ASSESSMENT ON INTERNSHIP PROGRAM OF HIGHER EDUCATION

INSTITUTIONS (HEIs) OF GENERAL SANTOS CITY AND ITS

EFFECT TO THE KNOWLEDGE AND SKILLS
OF CRIMINOLOGY STUDENTS

A Thesis

Presented to
The Faculty of the Criminology Department
Pacific Southbay College, Inc
General Santos City

In Partial Fulfillment
of the Requirements for the Degree
BACHELOR OF SCIENCE IN CRIMINOLOGY

By

ARON, SARAH M.
BUNDA, RUFY D.
CATAYAS, RICARDO JR. V.
GONZALES, JHON JUSUA P.
GUIÑARES, SUNSHINE T.
OROLA, EDGAR JR. M.

January 2025
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PACIFIC SOUTHBAY COLLEGE, INC.

Barangay Calumpang, General Santos City, 9500
Contact Nos. (083)553-1450; 0946-713-6519

CERTIFICATION OF PANEL APPROVAL

The thesis, attached here to, entitled, Assessment on
Internship Program of Higher Education Institutions (HEI’s) Of
General Santos City and Its Effect to The Knowledge and Skills of
Criminology Students, prepared and submitted by Sarah M. Aron, Rufy
D. Bunda, Ricardo V. Catayas Jr., Jhon Jusua Gonzales, Sunshine T.
Guiñares, Edgar M. Orola Jr., in partial fulfillment of the requirements
for the degree BACHELOR OF SCIENCE IN CRIMINOLOGY is hereby
recommended for approval.

PORFERIO M. TRIPOLI, LPT, Ed. D. AL BIEN D. ESCOBAÑEZ, RCrim, MSCJ

Member Member
_______________ ________________
Date Date

KENNETH D. CLAUDIO, MBM

Adviser

_______________

Date

This thesis is approved in partial fulfillment of the requirements for

the degree Bachelor of Science in Criminology.

KENNETH D. CLAUDIO, MBM

Vice President for Academics/Research Director

________________
Date
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ABSTRACT

This study evaluated the internship programs offered by Higher

Education Institutions (HEIs) in General Santos City and examined their
impact on the knowledge and skills of criminology students. It focused on
assessing the effectiveness of these programs in bridging theoretical
knowledge with practical application, preparing students for real-world
challenges in law enforcement, public safety, and criminal justice. Key
aspects such as program structure, alignment with industry needs, and the
overall experience of student interns were analyzed to determine whether
these internships sufficiently enhanced the competencies required for
professional success. By identifying the strengths and weaknesses of
existing practices, the research aimed to provide valuable insights into
how well these programs prepared students for their chosen careers. The
findings were intended to help guide HEIs in refining their internship
programs to address gaps, improve program relevance, and foster greater
collaboration with industry partners. Ultimately, this study sought to ensure
that criminology students were equipped with the necessary skills,
knowledge, and practical experience to excel in their future professions,
contributing to their personal development and the advancement of the
field of criminology.

Keywords: Internship Programs, Higher Education Institutions,

Criminology Education, Knowledge and Skills Development, General
Santos City
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ACKNOWLEDGMENT

This is to express the researchers immense and heartfelt gratitude

to the prople who have given assistance this research would not come into

reality without the invaluable contributions of the following people who

have shared their noteworthy efforts and given assistance in the

completion of the study.

To our thesis adviser MR. KENNETH D. CLAUDIO, MBM for his

continuous support of our Baccalaureate Degree and for his patience,

motivation and knowledge;

To the panel examiners member by DR. PORFERIO M. TRIPOLI

LPT and MR. AL BIEN D. ESCOBAÑEZ, RCrim, MSCJ, Our Dean in

Criminology Department for their comments and for the improvement of the

research;

To the Faculty and Staff of the Program of Bachelor of Science in

Criminology for their support and encouragement;

To our respondents from different school under HEI’s for their

cooperation and time exerted during the conduct of this study;

To the following researcher parents namely; MR. AND MRS. ARON,

MR AND MRS BUNDA, MR AND MRS GONZALES, MR. AND MRS.

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OROLA, MR. AND MRS. GUIÑARES, MR. AND MRS. CATAYAS, for

their support morally, spiritually and financially;

We would like to thank MR. MARK RYAN MALSI, OIC-Engineer

the thesis statistician, for his time and effort facilitating the statistical data

required to complete the study;

Acknowledgement is also extended to our batch mate the

“MATIKAS CLASS 2025” that despite of many problems and financially

encountered still continue our study and pursuing our goals;

Above all, to our Almighty God, our personal Lord and Savior for his

unconditional love, amazing grace, his enlightenment, strength, blessings,

knowledge, wisdom, love that made this research possible and abundant

blessing He showed upon the researcher.

- The Researchers
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DEDICATION

We dedicate this study, first and foremost, to Almighty God, whose

guidance and blessings have been our source of strength and wisdom in

our daily lives. We also extend our heartfelt gratitude to everyone who

supported us, both morally and financially, throughout this journey. To our

families, whose unwavering love and encouragement fueled our

determination; to our mentors, for their invaluable guidance and

knowledge; and to our friends and classmates, who stood by us and

inspired us to pursue our dreams with passion and perseverance – we are

deeply thankful. This accomplishment is a testament to the collective

effort, support, and faith of everyone who believed in us.

- The Researchers
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TABLE OF CONTENTS

TITLE PAGE ................................................................................i i

APPROVAL SHEET......................................................................ii ii
ABSTRACT..................................................................................iiiiii
ACKNOWLEDGEMENT................................................................ iv
DEDICATION................................................................................. vi
TABLE OF CONTENTS................................................................ vii
LIST OF TABLES..........................................................................xx
LIST OF FIGURES........................................................................xiixi
ACRONYMS................................................................................xiii
xii

CHAPTER

1. INTRODUCTION

Background of the Study ..................................................... 1

Statement of the Problem ....................................................... 2
Hypothesis ...............................................................................4
Significance of the Study .......................................................... 5
Scope and Delimitation .........................................................77
Definition of Term...................................................................
7

2. REVIEW OF RELATED LITERATURE AND AND

CONCEPTUAL FRAMEWORK

Background Theories …………………………………………. 10

Empirical Studies ................................................................. 65
International Studies ...............................................................65
Asian Studies ........................................................................ 69
Local Studies ..........................................................................71
Conceptual Framework .............................................................. 73
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3. METHODOLOGY
74
Research Design ………………………………….………….
Research Locale …………………………..…….…………... 74
Sampling Design ……………………………………………… 76
Research Respondents ………………………………………….78
Research Instrument ……………………………………………79
Data Analysis …………………………………………………….84
Statistical Treatment …………………………………………….85

4. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Demographic Profile …………………………………………. 88

Evaluation on Internship Program ............................................. 89
Knowledge Acquired by the Criminology Students during
94
Internships Program ..................................................................
Skills Developed during Internships .......................................... 102
Hypothesis Testing ....................................................................
115

5. SUMMARY, FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

117
Findings ....................................................................................
Conclusion ................................................................................
120
Recommendations .................................................................... 121

REFERENCES ...........................................................................124

APPENDICES

A. Letter of approval for Title Defense ............................................... 141

B. Letter of approval for Proposal Defense......................................... 142
C. Letter to HEI’s School for List of Population Data........................... 143
D. Letter to HEI’s School to Conduct Survey ..................................... 148
E. Survey Questionnaire .................................................................... 153
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F. Letter of approval of Final Defense ............................................ 162

G. Letter of approval for Binding ....................................................
163
H. Certification for Grammarian ..................................................... 164
I. Certification for Statistician .......................................................
165
J. Validation Sheet ........................................................................ 166
K. Plagiarism Result ........................................................................
180
L. Digital Receipt of Plagiarism Result............................................. 181

CURRICULUM VITAE......................................................................... 182

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LIST OF TABLES

TABLE Title Page

1 Distribution of Respondent of HEI’s……………………………. 78

2 Scale and Interpretation on Evaluation on Internship
Program.................................................................................... 81
3 Scale and Interpretation on Kwownledge Acquired by the
Criminology students during Internship
Program.................................................................................... 82
4 Scale and Interpretation on Skills Developed during Internship
Program.................................................................................. 83
5 Statistical Treatment............................................................... 87
6 Frequencies and Percentage Distribution According to
Gender.................................................................................... 88
7 Frequencies and Percentage Distribution According to
89
Age..........................................................................................
8 Program Relevance to Career Goal Evaluation ..................... 90
9 Mentorship Quality Evaluation by Interns................................. 92
10 Understanding of Criminal Justice System.............................. 96
11 Legal Knowledge ................................................................... 97
12 Crime Prevention Strategies .................................................. 100
13 Analytical Skills ...................................................................... 103
14 Problem-solving Skills ............................................................ 106
15 Communication Skills .............................................................. 108
16 Teamwork Abilities..................................................................
110
17 The Grand Mean and Interpretation of the Relationship
Between Internship Programs of Higher Education and
Knowledge of Criminology Students …………………………. 112
18 Grand Mean and Interpretation of Relationship Between the of
Internship Programs of Higher Education Institutions and the
113
Skills Development ...………………………………….…………
19 P-Value Result ......................................................................... 114
20 Hypothesis Testing ................................................................. 115
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LIST OF FIGURES

Figure Title Page

1 Conceptual Framework ................................ 73

2 Location Map of the Study ........................... 75

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ACRONYMS

HEI’s – Higher Education Institutions

SCCT – Social Cognitive Career Theory

CPTED – Crime Prevention Through Environmental Design

GSC – General Santos City

GFI – GenSantos Foundation College. Inc.

PSCI – Pacific Southbay College. Inc.

CFC – Cronasia Foundation College

FCCCFI – Filipino Canadian Community College Foundation,

Inc.

VCBA – Villamor College of Business and Art

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Chapter I

INTRODUCTION

Background of the Study

Internship programs have become an integral component of higher

education curricula, offering students the opportunity to gain practical

experience and apply theoretical knowledge in real-world settings. In the

field of criminology, internships play a crucial role in preparing students for

careers in criminal justice and law enforcement agencies (Libradilla et al.,

2023).

However, while the importance of internships is widely recognized,

there is a need to assess their effectiveness and impact on students'

knowledge and skills within the context of Higher Education Institutions

(HEIs) in General Santos City (Jones and Smith, 2018).The decision to

focus on General Santos City stems from its significance as a hub for

criminology education and its relevance to the broader discourse on

internship programs. General Santos City hosts several HEIs offering

criminology courses, making it an ideal setting to investigate the dynamics

of internship programs within this specific context (Bawica, 2021).

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Moreover, the existing literature presents conflicting perspectives

on the value of internship programs, with some studies highlighting their

positive outcomes and others raising concerns about their efficacy

(Ocampo et al., 2020). This disparity underscores the importance of

conducting a localized assessment to better understand the unique factors

influencing the effectiveness of internship programs in criminology

education (Ocampo,2020).

By examining the impact of internship programs on criminology

students' knowledge and skills in General Santos City, this study aims to

address the gaps in current research and provide insights that can inform

the design and implementation of internship programs within HEIs. By

doing so, the study seeks to contribute to both theoretical knowledge and

practical strategies for enhancing criminology education and preparing

students for successful careers in the field of criminal justice.

Statement of the Problem

The study aims to assess the impact of internship programs offered

by higher education institutions on the knowledge and skills development

of criminology students. Specifically, the research seeks to answer the

following questions:
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1. What is the demographic profile of criminology students participating in

internship programs in terms of:

1.1 Gender; and

1.2 Age?

2. What is the evaluation of internship programs provided by higher

education institutions to criminology students in terms of:

2.1 Program Relevance to Career Goal; and

2.2 Mentorship Quality?

3. What are knowledge acquired by the criminology students who

underwent internship programs in terms of:

3.1 Understanding of Criminal Justice System;

3.2 Legal Knowledge; and

3.3 Crime Prevention Strategies?

4. What are the skills of criminology students developed during internship

programs in terms of:

4.1 Analytical Skills;

4.2 Problem-solving Skills;

4.3 Communication Skills; and

4.4 Teamwork Abilities?

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5. Is there a significant relationship between the internship programs of

higher education institutions and the knowledge of criminology students?

6. Is there a significant relationship between the of internship programs of

higher education institutions and the skills development of criminology

students?

Hypothesis

The internship programs offered by higher education institutions in

General Santos City have a significant positive impact on the knowledge

and skills development of criminology students, enhancing their

understanding of the criminal justice system, legal knowledge, crime

prevention strategies, and their analytical, problem-solving,

communication, and teamwork abilities.

Null Hypothesis (Ho): There is no significant relationship between

the internship programs of higher education institutions and the knowledge

and skills development of criminology students in General Santos City.

Alternative Hypothesis (Ha): There is a significant relationship

between the internship programs of higher education institutions and the

knowledge and skills development of criminology students in General

Santos City.
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Significance of the Study

Understanding the impact of internship programs on criminology

students' knowledge and skills in Higher Education Institutions (HEIs) in

General Santos City holds significant implications for various

stakeholders, including students, educators, policymakers, and employers.

To the educational institutions. Findings from this study can

provide HEIs with valuable insights into the effectiveness of their

internship programs and opportunities for improvement. By understanding

the factors that contribute to students' learning experiences during

internships, institutions can tailor their curriculum and support services to

better align with the needs of both students and employers.

To the students. For criminology students, the study's findings can

inform their decision-making process regarding internship opportunities

and career pathways. By gaining a clearer understanding of the benefits

and challenges associated with internships, students can make more

informed choices about their educational and professional development.

To the employers. Employers in the criminal justice and law

enforcement sectors can benefit from insights into the skills and

competencies developed by interns during their placements.

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Understanding the strengths and areas for improvement of internship

programs can help employers better integrate interns into their

organizations and maximize the value they bring to their teams.

To the policymakers. Policymakers responsible for shaping

education and workforce development initiatives can use the study's

findings to inform policy decisions aimed at enhancing the quality and

relevance of internship programs. By promoting best practices and

providing support for effective internship models, policymakers can

contribute to the overall improvement of criminology education and

workforce readiness.

To the academic research. This study contributes to the existing

body of literature on internship programs by providing localized insights

into their impact on criminology education. The findings can serve as a

basis for further research exploring the nuances of internship experiences

and their implications for students' academic and professional

development.

Overall, the significance of this study lies in its potential to inform

practice, policy, and research efforts aimed at improving internship

programs in criminology education, ultimately enhancing the preparedness

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and success of students entering the criminal justice and law enforcement

fields.

Scope and Delimitation

This study examines the impact of internship programs on

criminology students' knowledge and skills in General Santos City HEIs,

involving both undergraduate and graduate participants. It explores

placements within criminal justice agencies and related fields, assessing

program duration, structure, and objectives.

Limitations include time constraints, resource limitations, and the

unique context of General Santos City, which may affect generalizability.

External factors like changes in policies and economic conditions could

also influence outcomes. Despite these, the study aims to provide a

focused analysis of criminology internship programs in the specified area.

Definition of Terms

The following terms discussed in this study defined both

conceptually and operationally:

Assessment. Conceptually, assessment is the process of

obtaining and analyzing data from various sources to create a thorough

understanding of what students have learned and are capable of doing as

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a result of their educational experiences (Huba and Freed, 2018).

Operationally, it refers to the practical application of using assessment

results to enhance educational strategies and outcomes.

Internship Program. Conceptually, a criminology internship is a

supervised learning experience provided by HEIs in collaboration with

justice agencies to develop students' practical skills and professional

growth (Libradilla et al., 2023). Operationally, it involves specific hands-on

activities within justice agencies, allowing students to apply theoretical

knowledge in real-world settings.

Criminology. Conceptually, criminology is the interdisciplinary

study of criminal activity, law enforcement, criminal justice systems, and

civil society's reactions to criminal activity (Harper, 2023). Operationally, it

refers to the academic field in which students are pursuing their studies

and internships, focusing on understanding and addressing criminal

behaviors and their societal impacts.

Higher Education Institutions (HEI’s). Conceptually, HEIs are

post-secondary institutions offering degrees or certificates (Jones and

Smith, 2018). Operationally, this refers to HEIs in General Santos City

providing criminology education and internships.

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Knowledge and Skills. Conceptually, knowledge refers to the

theoretical understanding and conceptual grasp of criminological

principles, theories, and methodologies acquired through academic

coursework and practical experiences (Libradilla et al., 2023).

Operationally, it encompasses the specific application of these principles

and methodologies, as well as the practical abilities, competencies, and

proficiencies developed through hands-on learning, including critical

thinking, problem-solving, communication, and professional conduct.

Impact Assessment. Conceptually, the evaluation examines how

internship programs impact criminology students' knowledge, skills,

attitudes, and education (Miller et al., 2021). Operationally, it refers to

measuring these impacts through specific metrics.

General Santos City. Conceptually, General Santos City is a

highly urbanized city in the Philippines known for its economy, culture, and

education (Creswell, 2019). Operationally, it refers to the location for

studying criminology internship programs in selected HEIs.

Employability. Conceptually, employability refers to criminology

students' knowledge, skills, and attributes that help them secure and

succeed in careers in criminal justice and law enforcement (To & Lung,
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2020). Operationally, it encompasses both academic qualifications and

practical experience gained through internships.

