UNIVERSITY OF CALOOCAN 1

CITY
College of Criminal Justice Education
“A STUDY ON THE READINESS OF 4TH YEAR CRIMINOLOGY STUDENTS:
AN ASSESSMENT IN THE CAREER PREPARATION”

A Research Study Presented to the Faculty of the College of Criminal Justice

Education of University of Caloocan City

In Partial Fulfillment of the Requirements for Research in Bachelor of Science in

Criminology

Prepared by:

Cantero, Meil Bryan D.P.

Cruz, Dhusttine M.
Galvez, Kerubin Jan S.
Lata, Erika C.
Mendoza, Mark Genesis
Miguel, Reigina Ann L.
Nuiz, Amanda Khate A.
Pechon, John Lloyd C.
Sanchez, Xavier Kit L.

BS CRIMINOLOGY 4A

ADVISER: Prof. Alex-Joseph DC Brillantes

2024
 UNIVERSITY OF CALOOCAN 2
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College of TABLE
Criminal Justice Education
OF CONTENTS

TITLE PAGE i
TABLE OF CONTENTS ii

CHAPTER I PAGE

1 THE PROBLEM AND ITS BACKGROUND

Introduction 1
Background of the Study 3
Statement of the Problem 6
Hypothesis 7
Significance of the Study 7
Scope and Delimitation of the Study 8

CHAPTER II

2 REVIEWS OF RELATED LITERATURE AND STUDIES

Related Literature and Studies 9
Synthesis of Reviewed Related Literature and Studies 13
Theoretical Framework 14
Conceptual Framework 16
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College
Paradigm of Criminal
of the Study Justice Education 17
Definition of Terms 18

CHAPTER III

3 RESEARCH DESIGN AND METHODOLOGY

Research Design 20
Research Locale 21
Population and Sampling Technique 22
Research Instrument 22
Data Gathering Procedures 24
Statistical Treatment of Data 25
Ethical Considerations 26
Bibliography 27

CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
Selecting a career can be one of life’s most challenging decisions.
People often feel overwhelmed by the amount of information they need to
absorb when considering the numerous career paths, they could potentially
follow (Gati et al., 2019). As for nowadays, individuals need to be able to
critically analyze various information about the job market and their own
characteristics in relation to the job market on a continuous basis. The
information that individuals need to process is often subject to quick changes
and is highly ambiguous, being partial, fragmented, and contradictory (Xu and
Tracey, 2014). A considerable proportion of ineffective career decisions among
university alumni are accompanied by difficulties in justifying them and a lack of
confidence in their abilities and place in the professional environment. A
genuinely conscious choice of profession and place of future employment
directly depends on the individual’s current preferences by forming a sense of
professional identity. Students’ clear understanding of their inclinations, skills,
 UNIVERSITY OF CALOOCAN 4
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College
and abilities – of Criminal
which will continue Justice
to develop Education
throughout their lives – is essential
(Tang, 2019).
In this era of advancements, the career industries have evolved
significantly, making it difficult for students to acquire the skills and knowledge
needed to keep up in the areas of expertise. The University are expected to
help the Criminology Students to provide the quality of education and practical
experiences. However, there is a major question that arises: Is the University is
also helping Criminology Students become career-ready or is it only providing
quality education and practical experiences? This preparation is not only about
academics; it is more than just academics. It also includes decision making,
trusting one's own capabilities, feeling confident in one's abilities, and being
aware of job opportunities.
This study focuses on assessing how ready 4th year Criminology
Students at the University of Caloocan City - South Campus for their future
careers. It also determines the essential factors in the Criminology Students’
surroundings that may affect the readiness of 4 th year Criminology Students.
These include, financial situations, family support, the environment, the quality
of education, personal decision-making and more. Moreover, in addition to
personal decision-making confidence, and the awareness of job opportunities,
these factors also play a key role in shaping career readiness. These include
the quality of education, the alignment between university programs and job
industry demands, and the support of the family and community. Despite their
skills and knowledge, many fresh graduates face challenges due to the
unevenly aligned education, training, and practical skills required by industries.
According to the Jones et al. (2017) University programs must address both
"hard skills" wherein the technical knowledge required in specific fields and "soft
skills" such as communication, leadership, and problem-solving abilities that are
equally significant in today's job market. This study aims to explore how well the
 UNIVERSITY OF CALOOCAN 5
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University ofCollege of -Criminal
Caloocan City Justice
South Campus Education
prepares Criminology Students to
succeed not only academically but also in their future careers, by addressing
various factors that affect their career readiness.
This study also aims to evaluate how well the university provides
programs and learning system to help the Criminology Students decide and
prepare for their future careers. Understanding the level of the readiness is
important because it has big impacts in the future careers and success. This
research will explore the factors that influence students’ readiness and offer
recommendations to improve the university’s support for career development.
The results of this study will provide useful insights for the university,
department's administrators, and professors to improve their programs by using
a better technique that can help Criminology Students for life after graduation
including the family and friends influence to improve their moral support.

