CHRISTIAN POLYTECHNIC INSTITUTE OF CATANDUANES, Inc.

Rawis, Virac, Catanduanes

CHAPTER 1

The Problem and Its Background

Introduction

Education is a process of expediting learning, acquiring knowledge, values, and

virtue. This contributes to the development of better people around the globe. Additionally, it

is more of an enduring method in which people gain information, skills, and ethics (Mistry,

2021).

Criminology is the scientific study of crime, criminal behavior, and the criminal

justice system. It encompasses the analysis of the causes and consequences of crime, the

study of criminal behavior patterns and trends, and the evaluation of crime prevention and

intervention strategies. The field of criminology plays a critical role in maintaining the safety

and well-being of society. With crime rates on the rise, it is crucial for criminology graduates

to acquire the necessary skills and knowledge to succeed in their professional careers.

The Criminology Licensure Examination is one of the 43 annual board exams

conducted by the Philippine Regulatory Commission (PRC). This exam screens aspiring

criminologists in the country based on the standards written in the Republic Act No. 11131 or

the Philippine Criminology Profession Act of 2018, which was approved by the former

President Rodrigo Roa Duterte on November 8, 2018. This recognizes the importance of

criminology profession in national security, public safety, peace and order, and in nation-

building and development. Hence, it shall develop and nurture competent, virtuous,

productvie, and well-rounded criminologists whose standards of professional practice and

servie shall be excellent, qualitative, world-class, and globally competitive through sacred,

honest, effective and credible licensure examinations, coupled with programs and activities

that would promote professional growth development.

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Board examinations, as these signify a milestone for students who have completed

their respective degree programs, these further serve as a measure of competence and

knowledge in their chosen fields. The success rate in board examinations is often seen as an

indicator of the quality of education provided by an educational institution. Thus, it opens up

opportunities for professional advancement and career growth. Recognizing this, it becomes

essential to understand the factors and practices that contribute to the success of criminology

board passers.

The (REPUBLIC ACT No. 7722, 1994) as the Higher Education Act, (Sec. 8) the

CHED will be the one who identify the needs, support, and development of potential

excellence of the program to promote the quality education of higher education. As well as,

the Accrediting of Chartered Colleges and Universities in the Philippines Inc. (AACCUP)

(2015) that provides the consideration to look during the accreditation to witness the

curriculum, organization, research, extension and the most important is the student services to

develop the mechanism and conducting the evaluation of the institutions (Corpus, 1987).

In Christian Polytechnic Institute of Catanduanes Inc. (CPIC), a study on the best

practices and strategies of the criminology board passers from 2018 to 2022 is conducted to

shed light on the factors contributing to their success. The board examination is a crucial

assessment conducted to determine the knowledge, skills, and competency of criminology

graduates.

By identifying the best practices and strategies utilized by these successful graduates,

the CPIC can further enhance its programs and support the future generations of students.

Christian Polytechnic Institute of Catanduanes (CPIC) is committed to providing quality

education and preparing its graduates for success in their chosen professions. One crucial

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measure of success for graduates is their ability to pass the board exams relevant to their

fields and secure employment in their chosen industries.

The licensing examination is one of the last hurdles that a candidate must face in the

licensing process. A board has the ultimate responsibility to ensure that the examination

meets technical, professional, and legal standards, and protects the health, safety, and welfare

of the public by assessing candidates’ abilities to practice competently. Once a candidate has

passed a licensing examination, the board must be comfortable granting the license, thus

assuring the public that the licensee is minimally qualified to practice at the time of initial

licensure [1]. The performance of the examinees in the licensure examination can determine

the quality of education provided by the school, ensuring the efficacy and effectiveness of the

curriculum and instructions.

Data Center College of the Philippines (DCCP) of Laoag City, Inc. is a higher

learning school that offers degrees such as a Bachelor of Science in Criminology. The

institution provides and develops future criminologists. In 2016, Data Center College of the

Philippines Laoag City obtained eighty (80.28) percent making the institution Top 5 in the

School National Ranking, with a 31.36 percent National Rating in the Criminologist

Licensure Examination. In 2017, the institution became Top 6 in the School National

Ranking with eighty (80.88) percent passing rate, and a 35.68 national rate. In the year 2018,

the school obtained Top 7 with a percentage of eighty (80.28) school rating and a 34.66

percent national rating. In 2019, the school obtained eighty-four (84.06) school rating and

44.11 percent national rating making them Top 10 in the Criminologist Licensure

Examination. In the recent CLE, Data Center College of the Philippines obtained a National

Passing rate of 34.16 percent and an Overall passing rate of 64.44 percent [2].

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Dr. Jose Rizal once said, “Without education and liberty, which are the soil and the

sun of man, no reform is possible, and no measure can give the result desired”. This

statement of our National Hero stressed the importance not only of having freedom but also

of being educated, as education is a powerful tool for the improvement of one’s knowledge,

skills, and abilities and can bring a country’s people to greater heights. The concepts of

perceptual learning styles have been extensively discussed in the field of education for the

past two decades. Researchers recognize that students learn in different ways and in the same

manner that teachers have varying methodologies and strategies. Perceptual learning style is

observed to be consistent across settings and has been considered one of the influential

factors in students’ learning. Also, the instructional approaches of teachers are just as diverse

as their students and affect their performance in the Criminology Licensure Examination.

According to Hou (2007 matching teaching and learning styles improved student

achievement and aligning the learning styles of students with the teaching styles could lead to

an improvement in academic achievement (Zeeb, 2004). Zeeb (2004) further explained that

the information obtained from assessing learning and teaching styles helped teachers modify

their teaching styles to accommodate varying learning preferences, which resulted in

improving students’ test scores.

The manners in which a learner characteristically gets, hold onto, and recalls

information, are collectively coined as the individual’s perceptual learning style. A student

may learn best by seeing, hearing, being active, or reflecting, to name a few. According to

Guy & Guy (1995), perceptual learning styles are typically described by a student's sensory

modalities (i.e., visual, tactile, auditory, and kinesthetic) and intellectual processes (i.e.,

active, reflective, global, or analytical). On the one hand, teaching style, as defined by the

existing literature, refers to the approach teachers put into practice to carry out teaching and

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learning activities. This typically includes giving lectures, demonstrating, facilitating, holding

discussions, or role-playing.

The BS Criminology curriculum aims to prepare students for careers in crime

prevention, law enforcement, scientific crime detection, correctional administration,

industrial security administration, and forensic science to meet the demands of globalization

in interdisciplinary fields of criminal justice. (CMO No. 21, 2005).

In the report of the Professional Regulation Commission on the performance of

schools in the Criminologist Licensure Examination data shows that in the last past five (5)

years, the Jose Rizal Memorial State University (JRMSU)-Dipolog Campus has an average of

30%. Although the results are within the national percentage passing rate, there is a gap that

needs to be filled to achieve much higher results than sticking just to the average passing rate.

Thus, this study of perceptual learning styles of criminology graduates is timely as

individual students vary considerably in how they learn. Any given person has academic or

learning strengths that are determined by a combination of hereditary and environmental

influences. These strengths, which translate into preferences to learn and communicate

visually, tactilely, kinesthetically, and auditory are one’s learning style, thereby bringing a

revitalized interest that is found relevant.

Quality basic education is one of the most important educational institutions that

influences and is influenced by other educational institutions Mensah, et. al (2020), The

institution endlessly offers quality education, innovating instruction practice and enhancing

graduates’ performances serve up as an input for professional development Quiambao. et al.

(2015), Similarly, graduates' licensing performance can reflect the quality and effectiveness

of their respective institutions' instruction. The top priority of any Higher Education

Institution (HEI) and State University and College (SUC) here in the Philippines is high

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performance in the board program licensing examinations conducted by the PRC.

Gabasa&Raqueño (2021), this examination is designed to measure the students’ knowledge,

competency, skills, and attitude in the practice of their respective profession as stated by

Mohammed and Mohammed (2017), The success of an institution can be measured through

the performance of its graduate in the licensure examination.

As stated by Manalo and Obligar (2013), the decrease in the passing rate of Filipino

graduates in the various licensure examinations is a symptom of the deteriorating quality of

higher education institutions in the Philippines which can be characterized by the variety and

level of competency of the faculty Bautista, Ducanes and David (2019), hence, home and

family factor have a high influence on the success in CLE, while student factor, school factor,

review center factor, and personal factor have average influence. Albina et al (2021), truancy

affects academic performance drastically and sometimes even leads to school dropout. other

factors such as students’ parental levels of education and income, textbooks availability and

accessibility, libraries, practical laboratories, meals provision, and teachers have tremendous

effects on the academic performance of students at school Brew, Nketiah, and Koranteng

(2021).

Background of the Study

The Criminologists Licensure Examinations (CLE) is given by the Professional

Regulation Commission’s (PRC) Professional Regulatory Board of Criminology, and with

two examinations each year, from 2015 to 2019. The country had produced a total of 95,884

licensed criminologists out of 280,323 takers with an average national passing rate of 32.87%

(Albina et al., 2022).

Based on the PRC memo for the Criminology Board exam, applicants must be able to

meet the following criteria as follow; must be a Filipino citizen, in good health and is of good

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moral character, a graduate of Bachelor of Science in Criminology, has no criminal record

which involves moral turpitude, and has complied with other requirements prescribed by

PRC (Cruz, 2019).

Subsequently, Christian Polytechnic Institute of Catanduanes Inc. (CPIC), as a lone

institution in the island that offers Bachelor of Science in Criminology, is committed to

providing quality education and preparing its graduates for success in their chosen

professions. One crucial measure of success for graduates is their ability to pass the board

exams relevant to their fields and secure employment in their chosen industries. However,

there is limited information available on the best practices and strategies employed by the

board passers from CPIC.

The Christian Polytechnic Institute of Catanduanes Inc. (CPIC) was established in

1999 with its campus at San Roque, Virac, Catanduanes. The original incorporators were

Atty. Arnel C. Sarmiento, Elisa B. Sarmiento, Francisco Sarmiento, Amelia Sarmiento, and

Castor Balane. CPIC offers Bachelor of Science in Criminology (BSC) and other courses

such as Bachelor of Science in Computer Science (BSCS), Associate in Computer

Technology (ACT), Bachelor of Science in Tourism Management (BSTM) and Bachelor of

Technical Teacher Education (BTTE) Major in Food and Service Management under the

Commission on Higher Education (CHED), Food and Beverage Services NC II (FBS),

Bartending NC II (BAR), Electronic Products Assembly and Servicing NC II (EPAS), and

Computer Systems Servicing NC II (CSS) under the Technical Educational and Skills

Development Authority (TESDA). Senior High School is also offered.

This research aims to provide CPIC with a comprehensive understanding of the best

practices and strategies of Criminology board passers. By addressing the research questions

outlined in this study, CPIC can gain valuable insights that will inform the institution's

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decision-making process and contribute to the continuous improvement of its programs,

support systems, and job placement opportunities.

One of the many problems usually encountered by graduating students preparing for

board exams is time management. Some of them are working while preparing for the exam at

the same time. Others are not in the position to quit their jobs and devote all their time to

preparing for their upcoming exam because of their financial status. In this case, they cannot

fully devote themselves and consider sufficient time in their preparations. In addition, the

improper atmosphere is also a problem. They would not be able to concentrate if there are

constant distractions. Distractions such as social media, mobile phones, and televisions are

also major hindrances when studying. Students are unable to resist the temptation of these

distractions and thus waste a significant amount of valuable time.

Moreover, many reviewees struggle to stay focused and end up not getting the most

out of their study sessions, then they eventually find themselves cramming at the last minute

to get their readings finished. Fortunately, there are many strategies available to keep

themselves free from distractions.

Further, financial problem is a situation where money worries are causing stress to the

students. Some college student has been facing a financial problem and this problem had

become a major problem. After that, this will bring an impact on both mental and physical

health aspects. A student’s financial position will affect their commitment to learning which

will affect their academic performance.

In preparing for the board examinations, most reviewees lack a plan of when and

what they’ll study, but most importantly on “how” they will study. Without a well-defined

plan and preparation skills, reviewees will continuously struggle to know exactly what to do.

This can result in procrastination, feelings of anxiousness, and lack of preparation which may

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lead to poor performance during the actual examination. Also, reviewees do not know how to

approach different types of questions in the exam, they might know the concept but find it

hard to comprehend the matters in question. They also often feel very anxious about exams,

due to the high stakes and high-pressure nature of exams. Examinees may lack exam

management skills, most especially in a linear manner, examinees may spend more time on

the harder questions that they cannot do, rather than the questions that they can. This may

result in them not finishing the exam, or thinking they cannot do the whole exam.

