AWARENESS OF CRIMINOLOGY GRADUATING STUDENTS

REGARDING
RA 11131

A Research Presented to
The Faculty of the College of Criminal Justice Education BAGUIO
CENTRAL UNIVERSITY
Baguio City

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

KAJELYNE BALAS. OTTAO

ROWEL BALANGGAO. SACKI
FREDDIE BATI. SICWATEN
JANINE PEARL MENDOZA. SOLANG
PRINCESS CAMILLE CALAHI. WACNAGAN

May 2024
 ABSTRACT

The study focused on the awareness among graduating students regarding Republic Act
11131. Through a mixed method, specifically utilizing a questionnaire and interview guides,
the researchers were able to come up with finding on three objectives. First, the level of
awareness among graduating students regarding RA 11131; second, the level of difficulty
among factors affecting the preparation for the board licensure examination as perceived by
the graduating students. The third is the impact of the provisions of RA 11131 on the
preparation for the board licensure examination as perceived by the graduating students. The
graduating students are very much aware of the provisions of the law, specifically that “an
applicant must possess good moral character,” “20% of the general weighted average will
come from the Law Enforcement Administration,” and “candidate must obtain a weighted
average of 75% with no grade less than 60% in any given subject”. The graduating students
find it difficult to “remember,” the “resources and study materials provided by the institution
have adequately prepared them for the board examination,” and the “overwhelming feelings
of the workload make it harder to focus on studying for the exam”. As the impact of the
provisions of RA 11131, three positive impacts were “motivation to study better,” “better
preparation strategies, and “improved study habits”. Moreover, there are three negative
impacts of the law, namely “mental challenges brought by overemphasizing exam
preparation,” “difficulty adjusting to new subjects on the board examination,” and “drives to
not take criminologist licensure examination”. These findings can contribute to the
improvement of the education and preparation provided to criminology students at Baguio
central University, ensuring a better result in their licensure exams.

Keywords: RA 11131, Awareness, Criminology, Criminology licensure examination,

Criminologist
 INTRODUCTION

According to Sutherland et al. (1992, p. 3), criminology encompasses the understanding

of crime as a social occurrence. It encompasses the study of the creation and enforcement of
laws, the act of lawbreaking, and society’s response to lawbreaking. Criminology came into
existence as an academic discipline during the latter part of the 18th century. This period
witnessed a growing public apprehension about the severity of criminal penalties and the
seemingly unpredictable way in which these penalties were assigned and administered
(Conklin and Crowe, 2023).
In Britain, the field of criminology has experienced significant growth in recent years.
What was once a niche specialization taught at only a few universities has now become a
widely available subject, with more than 30 undergraduate criminology degrees and 100 joint
honors courses being offered in the UK (Bowling and Ross, 2006). The placement of
criminology in universities has varied across different disciplines, leading to a diverse
academic landscape. European universities have typically integrated criminology into their
legal education programs. For instance, the Institute of Criminology is part of the law faculty
at the University of Cambridge. On the other hand, other schools have typically divided
criminological research and teaching between sociology or social administration departments,
law faculties, and institutes of psychiatry.
In South America, anthropological and medical aspects tend to dominate criminology,
while in the United States, there has been a recent trend towards housing criminology and
criminal justice in separate interdisciplinary departments, although the sociology department
has historically been the primary home for criminology (Bernard and Mannheim, 2023).

To become a criminologist, individuals must obtain a minimum of a bachelor’s degree in

criminal justice, psychology, sociology, or a relevant area of study. This educational
foundation equips them with the necessary knowledge and skills to analyze and apply
criminology within their chosen professional realm. It is worth noting that criminologists are
not required to hold any specific licenses to practice in their field (Weaver, 2022).

On the other hand, according to Gadek (2016), when choosing universities and colleges
offering criminal justice degree programs, it is crucial to consider their accreditation status.
Accreditation serves to ensure that the educational opportunities provided by these
institutions meet the necessary standards of quality. Evaluation criteria are established by
private educational associations at regional or national levels, which conduct reviews to
determine whether these standards are being met. Institutions and programs that meet the
criteria set by these accrediting agencies are granted accreditation.

As emphasized by Clark (2021), universities can rely on the applications of their

graduates, as they have attended institutions that are recognized for their academic credibility.
This provides universities with an understanding of the student’s educational background, the
knowledge they have acquired, and the validity and worth of their diploma. Instead of
implementing a series of assessments to assess the student’s eligibility, the accreditation of the
institution sets a consistent benchmark that universities can trust. An independent non-
governmental organization that has been recognized during an accreditation review by the
U.S. The Department of Education (ED) or the Council for Higher Education Accreditation
(CHEA) conducts a thorough assessment of a school, department, or program, according to
Hamilton (2023). The agency does a comprehensive inspection of the organization and all of
its parts to determine whether or not it complies with accreditation requirements.

Republic Act No. 7722, often known as the "Higher Education Act of 1994," established
the Criminal Justice Education program in the Philippines. By strengthening teacher training
and instruction at the national level, the main objective is to raise the standard of education
and promote a system of superiority in criminology education (Asuncion, 2019). The
Philippine College of Criminology (PCCr), previously known as Plaridel College 1956, is
located in Sta. Cruz, Manila, holds the distinction of being the pioneering educational
institution in the Philippines to offer a criminology course. In response to the impact of
international scholars and rising crime rates within the nation, an institution dedicated to
scientific crime detection was founded in the 1950s. Additionally, during the early 1960s,
various colleges and universities across the country began offering courses in criminology in
nearly every region. (Eduardo, 2018, p. 8).

In the period from 1987 to the early part of 2001, the field of criminology experienced a
surge in popularity, becoming one of the most sought-after disciplines in the country. (Sta.
Teresa, 2023). Acquiring a professional license in a specific field can be achieved by
completing a board examination, as stated by Dela Cruz and Cruz (2013). The Professional
Regulation Commission (PRC) is a governmental body responsible for overseeing the
proficient and specialized labor force of the Philippines. Its primary objective is to deliver up-
to-date services and adhere to the highest standards when administering licensure
examinations (Bongabong et al., 2023).

To become a licensed criminologist in the Philippines, it is necessary for a person with a

bachelor's degree in criminology to successfully pass the licensure examination by the
Professional Regulation Commission. This requirement is mandated by Republic Act No.
6506, which establishes the Board of Criminology. By obtaining a license, individuals gain
the authority to practice their profession and unlock various employment opportunities in both
the public and private sectors, including in international settings (Bajeta et al., 2015).

