, Students' Incorrect noun number Correctness

23. School Related → School-Related Misspelled words Correctness

24. a Bachelor Determiner use (a/an/the/this, Correctness

etc.)

25. Kenya , Improper formatting Correctness

26. http Unknown words Correctness

27. coaching → Coaching Improper formatting Correctness

28. students for → students for Improper formatting Correctness

29. for the → for the Improper formatting Correctness

30. academic → Academic Confused words Correctness

31. June, Comma misuse within clauses Correctness

32. ). Improper formatting Correctness

33. dec → Dec Misspelled words Correctness

34. Studentsand → Students and Misspelled words Correctness

35. Factors on → Factors on Improper formatting Correctness

36. on the → on the Improper formatting Correctness

37. Performance of → Performance of Improper formatting Correctness

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38. Bachelor of → Bachelor of Improper formatting Correctness

39. Science inCriminology Improper formatting Correctness

40. inCriminology → in Criminology Misspelled words Correctness

41. relationship with Improper formatting Correctness

42. with their → with their Improper formatting Correctness

43. Parents → Parents', Parent's Incorrect noun number Correctness

44. Students → Students' Incorrect noun number Correctness

45. S.J , Improper formatting Correctness

46. , Allaga Improper formatting Correctness

47. , PISSN Improper formatting Correctness

48. university → University Confused words Correctness

49. philippines → Philippines Misspelled words Correctness

50. 2014, Comma misuse within clauses Correctness

51. Ferrer , Improper formatting Correctness

52. journal → Journal Confused words Correctness

53. education → Education Confused words Correctness

54. research → Research Confused words Correctness

55. bsedbiological → based biological Misspelled words Correctness

56. philippines → Philippines Misspelled words Correctness

57. , MSEUF Improper formatting Correctness

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58. 27, Comma misuse within clauses Correctness

59. ISSN : Improper formatting Correctness

60. ISSN : Improper formatting Correctness

61. http Unknown words Correctness

62. Ca → CA Confused words Correctness

63. is → are Faulty subject-verb agreement Correctness

64. a research Determiner use (a/an/the/this, Correctness

etc.)

65. of → for Wrong or missing prepositions Correctness

66. for Wrong or missing prepositions Correctness

67. in Wrong or missing prepositions Correctness

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