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LEARNING STYLES, ENGAGEMENT AND ACADEMIC PERFORMANCE OF

CRIMINOLOGY STUDENTS IN AN ONLINE LEARNING ENVIRONMENT
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LEARNING STYLES, ENGAGEMENT AND ACADEMIC PERFORMANCE

OF CRIMINOLOGY STUDENTS IN AN ONLINE

LEARNING ENVIRONMENT

Chapter 1

INTRODUCTION

The outbreak of the Covid 19 pandemic brought a negative impact on a global

scale, which resulted in devastating effects on all sectors. In early 2020, the demand for

social distancing and travel restriction forces many sectors to temporarily or, worst,

permanently closed their business and establishment. For the educational sector, the

pandemic forced the different levels of education institutions to close temporarily and

even remain closed until the end of 2021 or even more in the coming future (Baer &Duin,

2020; Dhawan, 2020).

However, this pandemic also provides a positive opportunity to different colleges

and university to be more innovative ways to deliver quality education suitable to the

needs of the students. Distance learning through different approaches becomes the new

trend in education. Distance learning, also known as online learning, is one of the

approaches in the flexible and blended learning process. With the rapid change of

technology, the options for online education have greatly expanded. This instance

provides the online learning delivery more convenient to be offered and accepted. This

form of education maintains the elements of physical separation of location and time for

teachers and students during the delivery of instruction. It uses various platform
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technologies to facilitate student-teacher interaction. (Al-Balas et al., 2020; Aristovnik,

Keržič, Ravšelj, Tomaževič, &Umek, 2020; Mishra, Gupta, & Shree, 2020).

The start of the school year 2020-2021 urged the Universities and Colleges to

fully switch to online classes as the pandemic outbreak resulted in long-term disruption to

the higher education system. Although online education provides an opportunity for self-

study, interactivity, and creativity, online education faces the main challenge of

evaluating students' engagement and academic performance like in a traditional learning

environment. Also, the learning styles as among the many factors associated with

academic performance. Students think it is not easy to fulfill the many competencies only

with the online education system (Bauchner, &Sharfstein, 2020; Osman, 2020; Woolf,

Harrison, & McManus, 2021).

Online classes are lessons delivered via the internet and made possible by the use

of technology. It is primarily referred to as the use of technology and network

connectivity for teaching and learning. It is a management method in learning on the

modules provided to the students for their syllabus to be completed for the entire

semester. It is also known as a technology-facilitated transfer of skills and information to

a wide group of people. It is a flexible curriculum that requires students to complete

courses as part of their requirements. Focus on the online lesson and make up time for it,

which is critical to its success.

This new normal education adopts numerous learning delivery options such as but

not limited to blended leanings, distance leanings, and home-schooling, and other modes

of delivery. This situation presents a unique challenge to every educational institution in

decision-making, strategizing, and accelerating new forms of teaching pedagogy. The

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different learning sectors have proposed numerous innovative programs and platforms to

provide opportunities for online learning and strengthen policy in terms of the delivery of

instruction. This also calls for reshaping and changes on the grading system, assessment,

and evaluation of students' performance is also a challenge to every administrator. In

addition, laboratory activities in sciences and other subjects that require performance,

such as Physical Education and culture and arts, would be limited to paper and pen tests,

unless schools will require students to be physically present to be assessed through

performance tests. In teaching, teacher training to online instruction, blended learning,

and distance learning are also recommended to adjust to the new instructional format

Basilaia&Kvavadze, 2020).

In this setup, the critical component of quality online education is to ensure

learner engagement. Thus, the need to effectively measure learner engagement is crucial

to determine learners' academic performances even in distance classes. To guarantee that

online learning can help address these problems, teachers and academic supervisors are

dedicated to exploring and evaluating strategies for getting students engaged in their

online studies. Interest in understanding learners' learning styles have gained interest

among educators and researchers for the past decades (Hall &Moseley, 2005; Vul, Harris,

Winkielman, &Pashler, 2009).). Several studies revealed that learning styles predict

academic performance (Al-Azawei, Parslow, &Lundqvist, 2017; Buckley & Doyle, 2017;

Van Zwanenberg, Wilkinson, & Anderson, 2000).

These studies found out that learning styles have a positive effect on the academic

achievement of students. The study of Buckley and Doyle (2017) confirmed that diverges

performed well in academics and discovered significant differences in students' learning

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styles as mediating variables also positively correlate with students' performance. These

studies proved the importance of learning styles and their relation to students' academic

performance, crucial for an online environment (Ahmed, Taha, Al-Neel, &Gaffar, 2018;

Law, Geng, & Li, 2019; Lin, Zhang, &Zheng, 2017).

Learning styles refer to the natural, habitual, and preferred ways of absorbing,

processing, retaining new information and skills, while other researchers considered

learning styles as tendencies and preferences (Dantas, & Cunha, 2020; Jamulia, 2018;

Wang & Zhang 2021; Zarrabi, 2020). Students can maximize their potentials to advance

knowledge and farewell in class if they know their preferred learning style. Besides,

learning style is also defined as a "description of the attitudes and behaviors which

determines an individual's preferred way of learning" (Aristovnik et al., 2020; Folasayo,

Oluwasegun, Samsudin, Saudi, Osman, &Hamat, 2017; Vul et al., 2009; Woolf et al.,

2021).