The Bachelor of Science in Criminology program is administered by CHED

Memorandum Order No. 21, Series of 2005, which focuses on the investigation of crimes and
the roles of various criminal justice agencies in dealing with crime, offenders, and victims.
This memorandum details the rules, standards, and directions for the program's
implementation in the Philippines (Habiatan, 2019).

Later on, November 8, 2018, President Duterte signed Republic Act No. 11131, also
known as ‘The Philippine Criminology Act of 2018, that effectively repeals RA No. 6506 and
created the Board of Examiners for Criminologists in the country. By RA 11131, individuals
who aspire to become criminologists must achieve a weighted average rating of 75 percent,
with no grade of 60 percent in all subjects, to successfully pass the licensure examination.
This requirement is essential for those seeking to pursue a career in the field of criminology
(Gita, 2018). The purpose of the new legislation is to establish guidelines for the assessment,
enrollment, and licensing of individuals in the field of criminology. Additionally, it aims to
oversee, manage, and regulate the activities of criminology practitioners and enhance their
professional skills. The legislation acknowledges the significant role that criminologists play
in ensuring national security, public safety, and the maintenance of peace and order, as well
as contributing to the overall progress and growth of the nation (Musico, 2018).

The criminologist licensure examinations are held annually by the PRC as part of the 43
board exams. It serves as a screening process for individuals who aspire to become
criminologists by the requirements outlined in the Philippine Criminology Profession Act of
2018, also known as RA 11131 (Cruz, 2013). As stated by Manwong (2023), the
Criminology Board Examination has continually had a low passing percentage over the years.
According to Philippine Regulation Commission (PRC) data, the passing percentage has been
declining since 1995, peaking at 60% in 1995.

The criminologist licensure examinations held in December 2022 had a total of 33,489
participants. Out of these, only 11,098 individuals were able to successfully pass the
examination, which represents a pass rate of approximately 33.14% (Gomez, 2023). In April
2023, a total of 13,000 individuals took the criminology board exam. Among them, 4,139
successfully passed the examination, which accounts for approximately 31.84% of the entire
test-taker population. In August 2023, the PRC announced that out of 17,576 exam takers,
only 5,743 successfully passed (Cueva, 2023).

According to a report by ABS-CBN News (Gagalac, 2018), the implementation of R.A.

11131 is seen as a significant challenge for criminology students aiming to join the law
enforcement agency. The Professional Regulation Commission has announced that they will
impose stricter standards for candidates taking the board exam. If an exam taker fails the
exam for the fifth time, they will be required to undergo a refresher course before being
eligible to retake the exam.

The competence and intellectual aptitude of an institution’s students are often assessed
through their results in licensure examinations, which are considered to be a dependable
measure of the institution’s effectiveness (Plasus and Diamante, 2020). Exam preparation
holds crucial significance in a student’s academic journey as it guarantees success in exams
and enhances understanding of the subject matter. It involves meticulous planning,
unwavering commitment, and dedicated effort (Raj, 2023).

Several inquiries in the Philippines have scrutinized the performance of criminology

graduates in the Criminologists Licensure Examination. Notably, the Parinas & Obrero (2012)
study delves into the relevance of topics covered in the UNP review program and
respondents’ profiles, such as age, year of graduation, gender, UNP CAT rating, number of
exam attempts, and marital status. It also explores the pertinence of subjects taught during
reviews across different areas and the challenges faced in the various concentrations of the
Criminology Licensure Examination.

Albina et al. (2022) conducted a study to determine the factors that contribute to the
success of the CLE and the challenges faced by candidates in preparing for and taking the
exam. They also analyzed the differences and relationships between the perceived factors and
challenges for different groups of respondents. Interrupted schooling is another factor that
contributes to students not passing the CLE. Participants believed that continuous education is
more beneficial compared to pausing education and returning to school after a few years. The
study conducted by Espartero (2022) uncovered those various elements, including students,
home and family environment, school, review center, and personal factors, greatly impact
performance in licensure examinations. The participants considered the challenges
encountered during CLE preparation and examination to be serious.

A study conducted by Alimondo et al. (2013) explored various factors that may
influence the performance of criminology students and other university board exam takers in
licensure examinations. Of these factors, one major cause of failure in the exam is attributed
to inadequate reading comprehension skills among test-takers. The study suggests that
improving skills such as word attack skills, analysis, and evaluation can assist test-takers in
understanding the requirements of each item in the exam. The format of the simulated board
examination emphasizes the importance of subject matter expertise in addition to reading
comprehension skills. This is particularly crucial for comprehensive exams such as board
exams, where solid background knowledge significantly contributes to success.

Theoretical Framework

This study was supported by the following theories that would be helpful for the
researchers in the analysis of the knowledge, attitude, and practices of the criminology
graduating students of Bachelor of Science in Criminology at Baguio Central University.

Goal Setting Theory. Locke et al. (1981) defined "goal" in Goal- Setting Theory (GST)
as "what an individual is attempting to accomplish; it is the object or aim of an action" (p.
126). According to Latham and Locke (2007), "a specific high goal leads to even higher
performance than simply urging people to do their best" (p. 291).

Gardner et al. (2016) found that goal-creating helped assist new students in acquiring
skills, particularly when students developed specific techniques and goal orientations. The
study discovered that when students have clearer and more defined goals, they do better in
class.

Theory of Constructivism. The constructivist theory is based on the idea that learners
actively participate in their learning process. It implies that knowledge is built through
experience. When people encounter new events, they reflect on their experiences and add new
ideas to their existing knowledge. Learners construct schemas to arrange the information they
acquire. Influential thinkers such as Dewey, Piaget, Vygotsky, Gagne, and Bruner pioneered
this method of learning (Kurt, 2021).

According to Patel et al. (2011), learning activities primarily focus on students'

responsibilities to collaboratively design learning content, turning learning into a shared social
experience. A social constructivist learning environment takes into account the notion that
when students actively participate in the learning process and work together with other
students and stakeholders to achieve a common goal, deep learning (or implicit internal
transformation, internalization of knowledge) takes place.
 Social Learning Theory. According to Albert Bandura’s social learning theory,
individuals acquire behaviors, attitudes, and emotional reactions by observing, modeling, and
imitating others. Bandura builds upon classical conditioning and operant conditioning,
introduced by behaviorist learning theories, by introducing two key concepts. Firstly,
mediating processes take place between stimuli and responses. Secondly, behavior is acquired
through observational learning, where individuals learn from their environment (Mcleod,
2023).