All school can top the board exam. Many schools are competitive and rigorously

prepared for the licensure examination for criminologists. Among all schools offering

Criminology in the country, DCCP-CCJE topped consecutively in the past years. However, in

the previous years, other schools are well prepared, most especially their criminology

graduates to top the board and national school ranking. Preparedness and unique strategies

became their tool of success and for the criminology graduates to reduce their fear and

anxiety. Licensing examinations can be stressful, but being prepared can help manage stress

and allow the reviewees to perform at their best. Each school has lots of techniques and

strategies that will make them successful in preparation for the Criminologist Licensure

Examination. This is why the researchers conduct this study to identify the direct strategies to

become prepared for the incoming Criminologist Licensure Examination.

This research is focused on the readiness of Criminology graduates in taking the

Criminologists Licensure Examination. The researchers sought to ascertain the effects of the

enhancement review in criminology on the attainment of learning mastery in preparation for

the licensure criminologist’s examination.

The Criminology Graduates must be motivated and encouraged, for them to have a

better understanding of every lesson. Therefore, Instructors and the Review Center must be

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familiar with the conceptions and perceptions of forts for them to achieve the learning

process. In the previous Criminologist Licensure Examinations, Data Center College of the

Philippines topped consecutively for four years. However, every year, the institution’s

national passing rate and ranking were gradually decreasing as other schools were provident

in topping the board examination. This research study was conducted to enhance preparation,

formulate strategies, and instill techniques to be utilized by the criminology graduates who

are reviewing for the licensing examination.

Moreover, this will improve the value and quality of the readiness of the criminology

graduates to top the board examination as the institution, Data Center College of the

Philippines has not yet produced a national top-notcher as to individual category. This is also

to improve the percentage of passing rate in the national school ranking. As researchers, we

have determined that there was a need to conduct this research study since there was no

relevant research yet on the readiness and preparation of criminology graduates in preparation

for the Criminologist Licensure Examination. Also, as future reviewees and takers of the

Criminologist Licensure examination, this research study would help us to know the

appropriate techniques and strategies to be used in the Board Licensure Examination for

Criminologists.

Hence, an outcome-based curriculum must be adopted to periodically monitor the

academic performance and behavior as well as the result of the study habits of the students

Laguador and Dizon (2013), The result of this study is consistent with that of Howell, Kurns,

and Antil (2013) explicating that the curriculum being offered in higher education programs

is intended to prepare students to achieve minimum competencies related to a specific

vocation or profession.

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The Faculty members should regularly update their knowledge and competencies

along with the subject areas being handled to contribute to the increased passing rate, enforce

a stringent screening and retention policies for criminology students as regards grade point

average and curriculum enrichment, and periodic review the course contents, in consultation

with the subject-experts, should be done Guadamor (2020), all criminology chairpersons and

faculty members must do a careful and thorough examination of the subjects included in the

professional components of the BS Criminology curriculum Asuncion (2020), State

universities and colleges and other private institutions should adopt several methods to

achieve a high passing percentage. Casama and Ventayen (2020) A graduate with a

Baccalaureate degree in Criminology is required to pass the Licensure Examination from the

Professional Regulation Commission of the Philippines to be considered a Licensed

Criminologist to be given full authority to practice the profession. This is mandated under

Republic Act No. 11131 which states that “the law creating the Board of Criminology. To

achieve this expectation, the quality of teaching and learning in higher education institutions

must meet the profession's standards. The passing percentage in the board examination

should be higher than the national passing percentage as a measure of the output of higher

education institutions' quality of teaching and learning.

As one of the province's Higher Education Institutions (HEIs) offering the Bachelor

of Science in Criminology, Solis Institute of Technology aspires to produce quality graduates

and professionals who are competent and mature enough to face the real world of work after

graduation and board examination. Thus, the researchers envision helping the academic

institution to increase its board examination percentage through active engagement of internal

and external stakeholders, implementation of well-planned programs, relevant curriculum

alignment, admission and retention policies and enhancement courses, mock board

examination, using the output of this study as a ready reference.

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Conceptual Framework

The researchers adopted the Problems and Result model. The figure below shown the

process of determining the practices and strategies employed by CPIC BS-Criminology

graduates in relation to their success in taking the criminology licensure examination. The

profile of the responders serves as probelms, all the details specified in the statement of the

problem are stipulated here. We comprise the data gathering technique, the observations

obtained, and the interview guide questions that were used. For results it includes the

techniques and approaches used by CPIC BS-Criminology graduates in connection to their

performance in taking criminology licensure examination.

RESULTS
PROBLEMS
The collection of Practices and
Profile of the
data must go through: strategies employed
respondents
according to: by CPIC BS-
Interview guide
Criminology
a) Sex; and question.
b) Age graduates in taking
Group Quantitative Survey criminology
Questionnaire licensure

Qualitative Survey examination.

Questionnaire

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Figure 1. PROBLEMS AND RESULTS MODEL

Theoretical Framework

This study is anchored on the theory of attribution developed by Shrestha (2017) and

Weiner (1992). Learners learn affected by both personal factors, previously learned

knowledge and past experiences, and environmental factors like the environment of the home

or school. Both these factors are the variables that affected the types of attributions most

likely to be made by the individuals.

This study concentrates on the Performance of Criminology Graduates on the

Licensure Examination for Criminologist (LEC) Of Christian Polytechnic Institute of

Catanduanes From 2018 to 2023 the researcher examines the yearly performance of the

Criminology graduates in their licensure examination. The increase, as well as the decrease in

percentages, shall be carefully observed and analyzed to arrive at a higher level of accuracy

in the understanding of the impact of their performance in their licensure examination.

The theoretical framework of this research is based on “Social Cognitive Theory” by a

Canadian-American psychologist Albert Bandura and is further explored through the concept

that follows:

The term self-efficacy was first coined by psychologists Albert Bandura (1977), a

Canadian-American psychologist and a professor at Stanford University

(simplypsychology.org). He originally proposed the concept, in his own words, as a personal

judgement of “how well one can execute courses of action required to deal with prospective

situations”. Self-efficacy, a concept derived from social cognitive theory was introduced by

psychologist Albert Bandura, refers to an individual's belief in their ability to succeed in

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specific tasks or situations. It is the confidence in one’s ability to influence events and control

over one’s environment (Garrido G-L, 2023). Moreover, it is a person’s particular set of

beliefs that determine how well one can execute a plan of action in prospective situations

(Bandura, 1977). In simple terms, self-efficacy is one’s belief in his/her ability to succeed in a

particular situation. High self-efficacy is associated with increased effort, persistence, and

performance.

Mart van Dinther (2011) and several of his colleagues conducted research on the

relationship between education and self-efficacy and their conclusions state that self-efficacy

is linked to factors such as strategies that students utilize, the goals that students set out for

themselves, and their academic achievements. Graduates who possess high self-efficacy in

their preparation for board exams may be more likely to employ effective practices and

strategies, leading to better outcomes (Garrido, 2023).

Furthermore, this theory is highly relevant in this study as this explores various

practices and strategies used by successful criminology board passers to achieve their goals.

Additionally, the findings of the research could potentially illustrate how self-efficacy beliefs

influence the implementation of certain study techniques, time management skills, and

coping mechanisms among the successful criminology board passers. Moreover, the study

may reveal how these individuals utilized their self-beliefs to overcome setbacks, persist in

their efforts, and ultimately achieve success in passing the board exams.

By considering these theoretical concepts and frameworks, the research aims to

explore and analyze the underlying factors and mechanisms that contribute to the success of

board passers from CPIC. The proposed research ultimately seeks to provide evidence-based

recommendations and guidelines for future graduates to enhance their preparation and

performance in board exams.

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Statement of the Problem

This study aims to identify the best practices and strategies employed by graduates of

the BS-Criminology program at Christian Polytechnic Institute of Catanduanes who

successfully passed their board exams from the years 2018 up to 2023 through the following

questions:

1. What is the demographic profile of the respondents according to sex?

2. What are the best practices and strategies employed by the criminology board

passers from CPIC in terms of:

a. Review;

b. subject area; and

c. Financial capability

3. What advice and suggestions do criminology board passers have for future board takers

and their institution to improve performance in the criminology licensure examination?

Significance of the Study

The researcher embarked on this study because this would benefit groups of people.

The result of this study would be more important to any year level student.

Academic Institutions. The findings of this study can also be useful for other

Criminology programs and institutions in enhancing their curricula, teaching methodologies,

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and support systems. By identifying effective strategies and best practices, they can improve

their students' chances of passing the board exams.

Administrators they are the policy making body of the school. Through the finding

of the study, they can formulate various policies, rules and regulations that would help

emphasize not only the importance of good education but also the importance of mastering

and having a foundation on every subject that will be taken during licensure examination.

Criminology Instructor. The findings of this study can provide valuable insights for

the CPIC Criminology program and faculty in terms of the effectiveness of their curriculum,

teaching methods, and support systems. It can help identify areas of improvement and

necessary adjustments to better prepare students for the board exams.

Current and Future CPIC Criminology Students. The study can serve as a guide

for current and future CPIC Criminology students in their board exam preparation. The

identified strategies and practices can help them develop effective study habits, utilize

resources efficiently, and manage their time effectively.

Faculty the teachers are the facilitators and agent of learning, and the students are the

active participant of it, so both elements are needed for the learning process to take place.

Since also the teachers or professors are the eye-opener of the students especially in college

students, they would be the one to initiate some ways to improve the importance of educating

the students about the different subjects in criminology. Through the guide of our findings,

they can also properly motivate and guide their students towards acquiring good study habits

and strategies to pass the licensure examination. Also, through the findings of the study the

teachers can integrate and use teaching strategy or technique and teaching on improving the

way of teaching especially the criminology subjects.

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Future Examinee. Individuals who are planning to take the Criminology Board

Examination can benefit from this study by gaining insights into the successful strategies and

practices employed by board passers. They can adapt and apply these strategies in their own

board exam preparations.

Parents the foregoing advice and guidance was started to the parents ever since. They

can be the reason behind the course taken by the students. Thus, the findings of this study

will accord the parents to be informed enough in terms of studying the subjects that will be

taken during licensure examination. This study is of great significance to the parents because

this will give them knowledge on the best practices and strategies that can be used by

children or relative in trying to pass the CLE.

Students/future researchers this study can serve as a basis for further research and

academic discourse on board exam preparation strategies and best practices. The Researchers

can further build upon the findings of this study to explore other aspects of board exam

success and develop interventions to support board exam aspirants.

Scope and Delimitation of the Study

This research study aims to identify the best practices and strategies utilized by

graduates of the BS-Criminology program at Christian Polytechnic Institute of Catanduanes

(CPIC) who successfully passed their board exams from the years 2018, 2019, 2021, 2022,

and 2023 with the exclusions of years when there are no official board examinations for

criminology, 2018, 2019, 2021, 2022, and 2023 specifically. This study will focus on

graduates from the Criminology program at CPIC who were able to pass the Criminology

Board Examination conducted by the Professional Regulation Commission (PRC) with an

average of 75% with no rating of less than 50% in the subjects within the specified period.

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The study will further determine the different aspects of board exam preparation,

including pre-exam preparedness strategies, exam-day strategies, and even post-exam

practices, which may involve various strategies such as the utilization of review materials and

resources, time management strategies, and emotional and psychological support systems

utilized by the participants. Through the interviews and focus group discussions, the research

aims to uncover the most effective strategies and best practices employed by CPIC

Criminology graduates in their journey toward board exam success.

However, it is important to note that this research study is limited to graduates of

CPIC's Criminology program who passed the Criminology Board Examination. Graduates

who did not pass the board exams will not be included in the study. Additionally, the research

will focus solely on the strategies and best practices employed by CPIC Criminology

graduates and will not analyze the specific content or format of the Criminology Board

Examination itself.

Furthermore, this study is restricted to the CPIC institution and its Criminology

program. The findings may not be generalizable to graduates of other institutions or

individuals from different disciplines. The research will not compare the strategies and best

practices utilized by CPIC Criminology graduates with those of graduates from other

institutions or different fields of study.

Definition of Terms

Academic Performance is the extent to which a student has attained their short or long-term

educational goals.

Best practices refers to a set of guidelines or standard that is known to produce good outcomes

if followed (Gavin Wright.,).

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Christian Polytechnic Institute of Catanduanes (CPIC) is where the locale of the studies

conducted.

Criminology is the scientific study of the nonlegal aspects of crime including its causes,

correction, and prevention.

Practice is the act of rehearsing a behavior repeatedly, to help learn and eventually master a

skill.

Registered Criminologist is an expert who researches and studies crime to prevent and reduce

it from occurring.

Sex is the trait that determines whether a sexually reproducing organism produces male or

female gametes.