The definitions above focus on personal preferences and how they affect how

students study and learn and are motivated in an online environment. Student engagement

is one of the important ingredients used to understand students' behavior towards the

teaching-learning process. Understanding students' behavior in academic institutions will

provide a glimpse of how the instructions and academic practices are going on in the

university. It could be an effective tool by the teachers and school administration to

design effective, innovative techniques to maximize the students' learning experiences

(Rapanta, Botturi, Goodyear, Guàrdia, &Koole, 2020).

Student engagement is defined as active participation in the learning environment.

It's best described as a collaboration between students and teachers, as well as peers,
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instruction, and curriculum. Another component that is used to understand the behavior

of the student towards the teaching-learning process. Understanding students' behavior in

academic institutions will provide a glimpse of how the instructions and academic

practices are going on in the university. Thus, it could be used as an influential tool by

the teachers and school administrations to design effective and innovative techniques to

maximize students' learning experiences (Khan, Egbue, Palkie, & Madden, 2017).

Those mentioned above will never become a reality without the competent

teachers who possessed the subject matter's expertise, innovative knowledge, and

excellent interpersonal skills. Cinches, Russell, Chavez, and Ortiz (2017) pointed out that

it plays an integral part in student engagement and learning. Faculty behaviors and

attitudes have a dramatic effect on student engagement. Teacher-student interactions are

encouraging student learning. The more there is an interaction, the more the student

performs well in academics. Schnitzler, Holzberger, and Seidel (2020)also stressed that

increasing approval about the significance of understanding student engagement and the

problem of disengagement in tertiary institutions and investigating the factors affecting

engagement and disengagement can give insights into students' performance, progression,

and retention. And that institutions need to provide students with the appropriate

resources and opportunities to make possible and promote specific kinds of interactions

(Hiver, Al-Hoorie, & Mercer, 2020; Bedenlier, Bond, Buntins, Zawacki-Richter,

&Kerres, 2020).

The severity of the university to deliver academic excellence in an online setting

would be far from realization without a constant review of its academic practices. To

obtain that, it should be done comprehensively and collaboratively with the university's
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important stakeholders' inputs. Learning styles and Student engagement survey are the

best tools that school can come up with the needed information because it offers a means

to examine the whole student experience in an online environment. In addition, there is

an important inherent value to engagement for university students and teachers. Studying

engagement provides a means of getting information on what students are doing instead

of what they are supposed or presumed to be doing (Gourlay, &Oliver, 2018).

Misamis University is one of the prime educational institutions in the Philippines,

had left no option than to change and conform to the mandate of the law. Although online

education is not new to Misamis University, it has been introducing and use by some

colleges as part of the delivery of quality education. However, this is the first time all

teaching personnel, regardless of level and programs, need to shift in fully online delivery

of instruction. The university uses Microsoft teams 365 as the main platform in the

learning management system. It practices the 27 days cycle of instruction, and at the end

of each cycle, online evaluation is conducted to identify and enhance the delivery of

education.

However, the evaluation is not specifically identify the student's learning style,

engagement, and academic performance in the online learning environment. Besides,

there is no study that also has been conducting either foreign or local, that focuses on the

criminology students learning style, engagement, and academic performance in online

learning. This circumstance ignites the interest of the researcher to conduct this study,

particularly in the criminology program. It intended to explore the criminology students'

learning style, engagement, and academic performance in the online environment.

Theoretical Framework
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This study is anchored on the following model and theory: The Onion Model of

Rashtchi (2019) and Educational Productivity Theory of Wench (2016).

Curry's Onion model suggested that learning styles have three layers: Curry

divided learning styles into three layers based on their themes. Personality type, an

underlying relatively stable dimension that governs learning behavior, is represented by

the inner layer (the onion's core). The middle layer, cognitive styles, is concerned with

how the learner processes knowledge. The student's preferred learning environment

influences the outermost layer. These three layers affect the students learning process in

the classroom (Santo, 2006; McKenna, Copnell, Butler, & Lau, 2018). As students learn

varies in different ways. Some students learned faster through Visual, Auditory, or

kinesthetic. Knowing this could have important implications for instruction because

student achievement would be a product of instruction and the student's style. For

example, this may refer to interaction with the instructor, interaction with other students,

or other external features.

Walberg's Educational Productivity holds that cognitive, affective, and behavioral

learning is a function of four essential factors students' ability and motivation, as well as

quality and quantity of instruction and possibly four additional or supportive factors- the

social-psychological environment of the classroom and academically stimulating

condition in the home and peer group outside school, and exposure to mass media

especially television (Mazana, Suero Montero, &Olifage, 2019; Morales Inestroza,

Bermúdez Centeno, &Arauz Romero, 2020). Each factor may be necessary but

insufficient for classroom learning to occur without motivation or time; for example, it

seems improbable that much can be learned.

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Conceptual Framework

Learning style is the individuals' preferred method of absorbing, arranging, and

processing information. A good learning style is important for academic performance.

The ability to comprehend and absorb the lessons varies from person to person. Some are

extremely strong, while others are moderate, and still, others are extremely slow. As a

result, they often have to use several approaches to comprehend the same information or

lessons (Bayanova et al., 2019 Labib, Canós, &Penadés, 2017). Students engaged in

various practices during the learning process, resulting in a learning style ingrained in

students' daily lives(McKenna et al., 2018; Zhang et al., 2020).