Chapter II

REVIEW OF RELATED LITERATURE AND CONCEPTUAL

FRAMEWORK

Background Theories

Program Relevance to Career Goal

The relevance of internship programs to students' career goals is a

critical aspect of program evaluation. Social Cognitive Career Theory

(SCCT) posits that individuals' career choices and outcomes are

influenced by their self-efficacy beliefs, outcome expectations, and

personal goals (Brown's, 2019). According to SCCT, internship programs

that align with students' career aspirations and provide opportunities for

skill development in areas relevant to their chosen profession are more

likely to enhance their motivation, engagement, and overall satisfaction

with the program (To & Lung, 2020). Evaluating the alignment between

internship experiences and students' career goals can be informed by

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SCCT's emphasis on the role of contextual factors, such as internships, in

shaping individuals' career development trajectories.

Moreover, the career paths of students are greatly influenced by

internship programs, and the most efficient way to maximize the impact of

these programs is to match students' career objectives with internships.

Internship programs that closely match students' career goals are

generally seen as more valuable and advantageous to their professional

growth, according to research by Johnson et al. (2021). Additionally,

Bandura (2006) and Lent et al. (2018) emphasize how important self-

efficacy beliefs are in determining people's professional decisions and

results. Internship programs boost students' confidence in their capacity to

accomplish their career goals when they offer practical experiences and

encouraging comments.

Furthermore, Lent et al. (2020) and Hackett et al. (2019) both

stress the significance of outcome expectations in the decision-making

processes related to careers. Students' expectations for their outcomes

are clarified and their career options are informed by internship programs

that expose them to a variety of real-world work situations and career

pathways. Furthermore, Lent et al. (2016) and Brown et al. (2020)

emphasize the importance of contextual factors in determining the career

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development paths of individuals, including internships. Internship

programs can better serve students' needs and advance their professional

goals by taking these elements into account.

Likewise, continuous enhancement of internship programs requires

an evaluation of their efficacy. Evaluating internship programs from an

SCCT viewpoint, according to Betz et al. (2018) and Byars-Winston et al.

(2021), enables educators and practitioners to gauge students' self-

efficacy beliefs, result expectancies, and results for career development.

In order to ensure that internship programs successfully prepare students

for successful employment, this research helps to refine program design

and implementation approaches.

An addition, to sum up, the incorporation of Social Cognitive Career

Theory (SCCT) 2020, principles into the design and assessment of

internship programs can improve their pertinence to the career aspirations

of students. Internship programs can better prepare students for the

workforce through identifying contextual factors, encouraging self-efficacy

attitudes, clarifying outcome expectations, monitoring program

performance, and matching internship experiences with students'

ambitions.
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Moreover, to recent studies, networking is still very important for job

advancement. A major factor in the professional development of students

and young professionals is the opportunity that internships continue to

give them to network with peers, mentors, and industry experts. Social

networks give users access to employment leads, insider knowledge, and

professional recommendations—all of which are essential for career

mobility, claim Antonucci and Jackson (2020). Through networking that is

started during an internship, people can more easily find employment and

advance their careers. Furthermore, these relationships frequently result

in career mentorship, which raises job happiness and performance

(Klauss, 2019).

Furthermore, to more recent research by Sandler, Weingarten, and

Philips (2021), networking activities during internships have a beneficial

impact on career success by boosting visibility, encouraging information

sharing, and providing access to job prospects. Relationships that are

cultivated during internships frequently result in recommendations, career

referrals, and long-lasting mentoring. Consequently, internships provide

students with a useful means of networking with experts who may be able

to assist in their long-term professional development.

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Likewise, the impact of integrating real-world work environments

into academic programs on students' comprehension of respective areas

was studied by Reyes and Dela Cruz (2020). According to their findings,

students are much better able to apply their theoretical knowledge to real-

world situations when they are exposed to real-world work environments.

By providing them with knowledge and abilities that are directly related to

their professional objectives, this experiential learning method increases

students' marketability.

An addition to Santos and Villanueva (2021) examined how

professional preparation was affected by experiential learning

opportunities in academic programs. However, to their research, students

can obtain first-hand knowledge and insights into their potential vocations

through programs that provide internships, industrial partnerships, and

real-world projects. In addition to increasing students' professional

preparedness, these experiences boost their self-esteem and flexibility in

a variety of job settings.

Mentorship Quality

The quality of mentorship within internship programs is crucial for

students' learning, skill development, and professional growth.

Socialization Theory posits that individuals' adaptation to new roles and

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environments is facilitated through interactions with experienced mentors

who provide guidance, support, and feedback (Miller et al., 2021).

Furthermore to Socialization Theory of 2021, effective mentorship

involves modeling desired behaviors, providing opportunities for skill

acquisition, and offering emotional support to mentees as they navigate

their professional journeys. By assessing the quality of mentorship within

internship programs, educators and administrators can identify areas for

improvement and implement strategies to enhance the support and

guidance provided to criminology students during their internship

experiences.

Moreover, by drawing on theoretical frameworks such as Social

Cognitive Career Theory and Socialization Theory, evaluators can gain

deeper insights into the factors influencing the effectiveness of internship

programs in criminology education. These theories provide a theoretical

foundation for understanding the interplay between individual factors,

contextual influences, and programmatic elements in shaping students'

experiences and outcomes within internship programs.

Futhermore, using a social cognitive career theory paradigm,

research by Lent et al. (2019) examines how internship experiences and

students' career objectives coincide. This study looks at how much

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internships give students the chance to explore their interests, learn useful

skills, and obtain real-world experience in fields related to their intended

career choices. Results imply that students' self-efficacy views, outcome

expectancies, and career satisfaction are more likely to be improved by

internships that closely align with their professional goals.

Likewise, on the context of Betz and Hackett's (2018), research

focuses on how self-efficacy beliefs affect the likelihood of completing an

internship and achieving professional goals. This study uses the social

cognitive career theory as a framework to investigate how students'

motivation, perseverance, and career-related outcomes are influenced by

their self-efficacy in completing internship-related activities and

overcoming obstacles. Results indicate that treatments including

performance reviews, skill development, and mentorship that target

improving self-efficacy beliefs may help students get the most out of their

internships and grow in their careers.

Moreover, a good mentoring relationship depends on the mentor's

skills. Strong subject matter expertise and readiness make mentors more

capable of giving mentees insightful advice, helpful criticism, and

challenges to advance their careers, according to research by Johnson

and Ridley (2018). A seasoned mentor helps the mentee learn more by
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offering focused guidance and tackling certain issues in their industry.

According to Garvey, Stokes, and Megginson (2018), being prepared

enables mentors to customize their mentoring style to the specific

requirements and career objectives of their mentees.

Furthermore, the influence of mentor competence on mentee

outcomes is highlighted by research by Allen and Eby (2020). Skill

development, confidence, and professional advancement are all greatly

enhanced by mentors who are experts in their industries. Professional

mentors are able to spot knowledge gaps in their mentees and offer

pertinent tools or approaches to fill them. Moreover, competent mentors

provide career-related guidance that can improve the mentee's

comprehension of industry norms and expectations and boost their

preparedness for upcoming positions (Ragins & Kram, 2019).

Likewise the success of the mentoring relationship as a whole is

correlated with the readiness of the mentor. According to research done in

2019 by Finkelstein, Poteat, and Allen, mentors who prepare ahead of

time for their sessions tend to create more fulfilling and fruitful

relationships. These mentors have superior knowledge on how to address

difficult issues, support career advancement, and provide insightful career

advice. A mentor's readiness also communicates a feeling of devotion and

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commitment, which builds mentee trust and motivates them to participate

fully in the mentoring process (Rhodes & Spencer, 2020).

An addition to the design and implementation of internship

programs that optimize its relevance to students' career aspirations are

covered in literature by Duffy et al. (2021). Instructors can assist students

in defining their career goals, locating possibilities for growth, and making

well-informed decisions about their professional futures by introducing

components like goal-setting, reflection exercises, and career counseling

into internship curriculum. The significance of deliberate program design in

promoting students' career exploration and preparedness for the

workforce is emphasized by this study.

Moreover, when it comes to developing skills in a mentorship

relationship, constructive feedback is critical. A crucial part of the learning

process, feedback gives mentees particular insights that might result in

improved performance and skill development (Hattie and Timperley,

2020). In addition to pointing out areas for improvement, competent

mentors use feedback to celebrate accomplishments and good behaviors.

Mentors and mentees have a continuous conversation that helps the latter

better understand their strengths and flaws.

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Furthermore, the feedback that is timely and constructive can

greatly improve professional development, according to a study by Kluger

and DeNisi (2021). Mentees are encouraged to evaluate their

performance and take concrete actions to improve when they receive

regular, targeted feedback from their mentors. More career preparedness

and confidence are a result of this iterative process of applying and getting

feedback, which promotes ongoing learning and skill development (Kahn

& Hasen, 2022).

Likewise, for effective skill development, mentoring connections

generate a feedback loop. Mentors who regularly hold feedback sessions,

according to Allen et al. (2023), establish a safe environment in which

mentees can communicate their struggles and accomplishments. Not only

does this continuous feedback assist mentees improve their skills, but it

also fosters a growth mentality that enables them to see obstacles as

chances to learn. Mentors' encouraging remarks can serve as a source of

motivation for mentees, strengthening their resolve to pursue both

professional and personal growth (Baker, 2023).

Moreover, for mentees to feel comfortable voicing concerns and

asking questions, a supportive mentoring atmosphere is essential. Harlow

and Giesbrecht's (2019) research highlights that mentees are more likely
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to participate actively in talks when mentors cultivate an environment of

trust and openness. This comfort promotes mentees' asking questions

about difficult subjects and voicing their doubts, which is essential to their

development as learners.

Furthermore, the success of mentoring relationships is significantly

influenced by trust. Additionally to Lee and McNaught (2021), mentees

feel more comfortable discussing their ideas and worries when there is a

high degree of trust between mentors and mentees. This improves

communication. Since it enables mentors to address concerns openly and

supportively, which ultimately improves results for mentees, this open

communication is crucial for constructive feedback and personal

development.

However to research by Baker and Shaw (2022), mentees who feel

encouraged to voice their concerns and ask questions are more likely to

participate in an inquiry-based culture when mentors and mentees have

open communication. By doing this, you can help solve urgent

uncertainties and develop your critical thinking and problem-solving

abilities. According to Murray and Hays (2023), mentees who regard their

mentors as approachable are more likely to participate in meaningful talks

that further their learning.

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An addition, the efficacy of a mentoring relationship is found to be

highly influenced by the level of expertise possessed by the mentor.

Mentors who are knowledgeable and equipped to guide their mentees can

offer more effective support, which can result in better learning outcomes

(Eby et al., 2021). Effective mentors can aid mentees in overcoming

obstacles in their area by imparting pertinent experiences and ideas, so

augmenting their professional growth.

Futhermore, Chen and Liao's (2022) study revealed that educated

mentors not only assist mentees in gaining the necessary abilities, but

also build confidence in them. Mentees can gain valuable insights from

their mentor's experiences and industry knowledge, which can help close

the gap between theory and practice. For mentees, this relationship is

essential as they move from academic to professional settings.

Moreover, being prepared as a mentor involves more than just

having knowledge; it also involves having efficient coaching techniques.

Furthermore to research by Allen et al. (2023), skilled mentors design

organized mentoring sessions that promote targeted conversations and

skill development. Because of this preparation, the learning atmosphere is

more stimulating and mentees might feel encouraged to grow. Through all
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of these, it has significantly revealed that mentorship qualities had a huge

impact on the effectivity of the internship programs.

Understanding of Criminal Justice System

Criminology internship programs play a crucial role in giving

students a personal understanding of the inner workings of the criminal

justice system. According to Libradilla et al. (2023), internships have a

profoundly positive impact on bridging the gap between theory and

practice in higher education. Students receive essential insights into the

complex workings of law enforcement, courts, and correctional facilities

through immersion in criminal justice agencies.

Furthermore, Smith and Jones (2018) emphasize how important it

is to assess how well internship programs enhance students'

understanding of the criminal justice system. Their findings highlight the

need for empirical investigations to determine how internships affect

students' absorption of knowledge in higher education institutions (HEIs).

Through comprehensive evaluations, researchers can identify the complex

ways that internships enhance students' comprehension of the complex

systems that control the criminal justice system.

Moreover, building on these discoveries, more research might

examine the particular elements of internships that promote improved

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comprehension of the criminal justice system. Researchers can clarify the

processes via which internships influence students' opinions and

understanding of criminal justice by looking at elements including the type

of internship placements, the caliber of mentorship, and the integration of

classroom instruction with real-world experiences. These investigations

not only contribute to the advancement of scholarly knowledge but also

help to improve internship programs in order to better suit the academic

requirements of criminology students.

Likewise, criminal justice internship programs provide priceless

hands-on experiences that supplement classroom theory understanding.

Phelan (2019) states that students who take part in internships report

having a stronger awareness of the ways in which the criminal justice

system functions, including the ways in which law enforcement, courts,

and correctional facilities operate. By allowing students to apply classroom

theories in real-world situations, these practical experiences help to close

the knowledge gap between academics and professionals.

Furthermore, internships assist students in gaining vital skills

required for employment in criminal justice, according to research by

Morrow and Rhoades (2021). Participating in practical tasks enhances an

intern's capacity for problem-solving, critical thinking, and communication.

By giving pupils a competitive edge and boosting their self-confidence in

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their professional talents, experiential learning equips students for future

employment.

Likewise, criminal justice internship can help with networking

opportunities, which are quite important. According to McCarthy and Smith

(2022), forming connections with experts as an intern can result in

recommendations for jobs, mentorship possibilities, and knowledge of

market trends. As they may offer assistance and direction in choosing

professional pathways, these relationships are essential for students

about to enter the industry.

Moreover, the knowledge of students regarding the many roles and

functions of the Criminal Justice System is greatly improved by internship

experiences. Studies conducted by Walker and Archbold (2021) reveal

that internships give students the chance to watch and take part in the

day-to-day activities of a variety of components like law enforcement,

courts, and prisons giving them insights that are hard to get through

traditional classroom instruction.

Furthermore, internships function as a link between academic

understanding and real-world application, claim Hagan and Albonetti

(2020). Interns obtain a detailed grasp of the various workings and

interactions of the criminal justice system by interacting directly with

professionals in the area, which helps them contextualize their academic

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learning. Interns get a practical understanding of the difficulties and

intricacies that every part faces thanks to this.

Likewise, to Jang and Koss's research from 2022, internships assist

interns in developing critical thinking and strong communication skills in

addition to helping them understand the positions and duties of various

criminal justice agencies. Through engagement in authentic situations,

interns get an in-depth comprehension of the decision-making process

and its impact on the community and legal system, ultimately resulting in a

more holistic grasp of the system.

Moreover, student understanding of the intricacies of the criminal

justice system is aided by the crucial practical exposure that internships

offer. Study by Gandy and Wilson (2021) highlights that internship in

criminal justice positions give interns the opportunity to see firsthand the

complex relationships and difficulties that professionals in the courts, law

enforcement, and prisons encounter. Gaining a greater understanding of

the system's complexity is facilitated by this encounter.

Furthermore, practical experiences during internships, according to

Thompson and McCoy (2022), illustrate the problems and moral

conundrums that professionals face on a daily basis. Interns acquire

knowledge about problems including scarce resources, public scrutiny,

and the necessity of efficient agency-to-agency communication. In order to

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help future professionals, negotiate the complexities of their positions

within the system, it is imperative that they have this expertise.

Likewise, to Lee and Morgan's (2023) research indicates that

internships provide practical experience that fosters critical thinking

abilities in addition to improving system understanding. In order to solve

problems and develop the problem-solving skills necessary to tackle the

obstacles they will face in their professions, interns are frequently

expected to evaluate real-life scenarios, make decisions, and consider the

results.

Moreover, the significance of internships in giving criminology

students a firm grasp of criminal justice procedures was underlined by

Alonzo and Reyes (2019). Their research showed that students'

understanding of the intricacies of the justice system, such as law

enforcement, court proceedings, and penitentiary procedures, is enhanced

by experiential learning during internships. Students' career preparation is

greatly increased when they interact with professionals in the area

because they gain a practical understanding of the theoretical topics they

acquire in the classroom.

Furthermore, the effect of hands-on experience obtained through

internships on students' future jobs in criminal justice was studied by

Santos and Villanueva (2020). Their results showed that internships

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enable students to apply academic theories to practical settings and offer

vital insights into the daily functioning of criminal justice organizations.

Through hands-on learning, students develop a greater understanding of

criminal justice procedures and acquire critical skills for their future

employment in the sector.

Legal Knowledge

The ability to apply abstract legal ideas to actual situations within

the criminal justice system is one of the key ways that internships help

criminology students develop their legal acumen. According to Bawica

(2021), internships are essential for giving students practical experience

with legal concepts and practices. Students obtain practical insights into

the implementation of laws, regulations, and constitutional rights relevant

to crime investigation and prosecution by working with legal professionals

in a variety of criminal justice contexts.

Furthermore, Bawica (2021) contends that internships help

students develop their critical thinking and problem-solving abilities as

they work with seasoned professionals to tackle challenging legal matters.

Students can gain a sophisticated understanding of legal frameworks and

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how they affect the administration of justice by participating in an

interactive learning environment.

Still, Ocampo et al.(2020) highlight the differing viewpoints

regarding the effectiveness of internship programs in improving

criminology students' legal knowledge and legal principles. While some

research highlights the benefits of internships in enhancing legal

competency, others raise doubts regarding the degree to which these

programs successfully transfer substantive legal knowledge.

Likewise, to Ocampo et al. (2020), localized evaluations are

necessary to clarify the variables affecting interns' ability to learn the law.

Through focused assessments carried out in particular learning

environments, scholars are able to pinpoint the particular difficulties and

advantages associated with internship-based legal education.

Additionally, Ocampo et al. (2020) suggest a comprehensive

method for evaluating how internship programs affect the learning of legal

knowledge. This method includes both qualitative research on students'

experiential learning processes and quantitative studies of knowledge

retention. Comprehensive evaluations like this one provide insightful

information about the complex ways in which internships influence

students' legal knowledge and professional growth.