BACKGROUND OF THE STUDY

Selecting a career is a crucial choice that not only affects an individual’s
participation in the workforce but also significantly impacts their psychological
and overall satisfaction (Arokiasamy, 2013).The concept of career development
is seen as a process rather than a one-time event because of the various
factors that can affect career choices over time, such as personal growth and
external factors like family support (Super, 1990). According to this study,
education has a significant impact on student future career decisions because
students develop awareness of their skills, goals, and available opportunities
throughout their education (Social Research and Demonstration Corporation,
2013; Lent, Brown, & Hackett, 1994)
Seeking a job, employment and planning future career paths are
common problems that university alumni face after getting their qualifications.
Barriers to effective employment of university graduates include:
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• The College of Criminal
lack of mechanisms Justice
to ensure Education
the relationship between the labour
market and the educational programs;
• Human resource policies of many organizations focus mainly on
achieving current results, and not on future development;
• The majority of graduates do not have the necessary skills for self-
determination in the labour market, career development, or negotiation with
employers in interviews;
• University graduates lack self-esteem regarding their vocational
qualification level (Jones et al., 2017; Mohammed et al., 2021).
In addition to professional and qualification requirements (‘hard skills’),
employers have begun to put forward demands for employees’ personal
qualities (‘soft skills’). Universities typically place less emphasis on the
development of students’ soft skills; most are focused on hard skill formation,
which they regard as the main outcome of educational programs. Ideally,
students should have the opportunity to develop diverse qualities and skills
while studying at university (Jones et al., 2017). Recruiters are seeking
employees with soft skills and it is usually more important than the grade point
average (GPA). Soft skills consist of self-awareness, respect for others,
leadership ability, positive attitude, team-playing, self-confidence, critical
thinking, and good communication. Professionals must not only master the
technical skills of their job but also various soft skills (Dixon et al., 2010). Hard
skills are generally learned through formal training and education, while soft
skills are typically developed through personal experience and reflection (Dixon
et al., 2010). For the success of a young specialist in the labor market, both
hard and soft skills are equally important. However, students with strong soft
skills have a competitive advantage over other candidates when interviewing
and creating resumes and cover letters, and getting their first job (Malin et al.,
2017).
 UNIVERSITY OF CALOOCAN 7
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University alumni of
whoCriminal Justice
have specific Education
professional knowledge and skills
but no work experience face socio-psychological challenges in finding a
workplace to suit their preferences and ambitions. Most of them need career
counseling services and psychological support. For successful employment, it is
not enough to have only a high-quality education and theoretical knowledge.
Students need practical skills in communicating with employers, knowledge of
the psychological aspects of interviewing, writing resumes and cover letters,
knowledge of the current labour market and job search technologies.
Universities play a significant role in preparing students for career
decisions by offering education that fosters critical employability skills, such as
adaptability, confidence, and decision-making ability. Research shows that
career development learning (CDL) within the curriculum enhances these skills,
which are crucial for students' career readiness (Bridgstock, 2009; Dean et al.,
2022). Despite all this, the main issue is whether universities, including the
University of Caloocan City, are adequately preparing Criminology Students for
life beyond academics to become ready. Criminology Students need not only
technical competence but also essential soft skills in their areas of expertise to
be career ready.
This study will assess the readiness of 4th year Criminology Students at
University of Caloocan City - South Campus, examining the essential factors
within the University (decision-making, peer influence, facility, quality of
education and other) and other factors (family, financial, part time job, and
other). Understanding these factors is important for improving university
programs and professors' techniques in helping students transition into
successful careers.

OBJECTIVES OF THE STUDY

 UNIVERSITY OF CALOOCAN 8
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College
The main purposeof Criminal
of this study is toJustice
measure Education
the career readiness of 4 th
year Criminology Students at the University of Caloocan City - South Campus
and evaluate how the University's learning systems and programs are assisting
them in choosing their area of expertise. Specifically, the study aims to:
1. Determine the demographic profile of the respondents
2. Identify the Essential factors that contribute to the readiness of 4 th year
Criminology Students
3. Assess the significant differences in career readiness
4. Examine the factors that affects the readiness of 4 th year Criminology
Students; and
5. Propose recommendations and a plan

STATEMENT OF THE PROBLEM

This study aims to assess the Readiness of the 4 th year Criminology
Students at University of Caloocan City – South Campus basis for the effective
career preparation. It also aims to evaluate the effectiveness of University’s
Learning System and Programs in preparation of the 4 th year Criminology
Students in choosing areas of expertise.

Specifically, the study sought to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1. Age;
1.2. Gender;
1.3. Career Opportunity;
1.4. Type of Respondent;
 UNIVERSITY OF CALOOCAN 9
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2. What College of Criminal
are the essential Justice
factors that Education
contribute readiness of 4 th year
Criminology Students?

3. Is there a significant difference in the assessment of the respondents in

terms of the different factors that affects the readiness of 4 th year
Criminology Students?

4. What are the factors the University premises that affects the readiness of
4th year Criminology Students?

5. What recommendations and plan may be proposed based on the

findings of the study?

