Factors Affecting Board Examination Performances of Criminology Graduates of

MATS College of Technology – Basis for Higher Education Policy Reform

An Undergraduate Thesis
Presented to the Faculty of College of Criminal Justice Education
MATS College of Technology
R. Castillo, Davao City

In Partial Fulfillment of the Requirements

In Research
2nd Semester, SY 2021-2022

Alvarez, Ellaine Marie H.

Go, Arvin S.
Gumban, Clyde H.
Luna, Laiza Mae T.
Paraguya, Michael
Taya, Kyce S.

January 2022
 Chapter 1

INTRODUCTION

Background of the Study

A graduate with a Baccalaureate degree in Criminology must pass the Professional

Regulation Commission of the Philippines' Licensure Examination to be deemed a Licensed

Criminologist and be granted full authority to practice the profession. This is required under

Republic Act 6506, which specifies "the statute establishing the Board of Criminology."

Once licensed as a criminologist, the holder gains access to various work opportunities in the

private and public sectors and the worldwide arena (A. Bajeta et al., 2015). Passing the

PRC's licensure examination is one of the finest accomplishments in a person's life. This

examination is designed to demonstrate graduates' knowledge, progress, abilities, and

certification in a specific profession. It takes a great deal of time to study develop self-

discipline, patience, and resolve. None of this is possible without the prayers, support, and

encouragement of others (Caringal, 2001), as referenced by R. Assuncion (2020).

To practice criminology in the Philippines, graduates must pass the Licensure

Examination. The law establishing the Board of Criminology, Republic Act No. 6506,

requires "the law creating the Board of Criminology (Bajeta, Manalo, Montalbo, Vino, &

Mojares, 2015). Graduates must pass an exam demonstrating their knowledge, progress,

abilities, and certificates in a particular subject. As a result, various factors can affect

graduates' performance on the licensure examination (Baang, 2021). Each educational

institution must develop and execute creative ways to ensure the quality of instruction to

produce nationally and internationally competitive graduates (Barreda & Barreda, 2020).

In the Philippines, Perception of Graduates in Their Educational Experience and

Readiness to Take the Criminology Licensure Examination was tackled by Villarmia (2018).
Students receive academic and practical tasks as part of the school's prestigious preparation.

Students' achievement on the board test determines the level of services and instruction they

receive. According to Gutierrez (2013), academic institutions must provide a learning

environment that fits the demands of their constituents despite school competition and an

increase in student enrollment. Only institutions that offer high-quality education and a

friendly environment for students can prosper in a competitive market.

In Davao City, Tamayo (2015) of the University of Mindanao indicated in his study

that academic institutions face difficulties in creating graduates who are prepared to lead in

their chosen field. It was shown that criminology graduates have an advantage in the

licensure exam because of the high academic requirements. Dalisay (2015) stated that

Criminology is a high-priority area in Philippine higher education. It receives significant

attention from institutions of learning. Since their education closely mirrors law enforcement

professionals, students in criminology are often perceived as confident and authoritative. The

increased criminology curriculum has resulted in a more student population.

With the aid of the statements mentioned above, wherein Factors Affecting Board

Examination Performances of Criminology Graduates, the researchers will therefore conduct

a concerning the Factors Affecting Board Examination Performances of Criminology

Graduates of MATS College of Technology. This study's findings can help determine the

many aspects that may influence criminology graduates' board examination performance.

Statement of the Problem

This study aims to identify the factors affecting board examination performances of

criminology graduates of MATS College of Technology

Specifically, the researchers aim to:

 1. To identify the possible struggles prior to the board examination and during the

aforementioned examination.

2. To determine ways in order to overcome such struggles.

Significance of the Study

Bachelor of Science in Criminology ranked among the top ten bachelor degrees in the

Philippines. Criminology is a crucial subject of study in higher education in the Philippines

(Dalisay, 2013). Higher education institutions are constantly upgrading and developing their

learning and teaching processes, as well as their infrastructure setup, in order to increase

licensing examination results. As a result, numerous factors could affect a criminology

graduate's performance on the licensure examination (Tamayo, 2015).

Examinations are used to assess an individual's abilities and determine whether they

have attained a certain level of learning and understanding. Additionally, nothing influences

examinees more than the board examination, which is a complicated procedure affected by

various factors (Neemati, Hooshangi, & Shurideh, 2014). As a result, we must determine the

factors that can influence exam performance (Rasul & Bukhsh, 2011).

As researchers, we are confident that our study will benefit universities and colleges.