Bandura's social learning theory can help students achieve their goals as they copy each
other and the teacher. According to Bandura (1977), students will imitate a good role model
who is open to all students and holds them accountable. As such, by not letting students turn
in work after the due date, teachers reinforce the value of accountability. Students can learn
that they are held to this standard for all work.

Self-Efficacy Theory. Albert Bandura’s self-efficacy theory states that people tend to
achieve success when they are confident in their abilities. He believed that this prospect was a
remarkable player in achieving goals. Self-efficacy beliefs can be low and negative or high
and positive. A person with low self-efficacy tends to doubt their abilities, see failures as
failures, and show reluctance to complete demanding tasks. On the other hand, a person with
high self-efficacy is confident in their abilities, sees failures as learning experiences, and
completes complex projects. (Byron-Cox,2023)

One of the best indicators of a student's academic success is their level of self-efficacy
(Klomegah, 2007). A person's confidence in their ability to carry out the actions required to
achieve particular performance goals (Bandura, 1977) According to Boekaerts and Cascallar
(2006), students' self-efficacy beliefs affect the decisions they make and the amount of effort
they put into their performance.

Cognitive Load Theory. It was developed by John Sewell in the 1980s, with an emphasis
on the cognitive load that problem-solving and learning new material place on learners
(Chandler & Sweller, 1991). To regulate working memory load, CLT is divided into three
categories: relevant, extraneous, and intrinsic cognitive burden. According to the concept of
intrinsic cognitive load, certain knowledge is unchangeable and will always be challenging.
When there is too much cognitive load, information can be manipulated to remove irrelevant
or redundant information and leave only the most important information accessible for
learning. The German cognitive load suggests that learning can be improved by presenting
pertinent facts in a way that aids in the construction of knowledge. for instance, when
information is given in smaller, simpler-to-more-complex portions or when important points
are bolded. (Paas et al., 2003).

To avoid overwhelming the learner and reduce distractions, information needs to be

arranged and given in smaller steps or chunks depending on important concepts (Clark &
Mayer, 2011). To prevent learners from attempting to acquire new concepts or terminology at
the same time, it is best to deliver any essential phrases or concepts to them in the pre-training
part (Mayer & Moreno, 2003).
 PROCESS OUTPUT
INPUT  Mixed Method Action plan to
 Survey successfully
Criminology intern
Questionnaire prepare for
students of
the
Baguio Central  Interview guide
Criminologist
University  Data Analysis
Board
 Tallying
1. The awareness
of Licensure
among graduating Examination
students about RA
response
11131.  Interpretation
A. Qualifications of and discussing
an applicant for results
the licensure
examination
B. Weight
distribution
among the
subjects of
licensure
exam
C. Rating in the
licensure
examination
2. The factors
affecting the
preparation for the
board licensure
examination for
criminologist as
perceived by the
graduating students.
A. Comprehension
B. preparedness
C. Workload
3. Impact of the
provisions of RA
11131 on the
preparation for the
board licensure
examination as

FIGURE 1. Paradigm of the study

 The paradigm of the study shows the general input, process, and output of the study. The
input frame is composed of data about the awareness among graduating students about RA
11131, the factors influence the awareness of graduating of graduating students towards RA
11131, and the impact of the provisions of RA 11131 as perceived by the graduating students of
Baguio Central University.

The process frame includes the employment of mixed methods, interviews, interviews,
and the distribution of a survey questionnaire as the data collection instrument. The factor
analysis be utilized as the main data analysis, tallying the results that were collected.
Interpretation and discussing the results as explanatory information about the data.

Lastly, the output frame covers the main result of the data analysis as the answer to the
objective of the study.

Objectives of the Study

This study aims to explain the perceived challenges of criminology graduating
students that may affect their preparation for the criminologist licensure examination.
Moreover, this sought to answer the following objectives:
 To measure the level of awareness among graduating students about RA
11131
A) Qualifications of an applicant for the licensure examination
B) Weight distribution among the subjects of licensure exam
C) Rating in the licensure examination
 To evaluate the level of difficulty of the factor affecting the preparation for the
board licensure examination for criminologists as perceived by the graduating
students
A) Comprehension
B) Preparedness
C) Workload
 To identify the impact of the provisions of RA 11131 on the preparations for
the board licensure examination as perceived by graduating students

Hypotheses: 1 & 2
1. The level of awareness among graduating students about RA is neither high
nor low.
2. The awareness of graduating students towards the factors influence by
the RA 11131 is neither high nor low.
Assumption: 3
3. There is a positive impact of RA 11131 in the preparation of graduating
students for a board licensure examination.

Significance of the Study

Criminology Graduating Students. The result of this study shall give

enlightenment to the criminology graduating students regarding RA 11131. By
understanding the impact of this law, the students can benefit from any identified
improvements or adjustments in their education and training, which may ultimately
enhance their chances of passing the licensure examination and pursuing successful
careers in criminology.

Criminology Students. This study can help the criminology student learn about the
problem and situation and prepare for the future licensure examination.

Academe. Through this research, the academe shall know the conditions that
criminology graduating students face in their preparation for the licensure examination
and the challenges posed by RA 11131. It can aid in identifying the areas where
additional resources, training, or support may be necessary to improve the student's
preparation for the licensure examination.

Researchers. This research would improve their skill, strategy, and knowledge
of engaging research. These benefits collectively contribute to their development as
respected and influential researchers in the field of criminology.

Future Researcher. This study serves as a guide for future researchers as they
undertake the same endeavor. Researching the same topic allows future researchers to
build upon the findings and gaps identified by previous studies. They can contribute to
the body of knowledge by providing new insights, expanding the scope of the study, or
using different research methodologies.
METHODOLOGY

Research Design

The researchers employed a mixed-methods approach. The mixed method is an

approach that combines aspects of both quantitative and qualitative research to
effectively address a research question.
Combining the strengths of both methodologies offers a more comprehensive and
insightful perspective compared to relying solely on quantitative or qualitative studies.
This methodological approach, as explained by George (2021), allows researchers to gain
a multifaceted understanding of the subject under investigation. Quantitative research
involves systematically gathering and analyzing data from various respondents, focusing
on numerical information. This type of research utilizes mathematical, statistical, and
computation tools to interpret the collected data and computational tools to interpret the
collected data and derive meaningful results. (Shenmare,2023).