Likely, the study of Arikunto (2016) explained that people have three different

learning styles: visual, auditory, and kinesthetic. Visual learners are more likely to learn

from what they see. The visual child likes to write down explanations for knowledge in

the classroom. The success of auditory learning is based on learning through the ear

(hearing instrument). Students with an auditory learning style can learn more quickly by

participating in verbal conversations and paying attention to what the instructor says.

Kinesthetic learners must move, touch, and do to learn kinesthetic learning styles.

Students like this can't sit still for long periods while listening to a lecture, and they learn

more effectively when the process is followed by physical activity. The benefits include

the ability to organize a team and the ability to monitor bodybuilding ( Mulyono, 2020;

Zulaeha, Sofiah, Pristiwati, &Yuniawan, 2018).

Student engagement is a multifaceted concept that includes several types in the

literature. Behavioral, emotional, cognitive have been identified in the literature, and it is

difficult to determine which dimensions of engagement lead to learning or academic

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performance (Ferguson &Phiri, 2016). The behavioral dimension of engagement is

characterized by effort- attention, persistence, intensity, and perseverance in the face of

difficulties. The emotional aspect of engagement includes enthusiasm, pleasure, fun,

satisfaction, lack of anxiety, and boredom. Cognitive engagement is the academic

participation of students that may create a motivational context that, to a great extent,

shapes how they deal with the difficulties, challenges, and barriers encountered in school.

(Reeve & Tseng, 2011). Academic engagement is a multidimensional construction,

including not only behavioral but also emotional and cognitive components (Alshuaibi,

Alshuaibi, Shamsudin, & Arshad, 2018; Bowden, Tickle, &Naumann, 2019).

Academic performance assesses the student's mastery of information and skills

across numerous academic topics determined by the teachers' intended learning activities

and assessment tasks. It is also used to assess the students' development in their early

stage in education (Bailey, & Phillips, 2016), like primary, secondary, and even tertiary

levels. Teachers and education administrators use classroom performance, standardized

test results, and other various task assessments to assess student accomplishment by

giving them a task aligned with the intended learning outcome that a particular subject

specified. Monitoring student learning is also important since it acts as a criterion for

teachers when deciding whether or not to promote students to the next level of education.

The schematic diagram shown in figure 1 explained that the student's learning

style and engagement directly correlate to students' academic performance. The

correlation in the diagram will confirm the various studies focuses on students' learning

styles, engagement, and academic performance, particularly in the online learning

environment.
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Learning Style

Students’ Academic
Performance

Student Engagement
 Behavioral Engagement
 Emotional Engagement
 Cognitive Engagement
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Figure 1. Schematic Diagram of the Study

Objectives of the Study

This study determined the Criminology students’ learning styles, engagement in

relation to their academic performance in the online learning environment inMisamis

University during the second semester, school year 2020-2021.

Specifically, the objectives of the study were to:

1. Determine thestudents’ learning styles in terms of visual, auditory and kinesthetic;

2. Determine the students’ level of the engagement in terms of behavioral, emotional

and cognitive engagement;

3. Determine the students’ academic performance;

4. Explore the relationship between students' learning styles, and academic

performance in the online learning environment.

5. Explore the relationship between students' engagement and academic performance

in the online learning environment.

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Chapter 2

METHODS

Research Design

This study used the descriptive-correlational research design. Descriptive-

correlational is useful for describing one phenomenon related to another in situations

where the researcher has no control over the independent variables that are believed to

cause or influence the dependent or outcome variable (Lappe, 2000). Correlational

research explored the interrelationships among variables of interest without any active

intervention on the part of the researcher (Polit&Hungler, 2013). This design is

appropriate for determining the significant relationship between the learning style,

student engagement, and academic performance of Criminology students in an online

environment.

Research Setting

This study was conducted in Misamis University, Ozamiz City, located in

Mindanao, Philippines. Misamis University has the reputation of being the top school in

Misamis Occidental and its neighboring provinces. Ozamiz City, where the university is

located in a 3rd class component city with an approximate 141,828 populations in 51

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barangays. Its border with Zamboanga del Norte and Zamboanga del Sur to the west and

south is separated by Panguil Bay in Lanao del Norte. It is located less than two hours’

drive from Pagadian City and less than four hours from DipologCity and Cagayan de Oro

City. Misamis University is three kilometers from Ozamiz City Integrated Terminal.

Research Respondents

The criminology students of Misamis University, Ozamiz City, were the

respondents of this study. Out of 451 total students, 194 Criminology students

participated. They were selected through a stratified sampling method from the first year

to the fourth-year level. Part of the selection included that all respondents were officially

enrolled for two consecutive semesters during the school year 2020-2021 under the

flexible online learning mode of instructional delivery. It was believed that these students

have ample experiences, which is expected to provide relevant data suitable to the study.

Research Instruments

The following instruments were used in this study:

The following instruments were used in this study:

Learning Style Questionnaire. It was an instrument proposed by O'Brien (1985), which

is composed of 10 items per category, namely: visual learning style, auditory learning

style, and kinesthetic learning style. In this part, the researcher utilized the existing and

free online application in www.howtostudy.com. The respondents were asked to take the

assessment; after completing the survey, the online application provides an overall

response regarding the type of learning style of each student who completed the
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assessment. The researcher accumulated all the result and presented in a frequency and

percentage.