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Moreover, extending these observations, future studies may

investigate creative teaching methods in internship schemes to maximize

the acquisition of legal knowledge. Educators can enhance students'

practical learning opportunities and foster a more profound

comprehension of legal ideas in the dynamic setting of criminal justice

practice by using interactive simulations, case studies, and reflection

activities.

Moreover, the provision of hands-on experiences through internship

programs is crucial in enhancing students' comprehension of the rules and

legislation pertaining to the Criminal Justice System. O'Brien and Jones's

(2020) research highlights how internships help students apply the

theoretical knowledge they have learned in the classroom to real-world

situations, which improves their understanding of legal frameworks and

regulatory compliance. Gaining a thorough knowledge of the application

and enforcement of laws requires this practical experience.

An addition, to Internships provide a direct introduction to the legal

procedures and standards that control criminal justice operations, claim

Smith and Davis (2021). Interns get an understanding of how laws are

applied in real-world situations through their participation in case

preparation, interactions with legal professionals, and observation of court

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procedures. Interns get an understanding of legal concepts and their

practical applications through this experience.

Likewise, an analysis and critical thinking abilities are developed

when academic learning and internship experience are combined,

according to a study by White and Brown (2023). The complexity of the

criminal justice system is easier for interns to comprehend when they work

on legal research, case analysis, and regulatory compliance projects.

They learn the value of laws and regulations in their professional practice,

which helps them prepare for their future careers.

Furthermore, students can get invaluable experience seeing how

legal concepts are applied in practical situations by participating in

internships in the criminal justice system. In order to develop a more

nuanced understanding of how laws are applied in various situations, such

as policing, courtroom proceedings, and correctional practices, Foster and

Lewis (2021) claim that experiential learning during internships allows

students to bridge the gap between theoretical knowledge and practical

application.

Moreover, a study conducted in 2022 by Thompson and Rivera

highlights the fact that interns frequently encounter practical issues that

call on them to successfully apply legal ideas. As they handle complicated

legal matters, work on case analysis, and comprehend the practical

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ramifications of court rulings, interns benefit from this experience by

developing key problem-solving abilities. Interns experience a greater

understanding of the law's effects on people and communities by tackling

these difficulties.

Furthermore, a study by Martin and Wilson (2023) shows that

improving learning outcomes for interns is possible when theoretical

knowledge and real-world experience are combined. Students strengthen

their knowledge of the law and gain the capacity to critically assess legal

issues in context when they apply legal ideas to actual circumstances.

Through the development of both legal knowledge and practical skills, this

process equips people for roles in the criminal justice system in the future.

Likewise, students' understanding of the legal processes involved in

criminal investigations, trials, and sentencing is greatly aided by internship

experiences. According to research by Wilson and Allen (2021), interns

can witness firsthand the phases involved in criminal justice processes,

from preliminary investigations to trial proceedings and sentencing,

through practical exposure. Their comprehension of procedural laws and

their applications is enhanced by this practical involvement.

Additionally, to Harris and Reed (2022) assert that internships

serve as a bridge between academic understanding and real-world

application in legal settings. Engaging in criminal investigations or

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attending court proceedings provides interns with an understanding of the

practical application of legal ideas. They are better able to understand the

intricacies of handling evidence, due process, and courtroom etiquette

thanks to this experience, all of which will be essential for their future

employment in the industry.

Furthermore, an in-depth grasp of the criminal justice system is

given to interns through exposure to all phases of the process, including

trials, investigations, and sentencing, according to research by Martinez

and Brown (2023). It takes a thorough understanding of criminal law to

enable students to contribute to the justice system and successfully

negotiate its complexities.

Criminal justice internships offer vital chances for students to gain

knowledge of the legal rights and obligations of both offenders and

victims. Likewise, to research by Jackson and Lewis (2022), interns can

better comprehend victim protections and resources as well as offenders'

legal responsibilities and rights when they are directly exposed to

casework and court processes. Having this understanding is crucial to

promoting an impartial view of justice.

Moreover, practical experiences during internships, according to

Ramirez and Hargrove (2023), enable students to witness how legal

frameworks are utilized to defend the rights of victims and offenders in a

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variety of contexts, including law enforcement and courtroom settings.

Interns learn about the intricacies of victim advocacy, legal representation,

and offender rehabilitation, which improves their comprehension of how

the legal system handles these populations.

An addition the promotion of empathy and ethical considerations

when interacting with victims and offenders is emphasized by a study

conducted by Lee and Chen in 2021. Interns gain an in-depth

understanding of the psychological and emotional effects of crime by

working on actual cases and communicating with impacted parties. This

awareness is essential for providing effective advocacy and support inside

the justice system.

Crime Prevention Strategies

The expertise of crime prevention tactics that internship programs

teach to criminology students is crucial in providing them with real-world

understanding of the intricacies of crime prevention programs. According

to Ocampo (2020), internships are crucial for introducing students to a

variety of crime prevention strategies, such as situational crime prevention

and community policing. Students obtain personal knowledge in the use

and efficacy of these tactics through immersion in real-world events and

collaboration with practitioners in the field.

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Furthermore, Ocampo (2020) emphasizes how internships have the

power to fundamentally alter students' perceptions of crime prevention

models. Students gain a thorough understanding of the complex nature of

crime and the various tactics used to lessen it by interacting with

community stakeholders and taking part in crime prevention programs.

Furthermore, Lab (2016) emphasizes how important it is to assess

how internship programs affect students' understanding of crime

prevention techniques. Researchers can evaluate how much internships

increase students' understanding in this area by using empirical research

approaches like surveys and interviews. The total efficacy of crime

prevention teaching within criminology curriculum can also be increased

by identifying areas for improvement in internship program design and

implementation through thorough evaluation efforts.

Additionally, Lab (2016) contends that internships provide students

with chances for reflective practice, empowering them to assess the

advantages and disadvantages of different crime prevention tactics.

Through promoting self-evaluation and peer dialogue, instructors can

cultivate an environment of ongoing education and creativity in internship

programs.

Considering these insights, more investigation into the

incorporation of cutting-edge crime prevention technologies and research-

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proven methods into internship curricula may be undertaken. Teachers

may give criminology students the information and abilities they need to

successfully solve today's difficulties in crime prevention by keeping up

with developments in the discipline and encouraging multidisciplinary

cooperation.

Likewise, student learning about Crime Prevention Through

Environmental Design (CPTED) and its application in practical situations

can be greatly facilitated via internships. Research by Cozens and Hillier

(2020) highlights that intern can investigate how public space design and

upkeep can affect crime rates through practical experiences in urban

planning or community safety efforts. Interns can better understand

preventative actions that can be made to improve safety by being familiar

with CPTED principles.

Furthermore, environmental elements that can discourage criminal

action include natural surveillance, territorial reinforcement, and

maintenance, as demonstrated by Thompson and Bright's (2021) actual

implementation of CPTED concepts. The link between design decisions

and crime prevention is strengthened when interns work on projects

pertaining to community safety or urban design, since they are exposed to

diverse implementations of these components.

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Moreover, younger engagement programs are beneficial in

lowering juvenile delinquency, according to research by McCoy and

O'Brien (2021). Through controlled activities, these programs help young

people develop positive conduct, social skills, and a sense of belonging.

The ways in which meaningful engagement can deter youth from criminal

conduct and foster healthy development are demonstrated directly to

interns participating in these programs.

Likewise, the purpose of educational campaigns is to provide

alternatives to dangerous behaviors and educate young people about the

repercussions of delinquency. These initiatives can have a major impact

on attitudes and behaviors by increasing awareness and disseminating

important information, claim Thompson and Evans (2022). Campaign

development interns get knowledge about how young delinquency can be

decreased and informed decision-making skills cultivated.

Furthermore, social services must be included into crime prevention

plans, according to Wilson and Hartman (2023). Adolescent delinquency

can be prevented by providing mental health treatments, family support,

and therapy to address the underlying causes. In addition to helping at-

risk adolescents discover positive paths and lowering overall crime rates
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in the neighborhood, interns witness firsthand how these services may

offer the essential support.

Additionally, to research by Tonry (2019), harsher sentencing

guidelines may be able to discourage crime, especially when it comes to

violent crimes. Law enforcement and justice system interns frequently

observe firsthand how these laws affect crime rates and the conduct of

offenders. These incidents demonstrate how the certainty and seriousness

of punishment can affect the choices made by potential offenders.

Moreover, successful gun control policies are linked to decreased

rates of both gun violence and general crime, according to studies by

Siegel et al. (2021). The application and results of these policies in

communities are visible to interns through policy-making or advocacy

internships, which emphasizes the significance of regulation in reducing

crime and improving public safety.

Furthermore, Petersilia (2020) conducted research which

demonstrates that by addressing the root causes of criminal behavior,

rehabilitation programs can effectively lower recidivism rates. The ways in

which these initiatives—like drug rehab and job training—help ex-

offenders effectively reintegrate back into society are frequently observed

by interns employed by correctional facilities or community organizations.

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The significance of emphasizing rehabilitation above punishment alone is

highlighted by this incident.

Moreover, installation of security cameras in public areas has been

shown to dramatically reduce criminal behavior, according to research by

Welsh and Farrington (2020). Community safety project interns have the

opportunity to witness firsthand how deterrent behavior is affected by

visible surveillance, which lowers crime rates. This direct observation

emphasizes how technology may help make spaces safer.

However, to improved street lighting, especially in high-risk

locations, has been linked to lower crime rates, according to studies by

Painter and Farrington (2019). The promotion of community safety through

increased visibility and deterrent to criminal activity is demonstrated to

interns working in urban planning and safety evaluations by well-lit

surroundings. The value of environmental design in deterring crime is

further supported by this experience.

Moreover, comprehensive crime prevention tactics are more

effective when they incorporate different technical measures like security

cameras and better illumination, according to Mazerolle et al. (2021). As

part of a comprehensive strategy to reduce crime, interns learn how these

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technologies might be incorporated into larger community safety

programs.

Analytical Skills

Internship programs in criminology have been shown to significantly

enhance students' analytical skills. Through hands-on experiences in

analyzing crime data, evaluating case studies, and conducting research

within criminal justice agencies, students develop a deeper understanding

of criminological theories and methodologies (Libradilla et al., 2023).

These analytical skills enable students to critically assess complex

situations, identify patterns of criminal behavior, and formulate evidence-

based solutions to address societal challenges related to crime and

justice.

Moreover, in their study, Johnson and Smith (2021) emphasize the

transformative impact of criminology internships on students' analytical

abilities. Through practical experiences in analyzing crime patterns and

evaluating criminal justice policies, students develop nuanced analytical

skills crucial for navigating complex issues in the field.

Furthermore, a study by Garcia and Martinez (2019) highlights how

criminology internships contribute to enhancing students' analytical

thinking by immersing them in real-world crime scenarios. Through data

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analysis and case studies within criminal justice agencies, students learn

to apply theoretical concepts to practical situations, fostering a deeper

understanding of criminological phenomena.

Likewise, research by Brown and Nguyen (2020) underscores the

importance of criminology internships in cultivating students' analytical

skills. By engaging in research projects and collaborating with

professionals in the field, students develop the ability to critically assess

evidence, identify trends, and formulate evidence-based

recommendations for addressing crime-related challenges.

Moreover, the findings of a study by Lee and Kim (2017) suggest

that criminology internships play a pivotal role in honing students'

analytical skills through experiential learning. By analyzing crime data,

conducting forensic investigations, and participating in policy discussions,

students gain practical insights that enhance their ability to analyze

complex criminology issues.

Likewise, Johnson and Smith (2018) explore the role of criminology

internships in fostering critical thinking and analytical reasoning among

students. Through hands-on experiences in conducting research and

evaluating criminal justice interventions, students develop the analytical

skills necessary for effective problem-solving in diverse contexts.

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Moreover, a study by Thompson and White (2019) investigates the

impact of criminology internships on students' analytical capabilities. By

engaging in data collection, statistical analysis, and qualitative research

methods, students acquire the analytical tools needed to interpret complex

criminological phenomena and contribute meaningfully to the field.

Furthermore, the research conducted by Martinez and Garcia

(2020) underscores the value of criminology internships in enhancing

students' analytical skills. Through practical experiences in crime analysis

and investigative techniques, students develop the ability to critically

evaluate evidence, identify patterns, and make informed decisions in

criminal justice contexts.

Likewise, Smith et al. (2019) examine the effects of criminology

internships on students' analytical thinking and problem-solving skills. By

immersing themselves in real-world criminal justice settings, students

learn to apply theoretical knowledge to practical situations, fostering the

development of analytical competencies essential for professional

success.

An addition, research by Brown and Nguyen (2021) explores the

ways in which criminology internships contribute to the development of

students' analytical skills. Through hands-on experiences in data analysis,

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case management, and policy evaluation, students acquire the critical

thinking abilities necessary for navigating complex issues in the field of

criminology.

Furthermore, Jones and Williams (2018) investigate the impact of

criminology internships on students' analytical capabilities, highlighting the

transformative nature of experiential learning. By engaging in applied

research projects and collaborating with criminal justice professionals,

students develop the analytical skills and practical insights needed to

address contemporary challenges in crime prevention and intervention.

Moreover, in order to fully comprehend the efficacy of crime

prevention programs, research by Weisburd et al. (2020) highlights the

significance of thorough evaluation. Learning how to measure results and

find best practices is one of the practical skills that interns involved in

program assessments receive. To improve critical evaluation abilities, this

practical experience is essential.

Likewise, understanding different approaches, such as

experimental and quasi-experimental designs, is necessary for evaluating

crime prevention programs, according to Sherman and Rogan (2021).

These evaluations teach interns how to evaluate program impact and help

them distinguish between techniques that work and those that don't.
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Analytical thinking and evidence-based decision-making are encouraged

by this encounter.

Additionally, to a study by O'Connor et al. (2022), crime prevention

programs can be methodically evaluated by using assessment

frameworks. Stakeholder involvement and sustainability are two aspects

of effective assessments that interns learn about through the frequent

application of these frameworks during their projects. An intern's future

employment in program administration and policy creation will be greatly

aided by this exposure.

Furthermore, an in-depth comprehension of crime necessitates

pinpointing its underlying causes, which include family relationships,

socioeconomic conditions, and local settings, according to research by

Cullen and Jonson (2021). During community evaluations, interns

frequently acquire the analytical skills to examine these fundamental

problems, which enable them to comprehend the ways in which several

circumstances influence criminal conduct.

Moreover, a holistic approach to crime analysis, according to

Sampson and Wilson (2019), takes into account both more general

structural factors and individual behaviors. Through the application of this

viewpoint, interns engaged in program evaluations or community outreach

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might spot patterns and trends that contribute to their comprehension of

the underlying causes of crime. Developing successful preventative tactics

requires this experience.

Likewise, the value of theoretical frameworks like social learning

theory and strain theory in the analysis of crime is highlighted by a study

by Piquero et al. (2020). A more sophisticated understanding of crime

causation can be achieved by interns who are conversant with these

theories, since it will help them to better frame their observations and

conclusions. Armed with this knowledge, they can use their analyses to

recommend focused treatments.

Furthermore, Torres and Lim (2019) studied the ways in which

internships help criminology students hone their problem-solving abilities.

Their research revealed that students may face difficult problems

pertaining to community safety and crime prevention through hands-on

experiences. Students gain experience in problem-solving and are better

prepared for future professions in criminal justice by collaborating with law

enforcement and community organizations to develop workable solutions

to real-life problems.

In their 2020 study, Bautista and Reyes emphasized the value of

internships in putting criminology knowledge to use in real-world settings.

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According to their research, internships give students the chance to

combine practical work experience with their academic learning. Students

are inspired to address crime prevention and law enforcement issues from

a variety of angles by this combination, which also develops critical

thinking skills. By improving their practical skills and abilities, internships

are essential in preparing criminology students for prosperous jobs,

according to the study's findings.

Problem-solving Skills

Participation in internship programs provides criminology students

with opportunities to develop and refine their problem-solving skills. By

engaging in practical scenarios within law enforcement and criminal justice

settings, students learn to apply theoretical knowledge to real-world

situations, identify issues, and develop effective strategies for resolution

(Smith and Jones, 2018). This hands-on approach fosters students' ability

to think critically, assess alternative courses of action, and implement

solutions to complex problems, thereby preparing them for the challenges

they may encounter in their future careers.

Furthermore, internships abroad are also associated with good core

self-evaluations, according to a number of evaluated studies. Working and

living overseas exposes students to novel and unanticipated experiences,

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which helps them grow into more mature, self-reliant, and confident

individuals. According to Boni et al. (2019, 568), individuals "realized they

could pursue concepts and endeavors they had never considered before,

and to surmount personal barriers like shyness." The statement that "by

staying abroad I have gained insight into own capabilities and limitations"

is also agreed with or totally agreed upon by roughly 83% of past

participants in foreign internships, according to van den Hoven and

Walenkamp (2015, 44). Participant self-leadership skills are improved by

this encounter, according to Zierer (2017). Many research (such as

Cutforth, Research (Relon, 2020; Toncar & Cudmore, 2020; 2017)

suggests that students' self-efficacy and confidence are enhanced by an

international work placement. Based on data from 24 medical students

who took part in overseas traineeships coordinated by a Dutch institution,

Niemantsverdriet et al. (2018) draw the conclusion that this experience

boosted their confidence in their ability to practice medicine.

Furthermore, nine of the analyzed research indicate that overseas

internships have an impact on job chances, as was previously assumed.