On the other hand, according to Tenny et al. (2022), qualitative research, a form
of inquiry, delves into real-world issues, offering a profound understanding of the
subjects. Unlike quantitative research, which focuses on numerical data and experimental
interventions, qualitative research aids in the formulation of hypotheses and facilitates a
deeper comprehension of quantitative data. It involves gathering an individual’s
experiences, perceptions, and behaviors to gain valuable insights.
Locale and Population of the Study

The study was conducted at Baguio Central University, which is one of the
colleges offering the Bachelor of Science in Criminology through the College of
Criminal Justice Education. The target of this study is the criminology graduating
students from Baguio Central University College of Criminal Justice Education who
were enrolled in Internship 2. Specifically, the target respondents are those who are
preparing to take the board examination. Based on the record of the master list, the
sample size for the target respondents is fifty-seven (57) individuals. This research aims
to examine their experiences, perspectives, awareness of RA 11131, and preparedness
for the upcoming board examination.

Data Gathering Instrument

The survey and interview are the tools for gathering the data needed for the study.
The researchers distribute a survey questionnaire and conducts an interview that is
administered to the target respondent and used to gather data on all variables examined in
this research. The first part of the questionnaire is composed of closed-ended questions,
and it focuses on the awareness among graduating students about RA 11131; The second
part is composed of closed-ended questions that determine the factors that influence the
awareness of graduating students towards RA 11131; The third part is a series of serious,
open-ended questions that were utilized in the conduct of an interview that focuses on the
impact of the provisions of RA 11131 as perceived by the graduating students of Baguio
Central University.

Data Gathering Procedure

First, the researchers wrote a letter of request to the dean of the school for
permission to administer a survey questionnaire and conduct an interview with the
respondents, and a letter to the registrar for a copy of the master list of the respondents
and informed consent. After getting permission, the researchers constructed a survey
questionnaire and an interview guide questionnaire, validated by an expert in the field.
Second, the researchers looked for 57 respondents who are currently enrolled in
Internship 2 for a bachelor of science in criminology. Third, the researchers asked for the
respondent’s consent to participate in the study and the use of a voice recorder for the
interview. Fourth, for the data gathering, the researchers personally administer the survey
questionnaire to the targeted respondents through a face-to-face survey. Afterward, it was
collected, and the interview guide was carried out during the participant's spare time,
before or after their class, ensuring minimal disruption to their daily routines and
schedules. The researchers assured the confidentiality of their sheets and also understood
that respondents’ consciousness affected their answers. Therefore, the researchers gave
the respondents the option of being anonymous. Lastly, after gathering data, the
researchers critically calculated, evaluated, interpreted, and analyzed the data to generate
answers to the study's problem.
Treatment of Data

The researchers have tabulated, tallied, and analyzed the collected data to ensure
its strength and check its accuracy and subject it to a 4- point Likert scale. The midpoint
of each range of the 4-point Likert-type scale is used to determine the statistical limit. To
find the midpoint of each range, the researchers add the lower and upper bounds of each
range and divide the midpoints for each range, the researchers calculate the statistical
limit by finding the maximum and minimum values from these midpoints. The highest
midpoint among all ranges is used as the upper bound of the statistical limit. The lowest
midpoint among all ranges is used as the lower bound of the statistical limit.

Thematic analysis was also used by the researchers. It focuses on recognizing,

analyzing, and understanding qualitative data patterns. Thematic analysis is a qualitative
data analysis technique that involves reading over a data set (such as transcripts of in-
depth interviews or focus groups) and looking for patterns in meaning to extract themes.
Thematic analysis is an active, reflexive process in which the researcher's personal
experience is essential for deriving meaning from the data (Crosley, 2021).

The researchers reviewed the transcript individually. The recorded answers

were then coded to generate “emergent themes”. The following are repeated for each
transcript before searching for similarities. Patterns and characteristics are seen
throughout the entire data collection.
Ethical Consideration
The researchers ensured compliance and ethical data collection practices. The
researchers shall seek the relevant approval and consent from respective offices and
individuals before initiating the data- gathering process. The researchers shall ensure
that the participation of respondents in this research is voluntary and does not coerce or
unduly influence them. Informed consent should be obtained from the respondents,
clearly outlining the purpose of their participation, the potential risks and benefits, and
ensuring that participants are informed about the use of a voice recorder, the purpose of
recording their responses, and their right to withdraw from the study at any time without
penalty.

The researchers prioritized the well-being and confidentiality of the participating

respondents. Measures should be put in place to protect their privacy and ensure that
their personal information is kept secure. The researchers ensure that they accurately
represent the data collected and avoid sensationalizing or misinterpreting the results for
personal gain. To inform the participants of the results of the study, the researchers seek
permission from the dean who handles the criminology interns to ask for a little time
before or after the class or gathering of the respondents to show the results of the study
in which they have participated.

RESULTS AND DISCUSSION

This chapter presents the findings from the survey questionnaire and interviews.
As mentioned in the previous chapter, the researchers chose 57 respondents in total
among Baguio Central University’s graduating criminology students. The data were
evaluated and presented in this chapter through statistical and thematic analysis.

Regarding the qualification of an applicant for the licensure exam, reveals only
three indicators were highly understood by respondents. First is “possessing a good
moral character” with a weighted mean of 3.57. Second was the “no conviction for
offenses involving moral turpitude” with a weighted mean of 3.52. Third were “holding a
bachelor’s degree in criminology” with a weighted mean of 3.50. These three
qualifications stand out among the criteria evaluated for licensing examinations.

This implies that most respondents displayed good knowledge on the key
provisions of RA 11131, as perceived by graduating students. This was evident from
having a good moral character. This factor stood out as the first visible indicator of their
understanding
Moving on to second indicator presents the respondents' level of awareness on the
weight distribution of the exam subjects. First, 20% of the overall weighted average will
come from law enforcement administration with a weighted mean of 3.24; second, 20%
will come from criminalistics with a weighted mean of 3.22; and third, 15% will come
from crime detection and investigation with a weighted mean of 3.21. These are the three
highest indicators.

This implies that the respondents are aware that 20% of the weight distribution
will come from the subject of law enforcement administration, it means that this topic
hold a certain level of importance in the overall subjects in the licensure exam.

The notion of managing an organization's resources to accomplish its goals and

objectives in relation to law enforcement. Setting goals Theory, assessing plans,
examining the internal structure, assessing the competitive landscape, and making sure
that management implements the plans throughout the company are all part of strategic
management theory (Kenton, 2023).

The University of Baguio study (Tad-awan et al., 2022) states that the criminal
justice system as a whole is involved in the administration of justice. The first pillar of
the justice system is law enforcement, which serves as the first point of contact. They
had to find crimes, apprehend criminals, conduct investigations, and make case files. For
criminology students interested in pursuing careers in law enforcement or related fields,
knowledge of law enforcement administration is indispensable. It provides them with
the foundational knowledge and skills necessary to succeed in roles such as police
officers, detectives, crime analysts, or administrators within law enforcement agencies.