HYPOTHESIS

1. There is no significant difference between in the assessment of the

respondents on the readiness of 4th year Criminology Students at the
University of Caloocan City – South Campus.
2. There is significant difference between in the assessment of the
respondents on the readiness of 4th year Criminology Students at the
University of Caloocan City – South Campus.

SIGNIFICANCE OF THE STUDY

This study is significant and benefitial to the following:
The Students. They will benefit from the data gathered from this study
as it aims how ready they are for their chosen careers according to this study.
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The Parents. of Criminal
It could encourage Justice
parents to Education
become more involved in
their children’s preparation, providing guidance to help students be ready for
future endeavors. Additionally, parents can offer assistance and support
throughout their children’s entire journey as they prepare for their careers.
The Teachers. This research will also be beneficial for instructors and
professors as it can help them evaluate the readiness of their students.
Furthermore, it can assist them in enhancing their skills and offering assistance
to the students.
The Institution. This study can be valuable in the University as a basis
for the effectiveness of learning systems and programs.
The Future Researchers. This research provides more information and
will serve as a reference for future studies.

SCOPE AND DELIMITATION

The research focuses on the readiness of 4 th year criminology students
for career preparation, the different factors that affects the students in career
preparation, as well as the proposed solutions in order to address the problems
encountered. It also aims to propose an outline that can be used by the
students in selecting the right career for their future.
There are two (2) groups of respondents in the study. The first group of
respondents are one hundred two (102) Students and second group of
respondents are thirty-four (34) Faculty members randomly picked from
Colleges of Criminal Justice Education with a total of one hundred thirty-six
(136) respondents studying and teaching at University of Caloocan City – South
Campus.
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The study will be of Criminal
conducted Justice
through the use Education
of questionnaires that will
be distributed to the respondents personally and will be retrieve on the same
day. The period of study is from July to December 2024.
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College of Criminal Justice Education

CHAPTER 2
REVIEW RELATED LITERATURE AND STUDIES
This chapter provides a thorough review of related literature and studies
that pertain to the research topic. The review of both local and international
sources were done to gain a better understanding of the subject matter, which
synthesizes important findings, finds gaps in existing research, and sets the
foundation for the current study.

BALANCING SOFT AND HARD SKILLS

According to Mahinay et al. (2024), universities globally face challenges
in preparing graduates for the workforce due to the need to balance soft and
hard skills. In the Philippines, many graduates lack sufficient preparation for
entering their respective fields because of limited exposure to practical teaching
experiences and insufficient integration of technology in their education. This
literature highlights that many new teachers feel underprepared and uncertain
about their capabilities, particularly regarding classroom management,
communication, and technological skills. Mahinay et al. recommend enhancing
practical training by strengthening partnerships between universities and
schools to provide pre-service teachers with more hands-on teaching
opportunities in real-world classrooms.
This finding aligns with the study by Araojo et al. (2021), titled
Perceptions on Career Readiness of 4th Year CITHM Students of Lyceum of the
Philippines University - Manila (2020-2021), which also addresses concerns
about the workplace readiness of graduating students in the Philippines,
particularly in hospitality and tourism. Demand for both technical and soft skills
is increasing in these fields. Araojo et al. found that while most students feel
confident in their theoretical knowledge, they are less confident in applying this
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knowledge and making of Criminal
decisions Justice
in real-world Education
scenarios. They recommend
improving alignment between academic instruction and industry needs by
enhancing career preparation programs that offer more field experience,
mentorship, and exposure to work environments.
Similarly, Green et al. (2023) discuss comparable issues within the U.S.
educational system. They argue that the lack of a clear definition of “College
and Career Readiness” has contributed to disparities in student preparedness.
Green et al. note that students face challenges in developing nonacademic
skills alongside academic skills, while institutions struggle to address both areas
effectively. This study finds that the current system of the U.S. focuses too
much on Academic Skills and neglecting the essential soft skills. The
recommendation, educators must continuously look to develop thoughtful,
responsive initiates for meeting those ever-changing needs. The authors also
emphasize that should develop the academic and nonacademic skills.
Establishing a consistent framework across institutions could significantly
improve student preparedness for post-high school success.
Also, Gevana and Tan (2021) observed that students’ generic and
hospitality-related skills are generally at a high level. They also found that
career preparedness strongly influences employability skills, including essential
soft skills such as communication, problem-solving, and teamwork.

LACK OF RESOURCES
As stated by Hebron (2020) in the study titled On-the-Job Training (OJT)
Practices of Select Colleges and. Universities in Quezon City, Philippines: An
Assessment there are notable gaps between on-the-job training (OJT)
programs and real-world job challenges. While OJT programs help students
acquire practical skills, they often fall short in building students’ confidence and
competence for real-world scenarios.
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Similarly, a studyof
by Criminal
Azhenov et Justice
al. (2023) Education
explored students’ career
decision-making readiness at Toraighyrov University in Kazakhstan through a
15-week Career Development Course. The study identified key challenges,
such as lack of readiness, insufficient information, and inconsistent information
in the decision-making process. The course significantly improved students’
confidence and readiness by addressing these areas through both practical and
theoretical exercises. The findings highlight the importance of structured career
interventions to better prepare students for the workplace.
These findings align with Xing et al. (2019), in “College and Career
Preparation Activities and Their Influences on Post-High School Education and
Work Attainment,” found that the educational system in the United States is
ineffective in preparing students for college and career readiness. Many
students lack participation in college and career preparation activities, resulting
in a limited understanding of post-high school options. As a result, students are
confronted with challenges due to a lack of access to resources and variations
in participation in preparatory activities. Xing et al. recommend increasing
student participation in preparatory activities and improving access to resources
to enhance students’ understanding of post-high school opportunities.