One "primary outcome of the short-term international experience included

career clarification," according to Knutson Miller and Gonzalez (2016,

243). According to He and Qin (2019), students' job alternatives were

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expanded by this kind of learning mobility. Miller et al. (2015) demonstrate

that individuals enrolled in the Duke University Medicine Residency

International Health program are more probably intends to pursue

employment overseas. Workplace location and career goals can be

influenced by overseas internships. According to Gupta et al. (2019,

1022), "international health experiences played a substantial role in

encouraging participants to pursue careers in general medicine rather

than subspecialize," which also holds true for criminological elements.

Moreover, Research that have been evaluated indicates that

internships assist students with interacting, communicating, and working

with others in a proper and productive manner. This percentage is just

above 50%. Students that have this kind of experience are more inclined

to cooperate in teams because they will see the advantages of

collaborating with others (Boni et al., 2019). (Giannopoulou et al., 2020).

Likewise, the improvement of cross-cultural competency is another

unique aspect of traineeships overseas. And Sprague (1997) state that

student teachers' awareness of the needs of children from diverse cultural

backgrounds increased as a result of their international internships. Many

students who participated in international internships report that they

"have improved their ability to interact with people of other cultural

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backgrounds," according to another study (van den Hoven & Walenkamp,

2015, 51).

Remarkably, a few studies provide some examples of how foreign

internship program participants intend to apply their enhanced intercultural

competence in the future. According to Knutson Miller and Gonzalez

(2016), student teachers who have studied overseas are dedicated to

adapting their courses to the cultural setting of the pupils as well as other

features. However, just one of the research that were part of our sample

(Flander & Korada, 2020) assert that taking an internship abroad helps

develop leadership abilities.

Furthermore, the association between internship experiences and

the growth of criminology students' confidence in their ability to solve

problems was investigated by Santos and Cruz (2020). Students who

participated in practical internship activities reported a notable

improvement in their capacity to address real-world issues in the criminal

justice system, according to their study. According to the authors, students

were able to practically apply their theoretical knowledge through direct

involvement in case management and community outreach projects,

which helped them develop confidence in their ability to solve problems.

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Moreover, Delgado and Reyes (2019) studied how criminology

programs' hands-on internships help students strengthen their problem-

solving abilities. According to their findings, students who actively

engaged in practical crime prevention programs felt more equipped to

handle challenging issues in the criminal justice system. In order to

prepare students for future positions in law enforcement and similar

industries, the study found that internships are an essential training

ground where students can practice problem-solving strategies.

Communication Skills

Internship programs play an important role in enhancing the

communication skills of criminology students. Through interactions with

professionals, stakeholders, and members of the community, students

learn to communicate effectively in various contexts, including verbal and

written communication, interpersonal interactions, and presentations

(Brown’s, 2019). These experiences facilitate the development of students'

ability to convey ideas clearly, collaborate with others, and engage in

constructive dialogue, essential skills for success in the criminal justice

field.

Furthermore, good communication is the cornerstone of many

different social work activities and is necessary for social work practice
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(Koprowska, 2020; Lishman, 2019). Clients place a high value on social

workers who are polite, understanding, empathetic, and good listeners

(Beresford et al., 2018; Department of Health, 2020; Ingram, 2018; Kam,

2020; Munford & Sanders, 2015; Social Care Institute for Excellence,

2000; Tanner, 2019). Positive working relationships and improved social

work outcomes are seen to result from effective communication, even in a

range of challenging circumstances (Healy, 2018).

Moreover, to effectively communicate crime prevention measures

to a varied range of audiences, Kearns and Sweeney's (2020) research

highlights the importance of clear communication. In order to make

complicated concepts intelligible and accessible to a variety of

stakeholders, interns engaged in community outreach programs learn how

to customize their communications.

Likewise, the necessity of modifying communication tactics to

successfully engage a varied audience is shown by research by Kearns

and Sweeney (2020). Community forum interns gain experience

navigating diverse viewpoints and backgrounds to lead productive

conversations about matters pertaining to crime.

For diverse communities to properly handle crime-related themes,

Ritchie and Ritchie (2021) contend that cultural competence is a must. It is

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easier for interns to interact meaningfully with a variety of groups and

handle crime concerns in a fashion that appeals to a range of audiences

when they have the capacity to recognize and accept cultural differences.

Furthermore, data on crime must be presented clearly in order to

influence practice and policy, according to research by Kearns and

Sweeney (2020). By converting difficult information into understandable

formats, interns using data visualization technologies improve

comprehension across a variety of stakeholders.

Moreover, Few (2021) claims that the communication of analytical

findings is greatly enhanced when data visualization techniques are used.

While creating graphs, charts, and infographics, interns gain expertise with

software and tools that make complex crime data easier to comprehend

and visually appealing.

Likewise, for complex material to be communicated effectively,

Wiggins and McTighe (2021) contend that proficiency in report writing and

presentation is necessary. By creating presentations and reports that

concisely explain crime prevention techniques, interns get experience

organizing information so that stakeholders may more easily comprehend

and act upon it.

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An addition, the importance of public speaking abilities for

interacting with community people on crime prevention issues is

highlighted by research conducted by Ketter and Hage (2022). While

facilitating conversation and encouraging community involvement in public

safety initiatives, interns gain confidence and improve their ability to

communicate effectively in public forums.

Furthermore, in order to improve crime prevention tactics,

McGarrell and Corsaro (2019) contend that it is imperative to consider

feedback from stakeholders, especially law enforcement. By participating

in talks and feedback sessions, interns improve their capacity to

implement ideas that are sensitive to community needs by honing their

ability to respond constructively to input.

Moreover, the importance of open communication in fostering trust

between law enforcement and the community is highlighted by research

conducted in 2019 by Sampson and Wilson. Stronger ties are essential for

successful crime prevention and public safety initiatives, and interns who

actively listen and take comments into account strengthen these bonds.

Teamwork Abilities

Participating in internship programs also cultivates criminology

students' teamwork abilities. Collaborating with colleagues, supervisors,

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and interdisciplinary teams within criminal justice agencies exposes

students to diverse perspectives and approaches to problem-solving

(Miller et al., 2021). By working collaboratively on projects, investigations,

and initiatives, students learn to leverage their individual strengths,

contribute effectively to group objectives, and navigate interpersonal

dynamics within team environments (Bawica, 2021).

Furthermore, Yeo et al.'s (2019), study looks at how criminology

students who take part in internship programs increase their collaboration

abilities. The criminal justice system provides cooperative projects, group

activities, and team-based assignments that help students develop the

leadership, communication, and conflict resolution skills necessary for

productive teamwork. This study emphasizes how crucial practical

learning opportunities are for developing students' interpersonal skills and

strengthening their capacity for teamwork in a variety of professional

contexts.

Additionally, researchers that study the dynamics of

interdisciplinary collaboration within criminal justice agencies and its

effects on the development of teamwork abilities are those such as Rouse

et al. (2020). Through interactions with professionals from various fields,

such as law enforcement, legal practitioners, social workers, and forensic

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specialists, criminology students acquire an understanding of the

intricacies involved in criminal justice practice and acquire the ability to

work cooperatively across disciplinary lines to tackle intricate societal

problems. The importance of exposing students to interdisciplinary

collaborative experiences in preparing them for diverse jobs in the criminal

justice area is highlighted by this research.

Moreover, Johnson and colleagues (2021) delves into the function

of leadership and followership in collaborative settings within criminal

justice institutions. Interns in criminology gain experience in leadership

roles, task delegation, and inspiring team members to accomplish shared

objectives. By actively contributing to team goals, encouraging

teammates, and adjusting to shifting roles and responsibilities, they

simultaneously build followership skills. This study highlights how

leadership and followership are mutually beneficial in productive teams

and how crucial it is to help criminology students develop both skill sets.

On the other hand, the examination and assessment of

collaborative skills in criminology internship programs is the focus of

researchers like Jones et al. (2021). Teachers and practitioners can

measure students' teamwork competencies, pinpoint areas for growth, and

offer focused feedback and assistance by utilizing structured

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assessments, peer evaluations, and self-reflection exercises. In order to

improve students' preparedness for teamwork in the criminal justice

sector, this research adds to the continuous improvement of internship

curricula and pedagogical strategies.

Likewise, coherent collaboration amongst varied groups is

necessary for effective crime prevention, claim McGarrell and Corsaro

(2019). Aside from improving their communication, conflict-resolution, and

consensus-building abilities, team-based project interns are more

equipped to handle challenging crime-related challenges.

For crime prevention measures to be implemented effectively, it is

imperative to comprehend the dynamics among diverse populations,

according to research by Sampson and Wilson (2019). An understanding

of the distinct difficulties that various groups encounter enables interns to

design solutions that are both specialized and appealing to the

community.

Moreover, active involvement in team talks is essential for

successful crime prevention measures, according to research by Kearns

and Sweeney (2020). Collaboration among interns fosters the ability to

express opinions, pose queries, and offer constructive criticism—all of

which improve team decision-making.

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Likewise, the significance of creating an atmosphere where each

team member feels encouraged to contribute is highlighted by research

conducted by Vela and Chaffin (2021). Assuring that decision-making

processes are inclusive and representative of the needs of the community

is one of the skills that interns learn to conduct talks that incorporate a

variety of viewpoints.

An addition, McGarrell and Corsaro (2019) state that the Collective

Impact framework highlights how crucial it is for many stakeholders to

work together in concert to accomplish shared objectives. The

effectiveness of crime prevention efforts is increased when interns take

part in these projects because they learn how to coordinate resources and

tactics across organizations.

Moreover, Mazerolle et al. (2021) conducted research that

highlights the function of community policing in promoting cooperation

between law enforcement and the community. By assisting law

enforcement in implementing community-responsive tactics, interns boost

public safety efforts by gaining firsthand experience working alongside

them.

Furthermore, fostering a culture of feedback promotes ongoing

learning and development, claim Vela and Chaffin (2021). By engaging in

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such cultures, interns gain the ability to articulate their observations and

recommendations effectively, which in turn enhances the team's overall

efficacy in tackling crime-related concerns.

Likewise, in any collaborative context, boosting team performance

requires constructive feedback, as demonstrated by research by Wiggins

and McTighe (2021). Increased crime prevention tactics and results are

produced by interns who work in settings that value open communication

because they develop their ability to provide and accept feedback.

In general, criminology internship programs are extremely

important.

Importance of Internship Programs

Enhanced Practical Learning Experiences

Internship programs provide criminology students with hands-on

learning experiences that complement theoretical knowledge gained in the

classroom (Libradilla et al., 2023). Research by Smith and Jones (2018)

emphasizes the importance of practical experiences in fostering deeper

understanding and application of criminological concepts. Internships offer

opportunities for students to observe, participate in, and reflect on real-

world criminal justice practices, enhancing their readiness for future

careers in the field.

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Furthermore, the quality of mentor-intern exchanges, as defined by

leadership exchange theory, and task features, such as autonomy, task

diversity, task relevance, and performance feedback, are found by the

authors to determine intern performance at different stages of the

internship program. The contentment of an intern and mentor, as well as

the overall worth of the internship, are directly correlated with their

performance. The authors also discovered that an intern's inherent skills,

such as their capacity for critical thought and their learning-focused

attitude, increase the value of their internship experience. According to the

suggested models, throughout the design phase, there should be less

employer contact, more uncertainty, and a decrease in the perceived

value of internships in terms of experiential learning and employability.

Interns' previous work experience mitigates feelings of uncertainty.During

the implementation phase, the mentor-intern relationship is positively

correlated with program structure flexibility and negatively correlated with

reliance on peer education. The learning value of mentors and interns is

also correlated with mentor-intern interaction. But the intern's learning

attitude moderates the learning value (Biel, 2023).

Development of Employability Skills

Internship programs play a crucial role in developing students'

employability skills, such as critical thinking, communication, and problem-

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solving (Brown’s, 2019). According to To and Lung (2020), internships

increase graduates' employability and prepare them for career

advancement by providing opportunities to acquire and apply job-related

skills in authentic settings. Bawica (2021) highlights the favorable impact

of internship programs on the development of employability skills and

attitudes toward future careers among students.

Moreover, different academics and researchers have classified

employability skills in different ways. Ten categories of employability skills

and competencies are primarily demanded by firms from their workforce,

according to Archer & Davision (2018). Additionally, Galloway, Marks &

Chillas (2015) introduced ten types of employability skills as technical

skills, marketing skills, finance skills, communication skills, problem

solving skills, creativity, team working, managing others, customer –

facing skills, and entrepreneurial skills. These ten types of employability

skills are communication skills, team working, integrity, intellectual

abilities, confidence, and personality, planning and organizing skills,

literacy, analytical skills, and decision-making skills.

Likewise, Chanrdakumara (2015) did a study on the "Employability

of undergraduates in Sri Lanka" with reference to the country of Sri Lanka.

He has disclosed that there are four categories of skills:The internship

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program greatly enhances the development of communication, learning,

interpersonal, and teamwork skills. Stuart, Ronald, & Elsa (2018) have

introduced six fundamental employability skills. They are information

technology skills, critical thinking abilities, leadership and management

abilities, fundamental literacy and numeracy skills, and interpersonal and

leadership abilities. These six fundamental employability abilities have

been the subject of current research.

An addition, connection between Internship and Employability

Skills: Although there are a number of strategies for enhancing

undergraduates' employability skills, employability skills have been

classified in a variety of ways by various academics and researchers.

There are eleven categories of employability skills and competences that

companies typically look for in their workforce, according to Archer &

Davision (2018). Among those ten categories of employability skills are

interpersonal, teamwork, andplanning and organizing skills, literacy,

analytical skills, decision-making skills, integrity, intellectual prowess,

confidence, and personality. Additionally, ten categories of employability

skills have been introduced by Galloway, Marks & Chillas (2018), including

technical skills, marketing skills, finance skills, communication skills,

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problem-solving skills, creativity, teamwork, managing others, customer-

facing skills, and entrepreneurial skills.

Additionally, Chanrdakumara (2017) carried out research on the

"Employability of undergraduates in Sri Lanka" with reference to the

country of Sri Lanka. Four categories of skills—communication, learning,

interpersonal, and teamwork—have been found to be strongly developed

by internship programs. Stuart, Ronald, and Elsa (2019) have introduced

six fundamental employability skills. These include fundamental reading,

writing, and math abilities, as well as critical thinking, leadership, and

management abilities, both communication and information technology

skills.

Alignment with Career Goals

Internship programs offer students opportunities to explore their

career interests, gain industry-specific knowledge, and clarify their career

goals (Miller et al., 2021). According to Social Cognitive Career Theory

(SCCT), internships that align with students' career aspirations contribute

to their motivation, engagement, and overall satisfaction with the program

(Brown's, 2019). SCCT emphasizes the importance of contextual factors,

such as internships, in shaping individuals' career development

trajectories.
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Furthermore, The Social Cognitive professional Theory (SCCT)

states that internships are essential for determining an individual's

professional path since they offer practical experience and industry-

specific information (Miller et al., 2021). Furthermore, Brown's (2019)

research highlights the important role that internships that match students'

career goals play in boosting their motivation, engagement, and general

program satisfaction.

Moreover, expanding upon this viewpoint, Ryan and Jones (2017)

carried out a qualitative investigation, emphasizing that internships that

are directly related to students' professional objectives help them feel

more confident and in control of their career choices. These results

highlight how crucial contextual elements, such internships, are in shaping

people's professional paths and decisions. In a similar vein, Eby, Butts,

and Lockwood (2003) contend that internships are predictive of success in

contemporary professions marked by boundary-pushing career paths.

In-depth discussion of this is provided by Miller and colleagues

(2021), who emphasize how internships can assist you determine if you're

on the appropriate career path by providing industry-specific expertise.

Not to mention, Brown (2019) made the observation that you would be

more motivated and satisfied with your internship experience if it is in line

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with your professional aspirations. Finding the ideal puzzle piece that fits

perfectly is similar to that.

Likewise, Ryan and Jones (2017) conducted an interesting

qualitative study by interviewing interns about their experiences. The

findings they made were very instructive: when internships align with your

career goals, they help you acquire direction and confidence in your

chosen field rather than just checking a box on your CV.

Speaking of tracks, Eby, Butts, and Lockwood (2003) investigated

how internships might position you for success in the job market of today,

where sifting among many positions and organizations is essential. In

summary, internships that align with your professional objectives? They

serve as more than just stepping stones; they act as your own

professional GPS, pointing you in the direction of your goals.

Professional Networking and Mentoring

Participation in internship programs allows students to establish

professional connections, build networks, and receive mentorship from

experienced professionals in the field (Zehr & Korte, 2020). Mentorship

quality within internship programs is crucial for students' learning, skill

development, and professional growth (Miller et al., 2021). Effective

mentorship involves modeling desired behaviors, providing opportunities

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for skill acquisition, and offering emotional support to mentees as they

navigate their professional journeys.

Furthermore, internships are more than just a way to punch in and

punch out; they're great ways to meet mentors who can help you advance

your career and build your professional network. See it as an opportunity

to enter a world where you can acquire practical experience and make

connections that may lead to future chances.

Moreover, Zehr and Korte (2020) provide insight into this topic by

highlighting the way internships function as gateways into the professional

world. You can network with seasoned experts, go to industry functions,

and fully immerse yourself in the atmosphere of your chosen field while

you intern. These exchanges have the potential to create deep bonds that

could later open doors.

Likewise, but it's not only about the number of ties, the caliber of

But the caliber of mentoring matters a lot too; it's not simply about the

number of connections. In-depth discussion of this is provided by Miller et

al. (2021), who emphasize the critical role mentors play in the

development of interns. More than just a source of guidance, a good

mentor also acts as a role model, presents chances for skill improvement,
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and provides emotional support while you work through the subtleties of

the working world.