As a result of this study, universities and colleges will receive data on factors affecting the

board examination performances of criminology graduates, which will benefit the entire

criminology graduate population. Professors will also find the knowledge gleaned from this

study beneficial in developing new and improved enforcement methods. The findings of this

study could help criminology graduates prepare for the board test by identifying many

aspects that can influence their exams and which are more successful for them. This study's

findings can be used as a reference for future researchers. They can also modify this study in

any way they deem suitable to meet their research needs.

Scope and Delimitation

The focus of this research investigation was the factors that can affect the board

examination performance of criminology graduates from MATS College of Technology.

Recognizing research restrictions is critical to avoiding data and conclusion

misunderstandings. To support a specific emphasis for the research, specifically on the

factors influencing board examination performance of MATS College of Technology

criminology graduates. Researchers in any field of study must limit their exploration. Instead,

researchers must perform additional research in the future to see if it yields a similar result.

The researchers employed a descriptive study approach to collect data for this research

project.

To obtain the needed qualitative data, the researchers conducted an in-depth

interview. Twenty (20) criminology graduate students from MATS College of Technology

were chosen to participate in this investigation. One disadvantage of this study is that data

will be obtained from the above-mentioned participants at MATS College of Technology. As

a result, the findings can only apply to students at that institution and not students from other

groups. Despite the fact that the study is limited to a single university, it will nonetheless

provide valuable qualitative data and insights for future research.

 Chapter 2

REVIEW OF RELATED LITERATURE

The literature and research relevant to this study are presented in this chapter. It will

tackle the possible struggles prior to the board examination and the ways to overcome it. The

material in this chapter will help researchers become familiar with the relevant aspects.

Possible struggles prior to board examination and during the aforementioned

examination.

Norman Hertz and Roberta Chinn (2000), cited by Assuncion Rodel (2020), identify

licensing examinations as the final hurdles that a candidate must overcome to be qualified.

The board is ultimately responsible for ensuring that the assessment meets technical,

professional, and legal standards and protecting the health, safety, and welfare of the public

by assessing candidates' skills to practice competently. According to a study by Laguador, J.

M., and Dizon, N. C. (2013), a criminologist's job entails working as an agent, adviser, or

administrator in the field of law enforcement; as a technician in dactyloscopy, ballistics, and

other scientific aspects of crime detection; as an officer in any correctional or penal

institution; as a counselor in various agencies such as those involved in criminal research or

public welfare; or as a teacher or instructor.

Passing the Professional Regulation Commission's (PRC) license examinations might

be one of a college graduate's proudest achievements. The purpose of the exam is to

demonstrate the graduates' knowledge, progress, skills, and qualifications in a specific

profession (Baang,2016). Furthermore, the performance of a school's graduates who take the

licensure examination determines the efficiency and effectiveness of the graduate's

application of what they have learned in their chosen profession or vocation (Ylagan, 2013).

Greg Ridgeway (2018) also proposed that a higher standard of performance of the
instructional system and, as a result, the performance of the students in the licensure

examinations reflects the institution's efficiency as well as the intellectual capacity of the

students that the school has cultivated over the course of the students' time in its portals.

Examination season brings with it a slew of challenges for students. Students' stressful times

during exam preparation can lead to various difficulties, which are related to performance

anxiety (Habiatian, 2019). There is no doubt that all students face many of the same

challenges when dealing with the stress of preparing for board exams (Laguador, 2015).

Learning Materials. In today's modern world, functional education is the primary

tool for obtaining a job, progressing in personal and professional development, economic

prosperity, and the development of morality and positive interpersonal relationships. In

contrast, a lack of it suggests, among other things, ignorance, underdevelopment,

maladjustment, criminality, poverty, and frustration. Every subject in the school curriculum

relies on instructional materials to help students learn. In this approach, students can improve

their skills in a wide range of areas, including reading, listening, problem solving, seeing,

thinking, speaking, and creating their media and technology-related content (Bukoye, 2019).

According to Faize and Dahan (2011), Instructional materials include printed and

non-printed things intended to impart information to students during education. Prints,

textbooks, magazines, newspapers, slides, photos, workbooks, and electronic media are all

examples of instructional resources. The availability of textbooks, appropriate chalkboards,

Mathematics kits, Science kits, teaching guide, science guide, audio-visual aids, overhead

projector, and other critical instructional materials play a significant role in the teaching-

learning process (Medayese, 2011).