Moving on to the rating for licensure examination shows how aware the
respondents. The highest indicator is that a “candidate must obtain a weighted average
rating of seventy-five percent (75%) with no grade less than sixty percent (60%) in any
given subject” with a weighted mean of 3.50. The second is that “any examinee who
fails three (3) or more board subjects shall be deemed to have failed the board
examination” with a weighted mean of 3.40. Third, “if the examinee obtains a weighted
average rating of seventy-five percent (75%) but has a grade below sixty percent (60%)
in any of the subjects, the result shall be deferred” with a weighted mean of 3.24.

This implies that the respondents are aware that in order to pass the board
licensure examination of criminologist, they have to obtain a weighted average of 75%
with no grades less than 60% in any subjects. Performance in the board examinations
is taken as one of the measures of the quality of a program. If the rate of the first
attempt passing is high, it is a good measure of program excellence (Guinayen, 2023).
To successfully complete the registration exams, candidates must pass the passing rate.
Examinee who fails 3 times or more subject shall deemed to have failed the board
examination. Failed is defined as a lack of success or the inability to meet an
expectation (Thomas, 2021). Deferred is when 1 or 2 board exam subjects are 60%
below provided that the general average is at least 75%. In the study conducted by
Martinez et al. (2018), their findings suggested that there was indeed a significant
relationship between exam deferral and failure in board exams. Students who deferred
exams were more likely to experience lower performance or failure in their board
examinations compared to those who did not defer exams.

The overall responses from the respondents have exhibited a good understanding
in regards to the qualifications of an applicant for the licensure, as well as the weight
distribution among subjects of licensure exam and the importance of rating in the
licensure examination. This criterion was outlined in RA 11131.

Regarding to the first indicator presents the respondent’s level of difficulty on the
comprehension. First was the “remembering” with a weighted mean of 3.03. Second was
the “understanding” with a weighted mean of 2.89. Third was the “creating” with a
weighted mean of 2.84.

This implies that the respondents are having difficulties in remembering the
information they needed to successfully pass the board licensure examination. This
struggle to recall details may have negatively affected their preparation for the upcoming
board licensure examination.

A theory concerning memory retention is the level of processing theory. It

pertains to the phase of learning that occurs after initial instruction and before memory
consolidation, wherein memories are stored by modifying neural connections. This phase
marks a significant transformation. Adaptation is pivotal during this process, where
learners creatively adjust or modify the original information to fit their unique mental
frameworks (Jackman, 2022).

Moving on to the preparedness displays what the respondents thought of

preparedness for the criminology board licensing exam. First, “the resources and study
materials offered by the institution have adequately prepared me for the board
examination” with a weighted mean of 2.80. The second is that the “knowledge and skill
I have acquired during criminology program have adequately prepare me” with a
weighted mean of 2.77. The third is that the “mock exams and practice tests I have taken
have help me gauge my level of preparedness” with a weighted mean of 2.70.

This implies that the respondents are facing difficulties in studying the materials
and resources provided by the university for the board examination. This suggest that
they are encountering difficulties in effectively engaging with the study materials and
utilizing the resources provided to them.

In relation the theory of Dual coding refers to the concept of employing diverse
forms of stimuli to assist learners in encoding information in their minds more efficiently,
thereby facilitating its retrieval in the future with greater ease (Clark, 2021). When
preparing for board examinations, students can benefit from study materials that
incorporate diagrams, charts, graphs, and other visual aids alongside written
explanations. This dual coding approach facilitates deeper understanding and improves
retention of key concepts.

According to the findings on the study of Guadamor, et al (2021) highlight that

these resources play a crucial role in shaping students' academic outcomes. This
suggests that the provision of instructional materials can bolster the learning process by
presenting essential information vital for sparking, motivating, and engaging learners,
thus facilitating the acquisition of necessary knowledge and skills. For students
preparing for board examinations, the findings of this study emphasize the importance
of utilizing effective study materials and resources. By accessing textbooks, reference
materials, and other instructional resources relevant to the examination content,
students can enhance their preparation efforts.

Moving on to the workload shows three highest indicators. First, “the respondents
feel overwhelmed with their workload, making it harder to focus on studying for the
exam” with a weighted mean of .94. Second was the “balancing exam preparation with
other responsibilities is challenging for the respondents” with a weighted mean of 2.87;
and third, “the workload and study requirements for the licensure exam are manageable”
with a weighted mean of 2.82.

This implies that the respondents are having difficulties focusing on studying for
the licensure exam. This difficulty is attributed to feeling overwhelmed with their
workload. It can be inferred that the respondents are finding it challenging to balance
their study commitments with other responsibilities, leading to a lack of concentration.

A theory concerning overwhelmed is the Cognitive load theory (CLT), an

instructional design theory that addresses how the human brain stores and processes
information. When information enters human brains, it carries a cognitive load that
places a processing burden on the brain in order to provide the information with
meaningful learning outcomes (Main, 2022).

The impact of the provisions of RA 11131 on the preparations by for the

board licensure examination as perceived by the graduating students.
Positive impact of RA 11131 on the preparations as perceived by the graduating
students for the board licensure examination.

Every piece of legislation is established with the intention of serving the interests
and welfare of the public. Similarly, Republic Act 11131 has had a positive impact on
criminology graduating students as they gear up for the criminology licensure
examination. This law has been instrumental in enhancing the preparedness and
competence of aspiring criminologists.

Motivation to study better

The respondents interviewed emphasized that Republic Act 11131 has had a
beneficial effect on their preparation for the board exam. They feel more motivated to
study extensively and read more on their materials due to the increased standards and
restricted opportunities to attempt the exam. This heightened sense of commitment
stems from the awareness that a higher score is required and the chances of re-taking the
board examination are limited. One of the key informants explained,
R1: “Dahil sa pag-papatupad ng RA 11131, nalilimitahan nito yung attempt sa
board exam dahil dito, dahil din dito ay mas namomotivate akong mag review ng
mabuti”

(Due to the implementation of RA 11131, it restricts the number of attempts at taking

the board exam because of this, I am motivated to put effort into studying).

This implies that the implementation of RA 11131 appears to have a direct

impact on candidate’s perception of the law, prompting them to invest additional time
and effort into their exam preparation due to higher standards and regulatory
requirements by this legislation.

A supportive study like the one conducted by Dunlosky, et al. (2013) examines
various learning techniques and their effectiveness in improving student learning and
exam preparation. The study identifies several techniques such as spaced practice,
retrieval practice, elaborative interrogation, and self-explanation, which have been shown
to enhance learning and retention of information.