Imagine having a support system that not only provides expertise

and life lessons, but also motivates you to set and achieve new personal

records. That's what good internship mentoring is all about.

Thus, while you're fully committed to your internship, remember the

value of networking and mentoring. Spend some time networking with

industry experts and looking for mentors who connect with your goals and

cultivate connections that have the power to significantly influence the

course of your professional life. Not only is knowledge important, but so is

the people you know and their willingness to help you along the path.

(Korte, 2020)

Overall, the literature underscores the importance of internship

programs in criminology education for enhancing practical learning

experiences, developing employability skills, aligning with career goals,

and facilitating professional networking and mentoring opportunities.

These findings highlight the significant role that internship programs play

in preparing criminology students for successful careers in criminal justice

and related fields.

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Empirical Studies

The Social Cognitive Professional Theory (SCCT) states that

internships are essential for determining an individual's professional path

since they offer practical experience and industry-specific information

(Miller et al., 2021). That is why we dive into the process of relating

studies that will truly support the importance of internships or its impact on

the criminology students. Here are some related studies that pertains to

support the internship programs.

International Studies

Libradilla et al. (2023) conducted a study examining the impact of

internship programs on criminology students' learning experiences. The

researchers found that internships provided students with valuable hands-

on learning opportunities that complemented their theoretical knowledge.

Through observations and participation in real-world criminal justice

practices, students gained a deeper understanding of criminological

concepts and enhanced their readiness for future careers in the field.

While, Smith and Jones (2018) investigated the role of practical

experiences in fostering students' understanding and application of

criminological theories. Their research highlighted the importance of

internships in bridging the gap between classroom learning and real-world

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practice. By engaging in hands-on activities within criminal justice

agencies, students developed practical skills and gained insight into the

complexities of the criminal justice system.

Furthermore, Brown’s (2019) study focused on the development of

employability skills through internship programs. The research

demonstrated that internships not only enhance students' academic

knowledge but also equip them with essential skills such as critical

thinking, communication, and problem-solving. These skills are valuable

assets in the job market and contribute to students' readiness for future

careers in criminology and related fields.

On the other hand, To and Lung (2020) explored the relationship

between internship participation and graduates' employability. Their

findings indicated that internships increase graduates' employability by

providing them with practical job-related skills and experiences. The study

emphasized the importance of internships in preparing students for

successful careers in the field of criminology and enhancing their

prospects for career advancement.

Lastly, Zehr & Korte (2020) examined the role of mentorship within

internship programs and its impact on students' professional development.

Their research highlighted the importance of effective mentorship in

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facilitating students' learning, skill development, and career growth.

Mentorship quality was found to be a crucial factor in students' overall

satisfaction with internship experiences and their readiness for future

careers in criminal justice.

Furthermore, these related studies underscore the significance of

internship programs in criminology education for enhancing students'

learning experiences, developing employability skills, and facilitating

professional growth through practical experiences and mentorship

opportunities.

Moreover, to Johnson and Smith 2019, conducted a longitudinal

study to examine the effects of internships on college students' career

readiness. They found that students who completed internships reported

higher levels of career preparedness, including increased confidence in

their skills and clearer career goals. The study highlighted the importance

of internships in enhancing students' readiness for the workforce.

Likewise, to Garcia and Martinez 2018, evaluated the effectiveness

of internship findings indicated that internships significantly improved

students' communication, teamwork, and problem-solving skills. The study

emphasized the value of internships in preparing students for successful

careers.
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An addition to Wang and Lee 2020, investigated the role of

internship programs in influencing college students' career decision-

making processes. Their research revealed that internships provided

students with valuable insights into different career paths and helped them

clarify their career goals. The study underscored the importance of

internships in informing students' career choices.

Moreover, to Kim and Park (2020), conducted a longitudinal study

to examine the long-term impact of internship participation on college

students' career outcomes. Their findings showed that students who

completed internships were more likely to secure employment in their

desired fields and experienced higher job satisfaction. The study

highlighted the enduring benefits of internship programs.

Furthermore, the influence of internship quality on post-graduation

employment success among college students. Their research indicated

that the quality of internship experiences, including mentorship, task

significance, and skill development opportunities, significantly predicted

students' job outcomes. The study emphasized the importance of

internship program design and implementation in facilitating students'

transition to the workforce (Chen and Li 2020).

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The research showcased the importance of internships in shaping

students' career readiness and improving their post-graduation prospects.

It emphasizes the value of practical experiences in complementing

academic learning and preparing students for successful entry into the

workforce.

Asian Studies

Programs for internships are an essential component of criminology

education because they provide a link between theoretical knowledge and

real-world application. Numerous investigations conducted throughout

Asia have examined the effects of these programs on criminology

students' growth.

Furthermore, in Thailand, Chaisiri et al. (2021) conducted a study

on the impact of criminology internships on students' practical skills and

theoretical knowledge in Thailand. The study highlighted that internship

significantly enhance students' understanding of the criminal justice

system and improve their problem-solving and analytical skills (Chaisiri et

al., 2021).

On the other hand, Ahmad et al. (2019) focused on the experiential

learning outcomes of criminology students in Malaysian universities. Their

findings indicated that internships play a crucial role in developing

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communication skills and teamwork abilities among students (Ahmad et

al., 2019).

Furthermore, i et al. (2022) explored the relationship between

internship programs and the employability of criminology graduates in

Indonesia. Their research concluded that students who underwent

internships were better equipped with the practical skills necessary for

careers in law enforcement and criminal justice (Sari et al., 2022).

Lastly, Nguyen and Pham (2020) assessed the effectiveness of

internship programs in Vietnamese criminology education. Their study

revealed that some internships lack proper structure and mentorship,

leading to less significant improvements in students' practical knowledge

and skills (Nguyen & Pham, 2020).

While it’s not new, that it was firstly define in our chapter 1, if what

are the positive impact of the internship program, there are still conflict

surrounding in this, on of it is the study that took place in Vietnam, Nguyen

and Pham (2020) discussed the mixed outcomes of criminology

internships in various HEIs in Vietnam. They pointed out that the quality

and relevance of internships vary significantly across institutions, affecting

the overall effectiveness of these programs in enhancing students'

knowledge and skills (Nguyen & Pham, 2020).

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Local Studies

Santos, Cruz, and Reyes (2019), conducted a study to assess the

impact of internship programs on the employability skills of Filipino college

students. Their research found that participation in internships significantly

enhanced students' communication, teamwork, and problem-solving

abilities, leading to improved job readiness and employability.

Additionally, Garcia and Martinez (2020), investigated the role of

internships in career development among Filipino graduates. Their study

revealed that internships provided students with valuable practical

experiences and exposure to professional environments, contributing to

their career exploration, skill development, and job placement success.

Moreover, on the context of the study conducted by, Reyes, Tan,

and Dela Cruz on the year 2018, they evaluated the effectiveness of

internship programs in enhancing the professional competencies of

Filipino students. Their findings indicated that internships played a crucial

role in developing students' industry-specific knowledge, networking skills,

and job-related competencies, thereby improving their employability and

career prospects.
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Moreover, Lim and Garcia (2019), conducted a longitudinal study to

assess the long-term impact of internship participation on career

advancement among Filipino professionals. Their research revealed that

individuals who completed internships during their college years were

more likely to achieve higher positions, earn higher salaries, and

experience greater job satisfaction later in their careers.

And as, Dela Cruz, Santos, and Reyes (2021), explored the factors

influencing internship success among Filipino students. Their study

identified mentorship quality, task significance, and industry relevance as

key factors contributing to positive internship experiences and students'

overall satisfaction with their internship placements.

With that, the findings underscore the importance of internship

programs in facilitating the career development of Filipino college

students. The study highlights the value of practical experiences in

supplementing academic learning, preparing students for the workforce,

and contributing to their long-term professional success in the local

context.
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CONCEPTUAL FRAMEWORK

The following figure shows the conceptual framework of the study.

Independent Variable Dependent Variable

Knowledge of Criminology
Students

 Understanding of
Criminal Justice
Internship Program Of System
Higher Education  Legal Knowledge
Institutions (Heis) Of  Crime Prevention
General Santos City Strategies

 Program Relevance to
Career Goal
 Mentorship Quality
Skills of Criminology
Students

 Analytical Skills
 Problem-solving Skills
 Communication Skills
 Teamwork Abilities

Figure 1. Conceptual Framework of the Study

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Chapter III

METHODOLOGY

This chapter presents methods that will be use in order to gather

data and ways to conduct the research. It highlights our research design,

research instruments, and data gathering procedures on how the study

will come up with an accurate statistical treatment of the problem.

Research Design

This study will employ a quantitative research design, a quantitative

study is a research method that involves the collection and analysis of

numerical data to understand patterns, relationships, or trends, and to test

hypotheses (Creswell, 2019), to examine the impact and effectiveness of

internship programs on criminology students' knowledge, skills, and career

readiness.

Research Locale
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The research locale of this study is General Santos City, a highly

urbanized city in the Philippines known for its significance as a hub for

criminology education (Bawica, 2021).

The research will be conducted at General Santos City with the

selected Higher Education Institutions (HEIs) composed of GenSantos

Foundation College. Inc. (GFI), Pacific Southbay College. Inc. (PSCI),

Villamor College of Business and Art General Santos City, Cronasia

Foundation College (CFC), Filipino Canadian Community College

Foundation, Inc. (FCCCFI).

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Figure 2. Map of Locale of the study

Sampling Design

The population of interest comprises criminology students enrolled

in Higher Education Institutions (HEIs) located in General Santos City who

have completed internship programs during the academic year 2024-

2025. The target sample size is 400 criminology students, with 50

students selected from each participating school. This sample size

provides sufficient statistical power to detect meaningful differences in the

evaluation of internship programs, knowledge acquisition, and skills

development among students.

The sample size will be determined using a formula for calculating

sample size in cross-sectional studies, considering the estimated

population size of the youth sector, desired level of confidence, and

margin of error.

Slovin’s Formula:

n=

1+Ne²
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Where:

n= Sample Size

N= Population Size

e= Margin of error (95% confidence, 5%)

Therefore, the sampling formula used was Slovin formula and this

is the sample size

n= 524

1 + (524) (0.05)2

n= 524

1 + (524) (0.0025)

n = 524

1 + 1.31

n = 524

2.31

n = 227 Respondents
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Table.1 Distribution of Respondent of Higher Education Institutions

Sample
Selected HEIs Population Percentage
Size
Cronasia Foundation College 291 56% 127
Filipino Canadian Community 49 9% 20
College Foundation, Inc.
GenSantos Foundation College.
106 20% 45
Inc.
Pacific Southbay College. Inc. 69 13% 30
Villamor Collegeof Business and 9 2% 5
Arts General Santos City
TOTAL 524 100% 227

Research Respondents

The research respondents consist of criminology students enrolled

in graduate programs at Higher Education Institutions (HEIs) in General

Santos City who have successfully completed internship programs during

the academic year 2023-2024. Only students actively pursuing degrees

related to criminology and who consent to participate in the study will be

included. The stratified random sampling method will ensure proportional

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representation of undergraduate students across participating institutions,

aiming for a total sample size of 400 respondents.

Research Instrument

The research instrument for this quantitative study is a structured

questionnaire meticulously designed to gather comprehensive data from

criminology students who have fulfilled internship requirements in Higher

Education Institutions (HEIs) situated in General Santos City during the

academic year 2024-2025. Comprising multiple sections, the

questionnaire delves into various facets of the internship experience,

including program evaluation, knowledge acquisition, skills development,

and overall satisfaction (Creswell, 2014).

It incorporates both closed-ended questions, primarily for

demographic information and Likert-scale assessments, and open-ended

questions to elicit qualitative feedback and suggestions for program

enhancement. Developed through a rigorous process involving literature

review, expert consultation, and pilot testing, the questionnaire ensures

clarity, relevance, and reliability in assessing the impact of internship

programs on criminology education. It will be administered electronically to

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selected respondents via email and online survey platforms, maintaining

confidentiality and anonymity while encouraging honest and thoughtful

responses. Quantitative data collected through the questionnaire will

undergo thorough descriptive and inferential statistical analysis to uncover

patterns, relationships, and differences, providing valuable insights into

the effectiveness of internship programs in General Santos City's

criminology education landscape.

Part I. The respondents’ demographic profile, we’re ask their

gender, age, was asked.

Part II. The respondents were asked about the Evaluation on

Internship Program provided by higher education institutions to

criminology students in terms of Program Relevance to Career Goal

Evaluation and Mentorship Quality Evaluation by Interns

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MEAN DESCRIPTIVE
SCALE INTERPRETATION
RANGE SCALE
The score of 5 has a mean range
between 4.50-5.00 and describe it in a
5 4.50-5.00 Strongly Agree descriptive scale as satisfied that
interpret the statement as strongly
agree.
The score of 4 has a mean range
4 between 3.50-4.00 and describe it in a
3.50-4.00 Agree
descriptive scale as satisfied that
interpret the statement as agree.
The score of 3 has a mean range
3 between 2.50-3.49 and describe it in a
2.50-3.49 Neutral
descriptive scale as neutral that
interpret the statement as neutral
The score of 2 has a mean range
2 between 1.50-2.49 and describe it in a
1.50-2.49 Disagree
descriptive scale as dissatisfied that
interpret the statement as disagree.
The score of 1 has a mean range
between 0-1.49 and describe it in a
1 Strongly
1:00-1.49 descriptive scale as dissatisfied that
Disagree
interpret the statement as strongly
disagree
Table 2. Scale and Interpretation on Evaluation on Internship
Programs

Part III. The respondents were asked about the Knowledge

Acquired by the Criminology Students during Internships Program in terms

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of Understanding of Criminal Justice System, Legal Knowledge, and

Crime Prevention Strategies

MEAN DESCRIPTIVE
SCALE INTERPRETATION
RANGE SCALE
The score of 5 has a mean range
between 4.50-5.00 and describe it in a
5 4.50-5.00 Strongly Agree descriptive scale as satisfied that
interpret the statement as strongly
agree.
The score of 4 has a mean range
between 3.50-4.00 and describe it in a
4 3.50-4.00 Agree descriptive scale as satisfied that
interpret the statement as agree.

The score of 3 has a mean range

between 2.50-3.49 and describe it in a
3 2.50-3.49 Neutral descriptive scale as neutral that interpret
the statement as neutral

The score of 2 has a mean range

between 1.50-2.49 and describe it in a
2 1.50-2.49 Disagree descriptive scale as dissatisfied that
interpret the statement as disagree.

The score of 1 has a mean range

between 0-1.49 and describe it in a
1 Strongly descriptive scale as dissatisfied that
1:00-1.49
Disagree interpret the statement as strongly
disagree

Table 3. Scale and Interpretation on Knowledge Acquired by the

Criminology Students during Internships Program
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Part IV. The respondents were asked about the Skills Developed

during Internships Program in terms of Analytical Skills, Problem-solving

Skills, Communication Skills, and Teamwork Abalities.

SCAL MEAN DESCRIPTIV

INTERPRETATION
E RANGE E SCALE
The score of 5 has a mean range
between 4.50-5.00 and describe it in
5 4.50- Strongly
a descriptive scale as satisfied that
5.00 Agree
interpret the statement as strongly
agree.
The score of 4 has a mean range
between 3.50-4.00 and describe it in
4 3.50-
Agree a descriptive scale as satisfied that
4.00
interpret the statement as agree.

The score of 3 has a mean range

between 2.50-3.49 and describe it in
3 2.50- a descriptive scale as neutral that
Neutral
3.49 interpret the statement as neutral

The score of 2 has a mean range

between 1.50-2.49 and describe it in
2 1.50- a descriptive scale as dissatisfied
Disagree
2.49 that interpret the statement as
disagree.
The score of 1 has a mean range
between 0-1.49 and describe it in a
1 1:00- Strongly descriptive scale as dissatisfied that
1.49 Disagree interpret the statement as strongly
disagree
Table 4. Scale and Interpretation on Skills Developed during
Internships Program

Data Analysis
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This study employed descriptive and inferential statistics as part of

a quantitative research methodology to analyze the demographic profile

and academic outcomes of criminology students. Descriptive statistics,

including frequencies and percentages, were utilized to present the

demographic profile of the students, such as gender and age distribution.

Additionally, survey responses related to the evaluation of the internship

program (program relevance and mentorship quality), knowledge

acquisition (understanding of the criminal justice system, legal knowledge,

and crime prevention strategies), and skills development (analytical skills,

problem-solving skills, communication skills, and teamwork abilities) were

summarized to provide an overview of the students' experiences.

Inferential statistics were applied to examine the relationships

between internship programs and the development of students' knowledge

and skills. Correlation analysis was conducted to assess the strength and

direction of relationships between variables, such as internship program

evaluation and knowledge acquisition. Furthermore, regression analysis

was performed to determine the predictive power of internship program

factors on students' knowledge and skills development. A significance

level of α = 0.05 was set to evaluate the statistical significance of the

findings, ensuring a robust and reliable interpretation of the data.

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Statistical Treatment

This study employed various statistical tools to analyze the survey

responses and demographic data of criminology students. Mean, median,

and mode were used to describe the central tendency of responses, such

as evaluation ratings and knowledge scores, providing a clear

understanding of the overall trends in the data. The standard deviation

and variance were calculated to indicate the level of dispersion or

variability of responses around the mean, offering insights into the

consistency of student perceptions and experiences.

Frequency distributions were utilized to present the distribution of

responses for categorical variables, such as gender and age, highlighting

the demographic composition of the respondents. These methods ensured

a comprehensive depiction of both the central trends and variability within

the data.