Strategy describes how the ends (goals) will be achieved by the means (resources). Strategy can

be intended or can emerge as a pattern of activity as the organization adapts to its environment

or competes. It involves activities such as strategic planning and strategic thinking. Strategies

refers to a set of general plan of action for achieving one's goals and objectives (Fred Nickols,

2008).

Acronyms

CLE - Criminologists Licensure Examination

CPIC - Christian Polytechnic Institute of Catanduanes

EQP - Efficient Question Processing

MOC - Mock Examinations and Simulations

PRC - Professional Regulation Commission

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CHAPTER 2

Review of Related Literature and Studies

This chapter presents the review of related literature and studies anchored from

foreign and local sources. These are deemed relevant since these will substantiate the results

of the study conducted.

Foreign Literature

Criminology is a multidisciplinary field that examines the causes, consequences, and

prevention of crime. Its significance in society lies in understanding criminal behavior,

developing effective crime prevention strategies, and contributing to the criminal justice

system. According to Siegel and Worrall (2018), criminology encompasses various subfields

such as criminal psychology, sociology of law, and policy analysis. Through the examination

of criminal behavior patterns, sociological factors, and legal frameworks, criminologists aim

to foster safer communities and a more just society. Board examinations play a crucial role in

assessing the knowledge and competence of criminology graduates. These exams are

designed to evaluate an individual's understanding of criminological theories, research

methodologies, and practical applications.

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In the United States, the American Board of Criminalistics administers board

examinations to certify forensic scientists. Similarly, the Board of Certified Safety

Professionals conducts exams to assess the competency of safety professionals in areas such

as industrial hygiene and environmental management. Such examinations ensure that

criminology graduates possess the necessary skills and knowledge to contribute to the field

effectively. The criminology board examination is a crucial hurdle that aspiring

criminologists must overcome to obtain professional licensure. Moreover, the process of

becoming a certified criminologist typically involves completing a bachelor’s degree in

criminology, criminal justice, sociology, or a related field. After obtaining a degree,

individuals may choose to puruse certification by taking the Criminology Board Exam, which

is administered by professional organizations and licensing bodies.

The pass rates for the Criminology board exam in the US can vary, and factors that

may influence an individual’s performance can include their educational background, the

rigor of their academic program, the quality of the exam preparation, and their personal

commitment to study and learning. Additionally, the disparities in pass rates among different

demographic groups, such as gender or race, may be of interest and have been subject to

study in the field of criminology.

Moreover, established in 1989, the Korean Institute of Criminology and Justice

(KICJ) is the only national crime and criminal justice research agency in the Republic of

Korea. In 1999, as a member of the Korean Research Council for Humanities and Social

Sciences, the KICJ became an entity within the office of the Prime Minister. Since joining the

United Nations Crime Prevention and Criminal Justice Programme Network in 2005, the

KICJ has been promoting cooperation cooperation and information exchange in technical

assistance and research activities (UNited nations Office on Drugs and Crime).

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Identifying strategies and best practices employed by successful board passers is of

utmost importance. This information can guide aspiring criminology professionals in their

preparation and increase their chances of success. While there may be variations in

examination formats and content across different boards, some general strategies can prove

beneficial. These include developing a comprehensive study plan, utilizing study resources

and materials specific to the board examination, engaging in practice exams, seeking

guidance from experienced professionals, and staying updated with the latest research and

developments in the field. By implementing these strategies, individuals can enhance their

understanding, confidence, and performance in board examinations.

This literature review demonstrates that success in criminology board examinations is

influenced by various factors, which include academic preparedness, participation in

specialized review courses, effective time management, active learning strategies, utilization

of technological tools, and mentoring/peer support. Understanding and implementing these

factors can greatly enhance the chances of criminology graduates in achieving board

examination success. Future research should focus on evaluating the effectiveness of specific

strategies and interventions designed to support board examination preparation in

criminology.

In The Praeger Handbook of Learning and the Brain, Feintein (2006) suggested that

although humans use their senses to assimilate environmental stimuli, each sense does not

contribute the same amount of information to the brain. Individuals appear to learn differently

or have different learning preferences or styles. Based on the description of each of the

learning preferences, Feintein (2006) offered that auditory learners prefer to discuss what

they are learning. This act helps them to process the information.

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The auditory learner tends to be analytical, logical, and a sequential thinker. Visual

learner assimilates information most effectively by reading or seeing something. They tend to

be more holistic thinkers and need to see the "big picture" before they are given the bits and

pieces that contribute to the big picture. The tactile learner depends on drawings, games,

experiments, models, and writing to provide the connection between the brain and the hand.

The kinesthetic learner needs to be actively (bodily) engaged in the learning process with

real-world activities and with activities that have meaning to the learner.

This learning process is considered one of the most important learning styles since the

learned information is stored in one of the strongest memories (procedural) systems of the

brain. This procedural memory storage is what allows people to remember how to drive cars,

ride bicycles and swim once they have learned or mastered the skill. As noted in The Praeger

Handbook of Learning and the Brain, the Chinese proverb, “Tell me and I’ll forget; show me

and I may remember, involve me and I’ll understand” seems appropriate.

According to Dunn and Dunn said that Learning Style can be: In the environmental

factor, learners preferred: (i) Sound Preference; (ii) Light Preference; (iii) Temperature

Preference; and (iv) Design Preference. The environment in learning style refers to the noise

level, light, temperature, and seating design. For instance, some prefer to learn at night some

in the day. Some achieve the best learning in a calm and quiet atmosphere whereas others

prefer music around them.

In Emotional Stimuli Preference, learners preferred: (i) Motivation Preference; (ii)

Persistence Preference; (iii) Responsibility Preference; and (iv) Structure Preference. By

these factors, they mean motivation, persistence, responsibility, and the need for externally

imposed structure versus flexibility. As some people prefer to complete one task before

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starting another and other people can easily perform multiple tasks, working well at a variety

of responsibilities at the same time.

In Sociological Stimuli Preference, learners preferred: (i) Self Preference; (ii) Pair

Preference; (iii) Peers/Team Preference; (iv) Adult Preference; and (v) Varied Preference. By

sociological needs, they mean how individuals learn when associated with people or peers,

with an authoritative person, or with a colleague.

Learning occurs in several ways or follows a persistent pattern. Some like to work

alone some impart their best performance working with the group. In Physiological Stimuli

Preferences, learners preferred to (i) Perceptual Preference; (ii) Intake Preference; (iii) Time

Preference; and (iv) Mobility Preference. Physical needs are related to physical performance

for learning like modalities such as visual, auditory tactical, kinesthetic, time of day as the

morning, evening, afternoon, and night, energy level, need for intake as eating or drinking

while studying and mobility (sitting still or moving around at study time).

In the Psychological Stimuli Preferences, learners preferred (i) Global/Analytic Style;

(ii) Hemisphericity Preference; (iii) Impulsive/Reflective Preferences. One may prefer to

build up knowledge piece by piece from facts and figures, or others prefer to get the big

picture first and go into the details afterward.

The teacher should give an equal chance for learners to learn, as emphasized by

Chandler Joe (2013) using learning styles in the classroom through adjustments in a

curriculum that incorporates each style. The relationship of the affective domain to the

learning styles of learners was studied by Masha, et al. (2006), these include emotional

factors, such as feelings, values, appreciation, enthusiasm, motivations, and attitudes. The

psychomotor domain includes physical movement, coordination, and use of the motor skills

areas (Simpson, 2007). Development of these skills requires practice and is measured in

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terms of speed, precision, distance, procedures, or techniques in execution. The study

discussed by Drysdale et.al (2001) about how academic performance is based on learning

styles. However, they found out that students of liberal arts and social sciences students show

no difference in their learning style and academic performance.

According to Nilson (2003), students learn best when they are presented with multi-

modal instruction. Retention is high when students use their multiple senses in understanding

a lesson. Consequently, students who receive multi-sensory approaches to teaching have

good classroom performance.

In criminology, Greek (1995) asserted that the learning styles for criminology lie in

active learning. Active learning strategies are now being employed in disciplines such as

psychology (Benjamin, 1991) and sociology (Hamil and Janssen, 1987), and since

criminology is a sociological science, active learning may be particularly suited to this field.

First, the discipline has long-standing theoretical differences of opinion concerning the

origins and solutions for the crime problem. Techniques that encourage students to fully

immerse themselves in the complexities of these models may prove useful. Second,

criminology has a major applied component that may not be communicated most effectively

in traditional lecture formats. Third, most students lack real-life experience with criminal

justice settings such as prisons or courtrooms. Ethnographic information presented in active

learning formats such as field trips or documentary films may be particularly effective in

exposing criminology students to these unfamiliar aspects of their society. Although the

process is an important component of active learning, students still should expect that they

must thoroughly master a body of knowledge before they can receive a superior grade for a

course. Thus, a primary goal is to develop a pedagogical method that will encourage students

to recognize that they can master the material by relying principally on themselves and each

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other rather than on the instructor. Active learning is based on the idea that students who

become responsible for their education are more aware of their achievements (Greek, 1995).

Furthermore, the preference of learning styles among criminology students as

revealed by Tudy and Tudy (2014) stated that students prefer visual more than auditory and

kinesthetic. They rely more on visuals, and they make use of the sense of sight. As to how

they expose themselves to learning situations, they are more introverted than extroverted,

meaning they would like to work independently, and they might want to work with someone

else but only those they know well. In terms of how they handle possibilities, they prefer

random-intuitive rather than concrete sequential which means being future-oriented.

Criminology students like to guess about possibilities and are good at abstract thinking and

do not like rigid instruction (Tudy and Tudy, 2014). This finding is also consistent with the

study of Wilkins (1996) who discovered that sensing-thinking style is dominant among

criminal justice students.

As compared by Cartmell, et al. (2007), learning styles, grade point average (GPA),

and demographics (gender; classification (grade level); and permanent residency). The result

shows that most of the learners were concrete sequential learners. Similarly, Lehman (2011)

studied the relationships of learning styles, course grades, and instructional preferences, as

well as gender differences related to learning styles in an introductory biology course, taught

at Longwood University. Her research indicated that there is no significant difference noted

between gender; grades; or instructional preferences based on learning style.

Another study was conducted by Damavandi (2011) on the academic achievement of

learners with different learning styles. Based on his study, there is a statistical difference in

academic achievement scores for the four learning styles namely, diverging, converging,

accommodating, and assimilating.

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Based on the study of Parreno (2013), the results showed that the aural learning style

has a significant relationship with the learners’ academic performance. The study also

revealed that academic performance did not depend on the teacher’s teaching style. A strong

association was noted between academic performance and learners’ learning styles.

The learner's achievement remained the major concern of psychologists,

educationists, and parents. Many research studies were conducted to study the factors

affecting learning achievement. People did a lot to maximize the learners' learning

achievement. After reviewing the literature, the factors affecting learning achievement can be

divided into two groups the factors from the school side and the factors from the student's

home side.

The factors from the school side may be the curriculum, school environment, the

teaching methodology, and relationship with teacher and peers, whereas the factors from the

student’s home side were their abilities and the environment provided by parents at home or

their socio-economic status (SES) in society. Saeed (2005) said that the factors affecting

educational achievement are "parent education and occupation, SES homework school

location, facilities at home, availability of books. Parent guidance and teacher guidance self-

study habits are the major factors affecting student achievement. Learning styles have paid

off minimal attention in the education industry. A factor of the low achievement level of the

institution has been blamed on educators commonly called as teachers' factor. There are many

factors to be considered in the low performance of the learners. One factor is the preferred

learning styles of the individual which significantly differ from another individual.

A study by Claxton & Murrell (2005) supports that individual student’s characteristics

and behaviors affect learning. Matthews (2006) found that learning style was related to grade

point average for first-year college learners; learners with social/conceptual and

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social/applied styles earned significantly higher grades than learners with a neutral style

preference.

Learning style according to Lenehan, et al. (2008) was associated with higher grade

point averages, increased science grades, and lowered anxiety. People adopt learning styles

according to their preferences for perceiving and processing information. These are not

quantifiable differences that can be expressed simply as a higher or lower Intelligent Quotient

(IQ). These are qualitative differences in the kinds of perception and judgment that each

person prefers to use. Learning depends on many factors. Each of us has a different mix of

preferences, we learn in our own and individual ways thus we show different degrees of

success in school (Akhtar, 2010).