Better preparation strategies

RA 11131 serves as a valuable tool for individuals planning their career paths
post-graduation. It offers a comprehensive insight into the pathways available after
completing their studies. By outlining the requirements for board examinations, such as
the essential average and passing rates per subject, it equips respondents with a clear
understanding of the expectations. Key informants 2 explained,

R2: “Mas nakikita ko ang plano ko pag katapos kong mag graduate. Pero
kailangan ko muna na maipasa ang board licensure examination para makamit
ang gusto kong career”

(I can see what I will do when I graduate. I should pass the board licensure
 examination first to get into the career I want).
This implies that this legislation acts as a guiding beacon, directing individuals
towards informed decisions to enhance their academic and professional pursuits after
graduation.

This finding corroborated by the theory of Creating a roadmap for career involves
setting goals, acquiring skills, and navigating opportunities. The Career Anchors theory,
developed by Schein (1978), provides a framework for understanding individuals' core
values and motivations in their careers. These anchors serve as a foundation for career
decisions and aspirations. When creating a career roadmap, understanding your career
anchors can help you align your goals and actions with what truly matters to you.

Improves study habits

The enactment of RA 11131 has instilled a sense of discipline in the respondents,
not only during their review sessions but also throughout their regular classes. The
elevated passing rate requirement for the board exams led to a significant shift in the
respondents' study habits, fostering higher levels of determination, focus, and
perseverance compared to their previous approaches. Moreover, this regulation
encouraged the participants to adopt a more responsible attitude, actively engage in
classroom discussions, and dedicate ample time to their studies. Going back to the
statement of Key Informants 3,

K3: “Naging mas disiplinado ako para sa paghanda ng maaga para sa board
exam”
(It developed my discipline to prepare early for the board exam)

This implies that it heightened the sense of accountability and the commitment to
their studies reflects a positive impact of RA 11131 on their overall academic motivation
and performance. This legislative repeal has led to a significant shift in the way
respondents approach their academic endeavors, encouraging them to strive for a deeper
level of engagement and knowledge acquisition.

The finding corroborated by the theory of Interest-driven creator (IDC), which

posits that students perform better academically when they are genuinely intrigued.
According to this theory, student interest fosters innovation and the generation of novel
ideas, ultimately enhancing the learning process. With consistent engagement in creative
tasks, students not only improve their learning outcomes but also acquire essential skills
for the future while cultivating a regular practice of creation (Chan, et al., 2019).

A supportive study like the one conducted by Priya (2023) investigates the
relationship between students' study habits and their academic performance. It explores
various factors such as time management, concentration, note-taking, and reading habits,
and how they impact students' academic success. The findings provide insights into the
importance of cultivating effective study habits for better educational outcomes.

Negative impact of RA 11131 on the preparations as perceived by the graduating

students for the board licensure examination.

Mental challenges brought by over emphasis on exam preparation

The respondents experienced significant pressure in their studies due to the

excessive focus on exam preparation. This pressure compelled them to increase their
efforts twofold. According to the key informants 4,

R4: “Dahil sa bagong rating at yung mga standandar mas lalo akong nahihirapan,
na prepresure at stress ako kapag naiisip ko yung required na passing rate para
maka-pasa”
(The new rating and standard have become increasingly burdensome and
challenging, intensifying the stress and pressure associated with meeting the
required passing rate).

This implies that in continuous pursuit of excellence in exams, driven by societal

pressures and competitiveness, places a heavy burden on the respondents, leading to
stress levels that can become overwhelming.

In relation to this, Schafer (1996) noted that the most bothersome daily challenges
often revolve around school-related stressors, including the constant pressure to study,
insufficient time, the demands of writing term papers, taking exams, contemplating future
plans, and dealing with uninteresting instructors. Students encounter academic stress
from a combination of their personal aspirations for excellence and the external
expectations coming from their parents and teachers (Ang and Huan, 2006).

A supportive study like the one conducted by Hembree (1988) published in

Educational Psychologist. This meta-analysis synthesized findings from multiple studies
to examine the relationship between test anxiety and academic performance across
various educational levels. The study found a significant negative correlation between test
anxiety and performance, suggesting that high levels of test anxiety are associated with
lower academic achievement. This emphasizes the need of addressing test anxiety in
students in order to improve their exam preparation and performance.

Difficulty adjusting to new added subjects on the board examination

In addition to the existing challenges such as the limited take to pass in the
criminologist licensure exam and the heightened passing standards, there is a notable
inclusion of new subjects on the examination. This development has proven to be
disadvantageous, particularly for respondents from the old curriculum. Some of the
respondent express difficulties in grasping the content, format, and anticipated outcomes
of the new subjects. Key informant 5 describe

R5: “Kaming mga old curriculum ay nahihirapan sa pag adjust sa new

curriculum dahil sa RA 11131 na nag repeal sa RA 6506 kung saan binago nila
yung passing rate at standard”
 (We, from the old curriculum, are having difficulties adjusting to the new
curriculum, especially for RA 11131, as it repeals RA 6506, where there are
changes in the passing rate and standards).

This implies that they need to juggle their existing academic load while adjusting
themselves to unfamiliar subjects has created a sense of overwhelm among the
respondents. This situation is exacerbated by the pressing time constraints associated
with preparing for the board examination, requiring them to navigate a balance between
familiar material and the new learning requirements.
The finding corroborated by the theory of constructivism, a theoretical
perspective that emphasizes the pivotal role of learners in actively constructing their
knowledge. Rather than passively receiving facts, learners are encouraged to engage in
critical thinking, develop mental frameworks, and incorporate newfound knowledge into
their existing cognitive structures. By adopting this approach, individuals promote
profound learning and improve their grasp of subjects (Mcleod, 2024).

Drives to not take the criminologist licensure examination

The changes in the criminologist licensure examination brought by the provisions

of RA 11131 have introduced significant changes, such as limiting candidates to only
three attempts to pass for the board exam, imposing a higher passing average requirement
of seventy-five percent (75%) with no grades below sixty percent (60%) in any subject,
and incorporating new subject areas. One of the key informants 6 explained,

R6: “Naiisip ko nga kung mag tatake pa ba ako ng board exam o hindi na”
(There is hesitation about whether I should take the board licensure examination
or not).

This implies that the changes have evoked feelings of anxiety and stress among
the respondents, leading them to not take the exam post- graduation and causing them to
question their ability to meet the revised criteria.