Student Engagement Questionnaire. Adopted from the study of Delfino (2019), it

contains 40 items divided into three areas, namely; Behavioral Engagement, Cognitive

engagement, and Emotional Engagement. The survey instrument was designed to collect

the level of students' engagement. The following scales were used in interpreting the level

of students' engagement:

Response Continuum Interpretation

5 – Always (A) - 4.20-5.00 - Very High (VH)

4 – Often (O) - 3.40-4.19 - High (H)

3 – Sometimes (S) - 2.60-3.39 - Moderately High (MH)

2 – Rarely (R) - 1.80-2.59 - Low (H)

1 – Never (N) - 1.00-1.79 - Very Low (VL)

Academic Performance. The academic performance of the students was measured

through the weighted average grades from the first semester, the school year 2020-2021

(2007). The grades of the students were extracted from the online grading system of the

Misamis University Information System. The following scales were used in interpreting

the level of student's performance:

Category Continuum Interpretation

Very Superior 1.00-1.24 Excellent

Superior 1.25-1.74 Very Satisfactory

Above Average 1.75-2.24 Meeting Expectation

Average 2.25-2.74 Below Expectation

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Passing 2.75-3.00 Needs Improvement

Data Collection

The gathering of data commenced after the approval and certification to conduct

the study was obtained from the Dean of the Graduate School. Then, the researcher sent a

request letter to the Dean of the College of Criminology, Misamis University, Ozamiz

City, to administer the survey questionnaires to the students. After the approval, the

researcher created a virtual announcement and conducted a virtual meeting with the

intended respondents to explain the intention and protocol of the study. Further, the

researcher also sought the consent of the students as part of the study and secured their

grades from the system. The researcher created a virtual survey form containing the

questions and sent it to all respondents using Microsoft teams 365 as the main online

platform. After weeks, the data were retrieved, tallied, and tabulated for statistical

analysis and interpretation.

Ethical Considerations

Before the conduct of the study, approval from proper authorities was first

secured (from the Dean of the Graduate School and the Dean of the College of

Criminology). The purposes of the research were clearly explained to the respondents,

and the researcher uploaded an informed consent form to all respondents who agreed to

be part of this research. The informed consent forms with reflected respondents'

signatures were sent back to the researcher to represent the respondents' voluntary

participation.
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The researcher ensured that no respondents were subjected to harm in any

manner. Respect for the dignity of all respondents was the prime priority of this research.

Protections of the data privacy of the respondents were emphasized. After the researcher

obtained the needed data from the respondents, the head of the management information

system changes the password to prevent the leaking of data. There were no identifying

data of the respondents included in this research. All data reflected where in general

forms prevent violation of data privacy. Any type of communication about the research

was done with honesty and transparency, and any type of misleading information, as well

as the representation of primary data findings in a biased way, was avoided.

The study was conducted during the outbreak of the COVID-19 pandemic. To

prevent the spread of the deadly virus and conform to the mandated health protocol

guidance issued by the Inter-Agency Task Force on Emerging Infectious Diseases (IATF-

EID or simply the IATF), no part of the study involved face-to-face conversation with the

respondents. All communication and distribution of the questionnaires were done in

Microsoft teams 365.

Data Analysis

The study used the following statistical tools in analyzing the data gathered.

Frequency and Percentage were used determining the learning styles and

academic performance of the students.

Mean and Standard Deviation were used in determining the level of engagement

in online learning of the students.

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Pearson Product – Moment Correlation Coefficient was used in determining the

relationship between the students' learning styles, students' engagement, and their

academic performance in an online environment.

Chapter 3

RESULTS AND DISCUSSION

Students' Learning Styles

Table 1 presents the data on the students’ learning styles. It shows that the

majority of the respondents have a kinesthetic learning style (76 or 39 percent), while the

other students have visual learning style (69 or 31 percent) and auditory learning styles

(58 or 30 percent). It is revealed that most students learned when the lesson or discussion

involved moving, touching, or in general, it involved physical activities rather than just

listening to the discussion from their instructors. Kinesthetic learners are natural doers.

They retain knowledge best when they are physically active or engaged. Therefore, they

focus on active participation in the learning experience.

The result of the data confirmed by various studies of Cox (2016), Lockie,

Lanenand Mc Gannon(2018), Rosanderand Bäckström(2018), Yip (2020), Komarraju,

Schmeckand Avdic (2016)that most of the 21st-century students were active learners
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when they were involved in the discussion. These kinesthetic learners, also known as

tactile learners, pick up information by touching and doing things. They understand and

retain things better when they move around. They are "hands-on" learners who prefer to

touch, move, build, or draw what they learn, and they learn best when they are doing

something physical. They must be active and take frequent breaks, communicate with

gestures and touch, and appreciate physically stated kinds of encouragement such as a pat

on the back. They may also have difficulties sitting still.