SOCIOECONOMIC INFLUENCES
According to Cuy and Salinas (2019), high school students across the
Philippines often face challenges in preparedness and aspiration levels for
pursuing college education due to socioeconomic and academic factors. Their
study found that, despite these challenges, students at the University of
Perpetual Help System Laguna demonstrate high levels of aspiration and
career readiness. These findings highlight the need for ongoing encouragement
and skill development to support students in their transition to higher education.
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College
A similar concernof Criminal
exists Justice
for students Education
in foreign countries. Siddiky and
Akter (2021) found that career decisions of students at Noakhali Science and
Technology University in Bangladesh are influenced by social, cultural, and
economic factors, including family preferences, job prestige, job security, and
personal interests. This study proposes the Social Environment Career Theory
(SECT), explaining how these external factors shape students’ career choices.
The study results indicate that many students rely primarily on self-study as a
job preparedness strategy rather than on career development training, due to its
limitations. The authors recommend that universities establish career guidance
and counseling centers to better prepare students for the labor market, as
factors influencing career preparedness may vary across countries.

FAMILY AND FINANCIAL PRESSURE

According to Barrera (2024) study entitled Factors Affecting Career
Choice Decisions of Selected Junior High School Students in Calamba City,
Philippines: Input to a Localized Career Guidance Program, states that the
broadest challenges students experience are career decision uncertainties,
where these uncertainties stem from multiple factors such as financial
constraints, family expectations, and job opportunities. Barrera (2024) also
highlighted that the primary problem related to students’ career decisions is
economic influence. Students are mainly concerned with financial stability,
specifically whether their families can afford to support their education. On a
personal or individual level, many students struggle to make career decisions
due to a lack of career guidance.
These concerns align with the study by Kazi and Akhlaq (2017) titled
Factors Affecting Students’ Career Choice in Pakistan, which underscores the
importance of technical skills and family influences on students’ career
decisions. Kazi and Akhlaq identified parental influence as the most significant
 UNIVERSITY OF CALOOCAN 1
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factor shaping of Criminal
students’ Justice
career choices, Education
followed by peers, financial
considerations, and media exposure. Additionally, the study revealed gender
differences, showing that female students are more influenced by peers and
societal expectations than male students. This study emphasizes the complex
interplay of socioeconomic and cultural factors in shaping students’ career
choices, which resonates with global concerns about external pressures
affecting career paths. The authors recommend more individualized career
counseling to help students make decisions based on their interests and
strengths, rather than external pressures.

INSTITUTIONAL SUPPORT
Rapp et al. (2021) discuss the international challenge of career
readiness, noting that international students at American community colleges
often face obstacles in career preparation due to inadequate institutional
support. Cultural and language barriers between international and local
students further hinder these students from accessing practical training and
career counseling. Consequently, they struggle with confidence and job
readiness due to limited opportunities in career development services. Rapp et
al. emphasize the importance of institutional support, suggesting that tailored
career development programs are essential to address these challenges
effectively.

SYNTHESIS
The review of related literature highlight factors influencing students’
career readiness, shaped by various factors. National and International studies,
such as those by Mahinay et al. (2024), Araojo et al. (2021), Green et al.
(2023), and Gevana and Tan (2019), emphasize the importance of balance
between technical and soft skills to effectively prepare students for the
 UNIVERSITY OF CALOOCAN 1
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workforce. InCollege of Criminal

contrast, studies Justiceand
from the Philippines Education
other two foreign coutry,
including those by Hebron (2020), Azhenov et al. (2023), and Xing et al. (2019),
identify specific challenges faced by students, such as limited hands-on
experience and lack of resources. There are also significant impact of family
expectations and financial pressures on career decisions as noted by the study
of Barrera (2024) and Kazi and Akhlaq. These concerns align with the current
study’s objective of examining how 4th year Criminology Students at the
University of Caloocan City prepare for their careers.

The findings also suggest that students’ readiness can vary depending
on factors such as academic programs, backgrounds, and social influences, as
noted by Cuy and Salinas (2019) and Siddiky and Akter (2021). The reviewed
studies recommend expanding career guidance, strengthening practical
training, and addressing skill gaps (Hebron, 2020; Siddiky & Akter, 2021),
establishing a foundation for assessing current efforts and identifying
improvements. These insights will support the present study in evaluating the
university’s effectiveness in preparing students, identifying areas for growth,
and providing recommendations to ensure students are career-ready.