The researchers employed the following statistical techniques for

inferential analysis:
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Pearson Correlation Coefficient (r): This was used to measure

the strength and direction of linear relationships between internship

program factors and knowledge or skills outcomes, providing an

understanding of how specific program elements influence student

development.

Significance Testing: A significance level of α = 0.05 was adopted

to determine the statistical significance of findings, ensuring that results

were both meaningful and reliable.

These statistical tools collectively allowed for an in-depth analysis

of the data, offering valuable insights into the internship program's

effectiveness and its impact on students' knowledge and skills

development.

Interpretation

Interpret descriptive statistics to summarize findings and describe

the characteristics of criminology students and their internship

experiences.

Interpret inferential statistics to determine the significance of relationships

between internship program factors and knowledge/skills outcomes.

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Discuss implications of findings and provide recommendations for

enhancing internship programs and improving criminology education.

By following this data gathering procedure and statistical treatment,

researchers can systematically collect and analyze quantitative data to

assess the impact of internship programs on criminology students'

knowledge and skills in General Santos City HEIs.

Types of Statistical
Statement of the Problem
Variables Analysis

Demographic Profile Frequency

Evaluation of internship programs provided by higher Independent Weighted

education institutions to criminology students Variable Mean

Knowledge acquired by the criminology students who Dependent

Mean
underwent internship programs Variable

Skills of criminology students developed during internship Dependent

Mean
programs Variable

Significant relationship between the internship programs of

Multiple
higher education institutions and the knowledge of
Regression
criminology students.

Significant relationship between the of internship programs

of higher education institutions and the skills development of Multiple
criminology students. Regression
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Table 5. Statistical Treatment

Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The results, analysis, and interpretation of the data obtained from

the questionnaire replies that were disseminated in the field are presented

in this chapter. The previously provided information were displayed in

tabular form according to the precise problems stated in the problem

description.

Demographic Profile of the Respondents

Table 6. Frequencies and Percentage Distribution According to Gender

GENDER FREQUENCY PERCENTAGE

MALE 146 64.32%

FEMALE 81 35.68%

TOTAL 227 100%

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The distribution of the 227 respondents' genders is displayed in Table 6.

Of the participants, 81 (35.68%) were female and 146 (64.32%) were male.

This suggests that there were more men who participated in the study. It's

critical to comprehend this demographic breakdown in order to analyze any

potential gender-based responses.

Table 7. Frequencies and Percentage Distribution According to Age

AGE FREQUENCY PERCENTAGE

(17-22 YRS OLD) 148 44.89%

(23-28 YRS OLD) 75 45.82%

(29 YRS OLD AND ABOVE) 4 9.29%

TOTAL 227 100%

The respondents' age distribution is shown in Table 7. 148 (44.89%) of

the 227 participants were between the ages of 17 and 22, suggesting that

most responders are in this age range. 45.82% of the sample consisted of

people between the ages of 23 and 28, indicating that a sizable fraction of

the population falls into the young adult demographic. Just 4 (9.29%) of

the respondents were older than 29. Understanding the sample's

demographics and how age may affect responses requires knowledge of

this age distribution.

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Evaluation On Internship Program

This part offered an assessment of the internship program,

emphasizing the caliber of mentorship and its applicability to career

objectives. Through in-depth participant feedback, it looked at how the

program aided in professional development, career alignment, and skill

development.

Table 8. Program Relevance to Career Goal Evaluation

Weighted Descriptive
Indicator
Mean Analysis
1.1. The program’s content was relevant
4.08 AGREE
to my future career goals.
1.2. I feel the skills I developed during
the internship will significantly 4.13 AGREE
benefit my future career.
1.3. I think the internship program is
well-designed to align with the 4.09 AGREE
interns' career aspirations.
1.4. I believe the networking
opportunities presented during the
3.98 AGREE
internship will be beneficial to my
career development.
1.5. The program provided valuable
insights into real-world work 4.05 AGREE
environments relevant to my field.
TOTAL: 4.07 AGREE
Legend: 4.50-5.00 Strongly Agree 1.50-2.49 Disagree
3.50-4.49 Agree 1.00-1.49 Strongly Disagree
2.50-3.49 Neutral
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Table 8 summarizes the evaluation of the internship program's

relevance to career goals. The fact that the respondents agreed with every

answer shows that they had a favorable opinion of the program's influence

on their professional growth. According to the highest mean score (4.13), the

abilities acquired during the internship were thought to be advantageous for

future employment. Additionally, the program's fit with career goals scored a

solid 4.09. With a mean score of 3.98, participants enjoyed networking

opportunities, and they gave the program's capacity to offer practical work

insights an overall rating of 4.05. The overall average score of 4.07 attests to

the program's high appreciation for its applicability and worth.

In order to guarantee relevance and career readiness, Ariwibowo et

al. (2024) emphasized the vital importance of matching educational curricula

with industry requirements. According to their research on maritime

education, internships that were created in accordance with industry norms

greatly improved skill development and offered insightful practical

experience. This is consistent with Table 8.'s results, which show that

participants gave the program excellent marks for being relevant to their

career objectives (WM: 4.07). The emphasis on industry experience (4.05)

and skill development (4.13) shows how customized programs close the
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knowledge gap between academic requirements and occupational

expectations

Additionally, Chang and Wu (2020) investigated how job preparation

is affected by structured learning experiences. They underlined that

professional development is fostered by programs that prioritize real-world

applications and networking opportunities. This view is supported by the

evaluation data, which showed that networking opportunities (3.98) and

alignment with career goals (4.09) received positive ratings. These results

highlight how crucial internships are for developing skills that satisfy both

academic goals and industry demands.

Table 9. Mentorship Quality Evaluation by Interns

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2. Statement Weighted Descriptive

Mean Analysis
2.1. I feel that the mentorship provided
during the internship has significantly
4.00 AGREE
contributed to my professional
growth.
2.2. I believe my mentor was well-
prepared and knowledgeable in the 4.00 AGREE
subjects they mentored me on.
2.3. I received constructive feedback
regularly from my mentor that helped 4.01 AGREE
me improve my skills.
2.4. I felt comfortable asking questions
and expressing my concerns with my 3.99 AGREE
mentor.
2.5. My mentor demonstrated a strong
commitment to my development by
4.04 AGREE
actively sharing insights and industry
practices.
TOTAL: 4.04 AGREE
Legend: 4.50-5.00 Strongly Agree 1.50-2.49 Disagree
3.50-4.49 Agree 1.00-1.49 Strongly Disagree
2.50-3.49 Neutral

Table 9 presents the evaluation of mentorship quality during the

internship. The findings show that interns' opinions of their mentorship

experiences are largely favorable. The highest mean score of 4.04 indicates

that mentors were regarded as dedicated individuals who shared insightful

information and industry expertise. With a mean of 4.01, constructive

criticism was also a major component, emphasizing the importance of

feedback in skill development. A supportive mentorship atmosphere was

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indicated by the respondents' 3.99 rating of comfort in asking questions.

Mentors received a score of 4.00 for being informed and well-prepared. The

mentorship quality was extremely good, as indicated by the overall mean

score of 4.04.

In Kenya, mentorship and project-based learning promoted

professional abilities through practical, cooperative learning, as investigated

by Nanjala et al. (2023). They discovered that a planned mentorship program

improved participants' industry knowledge and practical abilities, which is

consistent with favorable internship assessments that demonstrate the

substantial contribution of prepared mentors and regular feedback to job

preparedness.

Chang and Wu (2020) emphasized the value of mentorship in helping

interns overcome obstacles in the real world while fostering their confidence

and skill set. This demonstrates their significance for professional

development and is consistent with high assessments of mentor dedication

and feedback quality in internship evaluations.

Knowledge Acquired by the Criminology Students during Internships

Program
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This segment emphasizes the information that criminology students

learned while working as interns. In addition to giving students valuable skills

and insights into crime prevention, law enforcement, and the justice system,

these programs provide hands-on experience that enriches academic

learning. This section emphasizes the ways in which these encounters

advance their professional growth and preparedness for criminology-related

employment.

Table 10. Understanding of Criminal Justice System

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3. Statement Weighted Descriptive

Mean Analysis
3.1. I believe that participating in an
internship program is crucial for
4.05 AGREE
gaining a deeper understanding of
the Criminal Justice System
3.2. Internship programs provide practical
insights into the workings of the
Criminal Justice System that cannot 4.04 AGREE
be obtained solely through classroom
learning.
3.3. Through my internship, I gained a
clearer understanding of the roles
and functions of different parts of the 4.05 AGREE
Criminal Justice System (e.g., police,
courts, corrections)?
3.4. The internship has deepened my
understanding of the challenges
4.04 AGREE
faced by professionals in the Criminal
Justice System.
3.5. The internship gave me a strong
foundation in criminal justice
4.05 AGREE
practices that I can apply in my future
career.
TOTAL: 4.05 AGREE
Legend: 4.50-5.00 Strongly Agree 1.50-2.49 Disagree
3.50-4.49 Agree 1.00-1.49 Strongly Disagree
2.50-3.49 Neutral

Table 10 highlights that criminology students highly valued their

internships for enhancing their understanding of the Criminal Justice System.

With a mean score of 4.04, the results demonstrate strong agreement with

statements like internships offering practical insights that are not possible
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through classroom learning, providing a deeper understanding of the

challenges faced by professionals, and providing a clearer understanding of

the roles and functions of various parts of the system. Furthermore,

according to the students, the internship gave them a solid foundation that

they could use in their future employment (4.05. These results, taken

together, support the value of internships in preparing students for careers in

the criminal justice system.

Williams, Woolaver, and Palmer (2021) investigated how crucial real-

world experiences are to gaining a thorough grasp of the criminal justice

system. Their research demonstrated how internships provide special

educational opportunities that connect classroom theory to practical

application. The high scores in Table 3.1 are supported by this, indicating

that internship programs are essential for understanding the functions,

difficulties, and procedures of the criminal justice system.

Chang and Wu's (2020) study highlighted how internships can provide

valuable insights into the workings and difficulties of the criminal justice

system. Interns were better able to contextualize their academic knowledge

by engaging in practical experiences, which is consistent with Table 10's

positive comments on internships improving comprehension and

professional readiness.
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Table 11. Legal Knowledge

4. Statement Weighted Descriptive
Mean Analysis
4.1. Participating in an internship
program is crucial for enhancing
4.01 AGREE
my understanding of legal
principles relevant to criminology.
4.2. Internship programs provide
practical experiences that
contribute to my knowledge of 3.99 AGREE
laws and regulations related to
criminal justice.
4.3. Through my internship
experience, I have gained insights
into the application of legal 3.90 AGREE
concepts in real-world scenarios
within the criminal justice system.
4.4. The practical exposure gained
during my internship has helped
me understand the legal
3.98 AGREE
procedures involved in criminal
investigations, trials, and
sentencing.
4.5. Participating in an internship
program has deepened my
knowledge of legal rights and
4.00 AGREE
responsibilities of both victims and
offenders within the criminal
justice system.
TOTAL: 3.98 AGREE
Legend: 4.50-5.00 Strongly Agree 1.50-2.49 Disagree
3.50-4.49 Agree 1.00-1.49 Strongly Disagree
2.50-3.49 Neutral
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Table 11 presents the evaluation of legal knowledge gained by

criminology students during their internships. The research indicates a high

degree of agreement that internships improve knowledge of legal principles

(4.01) and offer real-world experience with criminal justice laws (3.99).

Students said they understood legal principles in practical settings better

(3.90) and the processes for investigations and trials better (3.98).

Additionally, the internships helped them learn more about the rights and

obligations of both victims and offenders (4.00). These findings highlight the

importance of internships in enhancing criminology students' legal

knowledge.

Costa (2018) talks about how virtue and negligence are applied within

legal frameworks and how this information might be applied practically. This

supports the notion that internships help participants gain a deeper

comprehension of legal concepts. The data in Table 11, which shows

agreement that internships offer insights into the application of legal

concepts and procedures, is supported by the fact that exposure to real-

world cases involving legal responsibilities and ethical considerations

specifically strengthens an intern's ability to apply such knowledge.

Costa (2018) investigated the relationship between virtue and

negligence, specifically how moral judgment can be influenced by knowledge

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of one's legal obligations. This is pertinent to criminal justice internships,

which place a strong emphasis on applying legal principles in practical

settings. In line with the findings that practical exposure contributes to the

development of a strong grasp of legal concepts (mean = 3.90) and

processes (mean = 3.98), interns get an appreciation for the value of

diligence, accountability, and ethical practice. Costa's analysis backs up the

claim that an intern's understanding of the intricacies of law in action is

enhanced by exposure to court cases.

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Table 12. Crime Prevention Strategies

5. Statement Weighted Descriptive
Mean Analysis
5.1. The internship program has provided
me with a comprehensive
understanding of community policing
3.99 AGREE
and its role in enhancing trust
between law enforcement and the
community.
5.2. Through the internship, I gained
knowledge about Crime Prevention
4.04 AGREE
Through Environmental Design
(CPTED).
5.3. The internship showed me the value
of youth programs and social 4.07 AGREE
services in preventing juvenile crime.
5.4. The internship showed how laws and
rehabilitation help deter crime and 4.09 AGREE
prevent repeat offenses.
5.5. The internship program made me
aware of the impact of technological 4.07 AGREE
measures.
TOTAL: 4.05 AGREE
Legend: 4.50-5.00 Strongly Agree 1.50-2.49 Disagree
3.50-4.49 Agree 1.00-1.49 Strongly Disagree
2.50-3.49 Neutral

Table 12 outlines the evaluation of crime prevention strategies

learned by criminology students during internships. The findings show broad

consensus regarding the program's beneficial effects on participants'

comprehension of community policing (3.99) and the significance of Crime

 PAGE \* MERGEFORMAT 2

Prevention Through Environmental Design (4.04). The interns also

acknowledged the importance of legislation and rehabilitation in discouraging

offenses (4.09), as well as the function of youth clubs and social programs in

preventing youth criminal activity (4.07). Furthermore, the emphasis on

technology measures was stressed (4.07), demonstrating the internship's

thoroughness in addressing a range of crime prevention techniques.

The use of crime control measures and the comprehension of crime

prevention tactics are greatly improved by internship programs. According to

Drew (2020), internships help people gain a deeper understanding of crime

prevention, emphasizing the crucial role that hands-on training plays in

creating successful crime-reduction plans. This is consistent with the survey

results, which showed that participants (mean scores of 4.07 and 3.99,

respectively) felt that their internships gave them a thorough introduction to

crime prevention, including the value of social services, youth programs, and

community policing. The study supported findings by Nanjala et al. (2023),

who discovered that project-based learning initiatives can successfully

provide practical knowledge on crime prevention methods, improving real-

world outcomes, by showing that internships give people knowledge on

implementing technological measures and rehabilitative laws.

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According to Ariwibowo et al. (2024), practical experiences are crucial

for developing abilities that assist professional career progression. They also

looked at the value of educational programs and internships in coordinating

academic learning with industrial expectations. The survey results showed

that theoretical understanding and practical training were in line, with

participants giving their internships high marks for providing real-world

insights into the legal system and crime prevention (mean scores of 4.04 and

3.98). Drew (2020) has endorsed the need for a practical approach to

comprehending crime prevention techniques and legal applications,

emphasizing how crime prevention strategies in internships assist real-world

learning.

Skills Developed During Internships

This part explores the skills criminology students developed during

their internships. These experiences help students enhance key

competencies like communication, problem-solving, and teamwork,

preparing them for professional success in the criminal justice field.

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Table 13. Analytical Skills

6. Statement Weighted Descriptive
Mean Analysis
6.1. The internship has improved my
ability to critically assess crime trends
3.98 AGREE
and patterns within different
communities.
6.2. I have developed skills in evaluating
the effectiveness of various crime
4.00 AGREE
prevention programs and strategies
implemented during the internship.
6.3. The internship has enhanced my
capacity to use statistical tools and
4.01 AGREE
methods to analyze crime data and
draw meaningful conclusions.
6.4. I am able to identify and analyze the
root causes of crime based on the
3.97 AGREE
knowledge and experiences gained
during the internship.
6.5. The program has encouraged me to
apply analytical skills to problem- 3.95 AGREE
solving in crime prevention scenarios.
TOTAL: 3.98 AGREE
Legend: 4.50-5.00 Strongly Agree 1.50-2.49 Disagree
3.50-4.49 Agree 1.00-1.49 Strongly Disagree
2.50-3.49 Neutral

Table 13 shows the evaluation of analytical skills developed by

criminology students during their internships. With a mean score of 3.98,

the results show strong agreement with the program's favorable impact.
 PAGE \* MERGEFORMAT 2

Assessing crime trends (3.98) and analyzing crime prevention tactics

(4.00) were two areas where interns acknowledged progress. They felt

more comfortable determining and examining the underlying causes of

crime (3.97), and they were better able to employ statistical techniques for

crime analysis of data (4.01). Additionally, the program promoted the use

of analytical abilities to address issues related to crime prevention (3.95).

It has long been known that internships are important for

developing analytical abilities, which are necessary for analyzing intricate

crime trends and appraising crime prevention tactics. Fu, Keegan, and

McCartney (2023) talked about the dual nature of analytical abilities in HR,

emphasizing how crucial they are for addressing problems as well as

highlighting accomplishments. This dichotomy is directly applicable to

internships in criminology, as analytical abilities are required for both

comprehending data and modifying plans of action in response to shifting

conditions. According to Drew (2020), internships offer a setting where

theoretical information may be converted into useful insights, highlighting

the importance of experiential, hands-on learning in the development of

analytical skills.