These kinds of learners take things apart and put things together and tend to find

reasons to tinker or move around when they become bored. They may be very well

coordinated and have good athletic abilities. They can easily remember things that were

done. Still, They may have difficulty remembering what they saw or heard in the process

and feel bored and restless if they sit still for the entire duration of discussion, which

commonly resulted in a lack of interest in learning. Accordingly, kinesthetic learners

mostly excelled in sports and other physical activities.

Further, this type of learners emphasized the educational experience; they were

interested when they have opportunities to experiences something, meaning they need to

be involved in a discussion to keep learning at an optimum level. Hence, teachers may

offer various methods of instruction and materials that are immersive and interactive

during online classes that can be appealing to this kind of learner. For example,

enhancement of lectures, such as visuals or sound effects, can assist kinesthetic learners

in remembering the material by reminding them of the real-life events to which it is

related (Rosander&Bäckström, 2018; Yip, 2020).

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Moreover, mind-mapping activities and assignments allow students to put out

imagery and draw connections more tactile. Create assignments and activities that have

real-life connections. Materials that they can connect to help them visualize the real-life

applications of abstract concepts emotionally. Thus, role-playing games and case studies

can help replicate real-life situations. Asking students to create videos can help encourage

kinesthetic learners to include physical activity in their learning, which will help them

remember what they've learned. For example, ask students to keep a video blog or film

themselves executing a task relating to the course subject. These activities and tasks can

still make the online education experience engaging for your kinesthetic learners (Cox,

2016; Lockie, Lanen& Mc Gannon, 2018).

Moreover, the kinesthetic type of learner was suitable in the outcome-based

education (OBE) model. This education model rejected the monotone system of

education and focused on what is to be learned, also known as the concept of learner-

centered system(Kudlas, 1994). This concept is founded on the belief that all students can

learn at their own pace, and the learning is facilitated towards the achievement of

outcomes. The model emphasizes the system of measurable outcomes rather than inputs.

The outcomes may include various skills and knowledge intended to obtain at the end of

the learner's educational experiences (Zhang H.et.al, 2020).

The Misamis University already adopted the outcome-based education (OBE)

system a decade ago. All colleges, particularly the college of criminology as mandated by

the Commission on Higher Education (CHED) and Professional Regulation Commission

(PRC), adopted the system emphasizing the defined outcomes per program and course.

Furthermore, the kinesthetic learning style of the criminology students is suitable to their
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chosen field of interest. Thus, give an advantage to them because the criminology careers

and professionals are most involved with physical activities. In addition, the data also

affirmed that during intramural days, criminology students were commonly excel in an

active or type of events such as volleyball, basketball, football, swimming, and sipak

takraw but less in literary events and musical events.

Table 1
Students’ Learning Styles
(n=194)

Learning Styles Frequency Percent

Visual Learning Style 58 30.00

Auditory Learning Style 69 31.00

Kinesthetic Learning Style 76 39.00

Students' Level of Engagement in Online Learning

Table 2 shows the data on the level of engagement of the students in an online

environment. Generally, students had a high level of engagement, as evidenced by the

overall mean of 3.93 and a standard deviation of 0.63. The students are highly engaged in

terms of behavioral (M = 4.07; SD= 0.70), emotional (M= 3.88; SD=0.61) and cognitive

(M= 3.84; SD= 0.59) engagement.

The data revealed that the respondents were engaged behaviorally. This indicates

that the criminology students actively participated in school-related activities and

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academic tasks online. The students are inclined to be participative in a group discussion

and interested in extracurricular activities rather than working alone. Activities like group

reporting case study and analysis. Thus, taking good notes, coming to class every day,

working on getting good grades, making sure to do well on a test, study, and completing

the assignment before coming to class are important for the students.

In the study of Umbach (2017), behavioral engagement has a dramatic effect on

student learning and argued that teacher-student interactions are the most important factor

in encouraging student learning. Similarly, Coates (2016) shows an important intrinsic

value to engagement for university students and teachers. This study is necessitated by

the growing importance of understanding students' learning patterns and the necessity to

rethink university academic procedures to make education relevant to students'

requirements. Student engagement is a metric that considers academic identification.

Students who could speak up in class and express their thoughts had a huge effect on

their performance. As a result, teachers can develop their teaching methodology to

improve teaching instruction and boost the students' interest in performing and achieving

academically.

Table 2
Students’ Level of Engagement in Online Learning
(n=194)

Engagement Mean SD Remark

Behavioral Engagement 4.07 0.70 High

Emotional Engagement 3.88 0.61 High

Cognitive Engagement 3.84 0.59 High

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Overall 3.93 0.63 High

Note. Satisfaction Scale:4.20-5.00 (Very High); 3.40-4.19 (High); 2.60-3.39 (Moderately

High); 1.80-2.59 (Low); 1.00-1.79(Very Low)

Students’ Academic Performance

Table 3 shows the academic performance of the respondents. This data was taken

from the student's records first semester, the school year 2020-2021. Based on the table, it

shows that the majority of the students have above average academic performance

followed by average and there is an only a small portion of very superior

It revealed that the good academic performance of Criminology students is a

positive indicator of quality instruction in the College of Criminology. The faculty have

guided the students to do well in their online classes. Applying diverse perspective in

class discussions that allow students to retain the knowledge they gain and apply them to

their life. Made frequent assessments that would encourage students to absorb

information that is helpful to their future career in law enforcement. However, the

students can do better in their academics to increase their level of performance to superior

and very superior. The college can formulate strategies and systems that are more

suitable, effective and will motivate students to learn and retain their lessons, especially

in this time of new normal education.