Local Literature

The Criminologist Licensure Examination is one of the 43 annual board exams

conducted by the Philippine Regulatory Commission (PRC). This exam screens aspiring

criminologists in the country based on the standards written in the Republic Act No. 11131 or

the Philippine Criminology Profession Act of 2018, which was approved by the former

President Rodrigo Roa Duterte on November 8, 2018. This recognizes the importance of

criminology profession in national security, public safety, peace, and order, and in nation-

building and development. Hence, it shall develop and nurture competent, virtuous,

productive, and well-rounded criminologists whose standards of professional practice and

service shall be excellent, qualitative, world-class, and globally competitive through sacred,

honest, effective and credible licensure examinations, coupled with programs and activities

that would promote professional growth development (sec. 1 of Article 1, Supreme Court E-

Library).

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The Criminologists Licensure Examinations (CLE) is given by the Professional

Regulation Commission’s (PRC) Professional Regulatory Board of Criminology, and with

two examinations each year, from 2015 to 2019. The country had produced a total of 95,884

licensed criminologists out of 280,323 takers with an average national passing rate of 32.87%

(Albina et al., 2022).

Based on the PRC memo for the Criminology Board exam, applicants must be able to

meet the following criteria as follow; must be a Filipino citizen, in good health and is of good

moral character, a graduate of Bachelor of Science in Criminology, has no criminal record

which involves moral turpitude, and has complied with other requirements prescribed by

PRC (Cruz, 2019).

Subsequently, Christian Polytechnic Institute of Catanduanes Inc. (CPIC), as alone

institution in the island that offers Bachelor of Science in Criminology, is committed to

providing quality education and preparing its graduates for success in their chosen

professions. One crucial measure of success for graduates is their ability to pass the board

exams relevant to their fields and secure employment in their chosen industries. However,

there is limited information available on the best practices and strategies employed by the

board passers from CPIC.

This review of related literature indicates that successful criminology board passers

from Christian Polytechnic Institute of Catanduanes Inc. (CPIC) has employed best practices

and various strategies to enhance their preparation and overall performance in the board

exams. These strategies include the active participation in review courses, adopting effective

time management and study techniques, seeking peer and mentor support, and prioritizing

self-care. These findings suggest that the educational institution's role, the implementation of

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comprehensive board exam review programs, and the emphasis on holistic student support

can greatly contribute to better board exam outcomes for future graduates.

According to Teresa (2018), the criminology program was implemented by the

Bureau of Higher Education within the future member of Integrated National Police or The

Philippine National Police to trained and educate to application of criminalistics approach

and crime solution which mainly contributed to modern crime laboratory and technology.

The criminology is advantage to employment in terms of Philippine National Police (PNP),

Bureau of Jail Management and Penology (BJMP) and in Bureau of Fire Protection which is

the criminology is in demand.

The criminology graduates will take a Board Examination need to pass for

Criminology Licensure Examination for their license to practice the profession as a

criminologist in the Philippines. The Board of Criminology of the Professional Regulation

Commission (PRC) is mandated under the Republic Act No. 6506 (Manwong, 2018).

Roufa (2019), stated that The Criminologist Duties and Responsibilities, the core job

of criminologist is to examine the crime and find a better way solution for preventing the

criminal behaviour and reduce recidivism. They gather the statistic and defining the strategies

and pattern. And, they are conducting research in the office or in the field. The job of a

criminologist often includes Devising strategies to help reduce crime, compiling statistical

data, working with law enforcement and corrections personnel, Studying criminal behaviour,

Conducting research interviews, Formulating policy recommendations, and Writing research

papers and articles.

Likewise, (Corpuz, 2020) the mission of tertiary education o institution is to produce

efficient and quality graduates for labor market. In measures the potential and institution

success to deliver fit to work students (Latif & Bahroom, 2010). The Higher education gives

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the offer of longitudinal systematic data on profession and employment. The student will be

oriented and experience the essence of the job that related on their skill (Millington, 2008).

Moreover, (Tutor, Aniceto, & Miraflor, 2019) the enrolment in higher education was

arising but in the global estimate that the average rate of return schooling did not change

since 1960s (Psacharopoulos and Patrinos, 2018) and in the Philippines, the higher education

rate is 33% while the population of 15-30 years old who are least college graduates are

unemployed in 2018. Hence, while the country par with the middle-income countries from

college participation rates, even the educated youth suffered from the low employment.

Unemployment brings misery to poverty to the people. (de Dios and Dinglasan, 2014)

The BS Criminology graduates of Dipolog Campus from the academic year 2017-

2019 participated in the study on the perceptual learning styles of students. It determines their

preferred learning styles while they were in college and were categorized into six (6) such as

visual, tactile, kinesthetic, auditory, group, and individual. It revealed that of all six styles of

learning, most of them preferred the Auditory learning style with a weighted mean of 3.87 as

reflected in Table 1. It was followed by Kinesthetic with a 3.85 weighted mean. The

individual learning style with a weighted mean of 3.59 is the least preferred style of learning

by the graduates. It revealed that criminology graduates mostly preferred auditory and

kinesthetic rather than individual learning styles. Graduates learn better when the teacher

gives a class lecture and when they participate in related activities, as shown in Table 2 below

with a weighted mean of 4.24 and 3.94 respectively (Teves, 2023).

This finding is consistent with Abdallah et al. (2013) that the auditory mode was the

predominant selection among medical students at Taibah University in Saudi Arabia. It also

supported the findings of Lambert (2018) and AlKhasawneh (2013) that their respondents

preferred the kinesthetic learning style. However, the result disagrees with Tudy & Tudy's

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(2014) in their study, where criminology students at Cor Jesu College in Digos City preferred

the visual learning style rather than auditory and kinesthetic.

Foreign Studies

The work of Brown et al. (2019) emphasized the positive impact of attending review

courses specifically designed for criminology board examination preparation. These courses

provided focused and structured review materials, enhanced understanding of key concepts,

and improved test-taking strategies.

Kim and Lee (2020) explored the relationship between time management and board

examination success. They found that successful board passers effectively managed their

study time by creating a study schedule, setting specific goals, and allocating time for both

content review and practice tests.

Moreover, in a study conducted by Martinez and Garcia (2017), successful board

passers reported using active learning strategies such as group discussions, problem-solving

exercises, and mnemonic devices. These strategies aided in better retention of information

and deeper understanding of complex concepts.

Technological tools, such as online review platforms and mobile applications, were

identified in a study by Smith et al. (2018) as key resources used by successful board passers.

These tools provided access to practice questions, flashcards, and study materials that

facilitated self-paced and interactive learning.

Additionally, research by Hernandez and Johnson (2019) highlighted the significance

of mentoring and peer support networks. Successful board passers reported seeking guidance

from experienced mentors who provided valuable insights, study tips, and emotional support

during the examination preparation process.

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A study by Adams (2018) found that a strong academic foundation, demonstrated

through high academic performance during undergraduate studies, played a significant role in

board examination success. Additionally, Adams highlighted the importance of

comprehensive knowledge in various criminology domains, as well as an understanding of

research methodologies commonly used in the field.

Bautista and Dicang (2007) stated that “board examinations are an assessment of what

the examinees learned from their four years in college. This is not to discount the fact that

some of these graduates, for reason or another, must stop either for a semester or even years,

and so, the review is imperative so as to better prepare them for the licensure examination.

Moreover, there is no assurance that what was learned in their first year in college will still be

fresh in their minds. Thus, undergoing review course which refreshes students’ knowledge of

their course is a must.

In the Philippines, one gauge of educational quality is performance of graduates in the

Licensure Examination of the Professional Regulation Commission (PRC) (Figueres, 2013).

Preparing for the licensure examination is commonly shared by review lecturers and

those who already passed their respective board examinations. A web chatter said, “In Board

Licensure Examination, there is no shortcut in passing, you must try to live with it and

overcome it” (hubpages.com).

An academic institution or even a review center has a program that possibly set

activities to be taken by an individual as he or she prepares for the board exam which refers

to programmed activities.

In a study conducted by Martinez and Garcia (2017), successful board passers

reported using active learning strategies such as group discussions, problem-solving

exercises, and mnemonic devices. These strategies aided in better retention of information

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and deeper understanding of complex concepts. First is the utilization of technological tools:

Technological tools, such as online review platforms and mobile applications, were identified

in a study by Smith et al. (2018) as key resources used by successful board passers. These

tools provided access to practice questions, flashcards, and study materials that facilitated

self-paced and interactive learning. Furthermore, research by Hernandez and Johnson (2019)

highlighted the significance of mentoring and peer support networks. Successful board

passers reported seeking guidance from experienced mentors who provided valuable insights,

study tips, and emotional support during the examination preparation process.

This demonstrates that success in criminology board examinations is influenced by

various factors, which include academic preparedness, participation in specialized review

courses, effective time management, active learning strategies, utilization of technological

tools, and mentoring/peer support. Understanding and implementing these factors can greatly

enhance the chances of criminology graduates in achieving board examination success.

Future research should focus on evaluating the effectiveness of specific strategies and

interventions designed to support board examination preparation in criminology.

A study by S N Zembere and M.P.M. Chinyama of the University of Malawi, explain

the result of the study, who graduated between 1987 and 1195. The study aims to analyze the

changes to the career patter of the graduates to provide the evaluation of the current program

of the Institution. The significance of the study is to get the evaluation process of the

graduates as well as the institution. (GICANA, SAPUL, & PENETRANTE, 2006).

In the Study of Crizjale Ahmad, this study aimed to trace the Criminology graduates

of Notre Dame of Tacurong College from 2005 – 2012. The result of the study most of the

graduates passed the Criminology Licensure Exam. The graduates took criminology for

immediate work. In terms of reason for the unemployment, it may be family concerned or

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they not finding the job. In terms of skill most of the graduates learned technical skills. And

the graduates suggested the improvement of facilities and high technology facilities.

Bautista and Dicang (2007) stated that “board examinations are an assessment of what

the examinees learned from their four years in college. This is not to discount the fact that

some of these graduates, for reason or another, must stop either for a semester or even years.

As such the review is imperative to better prepare them for the said licensure examination.

There is no assurance that what was learned in their first year in college will still be fresh in

their minds. Undergoing a review is, therefore, vital because it is a review course which

refreshes student’s knowledge of their course.”

In the Philippines, one gauge of educational quality is performance of graduates in the

Licensure Examinations of the Professional Regulations Commission (PRC) (Figuerres,

2013). Thus, the TARLAC STATE UNIVERISTY College of Criminal Justice Education

aims to continue improving its curricular offering to prepare knowledgeable and skilled

criminology graduates for productive employment in the field.

In addition to four-year academic preparation of the would-be examinees, the College

prepares them for the board examination for criminologist through the intensive Criminology

Licensure Examination Review Program. The Criminology Review Center helps the college

attains the vision and mission of the university, its institutional goals, and objectives. This

Center is the innovative alter ego of the university officials in instituting program

enhancement, updates, and interventions that will assist the students in preparation for their

licensure examinations and also as the helped of the teachers, staff and with the support of the

Tarlac State University administration through their dedication and perseverance to helped

the board examinees to passed the board exam with their experienced, strategies that serves

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as the gist to maintain the top performing status of the University especially the College of

Criminal Justice System.

The result of this study would be the basis for the school administrators in improving

the existing policies and standards for the Criminology Review Program and for the College

of Criminology as a whole. It may also provide inputs for the planning and management

activities designed not only to help graduates perform well in the licensure examinations

which will be a way for the College of Criminology towards becoming a Center of

Excellence in this part of country.

Preparing for the licensure examination is commonly shared by review lecturers and

those who already passed their respective board examinations. A web chatter said, “In Board

Licensure Examination there is no shortcut in passing, you must try to live with it and

overcome it” (hubpages.com).

A review program may be a set of activities undertaken by an individual as he or she

prepares for the board exam or a review program which refers to programmed activities by an

academic institution or a review service provider.

Bautista and Dicang (2007) who conducted a study on “Course Preparation and

Review Program” concluded that relevance and vital importance of the review program are

needed in preparing the examinees for any given examinations. The course preparation also

contributes to the self-confidence of the graduates when they take the Licensure examination.

Peckley and Natividad (2007) also concluded in their study “Motivational Factors

among Criminology Reviewees in Attending the Board Review” that the Review Center

plays a very important role in helping would be examinees in their test-taking endeavor.

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Licensure Examinations according to Norman R. Hertz and Roberta N. Chinn (2000)

describes as one of the last hurdles that a candidate must face in the licensing process. A

board has the ultimate responsibility to ensure that the examination meets technical,

professional, and legal standards, and protects the health, safety and welfare of the public by

assessing candidates’ abilities to practice competently. Once a candidate has passed a

licensing examination, the board must be comfortable granting the license, thus assuring the

public that the licensee is minimally qualified to practice at the time of initial licensure.