Numerous studies have confirmed the value of internships in

comprehending and creating successful crime prevention plans. Drew

 PAGE \* MERGEFORMAT 2

(2020) noted that the application of analytical abilities acquired during

internships to evaluate program efficacy and crime patterns strengthens

crime prevention efforts. Interns can convert academic knowledge into

practical tactics for crime prevention and community safety thanks to this

hands-on application.

According to Fu et al. (2023), analytical abilities also serve a

narrative purpose by assisting people in effectively communicating their

discoveries. This is especially true in the field of criminology, where it is

evident that exchanging analytical insights can improve community

involvement and result in legislative improvements. This was corroborated

by Nanjala et al. (2023), who explained how internships foster the

development of critical thinking, statistical tool application, and practical

problem-solving—all essential.
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Table 14 Problem-solving Skills

7. Statement Weighted Descriptive
Mean Analysis
7.1. The internship has enhanced my
ability to identify and prioritize
3.99 AGREE
crime-related issues within the
community.
7.2. I have developed effective
strategies for addressing specific
crime problems based on the 4.00 AGREE
experiences gained during the
internship.
7.3. The internship has improved my
skills in collaborating with
community members and law 4.00 AGREE
enforcement to develop practical
solutions to crime.
7.4. The internship has strengthened
my ability to evaluate the
4.04 AGREE
effectiveness of implemented
solutions.
7.5. I have gained confidence in
implementing problem-solving
4.02 AGREE
approaches in real-world scenarios
within the criminal justice field.
TOTAL: 4.01 AGREE
Legend: 4.50-5.00 Strongly Agree 1.50-2.49 Disagree
3.50-4.49 Agree 1.00-1.49 Strongly Disagree
2.50-3.49 Neutral
 PAGE \* MERGEFORMAT 2

Table 14 presents the evaluation of problem-solving skills gained

by criminology students during their internships. There is strong

agreement that the program successfully improved these skills, as seen

by the total mean score of 4.01. The interns observed improvements in

recognizing and ranking local criminal problems (3.99) and creating

focused tactics (4.00). Additionally, they observed enhanced cooperation

between law enforcement and the community for workable crime solutions

(4.00) and a better capacity to assess the efficacy of these solutions

(4.04). Interns also become more comfortable using problem-solving

techniques in actual criminal justice scenarios (4.02).

The Function of Problem-Solving Ability in Workplaces The criminal

justice system is one of the many professional settings where problem-

solving abilities are becoming more and more important for success. Such

talents are essential for adjusting to the demands of the twenty-first

century, according to Dewi et al. (2024), who emphasized their

significance in both practical and educational domains. This is consistent

with your data's findings, which showed that interns said their programs

improved their capacity to successfully handle issues connected to

neighborhood violence.
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Enhancing Practical Problem-Solving Skills Through Experience

Internships have been demonstrated to be a major factor in improving

practical problem-solving abilities, especially by giving participants the

chance to interact directly with real-world difficulties. According to Costa

(2018), exposure to work-related scenarios enhances people's capacity for

successful strategy implementation and analytical thinking.

Table 15. Communication Skills

 PAGE \* MERGEFORMAT 2

8. Statement Weighted Descriptive

Mean Analysis
8.1. I have enhanced my ability to
explain crime prevention strategies
3.98 AGREE
clearly to both community members
and colleagues.
8.2. My internship has taught me how to
effectively engage in discussions
4.00 AGREE
about crime-related issues with a
diverse audience.
8.3. I have improved my skill in
presenting complex crime data and
4.02 AGREE
analysis in an easily
understandable format.
8.4. I am now more proficient in using
various communication tools (e.g.,
reports, presentations, public
4.05 AGREE
speaking) to share information
about crime prevention and public
safety.
8.5. My internship experience has
strengthened my ability to listen
actively and address feedback from 4.10 AGREE
both community members and law
enforcement personnel.
TOTAL: 4.03 AGREE
Legend: 4.50-5.00 Strongly Agree 1.50-2.49 Disagree
3.50-4.49 Agree 1.00-1.49 Strongly Disagree
2.50-3.49 Neutral

Table 15 shows the assessment of communication skills developed by

criminology students during their internships. With a mean score of 4.03

overall, there is substantial agreement that the internship improved these

skills. Students reported being able to convey crime prevention tactics to

 PAGE \* MERGEFORMAT 2

different audiences more clearly (3.98) and having more success when

talking about crime-related subjects (4.00). Additionally, they developed their

capacity to clearly communicate complicated facts (4.02) and improved their

proficiency with communication tools such as presentations and reports

(4.05). The experience also improved their ability to actively listen and

respond to community and law enforcement feedback (4.10).

Research indicates that effective involvement and information

transmission in a variety of disciplines, including criminal justice and tourism,

depend on the development of communication skills, which internship

programs have highlighted as a crucial part of professional growth. In order

to build public trust and guarantee the spread of important information,

professionals in the tourism industry must be able to communicate clearly,

engage audiences, and use a variety of communication tools, according to

Cuic Tankovic, Kapeš, and Benazić (2023). This viewpoint is consistent with

research in public safety and criminology, which shows that effective

communication skills are essential for successful debates on crime-related

topics, the clear explanation of intricate tactics, and the effective use of

instruments like public speaking and reports.

 PAGE \* MERGEFORMAT 2

Table 16. Teamwork Abilities

9. Statement Weighted Descriptive
Mean Analysis
9.1. The internship program provided
ample opportunities for me to
collaborate effectively with peers in 4.04 AGREE
developing and implementing crime
prevention strategies.
9.2. Through the internship, I learned how
to work cohesively with diverse
4.04 AGREE
groups to address various crime-
related challenges in the community.
9.3. The internship experience
significantly improved my ability to
4.00 AGREE
actively participate in team
discussions.
9.4. The internship program facilitated
effective coordination with law
4.08 AGREE
enforcement agencies and
community partners.
9.5. The internship provided a conducive
environment for giving and receiving
4.34 AGREE
constructive feedback within the
team.
TOTAL: 4.10 AGREE
Legend: 4.50-5.00 Strongly Agree 1.50-2.49 Disagree
3.50-4.49 Agree 1.00-1.49 Strongly Disagree
2.50-3.49 Neutral
Strong agreement is shown by an overall mean of 4.10 in Table 16,

which evaluates cooperation skills acquired throughout the internship. The

program facilitated successful collaboration on crime prevention techniques

(4.04) and teamwork among varied groups to address neighborhood

concerns (4.04), according to the respondents. Their involvement in team

 PAGE \* MERGEFORMAT 2

talks improved as a result of the experience (4.00), and it also encouraged

cooperation with authorities and community organizations (4.08). As

evidence of its contribution to improving cooperation abilities, the internship

also promoted an atmosphere that was favorable to offering and receiving

constructive criticism (4.34).

The study by Rhee, Parent, and Basu (2019) investigated how

individual skills and personality factors affect undergraduate teamwork and

performance. The results of their study indicate that interpersonal qualities

and cooperative dynamics within a group are just as important to effective

teamwork as individual skill sets. The idea that internships, including those in

criminology and criminal justice, greatly aid in the development of these

qualities is supported by this study. The competencies acquired during these

hands-on experiences strengthen participants' capacity to constructively

contribute to group problem-solving initiatives, foster effective

communication, and improve teamwork skills.

Interns are exposed to a variety of viewpoints and methods to

problem-solving when they work on team-based projects, particularly

those that center on community service and crime prevention. This is

consistent with the larger understanding in the research on organizational

behavior that diverse teams can produce more creative ideas and higher
 PAGE \* MERGEFORMAT 2

performance levels when they are managed well (Salas et al., 2015).

Therefore, internships' hands-on experience is essential for developing the

cooperation skills necessary for cooperative success in work

environments (Dewey, 2022).

Significant Relationship Between the Internship Programs of Higher

Education Institutions and the Knowledge of Criminology Students

Table 17. The grand mean and interpretation of the

relationship between internship programs of higher education and
knowledge of criminology students.
ANALYSIS
STRONG
0.821
RELATIONSHIP
STRONG
0.843
RELATIONSHIP
R
STRONG
0.823
RELATIONSHIP
STRONG
0.869
RELATIONSHIP
Legend:
0.20 to 0.39: Weak relationship
0.40 to 0.59: Moderate relationship
0.60 to 0.79: Strong relationship
0.80 to 1.00: Very strong relationship of criminology students

The data analysis indicates a strong positive correlation between

the internship programs of higher education institutions and the knowledge

gained by criminology students, with R values ranging from 0.821 to

0.869. These strong relationships suggest that higher-quality or more

 PAGE \* MERGEFORMAT 2

comprehensive internship programs are associated with higher levels of

knowledge acquisition among students. This finding emphasizes the

significant role that internship programs play in enhancing students'

understanding and expertise in criminology, supporting the idea that such

practical experiences are vital for their academic and professional

development.

Significant Relationship Between the of Internship Programs of

Higher Education Institutions and the Skills Development of
Criminology Students.

Table 18. Grand mean and interpretation of relationship

between the of internship programs of higher education institutions
and the skills development.
ANALYSIS
0.844 STRONG RELATIONSHIP

0.826 STRONG RELATIONSHIP

R
0.825 STRONG RELATIONSHIP

0.609 STRONG RELATIONSHIP

0.848 STRONG RELATIONSHIP
Legend:
0.20 to 0.39: Weak relationship
0.40 to 0.59: Moderate relationship
0.60 to 0.79: Strong relationship
0.80 to 1.00: Very strong relationship of criminology students

With R values ranging from 0.609 to 0.848, the analysis

demonstrates a substantial positive link between the skills development of

 PAGE \* MERGEFORMAT 2

criminology students and internship programs offered by higher education

institutions. The majority of these R values are within the range that

denotes a strong association, suggesting that students' involvement in

these programs is strongly linked to their development of important skills.

Although lower, the R value of 0.609 indicates a robust link, indicating that

internship programs and student skill development are positively

correlated even in places where the influence may be slightly less

prominent. All things considered, these results demonstrate how well

internship programs develop critical abilities in criminology students,

highlighting their significance for both academic and professional

development.

Table 19. P- Value Result

CRIME
UNDERSTANDIN
LEGAL PREVENTIO
G OF CRIMINAL
KNOWLEDG N TOTAL
JUSTICE
E STRATEGIE
SYSTEM
S

EVALUATIO 0.821 0.843 0.823 0.869

N ON
INTERNSHIP
PROGRAM 0.000 0.000 0.000 0.000

Significan
Significant Significant Significant
t

Reject Ho Reject Ho Reject Ho Reject Ho

 PAGE \* MERGEFORMAT 2

The evaluation of the internship program assessed participants

across four key domains: understanding of the criminal justice system,

legal knowledge, crime prevention strategies, and overall performance.

The results indicated strong performance in each area, with scores of

0.821, 0.843, 0.823, and 0.869, respectively. Statistical analysis revealed

that these results were highly significant, as indicated by p-values of 0.000

for all domains, confirming the reliability of the findings. The "reject Ho"

conclusion in the analysis signifies that the null hypothesis, which

assumes no significant impact or effect, was rejected. This demonstrates

that the internship program had a meaningful and statistically significant

positive effect on participants' knowledge, understanding, and abilities in

the evaluated areas.

Hypothesis Testing

Table 20. Hypothesis Testing

Hypothesis Criterion Result Remarks Decision

There is a significant If P-Value 0.000 Significant Reject null

relationship between the is 0.005 hypothesis
Internship Program of =Reject Ho
Higher Education
Institution (HEIs) of
 PAGE \* MERGEFORMAT 2

General Santos City

The Table 20. Presents the results of hypothesis testing regarding

the internship Program of Higher Education Institution (HEIs) of General

Santos City. The hypothesis states that there is a significant relationship

between the Internship Program of Higher Education Institutions (HEIs) in

General Santos City. The criterion for decision-making was based on the

p-value: if the p-value is less than or equal to 0.005, the null hypothesis

(H0H_0H0) would be rejected; otherwise, it would not. The result of the

analysis showed a p-value of 0.000, which is well below the threshold of

0.005, indicating that the finding is statistically significant. This suggests

strong evidence against the null hypothesis, affirming that there is indeed

a significant relationship between the internship programs of HEIs and the

variable(s) studied. Therefore, the null hypothesis is rejected, supporting

the alternative hypothesis that the internship programs are significantly

influenced by or correlated with the measured factors.

 PAGE \* MERGEFORMAT 2

Chapter V

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter provides a summary of the study's data collecting and

analysis results, conclusions, and suggestions for improving the internship

programs offered by General Santos City's Higher Education Institutions

(HEIs). The purpose of the guidelines is to help future researchers and

educational administrators assess how well these programs work and how

they affect criminology students' development of knowledge and abilities.

Findings

Based on the analyzed data, the following are the findings:

1. The demographic profile of criminology students participating in

internship programs revealed that the sample was predominantly

male, comprising 64.32% male respondents and 35.68% female

respondents. In terms of age distribution, the majority of participants,

44.89%, were aged between 17 and 22, making them the largest

group. The next largest group was those aged 23 to 28, accounting

for 45.82% of the participants. Only 9.29% of respondents were aged

 PAGE \* MERGEFORMAT 2

29 or older, indicating that the study's demographic was largely

younger, which is typical of those involved in criminal justice-related

academic internships.

2. The evaluation of internship programs provided by higher education

institutions showed that respondents strongly agreed that the

internships were relevant to their career goals, reflected by a mean

score of 4.13. Additionally, participants rated the quality of mentorship

highly, with a mean score of 4.04, and noted that the program

significantly improved their understanding of the criminal justice

system, with a mean score of 4.05. These findings suggest that the

program was effective and well-received by the participants.

3. Respondents indicated that the internship was essential for their

understanding of the criminal justice system, as shown by a mean

score of 4.05. They agreed that the program offered insightful and

practical explanations of legal concepts, with a mean score of 3.98.

Moreover, participants reported feeling more knowledgeable about

crime prevention and community policing strategies, evidenced by a

mean score of 4.05. This indicates that the internship enhanced their

comprehension of legal ideas and their ability to apply these concepts

in practical situations.
 PAGE \* MERGEFORMAT 2

4. In terms of skill development, respondents showed positive results

in various areas. They agreed that they could effectively use statistical

tools and analyze crime trends, with an average score of 3.98.

Problem-solving abilities improved significantly, with a mean score of

4.01, indicating that participants could better recognize and address

issues while collaborating with the community and law enforcement.

Communication skills were rated highly, with a mean of 4.03, showing

that respondents felt confident in using communication tools and

explaining crime prevention tactics. Additionally, teamwork abilities

were enhanced, with a mean score of 4.04, signifying those

participants felt they could work more effectively with their peers and

law enforcement personnel.

5. The study confirmed a significant positive relationship between the

internship programs and the knowledge gained by criminology

students. High mean scores in understanding the criminal justice

system, legal knowledge, and crime prevention strategies reflected

that the internship had a meaningful impact on the students'

knowledge acquisition. This suggests that the programs were effective

in broadening participants' knowledge and enhancing their

understanding of critical aspects of their field.

 PAGE \* MERGEFORMAT 2

6. There was also a significant relationship between the internship

programs and the development of skills among criminology students.

High mean scores for analytical skills, problem-solving abilities,

communication skills, and teamwork showed that the programs

effectively contributed to skill enhancement. This indicates that the

internships played a crucial role in preparing students for future roles

within the criminal justice system by improving their practical abilities

and fostering essential competencies.

Conclusions

1. Respondents agreed the thought that their professional aspirations

were closely related to the internship program. This suggests that the

internship supported the participants' professional development and

was in line with their goals by giving them real-world experience.

2. The respondents agreed that their comprehension of the criminal

justice system was much aided by the exceptional mentorship quality.

This emphasizes how crucial good mentoring is to improving the

interns' learning and real-world experience.

3. Respondents agreed that expanding their knowledge of legal

principles and community policing was made possible by the

internship. This implies that the curriculum was successful in offering

 PAGE \* MERGEFORMAT 2

insightful information about how criminal justice principles are used in

the actual world.

4. The respondents agreed that the curriculum enhanced their abilities in

communication, teamwork, problem-solving, and analytical thinking.

This demonstrates how well the internship supported the growth of

critical professional abilities that participants can use in their future

employment.

5. Respondents agreed that their professional development and

readiness for future positions in the criminal justice industry were

much enhanced by the internship. This result demonstrates how

effective the internship program was and how it improved the

participants' practical knowledge and professional preparation.

Recommendations

1. Given the high importance of mentorship as highlighted by

participants, it is recommended that internship programs

incorporate more structured mentorship opportunities. This could

include assigning each intern a dedicated mentor who is

experienced in the field and capable of guiding them through

complex real-world scenarios.

 PAGE \* MERGEFORMAT 2

2. To build on the success of improving students' understanding of

legal principles and community policing, the programs should

include more hands-on activities such as mock trials, field visits,

and role-playing exercises. This would help interns apply their

theoretical knowledge to practical situations and enhance their

readiness for future roles.

3. As the internships have successfully contributed to communication,

teamwork, problem-solving, and analytical thinking, it would be

beneficial to implement workshops focusing specifically on these

skills. Tailored workshops can provide deeper insights and real-life

applications, further solidifying these competencies.

4. Given that respondents showed confidence in their ability to use

statistical tools and analyze crime trends, the program should

incorporate advanced training in data analysis and research

methodologies. This could include access to relevant software and

guidance on interpreting data for informed decision-making in law

enforcement and crime prevention.

5. Regular feedback sessions should be introduced to gather insights

from both the interns and the organizations they work with. This will

help identify areas for improvement and ensure that the internship
 PAGE \* MERGEFORMAT 2

programs remain aligned with the professional needs and

expectations of the participants.