As a learning tool, the computer is also employed as an instructional aid in the

classroom. According to Faize and Dahan (2011), Maps and charts are commonly utilized in

lectures and debates regarding the relationships between various items, such as the colors of
clothing. Overhead projectors are yet another option. Small transparencies can be projected

onto a colossal board with this equipment. Thanks to the overhead projector, students can

read, gaze, react, and understand anything written or drawn on the transparencies. When it

comes to conventional teaching-learning procedures, such as seminars and workshops,

overhead projectors have become frequent and widespread, according to Usman (2011). The

possibilities for teaching aids are only limited by the imagination and resourcefulness of the

individual educators.

Learning Strategies. Students' learning outcomes can be improved by a variety of

factors, according to a study conducted by Gbollie & Keamu (2016). Students' academic

achievement depends heavily on their learning strategies and motivational beliefs, which

influence how much attention, value, effort, and interest they devote to a given activity. The

same study by Engin, Dikbayir, and Gene (2017) found that people's understanding of their

learning process and their ability to observe their learning process improves due to effective

learning tactics. Individuals' mental processes about themselves and providing a basis for

enhanced performance also play an important role in establishing this process.

In a prior study, self-regulated learning (SRL) is an important indication of student

success and development. There was a considerable amount of self-regulatory knowledge and

self-regulation in use with regards to self-regulation (Zumba, Tadlock, & Roberts, 2011).

Students who self-regulate their learning do three things: plan, assess, and reflect. The cycle

is then repeated with the students using their reflections to modify and prepare for the

upcoming challenges. The strategy taken by each student is unique, and it is focused on

specific learning objectives (Zimmerman 2002 cited by Marfuah, 2021).

Self-regulation is essential as part of the learning process; students changed their

answers to the situational obstacles they experienced by adopting motivation management

approaches. The findings back up motivation regulation approaches used in the learning
process. Jarvela and Jarvenoja (2011). It can help students establish better learning habits

and study skills, use learning approaches to improve academic results, evaluate their

performance (Wolters, 2011), and analyze their academic development (de Bruin, Thiede,

Camp, & Redford, 2011).

Throughout history, a significant emphasis has been placed on effective and efficient

time management, which has also been viewed as the key to success (Pugh & Nathwani,

2016). The most critical skill you may have as an e-learner is excellent time management.

Effective time management will increase your productivity at work and in your personal life

(Miller, 2020). Learning time management can help you remain on top of your classwork,

handle assignment deadlines (Torodov, 2017), and spend more time doing things that are

important to you, such as sports or hobbies, or spending time with friends or family (Auld,

2019).

According to a time management study, time management may only work if you are

devoted to your goals. Self-discipline and dedication are essential. If you don't have an

achievement mentality, your time management skills will not keep you focused and driven to

succeed (Alleyoop, 2011). Make a goal for yourself that will inspire you to improve your

time management abilities. Completing and accomplishing your learning objectives will

motivate you. Learning successes can be highly motivating (Stenger, 2017). Furthermore,

students who manage their time effectively can maximize their potential and enjoy a sense of

success (Auld, 2019).

Remove distractions by turning off your cell phone, regardless of where you work, to

avoid losing attention every time a text message or alert arrives. If you're still having

difficulties resisting the need to check your email or surf the web, consider downloading a

website blocker to help you avoid distractions (Joubert,2020). We must practice retrieving

knowledge without supporting materials to learn it more efficiently. You can go through and
explain what you know, or you can teach all you learned in school to a buddy, a pet, or even

an innocent child. When you recall information, you change how it is stored, making it easier

to find later (Gonzalez, 2016).

Furthermore, multiple studies significantly benefit both the reviewer and the

reviewee. Individually critiquing each other's work is a beautiful way to ensure that each

student receives unique comments and attention, even in a large group. Students gain from

getting and delivering specific feedback from their classmates, in addition to strengthening

their writing skills (Vergroesen, 2020). Learning is enhanced by spacing or spreading out

learning opportunities throughout time. Students should create and stick to a daily study

schedule. Blocking out time is the most effective method because it is easier to postpone

when an exam or task is not due right away (Sumeracki, 2020).

According to the UNC-Chapel Hill Learning Center (2020), taking notes might help

you focus and grasp important information. You may be asked to watch an instructive film

before a class discussion. Taking good notes during lectures will improve your active

listening, understanding, and recall. Taking notes on simultaneous and asynchronous content

is excellent for recalling what you hear and see since they all boost long-term learning, a

word regarding difficulty. This is primarily due to the problem of learning the game. A long-

term study, however, demonstrates that these strategies are incredibly effective. It also fosters

"learning," which is often overlooked when adopting easy approaches and gives us the

impression that we already know what we're doing (Sumeracki, 2020).