THEORETICAL FRAMEWORK
Kolb’s Experiential Learning Theory (1984) is effective approach theory
for examining how criminology students obtain knowledge and prepare for their
careers through practical experiences. This approach emphasizes that learning
is continuous and composed of four stages: Concrete experience, reflective
observation, abstract conceptualization, and active experimentation.
Experiential Learning Theory is suitable for evaluating and assessing
students' capability to apply classroom academic knowledge to real-world
situations, such as internships and jobs, in connection to preparedness and
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readiness. By combiningof
theCriminal Justice
cognitive and Education
behavioral aspects of learning, this
approach not only enhances technical skills but also develop the essential soft
skills, such as communication and problem-solving, which are important for
career success (Kent State University, 2023; May-Varas et al., 2023.)
This theory emphasizes that learning not just from book but also from
real-life activities such as internships. The goal of this theory is to align the
holistic approach and career readiness to bridging the gap between academic
learning and workplace demands.

Figure 1. Theoretical Paradigm of the Study

Figure 1 shows that the career readiness development of 4th-year
criminology students aligns with Kolb’s Experiential Learning Cycle, which
consists of four stages: Concrete Experience, Reflective Observation, Abstract
Conceptualization, and Active Experimentation. In the Concrete Experience
stage, students are exposed to various factors that influence their readiness,
and these real-life experiences serve as the foundation for reflection. In the
Reflective Observation stage, students’ perceptions of how these factors affect
their readiness for their future career will form the foundation of this stage. In
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the Abstract College of Criminal

Conceptualization stage, theJustice
gaps will Education
be addressed, and plans
and recommendations will be formulated. Finally, the Active Experimentation
stage focuses on testing these recommendations and predicting the outcomes.
This process ultimately leads to the career readiness of 4th-year criminology
students.

CONCEPTUAL FRAMEWORK
Conceptual Framework shows that the readiness of 4 th year Criminology
Students is influenced by several factors. It includes the family support, financial
situations, peer influence, decision-making, internship, access to resources,
university facilities, extracurricular activities, quality of teaching, quality of
education, and part-time jobs.

Figure 2. Conceptual Diagram

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PARADIGM College of Criminal

OF THE STUDY Justice Education

Figure 3. Paradigm of the Study

Figure 3 illustrates the paradigm of the study, showing the process
between key inputs, the research methods used to gather data, and the
expected outputs. The inputs consist of factors such as the demographic profile
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of the respondents, of Criminal
essential Justice to
factors that contribute Education
the readiness of 4 th year
criminology students, challenges faced by 4th year criminology students in their
career preparation, and proposed recommendations. Through quantitative
research, data is collected using stratified sampling and questionnaires. The
outputs include an assessment of the significance of the respondents’
evaluations, specifically determining whether there is a significant difference in
the assessment of readiness among 4 th year criminology students at the
University of Caloocan City – South Campus, as perceived by both students
and faculty members.

DEFINITION OF TERMS
Assessment. A systematic evaluation of a student's abilities, skills,
knowledge, or performance, often used to measure readiness for a particular
task or career (Oxford Languages, 2023).
Career. An occupation undertaken for a significant period of a person's
life and with opportunities for progress (Oxford Languages, 2023).
Career Readiness. Defined as the level of preparation a student has to
successfully transition into the workforce, encompassing both technical and
interpersonal skills necessary for employment (Merriam-Webster, 2023).
Career Self-Efficacy. The belief in one’s ability to successfully perform
tasks and make decisions related to career development and planning (Oxford
Languages, 2023).
Challenges in Career Preparation. Refers to obstacles that individuals
may face when preparing for a career, such as inadequate skill development,
lack of practical experience, or limited access to resources (Merriam-Webster,
2023).
Experiential Learning. A learning process through which students
develop knowledge, skills, and values from direct experiences outside of a
 UNIVERSITY OF CALOOCAN 2
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traditional academic of Criminal
setting, Justice simulations,
such as internships, Education or community
projects (Kolb, 1984).
Hard Skills. Specific, teachable abilities or knowledge, such as technical
expertise, that are acquired through education and training (Merriam-Webster,
2023).
Internship. A temporary position within an organization that allows
students or trainees to gain practical work experience and industry knowledge,
typically linked to their academic studies (Oxford Languages, 2023).
Practical Training. Hands-on learning experiences that allow students
to apply theoretical knowledge in real-world settings, often through internships,
apprenticeships, or fieldwork (Merriam-Webster, 2023).
Soft Skills. Personal attributes that enable someone to interact
effectively and harmoniously with other people, including communication,
teamwork, and leadership abilities (Merriam-Webster, 2023).
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College of Criminal Justice Education

CHAPTER 3
METHODOLOGY
This chapter outlines the research methodology apply in the study. It
covers the research design, research locale, target population, sampling
technique and sample selection, research instruments, procedures for testing
validity and reliability, data gathering methods, statistical analysis, and ethical
considerations.