The Bachelor of Science in Criminology is one of the undergraduate degrees with

a licensure examination after graduate to be a registered criminologist. The law prohibits

any criminology graduate from practicing criminological works without passing the

licensure examination scheduled twice a year (Ruiz, Pioquinto, &Amparado, 2020). For

the students, it is important that they should maintain high grades in all the subjects, not
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only the professional courses but also the general courses, to pass the licensure

examination after they graduated. Having high grades indicate that the students

understand the course (Lawton & Taylor, 2020; Marquez & Garcia Jr, 2020).

However, previous researches confirmed that the grades of the students are only

one element in passing the licensure examination, and there are different elements or

characteristics that students must obtain to pass the licensure examination (Dagdag,

Sarmiento, &Ibale, 2017; Spivey, Chisholm-Burns, & Johnson, 2020; Cristobal, 2020). In

addition, having high grades give an advantage to the students in passing the licensure

examination and to become successful in life (Bansiong, &Lascano, 2018; Pantolla,

Bunag, & Padilla, 2016).

In this new normal education where teachers and students are still working and

adjusting the quick shift from the traditional education system, it should not put at stick

the academic performance of the students. There should be a constant review of the

college's delivery of academic excellence. The review should be done comprehensively

and collaboratively with the inputs from the students. Provide them avenues where they

could maximize and increase their level of academic performance.

Table 3

Students’ Academic Performance

(n=194)

Performance Frequency Percent

Excellent 2 1.00
Very Satisfactory 53 27.00
Meeting Expectation 94 49.00
Below Expectation 39 20.00
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Needs Improvement 6 3.00

Note. Performance Scale: 1.00-1.24 (Very Superior); 1.25-1.74 (Superior); 1.75-2.24
(Above Average); 2.25-2.74 (Average); 2.75-3.00 (Passing)

Relationship between Students’ Learning Styles

and Their Academic Performance

Table 4 shows the test between learning styles and their academic performance.

This finding implies that learning styles do not relate to the academic performance of the

respondents. Regardless of the learning style of a student, it does not necessarily affect

their academic performance. The students’ performance is not a product of one’s learning

style. Whatever is the learning style of the students will not be an indicator of their

performance in the class. For instance, being a kinesthetic learner does not mean/she will

do well in class performance.

The learning styles of the students showed in the classroom are good predictors of

their academic performance. It was observed that in the face-to-face classes, the

environment is controlled. However, in the online classes where the students are virtual

present but their environment is not controlled. It means that their learning, regardless of

their styles, was affected by these uncontrolled environment which causes them to be

distracted, especially during the synchronous classes (Cox, 2016; Lockie, Lanen, & Mc

Gannon, 2013; Rosander&Bäckström, 2012; Yip, 2012; Komarraju, Schmeck, &Avdic,

2017; Cassidy Eachus, 2017).

Likely, the studies of Shahabadi and Uplane (2015) and Zacharis (2011)

supported the result of this study. They found out that there were differences in learning

styles and academic performance in online courses. They further discussed that there

were no effects on learning modes to become successful and complete the course. The
 25

success of the students in online classed greatly depends on their attitude and perspective

as a learner with the support of the course design set by the instructors in online classes

(Diseth Martinsen, 2018; Garner-O'Neale Harrison, 2017).

In addition, Johnson and Aragon (2003) suggested that the online learning

environment need to have the following principles: identify students' uniqueness,

motivate the students, avoid overload of information, create a reality-based approach,

encourage participation and social interaction, provide learning activities and encourage

students' reflections. These are the guiding principles of all online instructors to

effectively facilitate learning the virtual classes. Setting the mindsets of the students

through the support of the instructors and reinforce with instructional materials designed

for online classes are among the tools in the success of the program.

Table 4

Test of Relationship between Students’ Learning Styles

and Their Academic Performance

Variables rvalue pvalue Remarks

Learning Styles and Academic 0.076 0.290 Not Significant

Performance

Note: **p<0.01 (Highly Significant); *p<0.05 (Significant); p>0.05 (Not significant)

Relationship between Students’ Engagements in Online Learning

and Their Academic Performance

Table 5 presents the relationship between students’ engagement in online learning

and their academic performance. It shows that cognitive engagement (r= 0.673, p=0.031)

is significantly or related to academic performance, while behavioral (r=0.161; p=0.101)

 26

and emotional engagement (r=0.085; p=0.124) are bear no significant relationships to

academic performance. This means cognitive engagement relates to students’ academic

performance.

In online learning, cognitive engagement has a bigger factor and is given more

weight because of its nature. During virtual classes, respondents performed well on a

paper or project that required them to integrate ideas or information from other sources,

apply course materials to their daily lives, and review class notes between classes to

ensure they understood the material. It means that the respondents were determined to

learn and try to practice what they had learned in their classes. They do well in a class

presentation like group activities that required them to present their outputs. Used various

electronic mediums to discuss or complete assignments and tasks given to them. They

were finding ways to make the course materials interesting and relevant in real-life

scenarios.