Lastly, Hertz and Chinn said that the purpose of licensing examination is to identify

persons who possess the minimum knowledge and experience necessary to perform tasks on

the job safely and competently - not to select the "top" candidates or ensure the success of

licensed persons. Therefore, licensing examinations are very different from academic or

employment examinations. Academic examinations assess how well a person can define and

comprehend terms and concepts. Employment examinations can rank order candidates who

possess the qualifications for the job.

Assessing all the points of view of the different authors on the various studies related

to the performance of graduates in the Licensure Examination as basis for curriculum

enhancement done both locally and abroad are comprehensively discussed in the review of

literature and studies.

The study of Manwong (2008) about the different preparations or strategies on how to

pass the licensure examination gives the researcher a better insight in his present

investigation regarding the performance of the criminology graduates in Isabela State

University System in the Criminology Licensure Examination.

In the report presented by Angeles during the 17th SEAMEO RIHED Governing

Board Meeting in Kuala Lumpur, Malaysia motivated the researcher to pursue his present

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investigation because one of the important criteria in applying for Center of Excellence

(COE) or Center of Development (COD) in the criminology education is the good

performance in the criminology licensure examination. This statement pronounced by

Angeles is also stipulated under CMO No. 48, series of 2006. The updated curriculum and

good performance in the licensure examination give important role to any Higher Education

Institutions (HEI’s) applying for CED/COD.

The academic performance of students is one of the main indicators used to evaluate

the quality of education in universities. Academic performance is a complex process that is

influenced by several factors, such as study habits. study habits include behaviors and skills

that can increase motivation and convert the study into an effective process with high returns,

which ultimately increases the learning, and study habits are in fact the gateway to success

and differ from person to person.

Study habits are the most important predictor of academic performance and global

research has revealed that study habits affect academic performance. In this regard, students

are faced with a large amount of information that is difficult to organize and learn. Evidence

suggests that learners who do not have enough information about study strategies do not

attain effective and stable learning, and therefore will not have an appropriate level of

academic achievement.

According to previous studies, good study habits include studying in a quiet place,

studying daily, turning off devices that interfere with study, studying based on own learning

style, and prioritizing the difficult contents. Some of the worst study habits include

procrastination, evading the study, studying in inappropriate conditions, and loud sound of

music and television during studying.

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Americans want, need, and deserve schools for all children that make meaningful

learning and well-rounded development their first priority; that provide the resources,

opportunities, and support that make such learning and development a reality for every

student; that are staffed by educators who have the knowledge and skills to teach all children

well; that build trusting relationships between teachers and students; and that create strong

ties among parents, students, schools and communities.

The United States Department of Education (ED) declared in a 2014 letter to states

and districts, “high-quality schools can make a dramatic difference in children’s lives, closing

achievement gaps and providing students with the opportunity to learn and succeed in college

and their chosen careers.”

Overcoming Failure at School which calls for shifts in strategic educational policies to

address the needs of disadvantaged groups aimed at “preventing and overcoming the learning

difficulties of all young people, as part of a larger aim to attain higher, required levels of

knowledge, skills and competencies” (OECD, 1998). This work led to the OECD 2007 report

No More Failures: Ten steps to equity in education, with policy suggestions aimed primarily

at the state and district levels to improve equity, and thereby reduce school failure (OECD,

2007).

Schools should set guidelines to promote the use of direct and student-oriented

instruction. Direct instruction is instruction built around problems with clear, correct answers

that can be learned quickly. Student-centered instruction is associated with the teacher

facilitating students‟ own inquiry by allowing students time to find solutions to problems on

their own before the teacher demonstrates how a problem is solved (Rowe, 2007; Hoad et al.,

2007).

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Among the many factors associated with academic performance are the learning

styles of students. Interest on understanding the learning styles of learners has gained interest

among educators and researchers for the past decades (Hall & Moseley, 2005; Pashler et al.,

2009).

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

processing, retaining new information and skills” (Reid, 2002).

Active learning strategies is to create a cooperative classroom environment in which

students can learn from each other (Bonwell and Eison 1991). Active learning strategies are

now being employed in disciplines such as history (Bailey and Eggleston 1987), psychology

(Benjamin 1991), sociology (Hamil and Janssen 1987), anthropology (Herrington and

Cadman1991; Nanda 1985), ethics (Hunt 1982), as well as education (Prescott and Wolff

1990).

Criminology may be particularly suited to active learning. First, the discipline has

long standing theoretical differences of opinion concerning the origins and solutions for the

crime problem. Techniques that encourage students to fully immerse themselves in the

complexities of these models may prove useful. Second, criminology has a major applied

component that may not be communicated most effectively in traditional lecture formats.

Third, most students lack real-life experience with criminal justice settings such prisons or

courtrooms. Ethnographic information presented in active learning formats such as field trips

or documentary films may be particularly effective in exposing criminology students to these

unfamiliar aspects of their own society.

According to Cecil Greek (1995) the things that the students cannot or may not do on

their own should happen in class. "the lecture" is an important component of classroom time,

any activity that lasts more than 20 to 30 minutes may cause many students to lose interest

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and also conduct weekly small-group discussion and presentations, weekly written

assignments leading to the construction of a test bank, and students' editing of other students'

writing, used these new approaches in combination with other active learning techniques that

had employed before attending the workshop. These included the use of documentary video

materials, field trips, and classroom guest speakers.

Local Studies

Over these past few years, knowledge on the students’ learning styles gained interest

among educators. Many studies took learning styles as the determinant or predictors to

academic performance.

An article by Almario, et al. (2019) conducted a study on the licensure examination

performance of graduates from various criminology programs in the Philippines. The study

examined the relationship between specific study habits and the likelihood of passing the

board exam. The findings of the study indicated that certain study practices, such as

consistent review of materials and regular practice tests, were associated with higher passing

rates.

In a study by Santos (2020), the learning experiences and preparation strategies of

criminology graduates from a regional academic institution were explored. The research

focused on the specific methods used by successful board passers and the support systems

provided by their academic institution. The study highlighted the importance of peer support,

faculty mentorship, and access to review materials in preparing for the licensure exam.

A study by Reyes (2018), investigated the role of the curriculum and instructional

practices in the criminology program of a local university in preparing graduates for the

board exam. The research examined the alignment of the program's learning outcomes with

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the requirements of the licensure examination and identified specific teaching methodologies

that contributed to students' success in the board exam.

A study in Tarlac State University by Agpalasin, M., Escano R. et al (2019) explored

the best practices use by the university’s College of Criminal Justice Education in preparation

to their students in taking their board examinations in terms of the physical, mental, and

spiritual aspects of the students.

These local studies provide valuable insights into the preparation and success of

criminology graduates in board exams. They offer perspectives on the impact of study habits,

institutional support, and educational practices on licensure examination performance.

Incorporating the findings of these studies into the research on Christian Polytechnic Institute

of Catanduanes graduates can strengthen the understanding of effective strategies and best

practices in preparing for board eexaminations.

School-industry partnerships, faculty qualifications, curriculum design, and quality of

instruction have all been identified as influential factors. Programs that provide

comprehensive review courses, simulated exams, and mentoring activities have shown

positive outcomes in enhancing board performance (Garcia et al., 2019).

Effective time management and study techniques play a crucial role in board exam

success. Research suggests that graduates who adopt structured study schedules, practice self-

discipline, and employ active learning strategies (e.g., group discussions, concept mapping)

tend to perform better (Gonzales & Rucio, 2017).

Participation in board review courses has been found to significantly enhance exam

performance. These courses provide focused review materials, targeted practice questions,

and access to expert advice. Graduates who actively engage in review programs and utilize

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the resources available demonstrate improved knowledge retention and increased confidence

during the examination (Lorica et al., 2020).

Furthermore, peer and mentor support have been identified as valuable sources of

guidance and motivation. Study groups, mentoring relationships, and social support networks

among criminology graduates have been linked to increased knowledge sharing, improved

study habits, and boosted morale, ultimately leading to higher board pass rates (David et al.,

2018).

Maintaining a balanced lifestyle, self-care practices, and managing stress have also

proven to be crucial aspects of board exam success. Graduates who prioritize their physical

and mental well-being, engage in recreational activities, and adopt stress management

techniques exhibit higher levels of resilience, concentration, and strong performance on board

exams (Almadin et al., 2019).

In the digital age, technology has become a powerful tool for board exam preparation.

Graduates who effectively utilize online resources, such as e-learning platforms, video

lectures, and interactive quizzes, have reported improved comprehension and retention of

concepts. Access to previous board exam questions and mock tests through online platforms

can also help graduates familiarize themselves with the exam format and enhance their

performance (Montenegro et al., 2021).

More so, regular assessment and feedback play a vital role in identifying areas of

improvement and refining study strategies. Educational institutions that implement

continuous evaluation methods, such as formative assessments and practice quizzes, enable

graduates to monitor their progress and focus on weak areas. Constructive feedback from

instructors and mentors helps them adjust their study plans and tailor their preparations

accordingly (Barrientos et al., 2019).

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Engaging in professional networking and securing internships can provide graduates

with valuable insights into the practical application of their knowledge. Connecting with

experienced professionals and participating in internships or on-the-job training programs

allows graduates to gain hands-on experience, expand their understanding of the field, and

enhance their critical thinking skills. This exposure can contribute to their overall board exam

performance and future career prospects (Magallanes et al., 2020).

The present study aims to explore the strategies and best practices employed by board

passers from Christian Polytechnic Institute of Catanduanes (CPIC) who graduated from the

Criminology program between 2018 and 2022. Understanding the successful approaches used

by these graduates can provide valuable insights for future students and educational

institutions to enhance their teaching methodologies and curriculum.

Over the past decades, knowledge on the students’ learning styles gained interest

among educators. Several studies considered learning styles as predictors to academic

performance.

Educators continue to and ways on how to improve the quality of classroom

instruction. rough research and innovations, several classroom strategies, techniques and

models had been tested and developed. Philippine government is taking a bolder step in

improving the quality of education in the country. In June of 2013, the Commission on

Higher Education (CHED) closed down 218 nursing schools and programs, 51 Marine

Engineering and 41 Marine Transportation due to poor licensure examination performance.

Aside from these programs, CHED also has closely monitored schools with seemingly

substandard quality offering Teacher Education, Information Technology, Business

Administration, Hotel and Restaurant Management and Criminology Schools offering these

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courses are all challenged, if not pressured, to offer quality education and to ensure students’

good performance in the licensure examination.

Among the many factors associated with academic performance are the learning

styles of students. Several studies revealed that learning styles are predictors of academic

performance. Interest on understanding the learning styles of learners has gained interest

among educators and researchers for the past decades. These studies found out that learning

styles have positive effect on the academic achievement of students. These studies proved

the importance of learning styles and their relation to students’ academic performance which

are crucial for curriculum planners and implementers.

However, some studies contradicted the findings. For example, learning styles do not

show significant contribution to the academic performance for Chemistry students in another

study, a deep approach learning styles did not show a significant predictor to academic

achievement Even if there are contradictions to the results, still it is argued that understanding

learning styles plays an important ingredient in students’ success.

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

processing, retaining new information and skills” Other researchers considered learning

styles as tendencies and preferences. Students can maximize their potentials to advance

knowledge and to fare well in class if they are aware of their preferred learning style. Hence,

teachers conduct an assessment before delivering instruction. Learning style is also defined

as a “description of the attitudes and behaviors which determines an individual’s preferred

way of learning”. The definitions focus on personal preferences and how these preferences

affect how student study and learn.

There is no debate as to how important is the knowledge of learning styles vis a vis

educational outcome. However, there was a problem of what called the lack of unity in

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understanding among educators. The thought that students’ learning style affect how they

study and learn is a real concern for educators as well as researchers. This is the instrument

that is used in this study. One of the main reasons for its consideration is the wide range of

learning styles that it measures. The models and tools have their unique contribution to the

development of assessing individual learning styles.

Collage is in its fourth year of offering Bachelor of Science in Criminology. The

school wants to make sure its first batch and succeeding batches will deliver excellent results

in the licensure examination. The school’s desire is in line with the nature of the course and

the goal of CHED. It is clearly stipulated in the CHED Memorandum Order 21 of which

schools are expected to make their students knowledgeable and skillful who can compete in

the global arena.

To address this problem, an investigation on the learning styles of Criminology

students is sought. Considering how learning styles influence educational outcomes this

study is conceptualized to understand the learning styles of Criminology students to improve

academic performance, and to help them perform well in the licensure examination. The

result would have a great bearing on instructional processes and other intervention programs.

Knowing the students’ learning styles is critical for the improvement of academic

performance and application of appropriate instruction design. A teacher can only be

effective if he/she knows the students well.