RESEARCH DESIGN
This study adopts an Inferential Quantitative Research Design, which
involves collecting numerical data to draw inferences about population
characteristics based on sample data. According to CueMath (n.d.), this method
is useful for developing a good understanding of population data by analyzing
the samples obtained from it. It helps in making generalizations about the
population using various analytical tests and tools.
As noted by Bhandari (2023), in a quantitative approach, data is
collected in numerical form, enabling statistical analysis to explore patterns,
trends, and relationships. This design is appropriate for the study because it
seeks to address the main objective: evaluating the career readiness of 4 th year
Criminology Students at the University of Caloocan City - South Campus. By
gathering numerical data through surveys, the research aims to measure how
various factors influence students’ preparedness for entering the workforce.
This approach facilitates objective measurement and allows for comparisons
and analyses of these influences across different respondent groups.
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College of Criminal Justice Education

RESEARCH LOCALE
This study was conducted at the University of Caloocan City - South
Campus, a public local university located at Biglang Awa St., corner 11 th
Avenue, Cattleya, Grace Park, Caloocan City, Metro Manila, Philippines. The
University of Caloocan City-South serves a population of 414 Criminology
Students. This university was selected for the study due to its suitability for
evaluating how UCC’s learning systems and programs assist Criminology
Students in choosing their areas of expertise. The University of Caloocan City
prioritizes accessible education for the youth of Caloocan, with the local
government committed to expanding UCC campuses and offering diverse,
tuition-free programs for Caloocan residents. UCC also provides various
facilities, including a Guidance and Counseling Center, Career Services, and
Practical Training Resources, which help students prepare for the workforce.
UCC - South Campus is an ideal site for studying factors that influence
criminology student preparedness and career readiness.

Source: Google Maps

Figure 4. Map of University of Caloocan City – South Campus
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College of Criminal Justice Education

SAMPLE AND SAMPLING TECHNIQUE
Data will be collected from a target sample of 136 respondents from the
University of Caloocan City - South Campus, selected to provide a balanced
representation of perspectives on the career readiness of 4th year Criminology
Students. This sample consists of 102 4 th year Criminology Students and 34
faculty members.
PROGRAM STUDENTS FACULTY TOTAL
College of Criminal Justice Education 4A 26 34 60
4B 38 38
4C 38 38
TOTAL: 102 34 136
Figure 5: Demographic Profile of Respondents
To ensure accurate and diverse representation across different colleges,
Stratified Random Sampling will be used. Faculty and Students will serve as a
different group, with respondents randomly selected within College of Criminal
Justice Education to prevent bias and capture a variety of perspectives across
programs. Specifically, the sample will include 34 faculty members, and 102 4 th
year Criminology Students will be randomly chosen, ensuring equal
representation from each group in the sample.
By using stratified random sampling, this study aims to make statistical
inferences about the insights of students and faculty regarding the career
readiness of 4th year Criminology Students at the University of Caloocan City -
South Campus.
 UNIVERSITY OF CALOOCAN 2
CITY 6

RESEARCHCollege of Criminal
INSTRUMENT Justice Education
The questionnaire will be use as the main instrument in gathering the
data. This survey instrument seems to be the most comprehensive way of
gathering the responses needed to know the assessment on the readiness of
the 4th year Criminology Students basis for an enhance and competent career
preparation.
The questionnaire, as a major instrument has three parts. The first part
includes the respondent’s profile to gather information relevant to the variables
enumerated which contains the personal information in terms of: name; age;
gender; career opportunity, and types of respondents. The respondents will just
put check inside the box that answers the personal information about them.
The second part includes the essential factors that contribute to the
readiness of the 4th year Criminology Students.
The third part of the questionnaire is about the factors the University
premises that affects the readiness of 4th year Criminology Students. And lastly,
the fourth part is about the measures to the different factors that affects the
readiness of 4th year Criminology Students.
Data collected through the questionnaire will be analyzed quantitatively
to reinforce and validate the findings. The responses will be interpreted through
numerical data, providing a measurable perspective on the respondents'
readiness. The questionnaire will use a Likert scale, as shown below:
Numerical Scale Descriptive Scale
4 3.34 – 4.0 Strongly Agree
3 2.34 – 3.33 Agree
2 1.67 – 2.33 Disagree
1 1.00 – 1.66 Strongly Disagree
Questionnaire. It is essentially a structured technique for collecting
primary data. It is generally a series of written questions for which the
 UNIVERSITY OF CALOOCAN 2
CITY 7

respondents College of Criminal

have to provide the answers.Justice Education
Questionnaire allows the researcher
to gather a significant amount of data at relatively little cost. Questionnaire
distributed by post can be posted to the target group, and then the latter can
choose to answer whenever it is most convenient for them. A set of carefully
designed question given in exactly the same form to a group of people in order
to collect data about some topics in which the researcher is interested.

VALIDATION OF RESEARCH INSTRUMENT

The initial copy of the instrument will be presented to the adviser and oral
examination committee. Comments and suggestions will be the basis for
improving the instrument.
The content validity of a test may be determined reliably by persons
considered competent in the field. Using the Likert’s Scale to gauge attitudes,
values and opinions. It functions by having a respondent complete a
questionnaire that requires them to indicate the extent to which they agree or
disagree with a series of statements given in this study.
To test the validity of the questionnaire, the researcher will conduct a dry
run using fellow 4th year Criminology Students and some close professors. The
results of the study will be used to make certain modifications to make it better
before its formal distribution. As a rule, the researcher will seek the permission
from the Deans of the different Colleges of University of Caloocan City.