These findings were supported by DeVito (2016), which indicated that students

become more interested in learning when they understand the teacher's expectations and

have the opportunity to participate in decision-making. In addition, the relevance of the

teacher's instructional techniques as a factor encouraging them to become actively

engaged was highlighted. The study also revealed that the usage of technology by

teachers boosted students' interest in learning.

On the other hand, the study suggests that the respondents had a low engagement

in contacting their instructor to review tests' assignments or ask questions. This is

because of the limited time they had every cycle, and since it's an online setting, most of

the respondents are reluctant to ask queries because they are unfamiliar with how to
 27

approach their teacher. They are afraid that their instructor may get offended by the

queries. Meanwhile, the difficulties they had communicating ideas from readings to

faculty members could be attributed to existing student-teacher relationships, faculty

availability, and faculty dedicated to providing assistance beyond classroom tasks

Table 5

Test of Relationship between Students’ Engagements in Online Learning

and Their Academic Performance

Variables r-value p-value Remarks

Behavioral Engagement and 0.161 0.101 Not Significant

Academic Performance

Emotional Engagement and 0.085 0.124 Not Significant

Academic Performance

Cognitive Engagement and 0.673 *0.031 Significant

Academic Performance
Note: **p<0.01 (Highly Significant); *p<0.05 (Significant); p>0.05 (Not significant)
 28

Chapter 4

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS

Summary

This study was conducted to determine the Criminology students’ learning styles,

engagement in relation to their academic performance in the online learning environment.

The study used a descriptive- correlational design. There were 194 criminology students

from the first year to fourth year levels of Misamis University selected through stratified

sampling who served as respondents of the study. It utilized adopted questionnaires

consisting of learning styles online assessment with 30 statements about the three general

classifications of learners and student engagement survey. Data were analyzed using

frequency and percent, mean, standard deviation, and Product Moment Correlation

Coefficient. Specifically, the objectives of the study were to: (1) determine the students'

styles in terms of visual, auditory, and kinesthetic; (2) determine the students’ level of
 29

engagement in terms of behavioral, emotional, and cognitive engagement; (3) determine

the students’ academic performance;(4) explore the relationship between students'

learning styles, and their academic performance in the online learning environment; (5)

explore the relationship between students' engagement and their academic performance in

the online learning environment.

Findings

The following were the salient findings of this study:

1. Most of the Criminology students are kinesthetic or tactile learners. These

respondents are the type of learners who are interested in learning activities that involved

move, touch, or physical activities. They were bored and diminished their interest when

the class is a monotone type.

2. In terms of engagement, most of the students are behaviorally engaged, which

indicates that they prefer to interact and be involved throughout the learning process

rather than stay and listen to the discussion. This type of engagement is also seen in those

students who actively perform, complete, submitting assignments, portfolios, and projects

related to the course.

3. Most of the students from the first year to fourth year level were academically

performing above average.

4. The learning styles of the students do not relate to their academic

performance. Regardless of the learning style of a student, it does not necessarily affect

their academic performance.

5. The students' cognitive engagement in an online class is significantly related

to their academic performance.

 30

Conclusion

In the online learning environment, digital technologies play essential roles in

higher education. These technologies provide both advantages and disadvantages to the

learning process of the students. Knowing the learning styles and engagement are tools

for every instructor to identify the individuality of their learners' capability and ability to

grasp the design of the intended outcomes in each course. Utilizing the learning styles

and engagement of the students maximize the learning process of the students not only

for the specified course but to the entire program designed for them. Academic scholars

confirmed that the student's learning styles and engagement are predictors of their

successful academic performance.

Recommendations

Based on the findings and conclusions, the researcher would like to recommend

that the faculty of the Misamis University be constantly trained in virtual classroom

management and designing instructional materials, including handling students' learning

styles and engagement. This training would equip the faculty to handle the diverse

students' learning styles and engagement which would maximize the effectiveness of

instruction. The students should choose an area in their homes that is free from common

distractions to establish a productive learning environment. Moreover, students can set a

schedule for completing and reviewing their assignments to create a type of structure

often seen with traditional classes. Seek virtual interactions with other students, most

especially with their teacher. Forming virtual interactions is a feasible action to maintain

collaboration and clarifications of the lessons and discussions and a sense of community.
 31

That way, students will be motivated to continue being focus on their online classes.

Moreover, it is also recommended that further studies should be conducted on the

learning style and engagement of the students in online learning, which involve various

participation of different educational institutions.

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 36

Appendix A

Learning Style Questionnaire

[Adopted from how-to-study.com/learning-style-assessment]

1. I prefer teachers who spend a lot of time explaining things.

o A lot like me
o Somewhat like me
o Not like me
2. I learn how objects work by taking them apart and putting them back together.
o A lot like me
o Somewhat like me
o Not like me
3. I am good at doing word search puzzles.
o A lot like me
o Somewhat like me
o Not like me
4. I prefer teachers who present information in PowerPoint presentation
o A lot like me
o Somewhat like me
o Not like me
5. I can tell if a word is spelled correctly by looking at it.
o A lot like me
o Somewhat like me
o Not like me
 37