The main purpose of this study was to determine the learning styles of Criminology

students of Cor Jesu College, Digos City, Philippines. Specifically, it investigated the

demographic profile of the Criminology students at Cor Jesu College in terms of sex and year

level. It determined which learning styles are preferred by Criminology students of Cor Jesu

College in terms of: (a.) Using physical senses (Visual, Auditory or Kinesthetic), (b.)

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Exposing oneself to learning situations (Introvert or Extrovert), (c.) Handling possibilities

(Random-intuitive or Concrete-sequential), (d.) Dealing with ambiguity and with deadlines

(Open-oriented or Closure-oriented), (e.) Receiving information (Global or Particular), (f.)

Processing of information (Synthesizing or Analytic), (g.) Committing material to memory

(Sharpener or Leveler), (h.) Dealing with language rules (Deductive or Inductive process), (i.)

Dealing with multiple inputs (Field-dependent or Field-independent), (j.) Dealing with

response time (Impulsive or Reactive) Taking reality (Metaphoric or Literal). It also sought

into understanding the preferred learning styles of Criminology students of Cor Jesu College

when grouped according to sex.

Rubrico (2019), in his research entitled “Learning Style and Academic of

Criminology Student in Northern Iloilo Polytechnic State College”, this study refers that

Teachers learning styles play an important role and has a large impact on the learning of

students wherein teachers must provide learners with carefully mentored experiences to

develop their knowledge, skills, values and dispositions, and to positively impact their

learning and development. It also stated that teachers must determine on what kind of

learning styles do the students prefer for the students to actively participate and learn

effectively. And most people can learn by actively participating in observing, speaking,

writing, listening, and doing. The research also shows that students preferentially take in and

process information in different ways: by seeing and hearing, reflecting, and acting,

reasoning logically and intuitively, or analyzing and visualizing.

This study refers to the different learning styles which is used by individuals

particularly student to learn effectively. Teaching also includes the purpose of learning in

different ways or manner, teacher way of teaching plays a great role and impact on students

learning because positive teaching style of teachers can help and encourage the students to

learn effectively providing them dedication to learn. Teachers must determine what learning

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styles do the students are interested to get the interest of the students, catch their attention to

increase the level of effectivity of learning of the student. Students tend to learn effectively

through observing, speaking, writing, hearing, visualizing, reflecting, acting and listening but

others are through writing and analyzing. The effect of these varied teaching styles in the

classroom would not only enhance student learning according to preferred technique but

would also elicit positive behavioral effects. Realizing students learning style can assist the

teachers in helping the students learn effectively. (Rubrico (2019), in his research entitled

“Learning Style and Academic of Criminology Student in Northern Iloilo Polytechnic State

College”).

This research refers that Students learning styles play an important role and has a

large impact on the effective learning of the students and teachers must provide the learners

with carefully mentored experiences to develop their knowledge, skills, values, and

dispositions, and to positively impact their learning and development. It also stated that

teachers must determine on what kind of learning styles do the students prefer to actively

participate and learn effectively. Most people can learn by actively participating in observing,

speaking, writing, listening, and doing.

The research also shows that students preferentially take in and process information in

different ways: by seeing and hearing, reflecting, and acting, reasoning logically and

intuitively. It state also that students are divided in different dimension in terms of learning

strategy where the said most effective dimension is the Visual / Verbal dimension, because

most of the respondents are visual or virtual learners who effectively learn by visual

representation written or spoken representation including diagram, flow chart, timeliness,

films and physical demonstration (Rubrico, 2019), in his research entitled “Learning Style

and Academic of Criminology Student in Northern Iloilo Polytechnic State College”).

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This study focused on the description and evaluation of the perceptional learning

style, study habits and its significance to the students’ academic performance, particularly in

College Algebra.

In the assessment of whether there is a significant difference of the study habits and

the performance of the students, and it implies that the study habits of the students in College

Algebra have great impact to their performance in the said subject. The students described

themselves as visual style in learning and auditory rather than being tactile.

Study shows that students learn effectively when they visualize the lessons that are

delivered to them. This implies that the teacher should teach with actions and provide

instructional materials like video tapes that enhance the learning capabilities of students.

Some of the students learn better if they listen well to the teachers’ lectures. They can learn

with music background and through other forms or instructional strategies that provides

opportunities for them to learn through listening. And least of the students learn better if they

are involved in the discussion or they must always give the opportunity to share their part in

classroom activities like dramatizing, group works, team working and others.

Study also shows how much time students exert in studying Algebra. Study shows

studying Mathematics for two hours study period is not enough and it also indicates that

students have low study habits because some of them hardly absorbed the knowledge even if

the teacher keeps on emphasizing the lessons by chalk –talked and drilling on the problems

and solutions of the lessons they still tend to forget and don’t get passing scores during

quizzes and exercises and this implies that most of the students do not have strong courage to

study. However, students want to take remediation or remedial class in synthetic division and

quadratic equations, and systems of equations with problem solving for the betterment of

their studies.

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Relevance of the Related Literature and Studies to the Present Study

These local studies are relevant to the research on the strategies and best practices

employed by board passers from Christian Polytechnic Institute of Catanduanes. They

provide insights into the factors contributing to the success of criminology graduates in the

licensure examination and offer valuable perspectives on effective study habits, institutional

support, and educational practices.

By incorporating the findings of these local studies, the current research can gained a

comprehensive understanding of the specific study habits and preparation strategies that have

been associated with success in the board exam. Additionally, this can identify the role of

institutional support, such as peer networks, faculty mentorship, and access to review

materials, in facilitating students' preparation for the licensure examination. This study can

further evaluate the alignment of the criminology program's curriculum and instructional

practices with the requirements of the board exam and examine the impact of specific

teaching methodologies on students' success.

Overall, these local studies can provide a solid foundation for the current research,

offering practical insights and best practices that can be adapted and applied to the context of

Christian Polytechnic Institute of Catanduanes. Furthermore, the related literature is

important for our study as it provides a broader perspective on the factors and strategies that

contribute to the success of criminology graduates in licensure examinations. By reviewing

related literature, we can gain insights into best practices, successful interventions, and the

experiences of other institutions, allowing us to contextualize our findings within a larger

body of knowledge. Additionally, the related literature can help us identify gaps and areas for

further investigation within the existing research landscape. By understanding the current

state of knowledge on this topic, we can ensure that our study makes a meaningful

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contribution to the field of criminology education and licensure preparation. Furthermore, the

related literature can offer theoretical frameworks and conceptual models that we can use to

structure our research and guide our analysis. This can help us develop a more robust and

well-informed approach to studying the strategies and best practices employed by board

passers from Christian Polytechnic Institute of Catanduanes.

Nonetheless, the related literature is crucial for providing a solid foundation for our

study, informing our research questions, and guiding our investigation into the factors

contributing to the success of criminology graduates in licensure examinations.

Gaps Bridged by the Present Study

From the review of related literature and study, several gaps are identified. First, it

was ascertained that this present study was made use of purposive sampling. Second, this

present study includes the demographic profile of criminologist graduates namely their age

and sex and their scholastic records or academic performance. These are the gaps bridged by

the present study.

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CHAPTER III

Method of Research and Procedure

This chapter presents the research method, population and sampling scheme,

description of respondents, research instrument, validation of the instruments, procedures in

gathering data and statistical treatment of data.

Research Methodology

This study adopted the mixed method of qualitative and quantitative research. This

type of research is used to generalize findings from qualitative research, validate or

corroborate results that was obtained from other methods, use to one method to inform the

other one, look at research questions from different angles, and clarify or build findings or

even develop a theory about a phenomenon of interest and then test it (Wall e al., 2016).

This study sought to classify the strategies and best practices utilized by criminology

board passers from CPIC from 2018 to 2023, and categorically measures elicit numerical

responses such as age, frequency of study sessions, rating scales. The qualitative approach

allows for in-depth exploration and understanding of the experiences and perspectives of the

participants for the open-ended questions that yield descriptive and narrative responses.

Furthermore, the researcher created charts, graphs, and tables to visually represent the

quantitative data.

Moreover, semi-structured interviews are conducted with some randomly selected

participants to further gather their experiences and insights regarding the strategies and best

practices they utilized to pass the board examination. The interviews will be audio-recorded

with the participants’ consent and transcribed verbatim for analysis.

The research ensured ethical considerations throughout the study. Informed consents

are obtained from all participants, ensuring their participation is voluntary, they understand

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the purpose and procedures of the study, and the confidentiality of their information. The

research also obtained ethical clearance from the Institutional Review Board to ensure the

rights and welfare of the participants are protected.

Consequently, the research may face limitations such as reliance on participants’ self-

report and potential recall biases. Therefore, the findings may be specific to the context of

CPIC’s Criminology program and may not be fully generalizable to other academic

institutions or fields. The limited sample size may also impact the generalizability of the

findings.

Population and Sampling Scheme

The researcher obtained a list of all the criminology passers from CPIC for the years

2018 to 2023. This list is accessed from the Professional Regulation Commission (PRC) or

the administrative department of the institution.

Since this study adopted mixed-method and used survey questionnaire and interview

guide questions, the researchers chose to conduct two different sampling methods: random

sampling for the quantitative while purposive sampling for the qualitative data.

Among the total population of list of all board passers from 2018-2023 from Christian

Polytechnic Institute of Catanduanes (CPIC), the researchers primarily used Slovin’s Formula

for the computation of sample size. This statistical method is used to determine sample size

for a survey or study. This is often used when sampling is necessary to draw conclusions

about a larger population. The total population therefore had 210 total respondents.

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N
n= 2
1+ N e

n = sample size

N = population size

e = margin of error (measure of accuracy)

N =305, e = 0.05 (95% confidence level)

369
n=
1+305 ¿ ¿

369
n=
1+0.76

369
n=
1.76

n ≈ 210

As shown on the results of the sample size computation, there will be 210 respondents

who are expected to respond to this study’s survey questionnaire. The randomly selected

respondents which are drawn from the population.

Moreover, from the same population, a purposive sample is further used in order to

have an in-depth exploration with regards to the participants’ experience during the board

exam. The researchers chose to purposively have 25 interviewee which passed the criteria

that the researchers had sorted out. The criteria for choosing those 25 participants are; (1)

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must be easy to locate and are utilized to be present personally at face-to-face interview and

(2) must be a recent board passer. These participants are contacted to inform them about the

research study and seek their participation. The researcher further explained the purpose and

procedures of the study, ensuring that their participation is voluntarily and confidential.

Informed consent is obtained from each participant before proceeding with data collection.

Description of the Respondents

The primary sources of data in this study would be taken from the responses of all

CPIC graduates who took licensure examination for criminologist for the school year 2018-

2023.

The respondents in this study are graduates from the Criminology program at

Christian Polytechnic Institute of Catanduanes (CPIC) who have successfully passed the

board examination from 2018 to 2023. The total respondents were 210 board passers from

year 2018 to 2023 (quantitative and qualitative). The study aims to explore the strategies and

best practices utilized by these board passers and so, this study used two different

instruments: survey questionnaire (for quantitative data) and interview-guide questions (for

qualitative data). The respondents and interviewees are individuals who have completed their

bachelor’s degree in criminology at CPIC and have subsequently passed the board

examination, which is a requirement to become a licensed criminologist in the Philippines.

Research Instruments

This study used two different instruments: survey questionnaire for quantitative data

and interview-guide questions for qualitative data. An interview guide question is developed

to collect qualitative data from participants. This type of instrument can cover topics such as

study habits, review materials used, time management strategies, mentorship or guidance

received, and specific techniques employed during the board examination preparation.

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Furthermore, analyzing documents such as study guides, review materials, and any

other resources used by the respondents can provide additional insights into the strategies and

best practices employed. Documents can provide evidence of specific techniques, study

schedules, and recommended resources.

Validation of Instruments

The researchers developed a researcher-made survey questionnaire and interview-

guide questions with the guidance of an expert to ensure the reliability and validity of the

research instruments. Moreso, a research adviser who happens to be an expert in the field of

criminology education and board examination preparation reviewed the survey questionnaire

and interview-guide to assess the relevance and comprehensiveness of the questions. The

research adviser further provided feedback and suggestions to improve the content validity of

the instruments.

Nonetheless, this study assures that the instruments are adhered to ethical guidelines

for research, such as protecting the confidentiality and anonymity of participants, obtaining

informed consent, and addressing any potential harm or discomfort to participants during the

data collection process.

Through these validation steps, the research instruments are refined and improved

assuring the reliability and validity of the data collected. This enhanced the credibility and

trustworthiness of the study findings.

Data Gathering Procedure

The researchers defined the specific group of individuals that will be the focus of this

study, such as recent criminology board passers from the Christian Polytechnic Institute of

Catanduanes (CPIC) from the years 2018 to 2023. Afterwards, this study determined the

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sample size considering the feasibility and resources available to determine an appropriate

sample size. This is based on statistical calculations or practical considerations such as the

use of Slovin’s Formula.