Listening to music might also help you learn new things. Music activates both the left

and right brains simultaneously, which helps boost learning and memory (Team, 2019).

Kotsopoulou and Hallam (2010) discovered that music had a role in studying, including the

features and genres of music played while studying and the elements that influenced people's
decisions to listen to music while learning. According to kids, background music has an

impact on their performance.

Sleep Deprivation. As per Tutoria's (2019) study, exam stress is known to keep many

students awake at night, fearing failing their final exams. This is a huge issue because a lack

of sleep can seriously jeopardize your exam preparation. Sleep deprivation makes you

sluggish, tired, irritated, and unable to concentrate. Furthermore, you will have poor memory

recall for whatever you do study. Sleep deprivation impairs performance, reduces efficiency,

and worsens mood states such as tension, despair, anger, weariness, disorientation, and

enthusiasm. These can have a negative impact on combat readiness and contribute to "battle

stress" ( Dixit, Thawani, Goyal, Vaney, 2012).

Sleep, in and of itself, has a significant impact on cognitive processes. However, in

today's world, sleep is becoming less and less important, influencing work performance.

Sleep deprivation causes increased reaction time and errors (Ratcliff, Dongen, 2010). Sleep

quality has a substantial impact on cognitive performance and is influenced by a variety of

factors, including stress. In contrast to the ideal, students and residents suffer from sleep loss

and stress during periods when they should be learning the most (Ahrberg et al., 2012).

According to a study conducted by Havekes et al. (2010), many students claim that

they cannot concentrate on their exam preparation, regardless of how concerned they are

about their upcoming board exams. Another typical exam issue is having a limited attention

span for their studies. Often, pupils' failure to concentrate arises from deep-seated tension,

which dominates their subconscious thoughts. Deep breathing and relaxation exercises might

help you overcome this. There are additional techniques for improving concentration, like

taking short breaks between prior paper preparation, going for a walk, playing concentration-

boosting games, and so on (Yang, G et al., 2014).

 Because of the pressures of modern society, millions of individuals do not get enough

sleep daily. Even modest bouts of sleep deprivation can impair learning and memory

(Havekes, 2014). Sleep is a common occurrence, and most species, including humans, spend

a significant amount of time sleeping. Although the purpose of sleep is uncertain, it is widely

accepted that sleep is necessary for normal brain function (Abel T. et al., 2013).

Thus according to Krishnan et. Al., (2016), another vital issue that students

experience during final board exam preparation is the ability to retain and recollect

previously studied information. This problem is exacerbated when they attempt to solve old

papers and discover that they cannot recall the correct knowledge to answer each question.

Furthermore, Dongen (2019) agreed with Tutoria's article and stated that this is stressful for

students since they believe their exam preparation efforts are futile because they can't

remember what they learned. Fortunately, there are strategies to increase memory, such as

eating a healthy diet, getting lots of rest, preparing yourself to learn, and employing active

learning techniques such as writing or solving past papers rather than passively reading the

text.

One of the most difficult challenges that students of all grades experience are

becoming a nervous mess immediately before their board exams. Jitters, pounding heartbeat,

clammy palms, and an unsettled stomach are signs students experience when exam stress

becomes too great (Yalcin, Unal, Pirdal, Karahan, 2014). Mushtaq and Khan's investigation

corroborated the findings of Yalcin, Unal, Pirdal, Karahan (2014), who claimed that allowing

your nerves to get the best of you will have detrimental implications. It will impede your

exam preparation and diminish your capacity to perform well on the actual exam. As a result,

you must manage your stress. Meditation and slow breathing can help, but it's also crucial to

put things in perspective by reminding oneself that these examinations aren't the end of the

world.
 In synthesis, the literature presents and reviews the possible struggles prior to board

examination. Specifically, the works of literature regarding online learning resources,

learning strategies, and sleep deprivation. This contributes to the study's objective by

revealing potential difficulties before and during the aforementioned assessment. It was

highly beneficial to the researchers because it served as a reference, foundation, and

paradigm for contextualizing the investigation's future outcomes and workable notions.

Ways to overcome struggles during the aforementioned examination.

A little stress can be beneficial: it can provide the motivational push we need to get

things done. However, dealing with stress (especially during examination season) can be

challenging at times (Beischel, 2011). Examination stress impacts the majority of students in

various ways. It is critical to manage this stress and identify small strategies to reduce the

danger of burnout. Exams can be a breeze for sure students; revision is second nature, and

they can ace an exam with their eyes closed. The sweaty palms and heart palpitations

accompanying revision are a normal part of the experience for some people (Bhardwa, 2017).