6. I tap my foot or a pencil while thinking.

o A lot like me
o Somewhat like me
o Not like me
7. I learn a lot from diagrams and illustrations in textbooks.
o A lot like me
o Somewhat like me
o Not like me
8. I draw the letters of a word with my fingers when trying to learn its spelling.
o A lot like me
o Somewhat like me
o Not like me
9. I am good at acting out stories.
o A lot like me
o Somewhat like me
o Not like me
10. I use my hands when explaining something to another person.
o A lot like me
o Somewhat like me
o Not like me
11. I do well in lab classes.
o A lot like me
o Somewhat like me
o Not like me
12. When learning to spell a word, I trace the letters with my finger.
o A lot like me
o Somewhat like me
o Not like me
13. I use pictures, arrows, and other symbols when I take notes.
o A lot like me
o Somewhat like me
o Not like me
14. I do best in subjects such as math and sciences.
o A lot like me
o Somewhat like me
o Not like me
15. I create songs and jingles to remember information.
o A lot like me
 38

o Somewhat like me
o Not like me
16. When I take a test, I can see the answer in my head the way it appeared in my
notes or textbook.
o A lot like me
o Somewhat like me
o Not like me
17. I learn a lot about a person by observing their facial expressions and body
language.
o A lot like me
o Somewhat like me
o Not like me
18. I sound words out when I am trying to learn to spell them.
o A lot like me
o Somewhat like me
o Not like me

19. I am good at designing graphs, charts and diagrams.

o A lot like me
o Somewhat like me
o Not like me
20. I follow oral directions better than written directions.
o A lot like me
o Somewhat like me
o Not like me
21. I need to participate in an activity in order to learn how to do it
o A lot like me
o Somewhat like me
o Not like me
22. I need explanations of diagrams, graphs, and maps in order to understand them.
o A lot like me
o Somewhat like me
o Not like me
23. I am good at drawing things.
o A lot like me
o Somewhat like me
o Not like me
24. I am good at using my hands to fix things.
 39

o A lot like me
o Somewhat like me
o Not like me
25. I learn better by listening to a lecture than by reading a textbook.
o A lot like me
o Somewhat like me
o Not like me
26. I try to remember information by picturing it in my mind.
o A lot like me
o Somewhat like me
o Not like me
27. My best school subjects are English and foreign languages.
o A lot like me
o Somewhat like me
o Not like me
28. I remember things I hear better than things I see.
o A lot like me
o Somewhat like me
o Not like me
29. I enjoy participating in classroom discussions and debates.
o A lot like me
o Somewhat like me
o Not like me
30. It helps me to read out loud when studying from my textbooks.
o A lot like me
o Somewhat like me
o Not like me
 40

Appendix B

STUDENT ENGAGEMENT QUESTIONNAIRE

(Adopted and Modified from Delfino, 2019)

Directions: Please assess your perception of your student engagement.

(The questionnaire will be uploaded in Microsoft teams)

Indicators

Behavioral Engagement 1 2 3 4 5
1. Asked questions in class or contributed to class 1 2 3 4 5
discussion.
2. Raising my hand in class. 1 2 3 4 5
3. Participating in or small group discussions. 1 2 3 4 5
4. Doing all the homework problems. 1 2 3 4 5
5. Coming to class every day. 1 2 3 4 5
6. Taking good notes in class. 1 2 3 4 5
7. Getting a good grade. 1 2 3 4 5
8. Staying up on the readings. 1 2 3 4 5
9. Come to class without completing readings or 1 2 3 4 5
assignments.
10. Making sure to study on a regular basis. 1 2 3 4 5
 41

11. Doing well on a test. 1 2 3 4 5

1 2 3 4 5
Cognitive Engagement
1. Made a class presentation 1 2 3 4 5
2. Prepared two or more drafts of a paper or assignment 1 2 3 4 5
before turning it in.
3. Worked on a paper or project that required integrating 1 2 3 4 5
ideas or information from previous sources
4. Put together ideas or concepts from different courses 1 2 3 4 5
when completing assignments or during class
discussion.
5. Used an electronic medium to discuss or complete an 1 2 3 4 5
assignment.
6. Putting forth effort. 1 2 3 4 5
7. Used e-mail and other media to communicate with an 1 2 3 4 5
instructor.
8. Discussed grades or assignment with an instructor. 1 2 3 4 5
9. Work harder than you thought you could do to meet 1 2 3 4 5
an instructor’s standards or expectations.
10. Discussed ideas from your reading or classes with 1 2 3 4 5
others outside of class.
11. Contact instructor to review assignments of tests, or 1 2 3 4 5
to ask questions.
12. Finding ways to make the course interesting to me. 1 2 3 4 5
13. Looking over class notes between classes to make sure 1 2 3 4 5
I understand the materials.
14. Applying course materials to my life. 1 2 3 4 5
15. Finding ways to make the course relevant to my life. 1 2 3 4 5
1 2 3 4 5
Emotional Engagement
1. Included diverse perspective in class discussions or 1 2 3 4 5
writing assignments.
2. Worked with other students in projects and activities. 1 2 3 4 5
3. Had serious conversations with students who are very 1 2 3 4 5
different from you in terms of their religious, political
opinions, or personal values.
4. Really desiring to learn the materials. 1 2 3 4 5
5. Being confident that I can learn and do well in the 1 2 3 4 5
class.
6. Having fun in an online class. 1 2 3 4 5
7. Talked about career plans with instructor or other 1 2 3 4 5
students
42