Moreover, this study utilized both “random sampling” and “purposive sampling”

method. Furthermore, the researchers sought ethical approvals from the relevant institutional

review board or ethics committee ensuring that the research procedures adhere to ethical

guidelines, including obtaining informed consent, protecting participant confidentiality, and

addressing any potential risks or harm. Afterwards, the researchers designed and developed

the research instruments based on the research objectives and questions. This study included

an interview guide, with the assurance that the instruments are valid, reliable, and align with

the research objectives.

After the instruments were finalized, the researcher administered them to the selected

participants using the chosen data collection method. This was done through online surveys

and face-to-face interviews.

The actual gathering of data, as per the instructions provided in the research

instruments was the next step done, ensuring that all data is accurately and reliably collected.

Moreover, the analyzed data and draw conclusions based on the research objectives and

questions are interpreted. The researchers presented the findings in a clear and organized

manner, using tables, graphs, charts, or narrative descriptions and will write a comprehensive

research report that includes an introduction, methodology, results, discussion, and

conclusion sections.

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I. Quantitative Research Instrument: Questionnaire

Section A: Personal Information

Name (Optional):

I. Practices and Strategies of the Criminology Board Passers before taking Frequency
the Board Exam in terms of review 4 3 2 1
1. I pay and attend Criminology Board Exam reviews from the review center.
2. I watch free online Criminology Board Exam review on social media
platforms.
3. I attend free Criminology Board Exam review organized by institution.
4. I engage with peers and group review
5. I do self- review at our home.
Overall Mean
Sex:

Frequency
II. Practices and Strategies of the Criminology Board Passers before taking
the Board Exam in terms of subject area 4 3 2 1
I have enough knowledge in terms of the following subjects:
1. Criminal Jurisprudence and Procedure
2. Law Enforcement Administration
3. Correctional Administration
4. Criminalistics
5. Criminal Sociology
6. Ethics and Human Relations
Overall Mean

I. Qualitative Research Instrument: Semi-structured Interviews

Background Information:

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Name (optional):

Sex:

1. What advice can you give to all the students who are about to take the licensure

examination this year?

Statistical Treatment of Data

Frequency count would determine the number of responses for a particular item. The

percentage would be used to indicate the proportion of responses in relation to the total

number of respondents. The weighted mean will be employed to determine the average

responses.

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CHAPTER IV

Presentation, Interpretation and Analysis of Data

This chapter presents the interpretation and analysis of data based on the sub-

problems posited in this study.

Practices and strategies utilized by the criminology board passers from CPIC

This chapter presents the discussion and interpretation of the data about the practices

and strategies utilized by the criminology board passers from CPIC.

1. What is the demographic profile of the respondents according to sex?

Table 1 represents the profile of criminology graduates in terms of sex. As shown in

the table, in terms of sex, most of the respondents were male which was comprised of 150

graduates or 72% of the overall responses. This means that most the criminology graduates

which was the respondents of the study were male.

Profile Frequency Percentage

Sex
Male 150 72

Female 60 29

Total 210 100

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Table 1 Demographic Profile of the Respondents

2. What are the best practices and strategies utilized by the criminology board passers from

CPIC?

As shown in the table, Practices and Strategies of the Criminology Board Passers

before taking the Board Exam in terms of review, the statements “I watch free online

Criminology Board Exam review on social media platforms” and statement “I engage with

peers and group review” obtained the highest weighted mean of 3.6, a quantitative rating of 4,

and a qualitative rating of “Strongly Agree”.

Table 2.1

PRACTICES AND STRATEGIES EMPLOYED BY CRIMINOLOGY BOARD

PASSERS TO CPIC GRADUATES FROM YEAR 2018-2023

I. Practices and Strategies of the Criminology Weighted Quantitative Qualitative

Board Passers Before Taking the Board Exam in Mean Response Response
Terms of Review

1. I pay and attend Criminology Board Exam 3.5 4 Strongly Agree

reviews from the review center.
2. I watch free online Criminology Board Exam 3.6 4 Strongly Agree
review on social media platforms.
3. I attend free Criminology Board Exam 3.1 3 Agree
review organized by institution.
4. I engage with peers and group review 3.6 4 Strongly Agree
5. I do self- review at our home. 3.4 3 Agree
Overall Mean 3.5 4 Strongly Agree

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Table 2.1 represents the Practices and Strategies of the Criminology Board Passers.

Table 2.2 represents the Practices and Strategies of the Criminology Board Passers.

As shown in the table, Practices and Strategies of the Criminology Board Passers before

taking the Board Exam in terms of subject area, the statement “Ethics and Human

Relations” obtained the highest weighted mean of 3.6, a quantitative rating of 4, and a

qualitative rating of “Strongly Agree”.

II. Practices and Strategies of the Criminology Weighted Quantitative Qualitative

Board Passers Before Taking the Board Exam in Mean Response Response
Terms of Subject Area

I have enough knowledge in terms of the

following subjects:
OLD / NEW CURRICULUM
1. Criminal Procedure and Jurisprudence 3.4 3 Agree
2. Law Enforcement Administration 3.4 3 Agree
3. Correctional Administration 3.4 3 Agree
4. Criminalistics/Forensic Science 3.4 3 Agree
5. Criminal Sociology 3.4 3 Agree
6. Ethics and Human Relations 3.6 4 Strongly Agree
Overall Mean 3.5 4 Strongly Agree
Table 2.2 Practices and Strategies of the Criminology in terms of subject area

3. What advice and suggestions do criminology board passers have for future board takers

and their institution to improve performance in the criminology licensure examination?

Qualitative Discussion:

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1. What advice can you give to all the students who are about to take the licensure

examination this year?

The qualitative discussions are categorized into:

Focus. Nine (9) of them answered, “Ang maipapayo ko lang sa mag titake ng board exam is

pirmeng mag dasal and focus sa review mai mag paka stress, basa lang ng basa intindihon

hanggang makuha ang tamang simbag. yung paulit-ulit kung sinasabi na kung pupwede lang

hindi naman yung chill na relax kalang, kumabaga wag i pressure yung sarili mo kasi pag tig

pressure mo sarili mo dun kana mamemental block, dapat positive kalang pirme ,dai ka mag

isip ning mga negative thought dapat positive lang pirme tapos focus lang dae mag isip na ma

pressure. Focusan natin ang pag review, dapat focus molang yung mataas na subjects katulad

ng LEA, CRIMINALISTIC CJL, tapus focus lang sa review tas dasal lang yun lang.

Kaipohan puspusan sa review sa mga undergrads na studies mo dapat e relax mo din Yung

time to time no para kung Anong Oras ka comfortable sa pag review, Kasi Ako 12 am

onwards Ako ga review Yun Yung best time ko sa pag review Basta kung sain ka maluya

focusan mo Yun para makapasa ka and din focus nalang sa Goal mo na MAKAPASA ka sa

board.”

Preparation. Seven (7) of them answered “Mahaba-haba pa ang board exam ang kailangan

lang naman dyan preparation, kaya fapat habang first year ka pa lang sinasanay muna ang

sarili mo na mapasa ang exam, kaya dapat kung mag rereview kayo madaling araw kasi

walang ingay sa paligid mo pero iba-iba din naman ng diskarte yan sa pag review kay dapat

sipag lang palagi, pero lang hindi muna kayang mag review huwag mo munang pilitin

pahinga ka muna tapos kapag ready ka na basa ulit,yan lang ang ginawa ko.”

Positivity. Seven (7) of them answered “Unang dapat wala kang negative na pag

iisip ,maraming pararaan makuwa moyan, kahit wala kang pera mag kakaruon ka ng pera

dahil nga gagawa ng paraan, kailangan, kailangan molang maging positive talaga tapus wag

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mong bitawan yung pangarap mo. Sa mag take Ng exam siguro wag nilang e pressure Ang

kanilang sarili at wag mag overthink ng mag overthink, wag isipin na what if makapasa, what

if Hindi ko kayanin, maging humble lang wag masyadong maging confident, sakto lang

dapat, tiwalaan nila Yung sarili nila.”

Prayer. Two (2) of them answered “Magdasal permi. Focus lang pirme. Focus lang sa

review, yung ibang bagay set aside muna yung mga problema set aside muna tas focus lang

sa review, time management and ayun nga set aside mga bagay problema yan time

management then rest pray lang pag board exam para may maisimbag na parenas. And alog

kauni ang advice ko ay mag review lang kamo pirme , imean bako man pirme kung pano na

ang utak nyo mag chill man shempre kamo, mae ma stress ang sadili nyo at shempre dasal

lang”.

Sacrifice. One (1) of them answered “Sacrifice kasi, once in your life time nyo lang naman

yan eh kapag nag sacrifice ka nagayun may bunga kang aanihon sacrifice ka ning oras sa

pamilya mo. Dun sa ibang bagay, inom andyan lang yan, barkada andyan lang yan. Yun lang

ang ginibo ko. Basta sakripisyo lang muna. Ang sakripisyo ng magulang niyo siyempre para

ma motivate ang sarili, kaya ma inspire kayo, mag review palagi 3 times a day tapos lagi

niyong unahin si lord dasal dasal lang palagi at dagdagan mo lang ng sipag para makpasa ka,

seryusohin ang bawat lecture. ”

CHAPTER V

Summary of Findings, Conclusions and Recommendations

This chapter presents the summary of findings, conclusions drawn and the

recommendations made for the study.

Summary of findings

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1. What are the demographic profile of the respondents according to sex?

Sex. Most of the respondents were male which was comprised of 150 graduates or 70% of the

overall responses.

2. What are the practices and strategies employed by the criminology board passers from

CPIC in terms of:

a. Review; and

In terms of review, the statements “I watch free online Criminology Board Exam review on

social media platforms” and statement “I engage with peers and group review” obtained the

highest weighted mean of 3.6, a quantitative rating of 4, and a qualitative rating of “Strongly

Agree”.

b. Subject area

In terms of subject area. The statement “Ethics and Human Relations” obtained the highest

weighted mean of 3.6, a quantitative rating of 4, and a qualitative rating of “Strongly Agree”.

3. What advice and suggestions do criminology board passers have for future board takers

and their institution to improve performance in the criminology licensure examination?

Focus. Nine (9) of them answered, “Ang maipapayo ko lang sa mag titake ng board exam is

pirmeng mag dasal and focus sa review mai mag paka stress, basa lang ng basa intindihon

hanggang makuha ang tamang simbag. yung paulit-ulit kung sinasabi na kung pupwede lang

hindi naman yung chill na relax kalang, kumabaga wag i pressure yung sarili mo kasi pag tig

pressure mo sarili mo dun kana mamemental block, dapat positive kalang pirme ,dai ka mag

isip ning mga negative thought dapat positive lang pirme tapos focus lang dae mag isip na ma

pressure. Focusan natin ang pag review, dapat focus molang yung mataas na subjects katulad

ng LEA, CRIMINALISTIC CJL, tapus focus lang sa review tas dasal lang yun lang.

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Kaipohan puspusan sa review sa mga undergrads na studies mo dapat e relax mo din Yung

time to time no para kung Anong Oras ka comfortable sa pag review, Kasi Ako 12 am

onwards Ako ga review Yun Yung best time ko sa pag review Basta kung sain ka maluya

focusan mo Yun para makapasa ka and din focus nalang sa Goal mo na MAKAPASA ka sa

board.”

Preparation. Seven (7) of them answered “Mahaba-haba pa ang board exam ang kailangan

lang naman dyan preparation, kaya fapat habang first year ka pa lang sinasanay muna ang

sarili mo na mapasa ang exam, kaya dapat kung mag rereview kayo madaling araw kasi

walang ingay sa paligid mo pero iba-iba din naman ng diskarte yan sa pag review kay dapat

sipag lang palagi, pero lang hindi muna kayang mag review huwag mo munang pilitin

pahinga ka muna tapos kapag ready ka na basa ulit,yan lang ang ginawa ko.”

Positivity. Seven (7) of them answered “Unang dapat wala kang negative na pag

iisip ,maraming pararaan makuwa moyan, kahit wala kang pera mag kakaruon ka ng pera

dahil nga gagawa ng paraan, kailangan, kailangan molang maging positive talaga tapus wag

mong bitawan yung pangarap mo. Sa mag take Ng exam siguro wag nilang e pressure Ang

kanilang sarili at wag mag overthink ng mag overthink, wag isipin na what if makapasa, what

if Hindi ko kayanin, maging humble lang wag masyadong maging confident, sakto lang

dapat, tiwalaan nila Yung sarili nila.”