The finding corroborated by the theory of Albert Bandura's self- efficacy theory
emphasizes that individuals are more likely to succeed when they have confidence in
their own capabilities. According to his theory, believing in one's ability plays a pivotal
role in goal achievement.
Self-efficacy beliefs can vary from being low and negative to high and positive.
Individuals with low self-efficacy often harbor doubts about their competencies,
perceive failures as definitive, and exhibit hesitancy when faced with challenging tasks.
Conversely, individuals with high self-efficacy exhibit a strong belief in their skills,
view failures as opportunities for growth and improvement, and display a willingness
to undertake complex endeavors (Byron-Cox, 2023).

CONCLUSIONS AND RECOMMENDATIONS

Conclusions
 The criminology graduating students of Baguio Central University demonstrate
good understanding in the important qualification of an applicant for board licensure
examination detailed in RA 11131.
Additionally, they have a solid grasp of the different weighted distribution given to
different subjects included in the Criminologist Board Licensure Examination.
Particularly noteworthy is their clear understanding of the rating standards used in the
exam, which reflects their dedication to achieving high academic standards and
advancing professionally in the field of criminology.

However, based on the research findings, it was found that graduating students in
Criminology are encountering difficulties. The study revealed that these students are
facing challenges with their comprehension abilities especially in remembering.
Additionally, it was pointed out that they are having difficulties with the utilization of the
resources and study materials provided by the institution for preparation to the board
examinations and, lastly, handling their workload making it harder for them to focus on
studying for the exam. This data highlights the diverse challenges these criminology
students need to overcome as

The enactment of RA 11131 has had both positive and negative impacts on
criminology graduating students, particularly in relation to their readiness for the
criminology licensure examination. The study revealed that the law has brought positive
effects, namely motivation to study better and better preparation strategies. Moreover, it
has prompted them to improved study habits. However, on the negative impacts, the
students encountered mental challenges brought by overemphasizing exam preparation,
difficulty adjusting to new subjects on the board examination, and drives to not take the
criminologist licensure examination.

Recommendation

Based from the findings and conclusion, the following

recommendations were drawn:
1. The University recommend to obtain additional updated national and international
books, journals, and educational resources that are relevant to the B.S. Criminology
Program.
2. The College of Criminal Justice Education is recommended to organize workshops
focusing on mental health and stress awareness to better equip the students in
managing these issues effectively.
3. The faculty members are recommended to have updated reference and advise the use
of books academic requirements for criminology program.
4. The Criminology students is recommended to create a well-organized study schedule
that focuses on each subject included in the licensure examination to improve the
effectiveness of studying for criminology students.
5. Future Researchers may recommend to conduct a follow-up study to the
different coping mechanism of criminology graduating students to the
challenges they encountered brought by RA 11131.
ACKNOWLEDGMENT
 First and foremost, a big thanks to Almighty God for giving the researchers the
strength, knowledge, ability, and opportunity to undertake this research study. Without
his guidance and mercy, the researchers would not be able to accomplish this research
and all of our daily endeavors. To God be the glory!

To Madam Margarita Cecilda B. Rillera, PhD, the President of the Baguio Central
University for a great avenue for continuous professional development.

To Dr. Ramon L. Kindipan Sr., for his support, guidance, and leadership in
fostering a conducive academic environment at Baguio Central University.

To Mrs. Beca May Pidlao Palitayan, for her invaluable guidance, patience, and
expertise throughout the entire research process. Her insightful feedback and constant
encouragement have been instrumental in shaping this research and pushing the
researchers toward achieving a deeper understanding of the topic.

To the panel members, Mr. Ernesto Bucalan, Mr. Ramon L. Kindipan Jr., Mrs.
Rowena B. Gagno, and Ms. Princess Joy B. Moyaen, for generously devoting their time.
Their extensive knowledge, critical evaluation, and constructive feedback have
immensely contributed to the refinement and credibility of this research. Their valuable
insights and suggestions have helped the researchers navigate various challenges and
significantly improve the outcome of this study.

Furthermore, the researchers would like to extend their appreciation to the

criminology graduating students of Baguio Central University who participated in this
research study. Their willingness to share their experiences, opinions, and insights has
been crucial in shedding light on the challenges that they faced.

Lastly, the researchers are thankful to all individuals who have contributed to the
completion of this research topic; their support, patience, and understanding have been
the driving force behind their success.
K.B.O.
R.B.S.
F.B.S.
J.M.S
P.C.W.
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 Appendix A Letter
to the Registrar
 Appendix B Letter to
the Dean
Appendix C
Letter to the Respondent
Appendix D Informed
Consent
 APPENDIX E
Questionnaire

RA 11131: CHALLENGE OF CRIMINOLOGY GRADUATING STUDENTS OF

BAGUIO CENTAL UNIVERSITY

Name (optional):

Instruction: Please check (/) according your level of knowledge and level of difficulty
with the following statement by selecting the appropriate response on the scale from 1 to
4, were
4-Highly Aware: This category represents individuals who possess extensive and in-
depth knowledge of the subject matter. They are likely to have a comprehensive
understanding, including advanced concepts related to the topic.
3- Moderately Aware: This category suggests that respondents have a good
understanding of the topic and possess depth of knowledge. They are likely able to
discuss and analyze the subject matter with a moderate level of expertise.
2- Slightly Aware: Respondents falling into this category are likely to possess a basic
understanding of the subject matter. They may have some familiarity with key concepts
but may lack in-depth knowledge.
1- Aware: This category likely represents individuals who have little to no
understanding of the subject matter. They may lack basic knowledge or have
misconceptions about the topic.

1. What is the awareness among graduating students about RA 11131?

Qualifications of an Applicant 4 3 2 1
for the Licensure Examination (HA) (MA) (SA) (A)
1. Must be a citizen of the Philippines or a foreign
citizen whose country/state has reciprocity with
the Philippines in the
practice of criminology
2. Must be of good moral character, good reputation
and of sound mind and body certified by the school
where he/she graduated and the barangay where
he/she lives, unless the examinee is a foreign national
a certification from any
professional of good standing will do

3. Must hold a bachelor's degree in criminology duly

accredited by the CHED and conferred
by a
school/college/university duly authorized by the
government or its equivalent degree obtained by
either a Filipino or foreign citizen from an institution
of learning in a foreign country/state: Provided, that
it is duly recognized and/or accredited by the
CHED

4. Must not have been convicted of an

offense involving moral turpitude by a court of
competent jurisdiction
5. Those who failed five (5) times whether
consecutive or cumulative in the criminologist
licensure examination, must present a certification
issued by a reputable
institution duly recognized by the CHED

that such applicant has satisfactorily

completed a refresher course in criminology
Weight distribution among 4 3 2 1
the subjects of Licensure exam (HA) (MA) (SA) (A)
1. 20% of the general weighted average will come
from Criminal Jurisprudence and
Procedure
2. 20% of the general weighted average will
come from Criminalistics
3. 20% of the general weighted average will come
from
Law Enforcement Administration
4. 15% of the general weighted average will come
from Crime Detection and
Investigation
5. 15% of the general weighted average will
come from Criminal Sociology
6. 10% of the general weighted average will
come from Correctional Administration

Rating in the Licensure Examination 4 3 2 1

(HA) (MA) (SA) (A)
1. A candidate must obtain a weighted average rating
of seventy-five percent (75%) with no grade less
than sixty percent (60%)
in any given subject.
2. In case the examinee obtains a weighted average
rating of seventy-five percent (75%) but has a grade
below sixty percent (60%) in any of the subjects,
the result of the
examinee shall be deferred.