DATA GATHERING PROCEDURE

The researchers will prepare a letter of permission for the conduct of
study addressed to the Dean of Colleges of Criminal Justice Education at the
University of Caloocan City and noted by the Research Professor and their
thesis adviser.
 UNIVERSITY OF CALOOCAN 2
CITY 8

College from
After permission of Criminal JusticetheEducation
concerned authority, researchers will make a
courtesy call to the office of the criminology faculty prior to the conduct of data
collection. The selected respondents will be given questionnaires individually for
them to assess the readiness of 4 th year Criminology Students, an assessment
in the career preparation.
After retrieval of the questionnaires, the responses of the respondents
will be objectively recorded, tallied, collated and finally reviewed with the help
and assistance of a statistician for proper presentation, appropriate analysis
and interpretation.

STATISTICAL TREATMENT OF DATA

This study adopts Analysis of Variance (ANOVA) as the primary

statistical treatment to address several sub-problems related to the career
preparedness of 4th year Criminology Students at the University of Caloocan
City – South Campus. ANOVA is chosen for its ability to compare means across
multiple groups, allowing the study to determine if significant differences exist
between groups regarding career readiness and indirectly ranking the various
factors. This approach supports testing the study’s hypothesis by revealing
variations in readiness across different respondent groups and by indirectly
ranking the various factors that affect the readiness of 4 th year Criminology
Students.

The ANOVA formula used in this study is:

Where:
 UNIVERSITY OF CALOOCAN 2
CITY 9

MeanCollege of Criminal
Square Between Justice
Groups (MSB): Education
Measures how much group
means differ from the overall mean.
Mean Square Within Groups (MSW): Measures how much individual
responses vary within each group.

APPLICATION OF ANOVA TO THE SUB-PROBLEMS:

ANOVA will be applied to compare readiness levels across demographic

groups, assess the impact of essential factors on readiness, examine the
various factor, and identify any significant differences in assessments across
respondent types.

This structured approach ensures that each sub-problem is addressed,

providing a comprehensive analysis of career readiness among 4 th year
Criminology Students.

ETHICAL CONSIDERATIONS
In this study, the researchers obtained formal approval to conduct their
research by submitting a letter to the dean of Criminal Justice Education at the
University of Caloocan City - South Campus. Upon receiving approval, the
researchers distributed a survey questionnaire link via Meta Messenger to the
presidents of each section, who then shared it with participants. This link
included a full consent form detailing the study’s purpose, participants’ rights,
and confidentiality assurances, along with a 5-point Likert scale questionnaire.
For professors, printed survey questionnaires were personally distributed as a
sign of respect for their time and effort.
The researchers ensured that respondents’ information and answers
would remain confidential, with all data de-identified. Participants were informed
 UNIVERSITY OF CALOOCAN 3
CITY 0

of their rightCollege offrom

to withdraw Criminal
the studyJustice Education
at any point. This study prioritized
confidentiality and informed consent, safeguarding participants’ rights and
maintaining the integrity of the research process.
 UNIVERSITY OF CALOOCAN 3
CITY 1

College
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 UNIVERSITY OF CALOOCAN 3
CITY 4

College of Survey
Criminal Justice Education
Questionnaire

Part 1: DEMOGRAPHIC PROFILE

Instruction: Please fill-up the needed information. (Rest assured that the data
gathered will be treated with utmost confidentiality). Please check data that is
applicable.

1. Name (optional):

2. Age:
o 20-21
o 22-23
o 24-25
o 26-above

3. Gender:
o Female
o Male

4. Career Opportunity:
o Investigator
o Law enforcement
o Probation Officer
o Social Worker
o Lawyer
o Private investigator
o Correctional Officer
o Corrections
o Criminology instructor
o Forensic psychology
 UNIVERSITY OF CALOOCAN 3
CITY 5

College of Criminal Justice Education

o Forensic scientist
o Detective
o Legal Assistant
o Research Analyst
o Other (specify):

5. Type of Respondent:
o Student
o Faculty

Part II. Essential Factors That Contribute Readiness of 4th Year Criminology
Students

Direction: Please feel free to assess the readiness of 4th year criminology
students, an assessment in the career preparation by indicating your personal
views on the following statements. Check (✔ ) the box below the number that
corresponds to your assessment.

STRONGL
STRONGL
AGREE DISAGREE Y
Y AGREE
QUESTIONS DISAGREE
4 3 2 1
Family assistance encourages
students to concentrate on
their criminology studies and
professional aspirations.

Stable financial aid allows

students to focus entirely on
their coursework and career
planning.

During their internships,

students receive enough
support and direction to ease
their transition into the
 UNIVERSITY OF CALOOCAN 3
CITY 6

workforce. College of Criminal Justice Education

In order to develop the

leadership and communication
skills required for job
preparedness, extracurricular
events like career talks and
seminars are beneficial.