Prayer. Two (2) of them answered “Magdasal permi. Focus lang pirme. Focus lang sa

review, yung ibang bagay set aside muna yung mga problema set aside muna tas focus lang

sa review, time management and ayun nga set aside mga bagay problema yan time

management then rest pray lang pag board exam para may maisimbag na parenas. And alog

kauni ang advice ko ay mag review lang kamo pirme , imean bako man pirme kung pano na

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ang utak nyo mag chill man shempre kamo, mae ma stress ang sadili nyo at shempre dasal

lang”.

Sacrifice. One (1) of them answered “Sacrifice kasi, once in your life time nyo lang naman

yan eh kapag nag sacrifice ka nagayun may bunga kang aanihon sacrifice ka ning oras sa

pamilya mo. Dun sa ibang bagay, inom andyan lang yan, barkada andyan lang yan. Yun lang

ang ginibo ko. Basta sakripisyo lang muna. Ang sakripisyo ng magulang niyo siyempre para

ma motivate ang sarili, kaya ma inspire kayo, mag review palagi 3 times a day tapos lagi

niyong unahin si lord dasal dasal lang palagi at dagdagan mo lang ng sipag para makpasa ka,

seryusohin ang bawat lecture. ”

This study would make use of the following statistical tools. Frequency count would

determine the number of responses for a particular item. The percentage would be used to

indicate the proportion of responses in relation to the total number of respondents. The

weighted mean will be employed to determine the average responses.

Conclusions

1. Sex. Most of the respondents were male which was comprised of 150 graduates or 70% of

the overall responses.

2. In terms of review, the respondents answered “I watch free online Criminology Board

Exam review on social media platforms” and “I engage with peers and group review”.

3. In terms of subject area. The respondents answered “Ethics and Human Relations” which

gained a highest weighted mean.

4. What advice can you give to all the students who are about to take the licensure

examination this year?

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Out of 25 respondents, nine (9) of the respondents answered that if we want to pass the

examination we need “focus”. However 7 of the respondents answered “preparation”, 6 of

them answered “Positivity”, 2 for prayer and 1 for sacrifice to pass the examination.

Recommendations

Based on the findings that the researcher gathered. We recommended the following:

1. The graduates should constantly engage in a regular study habit to effectively pass the

Licensure examination for criminologist.

2. The graduates should refrain from doing unnecessary activities that will affect their

concentration and performance on the upcoming Licensure examination for criminologist.

3. The graduates should prepare for the board exam by means of having enough time to

study.

4. The graduates should familiarize the different subject areas.

ACTION PLAN

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BOARD EXAMINEE Action to be taken

Lack of interest. Expose themselves to latest development and career prospects in passing

the board exam.

Problem while taking The graduates should organize a study and tutorial reviews to

the process of review. continuously engage in collaboratively problem solving skills, analyzing

and the comprehension of question from different subjects.

Poor understanding of Seek guidance or knowledge from professional or other individuals who

the concept and topics has more knowledge regarding the topic or subject.

by subject area.

Researchers: Approved by:

Date: Date:
The action plan made by the researchers explains the suggestions and

recommendations that may help the criminologists or criminology students for their journey

into becoming a license criminologist.

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Appendix A
Letter to Conduct Research

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Appendix B
Letter to the Respondents

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APPENDIX C

SURVEY QUESTIONNAIRE/INTERVIEW GUIDE

Part I: Profile of the Respondents

Direction: Please accomplish the needed data below.

Name (Optional) ________________________________________________

Year of Examination _______________

Part II. Practices and Strategies of Criminology Board Passers

Instructions: Please check the number that indicates the level as to which you are motivated with the
given factors: existence, relatedness, and growth needs. Please refer to the guide below in choosing
your option. It is important that you honestly answer each item. Please do not leave any item
unchecked. Rest assured that your individual information will be treated with strict confidentiality.
Code Interpretation
4 Strongly Agree (Very High)
3 Agree (High)
2 Disagree (Low)

1 Strongly Disagree (Very Low)

Indicators SA A DA SD
4 3 2 1
A. Practices and Strategies of the Criminology Board Passers before taking the Board
Exam in terms of review
1. I pay and attend Criminology Board Exam
reviews from the review center
2. I watch free online Criminology Board Exam
review on social media platforms
3. I attend free Criminology Board Exam review
organized by institution
4. I engage with peers and group review
5. I do self- review at our home
B. Practices and Strategies of the Criminology Board Passers before taking the Board
Exam in terms of subject area
I have enough knowledge in terms of the
following
Subjects;
1. Criminal Jurisprudence and Procedure
2. Law Enforcement Administration
3. Correctional Administration
4. Criminalistics
5. Criminal Sociology
6. Ethics and Human Relations

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Part I: Profile of the Respondents

Direction: Please accomplish the needed data below.

Name (Optional) ________________________________________________

Year of Examination _______________

Part II. Practices and Strategies of Criminology Board Passers

Please tell us what you really think by answering all the given questions.

1. What advice can you give to all the students who are about to take licensure examination this
year?

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Rawis, Virac, Catanduanes

APPENDIX D

RELEVANT DATA

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CHRISTIAN POLYTECHNIC INSTITUTE OF CATANDUANES, Inc.
Rawis, Virac, Catanduanes

APPENDIX E

DOCUMENTATION

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CHRISTIAN POLYTECHNIC INSTITUTE OF CATANDUANES, Inc.
Rawis, Virac, Catanduanes

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CHRISTIAN POLYTECHNIC INSTITUTE OF CATANDUANES, Inc.
Rawis, Virac, Catanduanes

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CHRISTIAN POLYTECHNIC INSTITUTE OF CATANDUANES, Inc.
Rawis, Virac, Catanduanes

CURRICULUM VITAE

CARENE T. BARROSO
Address : Mabini Caramoran, Catanduanes
Contact No : 09564967588
Email : cxrxnxbrrso@gmail.com

The researcher is a native of Mabini Caramoran, Catanduanes. She was born on June

03, 2003 in San Roque, Tabaco City, Albay by her loving parents, Joselito Barroso and

Analie Barroso

She studied her elementary education from 2009-2014 in Mabini Elementary

School at Mabini Caramoran, Catanduanes and continued her junior high school at Tubli

National High School from 2014 - 2018 and Senior High School from 2019-2020 at

Sabangan Caramoran Catanduanes. She was currently taking her bachelor’s degree in

Criminology at Christian Polytechnic Institute of Catanduanes Inc. (CPIC). After she

graduate, she will be preparing for the review in Criminology Licensure Examination.

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CHRISTIAN POLYTECHNIC INSTITUTE OF CATANDUANES, Inc.
Rawis, Virac, Catanduanes

CURRICULUM VITAE

ANGELICA CANILLO
Address : Tubli,Caramoran, Catanduanes
Contact No. : 09106739606
Email : angelicacanillo08@gmail.com

The researcher is a native of Tubli Caramoran, Catanduanes. He was born on

September 7 1999 in Tubli, Caramoran, by his loving parents, William Trinidad and

Evangelyn Canillo

He studied his elementary education from 2009-2014 in Tubli Elementary

School and he continued his secondary education in Catanduanes Colleges from SY 2014-

2020 in Tubli National High School in Catanduanes. She was currently taking Bachelor of

Science in Criminology in Christian Polytechnic Institute of Catanduanes Inc. (CPIC). After

she graduate, she will be preparing for the review in Criminology Licensure Examination.

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CHRISTIAN POLYTECHNIC INSTITUTE OF CATANDUANES, Inc.
Rawis, Virac, Catanduanes

CURRICULUM VITAE

NORLYN ANN DE QUIROZ

Address : Mabini Caramoran, Catanduanes
Contact No : 09564967588
Email : cxrxnxbrrso@gmail.com

The researcher is a native of Icanbato,Caramoran, Catanduanes. She was born on

March 21, 2001 in Icanbato Caramoran, Catanduanes by her loving parents, Antonio P. De

Quiroz Jr. and Nora De Quiroz

She studied her elementary education from 2009-2014 in Cramoran Central

Elementary School, Catanduanes and continue her junior high school at Caramoran Rural

Development High School from 2014 - 2018 in Toytoy Cramoran Catanduanes and Senior

High School at Caramaoran Rural High School from SY 2018- 2020. She was currently

taking Bachelor of Science Criminology at Christian Polytechnic Institute of Catanduanes

Inc. (CPIC). After she graduate, she will be preparing for the review in Criminology

Licensure Examination.

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CHRISTIAN POLYTECHNIC INSTITUTE OF CATANDUANES, Inc.
Rawis, Virac, Catanduanes

CURRICULUM VITAE

MARK F. MAGBANUA
Address : San Antonio, Panganiban Catanduanes
Contact : 09659877930
Email : magbanuakram15@gmail.com

The researcher is a native of San Antonio, Panganiban Catanduanes. He was born on

January 1, 1998 in Viga district hospital, by his loving parents, Manuel P. Magbanua and

Estela F. Magbanua

He studied his elementary education from 2006-2012 in Alinawan Elementary

School, his secondary education is in Panganiban National High School Caic Compound

from SY 2012-2015 and continue his Senior High School in Panganiban National High

School -Caic Compound from 2015-2017 And now he is currently taking Bachelors of

Science in Criminology in Christian Polytechnic Institute of Catanduanes (CPIC).

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CHRISTIAN POLYTECHNIC INSTITUTE OF CATANDUANES, Inc.
Rawis, Virac, Catanduanes

CURRICULUM VITAE

JOHN KENNITH T. SARMIENTO

Address : District 1, Gigmoto Catanduanes
Contact No. : 09512789963
Email : johnkennethsarmiento2@gmail.com

The researcher is a native from District 1, Gigmoto Province of Catanduanes. He was

born on December 7 2001 in Gigmoto district Hospital, by his loving parents, Roque T.

Sarmiento and Vilma T. Sarmiento

He studied his elementary education from 2009-2014 in Gigmoto Central Elementary

School, his secondary education and senior high school is Gigmoto Rural development high

school from SY 2014- 2020 in District III Gigmoto, Catanduanes. He took his Bachelors of

Science in Criminology in Christian Polytechnic Institute of Catanduanes (CPIC).

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CHRISTIAN POLYTECHNIC INSTITUTE OF CATANDUANES, Inc.
Rawis, Virac, Catanduanes

CURRICULUM VITAE

JAYSON G. TORILLOS
Address : Sioron, Gigmoto Catanduanes
Contact No. : 09318833919
Email : jaysontorillos90@gmail.com

The researcher is a native of Province of Catanduanes. He was born on April 30, 2001

in Sioron Gigmoto, by his loving parents, Pedro G. Torillos and Jocelyn G. Torillos

He studied his elementary education from 2009-2014 in Sioron Elementary School

and he continued his secondary education in Gigmoto Rural Development from SY 2014 -

2020 in Gigmoto Catanduanes. He took his Bachelors of Science in Criminology in Christian

Polytechnic Institute of Catanduanes (CPIC). During his college, the researcher is a member

of Reserve Training Corps (ROTC) and designated as a Platoon Leader.

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CHRISTIAN POLYTECHNIC INSTITUTE OF CATANDUANES, Inc.
Rawis, Virac, Catanduanes

CURRICULUM VITAE

KEVIN TALLA
Address : Sablayon, Caramoran Catanduanes
Contact No. : 09285700424
Email : tallakevinereso@gmail.com

The researcher is a native from Sabloyon Caramoran Province of Catanduanes. He

was born on August 18, 1999 in Tandang Sora Quezon City, by his loving parents, Quirino

D. Galanza Sr. and Leny E. Talla

He studied his elementary education from 2003 - 2008 in Sabloyon Elementary

School and he continued his secondary education in Catanduanes Colleges from SY 2009-

2014 in Gigmoto Catanduanes. He took his Bachelors of Science in Criminology in Christian

Polytechnic Institute of Catanduanes (CPIC).

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Rawis, Virac, Catanduanes

CURRICULUM VITAE

CAMILA B. VALLESPIN
Address : Cavinitan Virac, Catanduanes
Contact No : 09634411467
Email : camilavallespin6@gmail.com

The researcher is a native of Virac, Catanduanes. She was born on June 20, 2001 in

Virac, Catanduanes by her loving parents, Maximo E. Vallepsin Jr. and Elsa B. Vallespin

She studied her elementary education from 2007-2013 in Cavinitan Elementary

School Virac, Catanduanes and continued her junior high school at Calatagan High School

from 2013 - 2017 in Virac, Catanduanes and Senior High School at Calatagan High School

SY 2017- 2019. She took her bachelor’s degree in Criminology at Christian Polytechnic

Institute of Catanduanes Inc. (CPIC). After she graduate, she will be preparing for the review

in Criminology Licensure Examination.

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