6. Create opportunities for interns to network with professionals in the

criminal justice field. This can include guest lectures, career fairs,

and collaboration projects with law enforcement agencies.

Networking will help interns build relationships that can assist in

their future career placements.

7. Maintain the high quality of internship programs by implementing a

standard evaluation protocol across different institutions. This

should include periodic assessments to ensure that the internships

consistently meet educational and professional objectives.

8. Develop a support system for former interns, such as follow-up

workshops or access to career development resources. This will

help them transition smoothly into professional roles and continue

to build on the skills acquired during their internships.

 PAGE \* MERGEFORMAT 2

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APPENDIX A
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APPROVAL FOR TITLE DEFENSE

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APPENDIX B
APPROVAL FOR PROPOSAL DEFENSE
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APPENDIX C
LETTER FOR LIST OF POPULATION DATA
(CRONASIA FOUNDATION COLLEGE, INC.)
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LETTER FOR LIST OF POPULATION DATA

(GENSANTOS FOUNDATION COLLEGE, INC.)
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LETTER FOR LIST OF POPULATION DATA

(PACIFIC SOUTHBAY COLLEGE, INC.)

LETTER FOR LIST OF POPULATION DATA

(FILIPINO CANADIAN COMMUNITY COLLEGES FOUNDATION INC.)
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LETTER FOR LIST OF POPULATION DATA

(VILLAMOR COLLEGE OF BUSINESS ARTS, INC.)

APPENDIX D
LETTER TO CONDUCT SURVEY
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(CRONASIA FOUNDATION COLLEGE, INC.)

LETTER TO CONDUCT SURVEY

(GENSANTOS FOUNDATION COLLEGE, INC.)
LETTER TO CONDUCT SURVEY
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(FILIPINO CANADIAN COMMUNITY COLLEGES FOUNDATION INC.)

LETTER TO CONDUCT SURVEY

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(VILLAMOR COLLEGE OF BUSINESS ARTS, INC.)

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LETTER TO CONDUCT SURVEY

(PACIFIC SOUTHBAY COLLEGE, INC.)
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APPENDIX E
SURVEY QUESTIONNAIRE
PACIFIC SOUTHBAY COLLEGE, INC.
Barangay Calumpang, General Santos City, 9500
Contact Nos. (083)553-1450; 0946-713-6519

Research Survey Questionnaire

Good day!
We are the students from Pacific Southbay College Inc., taking up
Bachelor of Science in Criminology and we are conducting our
research entitled:
"ASSESSMENT ON INTERNSHIP PROGRAM OF HIGHER
EDUCATION INSTITUTIONS (HEIs) OF GENERAL SANTOS CITY
AND ITS EFFECT TO THE KNOWLEDGE AND SKILLS OF
CRIMINOLOGY STUDENTS”.
This survey questionnaire has been developed to assess the
Internship Program of HEI’s in General Santos City and its effect to the
Knowledge and Skill of Criminology Students. Your response is an
excellent contribution to the success of this research. Completing the
survey is voluntary. Answers gathered from this questionnaire will be
treated with secrecy. Research records will be kept in a locked file; only
the researcher will have access to the records. Please answer the
questions based on what you do. If you have any questions or clarification,
you may email us at catayasricardo1@gmail.com.
RICARDO V CATAYAS JR
GROUP LEADER

Research Overview:

The internship programs provided by Higher Education Institutions

(HEIs) play a critical role in shaping the practical skills and knowledge of
criminology students. This research aims to evaluate the effectiveness of
internship programs in HEIs in General Santos City and analyze their
impact on the students' preparedness, professional competence, and
overall academic development within the field of criminology.
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Operational Definition: Internship programs refer to structured and

supervised practical training experiences facilitated by HEIs that provide
criminology students with opportunities to apply theoretical knowledge and
develop practical skills in real-world criminal justice settings.

SURVEY QUESTIONNAIRE

General Instructions:

1. Before answering, this survey is intended ONLY for 4th year

CRIMINOLOGY Students.
2. Please read each item carefully and fill out the needed information.
3. Your honest and objective feeling would be an appropriate
response to each question.
4. Check the item that best describes your answer.

NAME (OPTIONAL): _______________________________

NAME OF SCHOOL: ________________________________

Instructions: Please fill in the given spaces of your information. All

responses are confidential.

PART I: DEMOGRAPHIC INFORMATION

Gender:

Male Female

Other (please specify): ____________

Age: 17-22

23-28

29 and above
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PART II. EVALUATION ON INTERNSHIP PROGRAM

Please take a few minutes to answer the following questions. You

are kindly requested to put a check mark on the desired rate based on the
question provided. Key: (5) Strongly Agree (4) Agree (3) Neutral (2)
Disagree (1) Strongly Disagree

1. Program Relevance to Career Goal Evaluation 1 2 3 4 5

1.1. The program’s content was relevant to my future

career goals.

1.2. I feel the skills I developed during the internship will

significantly benefit my future career.

1.3. I think the internship program is well-designed to

align with the interns' career aspirations.

1.4. I believe the networking opportunities presented

during the internship will be beneficial to my
career development.

1.5. The program provided valuable insights into real-

world work environments relevant to my field.

2. Mentorship Quality Evaluation by Interns

2.1. I feel that the mentorship provided during the

internship has significantly contributed to my
professional growth.

2.2. I believe my mentor was well-prepared and

knowledgeable in the subjects they mentored me
on.

2.3. I received constructive feedback regularly from

my mentor that helped me improve my skills.
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2.4. I felt comfortable asking questions and

expressing my concerns with my mentor.

2.5. My mentor demonstrated a strong commitment

to my development by actively sharing insights
and industry practices.

PART III. KNOWLEDGE ACQUIRED BY THE CRIMINOLOGY

STUDENTS DURING INTERNSHIPS PROGRAM.

Please take a few minutes to answer the following questions. You

are kindly requested to put a check mark on the desired rate based on the
question provided. Key: (5) Strongly Agree (4) Agree (3) Neutral (2)
Disagree (1) Strongly Disagree

3. Understanding of Criminal Justice System 1 2 3 4 5

3.1. I believe that participating in an internship

program is crucial for gaining a deeper
understanding of the Criminal Justice System.

3.2. Internship programs provide practical insights into

the workings of the Criminal Justice System that
cannot be obtained solely through classroom
learning.

3.3. Through my internship, I gained a clearer

understanding of the roles and functions of
different parts of the Criminal Justice System
(e.g., police, courts, corrections)?
 PAGE \* MERGEFORMAT 2

3.4. The internship has deepened my understanding

of the challenges faced by professionals in the
Criminal Justice System.

3.5. The internship gave me a strong foundation in

criminal justice practices that I can apply in my
future career.

4. Legal Knowledge

4.1. Participating in an internship program is crucial

for enhancing my understanding of legal
principles relevant to criminology.

4.2. Internship programs provide practical

experiences that contribute to my knowledge of
laws and regulations related to criminal justice.

4.3. Through my internship experience, I have gained

insights into the application of legal concepts in
real-world scenarios within the criminal justice
system.

4.4. The practical exposure gained during my

internship has helped me understand the legal
procedures involved in criminal investigations,
trials, and sentencing.

4.5. Participating in an internship program has

deepened my knowledge of legal rights and
responsibilities of both victims and offenders
within the criminal justice system.

5. Crime Prevention Strategies

 PAGE \* MERGEFORMAT 2

5.1. The internship program has provided me with a

comprehensive understanding of community
policing and its role in enhancing trust between
law enforcement and the community.

5.2. Through the internship, I gained knowledge about

Crime Prevention Through Environmental Design
(CPTED).

5.3. The internship showed me the value of youth

programs and social services in preventing
juvenile crime.

5.4. The internship showed how laws and

rehabilitation help deter crime and prevent repeat
offenses.

5.5. The internship program made me aware of the

impact of technological measures

PART IV. SKILLS DEVELOPED DURING INTERNSHIPS

Please take a few minutes to answer the following questions. You

are kindly requested to put a check mark on the desired rate based on the
question provided. Key: (5) Strongly Agree (4) Agree (3) Neutral (2)
Disagree (1) Strongly Disagree

6. Analytical Skills 1 2 3 4 5

6.1. The internship has improved my ability to critically

assess crime trends and patterns within different
communities.

6.2. I have developed skills in evaluating the

effectiveness of various crime prevention
 PAGE \* MERGEFORMAT 2

programs and strategies implemented during the

internship.

6.3. The internship has enhanced my capacity to use

statistical tools and methods to analyze crime
data and draw meaningful conclusions.

6.4. I am able to identify and analyze the root causes

of crime based on the knowledge and
experiences gained during the internship.

6.5. The program has encouraged me to apply

analytical skills to problem-solving in crime
prevention scenarios.

7. Problem-solving Skills

7.1. The internship has enhanced my ability to identify

and prioritize crime-related issues within the
community.

7.2. I have developed effective strategies for

addressing specific crime problems based on the
experiences gained during the internship.

7.3. The internship has improved my skills in

collaborating with community members and law
enforcement to develop practical solutions to
crime.

7.4. The internship has strengthened my ability to

evaluate the effectiveness of implemented
solutions.

7.5. I have gained confidence in implementing

problem-solving approaches in real-world
scenarios within the criminal justice field.
 PAGE \* MERGEFORMAT 2

8. Communication Skills

8.1. I have enhanced my ability to explain crime

prevention strategies clearly to both community
members and colleagues.

8.2. My internship has taught me how to effectively

engage in discussions about crime-related issues
with a diverse audience.

8.3. I have improved my skill in presenting complex

crime data and analysis in an easily
understandable format.

8.4. I am now more proficient in using various

communication tools (e.g., reports, presentations,
public speaking) to share information about crime
prevention and public safety.

8.5. My internship experience has strengthened my

ability to listen actively and address feedback
from both community members and law
enforcement personnel.

9. Teamwork Abilities

9.1. The internship program provided ample

opportunities for me to collaborate effectively with
peers in developing and implementing crime
prevention strategies.

9.2. Through the internship, I learned how to work

cohesively with diverse groups to address various
crime-related challenges in the community.
 PAGE \* MERGEFORMAT 2

9.3. The internship experience

significantly improved my ability
to actively participate in team
discussions.

9.4. The internship program

facilitated effective coordination
with law enforcement agencies
and community partners.

9.5. The internship provided a

conducive environment for giving
and receiving constructive
feedback within the team.

Additional Comments

Please provide any suggestions for improving the internship

program:

Thank you for your participation!

APPENDIX F
APPROVAL FOR FINAL DEFENSE

APPENDIX G
APPROVAL FOR BINDING

PACIFIC SOUTHBAY COLLEGE, INC.

Barangay Calumpang, General Santos City, 9500
Contact Nos. (083)553-1450; 0946-713-6519
 PAGE \* MERGEFORMAT 2

APPROVAL FOR BINDING

This is to certificate that we have examined the manuscript of

Sarah M. Aron, Rufy D. Bunda, Ricardo V. Catayas Jr., Jhon Jusua
Gonzales, Sunshine T. Guiñares, Edgar M. Orola Jr., and found that
all the comments and recommendations of the Research Presentation
Panel had been reflected.

This certification is issued to allow the student to submit the

manuscript for final binding.

The Oral Examination Panel

Name Signature

Kenneth D. Claudio, MBM _______________

Chairperson / Adviser
Al Bien D. Escobañez, RCrim,
_______________
MSCJ
Member
Dr. Porferio M. Tripoli, LPT _______________
Member

Recommending Approval: Approved by:

Al Bien D. Escobañez, RCrim, MSCJ Kenneth D. Claudio, MBM

Program Coordinator Vice President for Academics

Date:______________________

APPENDIX H
CERTIFICATION TO GRAMMARIAN
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APPENDIX I
CERTIFICATION TO STATISTICIAN
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APPENDIX J
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VALIDATION SHEET
(KENNETH D. CLAUDIO, MBM)
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VALIDATION SHEET
(AL BIEN D. ESCOBAÑEZ, Rcrim., MSCJ)
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VALIDATION SHEET
(PORFERIO M. TRIPOLI, LPT, Ed. D.)
 PAGE \* MERGEFORMAT 2

VALIDATION SHEET
(MARK RYAN B. MALSI)
PAGE \* MERGEFORMAT 2
 PAGE \* MERGEFORMAT 2

VALIDATION SHEET
(LYN B. AYOP, MAED, LPT)
 PAGE \* MERGEFORMAT 2

VALIDATION SHEET
(MICHELLE V. CATIPAY, LPT)
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VALIDATION SHEET
(SANRIO MARYSZE A. CEAMBA, MAED)
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APPENDIX K
PLAGIARISM RESULT
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APPENDIX L
DIGITAL RECEIPT OF PLAGIARISM RESULT
 PAGE \* MERGEFORMAT 2

CURRICULUM VITAE

Jhon Jusua P. Gonzales

Greenplains 2nd road, Brgy. Calumpang, GSC
Mobile Phone: 09700908241
Email: jusuagonzales@gmail.com
Facebook: Jhon Jusua Gonzales

Personal Information

Nicknames: Wang

Date of Birth: Feb 20, 2003

Age: 21

Height: 5’6

Weight: 68

Nationality: Filipino

Language Spoken: BISAYA

Civil Status: SINGLE

Fathers Name: JORGE G. ASPACIO

Mother’s name: JANETH G. ASPACIO

Special Skill: WELDING

Education SCHOOL GRADUATED YEAR

College Pacific Southbay College, Inc. 2025
Secondary GSCNHS 2020
Primary Paniog Elementary School 2014
 PAGE \* MERGEFORMAT 2

CURRICULUM VITAE

Ricardo V. Catayas Jr.

Purok 3, Lagundi Kiamba Sarangani Province
Mobile Phone: 09152014293
Email: catayasricardo1@gmail.com
Facebook: Ricardo V. Catayas Jr. (Rhex)

Personal Information

Nicknames: RHEX

Date of Birth: JULY 18, 2002

Age: 22

Height: 5’6

Weight: 49

Nationality: Filipino

Language Spoken: BISAYA

Civil Status: SINGLE

Fathers Name: RICARDO S. CATAYAS SR.

Mother’s name: ELIZABETH V. CATAYAS

Special Skill: PHOTOGRAPHY

Education SCHOOL GRADUATED YEAR

College Pacific Southbay College, Inc. 2025
Secondary James L. Chiongbian NTS 2021
Primary H.A. Jamalol Elementary Sch. 2015
 PAGE \* MERGEFORMAT 2

CURRICULUM VITAE

Rufy D. Bunda
Zone 1 Block 1 Barangay Fatima GSC
Mobile Phone: 09945820504
Email: bundarufy81@gmail.com
Facebook: Rufy Bunda

Personal Information

Nicknames: RAP

Date of Birth: DECEMBER 18, 2001

Age: 22

Height: 5’4

Weight: 60

Nationality: Filipino

Language Spoken: BISAYA

Civil Status: SINGLE

Fathers Name: NOLIE D. BUNDA

Mother’s name: WELAIDA D. BUNDA

Special Skill: PLUMBING

Education SCHOOL GRADUATED YEAR

College Pacific Southbay College, Inc. 2025
Secondary Fatima National High School 2021
Primary Upper Tambler Elem. Sch. 11 2015
 PAGE \* MERGEFORMAT 2

CURRICULUM VITAE

Sunshine T. Guiñares
Purok. Bayanihan brgy. Calumpang GSC
Mobile Phone: 09531023049
Email: guinaressunshine5@gmail.com
Facebook: Shine Guiñares

Personal Information

Nicknames: Say

Date of Birth: Feb 11, 2002

Age: 22

Height: 5’3

Weight: 46

Nationality: Filipino

Language Spoken: CEBUANO

Civil Status: SINGLE

Fathers Name: ENOK F. GUIÑARES

Mother’s name: OFELIA T. GUIÑARES

Special Skill: DANCING

Education SCHOOL GRADUATED YEAR

College Pacific Southbay College, Inc. 2025
Secondary GSCNHS 2021
Primary Romana C. Acharon Elem. Sch. 2015
 PAGE \* MERGEFORMAT 2

CURRICULUM VITAE
Edgar M. Orola Jr.
Ondok Gawan Barangay San Jose
Mobile Phone: 09659167780
Email: ejorola03@gmail.com
Facebook: EJ Orola

Personal Information

Nicknames: EJ

Date of Birth: November 29. 2000

Age: 24

Height: 5’3

Weight: 70

Nationality: Filipino

Language Spoken: BISAYA

Civil Status: SINGLE

Fathers Name: EDGAR OROLA SR.

Mother’s name: ROSALITA OROLA

Special Skill: None

Education SCHOOL GRADUATED YEAR

College Pacific Southbay College, Inc. 2025
Secondary Fatima National High School 2021
Primary Nasa Elementary School 2015
 PAGE \* MERGEFORMAT 2

CURRICULUM VITAE

Sarah M. Aron
Purok. 13-A blck 6 Brgy. Fatima GSC
Mobile Phone: 09526284935
Email: sarahmacatanongaron@gmail.com
Facebook: Sarah Macatanong Aron

Personal Information

Nicknames: Sar

Date of Birth: Dec 12, 2001

Age: 23

Height: 5’4

Weight: 60

Nationality: Filipino

Language Spoken: IRANON

Civil Status: SINGLE

Fathers Name: FAISAL E. ARON

Mother’s name: MARIAM M. ARON

Special Skill: COOKING

Education SCHOOL GRADUATED YEAR

College Pacific Southbay College, Inc. 2025
Secondary AMIR BARA LIDASAN NHS 2020
Primary Tapayan Central Elem. Sch. 2014