The university has adequate

resources, such as computer
and libraries, which serve
criminology students' academic
demands.

The criminology lab is set up

to offer practical instruction
that improves preparedness
for the workforce.

To aid in their criminology

studies, students can access
up-to-date materials like books,
journals, and internet
databases.

To improve students' ability to

make decisions for their future
jobs, the university offers
lectures and workshops.

Peer pressure has a beneficial

effect on their career planning
and decision-making.
 UNIVERSITY OF CALOOCAN 3
CITY 7

College of Criminal Justice Education

Concepts in criminology are
easily understood because to
the professors' thorough
explanations.

The instructional strategies

employed in the classroom
promote involvement and
active participation.

Students are well prepared for

future employment in the sector
by the criminology program.

There are enough opportunities

for critical thinking and
problem-solving in the program.

The classrooms are kept up

and provide a good
environment for learning
criminology fundamentals.

Criminology students can study

or unwind in the cozy and
functional student lounge.

Modern tools and technologies

are available in university
facilities to support the teaching
of criminology.
 UNIVERSITY OF CALOOCAN 3
CITY 8

College of Criminal Justice Education

Part III: Factors the University Premises That Affects the Readiness of 4th
Year Students

Direction: Please feel free to evaluate the factors the university premises that
affects the readiness of 4th year criminology students by indicating your
personal views on the following statements. Check (✔) the box below the
number that corresponds to your assessment using the following legend.

STRONGL
STRONGL
AGREE DISAGREE Y
Y AGREE
QUESTIONS DISAGREE
4 3 2 1

Students are not inspired to

concentrate on their
criminology coursework and
career objectives by family
support.

Unstable financial aid makes it

difficult for students to focus
entirely on their coursework
and career preparation.

During their internships,

students are not given enough
help and direction, which
makes the move to the
workforce challenging.

The leadership and

communication abilities
required for work readiness
are not enhanced by
involvement in extracurricular
activities like career
presentations and seminars.
 UNIVERSITY OF CALOOCAN 3
CITY 9

College of Criminal Justice Education

The university does not offer

enough resources, such
computers and libraries, to
meet the academic needs of
criminology students.

The criminology lab lacks the

necessary tools to offer
practical instruction that
improves professional
preparedness.

Students do not have access

to current materials to aid in
their criminology studies, such
as books, journals, and
internet databases.

Seminars and workshops to

improve students' decision-
making abilities for their future
employment are not offered by
the university.

Peer pressure has a

detrimental effect on their
career planning and decision-
making.

It is challenging to
comprehend criminology ideas
because the professors do not
provide good explanations.
 UNIVERSITY OF CALOOCAN 4
CITY 0

College of Criminal Justice Education

The instructional approaches
employed in class fail to
stimulate active participation
and engagement.

The criminology curriculum

inadequately equips students
for prospective jobs in the
discipline.

The program offers

inadequate opportunity for
critical thinking and problem-
solving.

Classrooms are not well-

maintained and not favorable
to studying criminology
principles.

The student lounge lacks

comfort and appropriate
amenities for criminology
students to study or relax
University facilities lack
contemporary tools and
technologies to facilitate
criminology education.

STATEMENT OF THE PROBLEM #3: Is there a significant difference in the

assessment of the respondents in terms of the different factors that affects the
readiness of 4th year students?

STATEMENT OF THE PROBLEM #5: What recommendations and plan may be

proposed based on the findings of the study?
 UNIVERSITY OF CALOOCAN 4
CITY 1

College ofLetter
Criminal Justice
to Conduct Education
the Study

November 4, 2024

ATTY. DEXTER B. CALIZAR

Dean, College of Criminal Justice Education
University of Caloocan City

Sir:

Good day!

The undersigned are the representatives of 4-A students of B.S. Criminology-

South Campus who are currently conducting research study entitled “A Study
on the Readiness of 4th Year Criminology Students: An Assessment in the
Career Preparation" as part of the curriculum for the SY 2024-2025.

In this regard, the undersigned Group Leader and Assistant Group Leader
would like to request permission to allow our group to conduct survey within our
college in order to collect data required for the success of the said research
study.

We will be preparing the Survey Questionnaires and the researchers will

employ this sampling technique wherein our target respondents will be selected
faculty members and 4th year students of our College. Their expertise,
experiences, and job-relevance as a professor will be benefited to the
objectives of this research as well as the perspective of a 4 th year criminology
student in career preparation.

Rest assured that all the information gathered will treat with utmost
confidentiality and will use entirely for this research study.

We are hoping for your positive action on this matter.

Thank you.

Sincerely yours,

Kerubin Jan S. Galvez Erika C. Lata

Group Leader Group Assistant Leader
 UNIVERSITY OF CALOOCAN 4
CITY 2

College of Criminal Justice Education

Noted By: Approved by:

PMSg Alex-Joseph DC Brillantes DR. CECILLE MAE CANILON

Research Adviser Subject Professor