3. The deferred examinee shall only be allowed to

retake once within two (2) years from the date of the
examination and shall be required to obtain a grade
not lower than eighty percent (80%) on the subject to
be considered to have passed the licensure
examination.
 4. If the examinee fails to retake after the lapse of
two (2) years or fails to get the passing mark of
eighty percent (80%), the
examinee shall retake all the board subjects.
5. Any examinee who fails three (3) or more board
subjects shall be deemed to have
failed the board examination.

2. What factors influence the awareness of graduating of graduating students

towards RA 11131?
4-Very Difficult: This option indicates that the statement or question being asked is
extremely challenging or complex.

3-Difficult: This choice suggests that the statement or question is quite challenging,
requiring significant effort or cognitive processing.

2-Moderately Difficult: The question presents some complexity or requires a

deeper understanding of the topic.

1- Not Difficult: This option represents the extreme end of the scale, indicating
that the statement or question is not difficult

1 2 3 4
A. Comprehension (ND) (MD) (D) (VD)
1. REMEMBERING: Recall information,
Recognizing, Listing, Describing, Retrieving,
Naming, Finding
2. UNDERSTANDING: Explain, Interpret,
Summarize, Exam paraphrase
3. APPLYING: Using the information in another
familiar, Situation implementing
carrying out, using, executing
4. ANALYZING: Understanding, Comparing,
Organizing, Deconstructing, Finding
5. EVALUATING: Hypothesizing, Critiquing,
Experimenting
6. CREATING: Generating, Designing,
Constructing, Planning, Producing, Inventing

1 2 3 4
B. Preparedness (ND) (MD) (V) (VD)
1. The resources and study materials provided by my
institution have adequately
prepared me for the board examination
2. Support and guidance from faculty or
mentor
3. The knowledge and skills I have acquired during
my criminology program adequately
prepare me for the board examination
4. The mock exams and practice tests I have taken
have helped me gauge my level
of preparedness for the board examination
5. I have actively engaged in self-study and
revision to enhance my preparedness for the board
examination

1 2 3 4
C. Workload (ND) (MD) (D) (VD)
1. Feel overwhelmed with your workload,
making it harder to focus on studying for the exam

2. You find it challenging to manage your coursework

and exam preparation
simultaneously
3. The workload negatively impacts your
ability to study effectively
4. Balancing exam preparation with other
responsibilities is challenging
5. The workload and study requirements
for the licensure exam are manageable
 AWARENESS OF CRIMINOLOGY GRADUATING STUDENTS
REGARDING RA 11131
Name (optional):

3. What is the impact of the provisions of RA 11131 on the preparation by

the graduating students for the board licensure examination?
A. What is your understanding of RA 11131?

B. How has RA 11131 changed the way you approach your studies as a criminology
graduating student?

C. As a criminology graduating student in what ways has RA 11131

affected your career aspirations and goals?

D. Can you describe a specific situation where RA 11131 had an impact on your
studies or your preparation for the criminologist licensure examination?
E. Overall in your opinion, how does RA 11131 positively or negatively impacted
you as a criminology graduating student? Why?
 BIONOTE OF RESEARCHERS

Janine Pearl Mendoza Solang, Filipino, single, born on September 23, 2003 at
Socbot, Pinukpuk, Kalinga and currently residing at #2 Purok 7 Pinsao Pilot Project
Baguio City. Her parents are Robinson Batay-an Solang and Maribel Mendoza Solang.
At present, she is studying Bachelor of Science in Criminology at Baguio Central
University, Magsaysay Campus, Baguio City. She finished her secondary level at
Saint Theresita's School of Tabuk on 2021 and at Socbot Elementary School on 2015 for
her primary studies.
Rowel Balanggao Sacki, Filipino, single, born on November 7, 2000 at Baguio
City, and currently residing at #2495 Sitio-Chosol, Virac Itogon, Benguet. His parents
are Ronnie Suyao Sacki and Lapinia Balanggao Sacki. At present, he is studying
Bachelor of Science in Criminology at Baguio Central University, Magsaysay
Campus, Baguio City. He finished his secondary level at Baguio City National High
School on 2019 and at Fort Del Pilar Elementary School on 2013 for his primary
studies.
Princess Camille Calahi Wacnagan, Filipino, single, born on January 25, 2003
at Kabugao, Apayao and currently residing at Greenvalley, Baguio City. Her parents
are Nanette Wacnagan and Jay Wacnagan. At present, she is studying Bachelor of
Science in Criminology at Baguio Central University, Magsaysay Campus, Baguio
City. She finished her secondary level at Kabugao Agro-Industrial High School on 2019
and at Tabuk Central School on 2015 for her primary studies.
Kajelyne Balas Ottao, Filipino, single, born on May 2,1999 at Lepanto
Mankayan and currently residing at Kias Baguio City. Her parents are Castillo Liban
Ottao and Adela Nancy Balas Ottao. At present, she is studying Bachelor of Science in
Criminology at Baguio Central University, Magsaysay Campus, Baguio City. She
finished her secondary level at Baguio Collage Technology on 2021 and at Balatoc
Elementary School on 2015 for her primary studies.
Freddie Bati Sicwaten Jr., Filipino, single, born on March 28, 2003at Baguio
City, and currently residing at San Carlos Hts. Irisan, Baguio City. His parents are
Friedy Beyden Sicwaten and Mary Jane Bati Sicwaten. At present, he is studying
Bachelor of Science in Criminology at Baguio Central University, Magsaysay
Campus, Baguio City. He finished his secondary level at the same university on 2019
and at Quezon Hill Elementary School on 2015 for his primary studies.