Enhancing test performance isn't rocket science; in fact, improving exam performance

is reasonably achievable if you apply the basic study tactics. Using one or two of the learning

methods will undoubtedly improve your performance but practicing one or more learning

strategies will result in significantly enhanced academic and test performance (Destacamento,

2018). Thus, according to Lam (2019), failure can provide valuable opportunities to learn;

yet, the normal classroom does not work from a failure-learning viewpoint. Rather, educators

strive to teach accurate material as efficiently as possible, with the ultimate goal of pupils

being able to provide correct knowledge when called upon, both in and out of the classroom.

Coping Mechanism. The COVID-19 pandemic has refocused the globe on online

learning and virtual learning platforms, thanks to digital technology and various virtual

learning platforms. Nonetheless, to avoid disruptions in education, numerous schools have

transitioned from traditional to virtual learning. As a result, the current situation has created

new opportunities for digital learners while also imposing barriers to upgrading learning

resources, learning strategies, and faculty's ability to use technology-enhanced learning in

synchronous and asynchronous ways (Rehman & Fatima, 2021).

Resourceful. Learning to organize, plan, make decisions, and solve problems is a

lifelong process for everyone. Resourcefulness combines these skills: the capacity to identify

and employ available resources to accomplish the desired goal. By imagining many

possibilities, setting targets, and experimenting with new ways, individuals learn vital

linkages between their knowledge and their ability to achieve their goals. As a result, they

know to take responsibility for their destiny and actively shape it (Lee, 2018). The ability to

be resourceful requires more than just logical reasoning. It necessitates emotional as well as

cognitive processing of information. Research has shown that more resourceful students are

better at accomplishing their goals. Still, they are also better able to cope with stress

(Mitchell. 2015).

Learning Strategies. Over the last few decades, instructors have developed an interest

in knowing about criminology students' learning strategies. Numerous research examined

learning strategies as predictors of achievement in board examinations (Tudy & Tudy, 2014).

Criminology may be a good fit for active learning (Greek, 2019). Active learning, in which

students engage in research or community service, is a preferred method of instruction in

contemporary higher education (Jill & Dealey, 2020). History, psychology, sociology,

anthropology, ethics, and education use active learning methods (Greek, 2019).

Sleep Deprivation. Sleep deprivation is common among board examinees who

prioritize academic work, and other activities oversleep. Alcohol, caffeine, stimulants, and

electronics contribute to poor sleep hygiene (Patrick, et al., 2017). Insufficient sleep and

excessive daytime drowsiness can have a negative impact on grades, academic performance,
learning, and mental health (Hershner & Chervin, 2014). Memory and recall are boosted by a

good night's sleep, which is also linked to a higher outcome (Ryan, 2021). Examiners must

get enough sleep in order to be able to respond to the questions effectively and efficiently

(Coletta, 2020).

In synthesis, the literature presents and examines several elements that influence

criminology graduates' board examination performance. Thus, the literature above also

speaks on behalf of potential difficulties prior to and during the board examination.

Moreover, it discusses how to figure out how to overcome such difficulties. It was highly

beneficial to the researchers because it served as a reference, foundation, and paradigm for

contextualizing the inquiry's future outcomes and workable notions.

Theoretical Framework

This study is based on Jean Piaget's constructivist theory, which advocates for a

participatory strategy in which examinees have an active role in the learning process that may

affect their board exams. Constructivists regard learning as a self-contained process (Agarkar,

2019). According to Von Glaserfeld (1989), as cited by Fernando and Marikar (2017),

constructivist knowledge is not passively received but actively constructed by the cognitive

subject, and cognition is adaptive, serving to organize the experiential world rather than to

discover ontological truths. According to Agarkar (2019), understanding how individuals

learn has significantly impacted their learning processes. Furthermore, new psychological

conceptions of learning influence learning as a result of technology improvements.

Deweys’s experiential learing theory also supports the aspects that affect board

examination performances of criminology graduates as it simply stated as the process of

learning by doing. Individuals construct knowledge, according to this theory, by converting

experience through perception, cognition, and behavior that may affect their learning
(Dewey, 1896). According to Roberts (2019), examinees gained knowledge about themselves

from their experiences, which influenced their performance in the board examination.

Knowledge gained through prior experience in similar situations gained partly through recall

and partly through the information, advice, and warnings with more extensive expertise.

Moreover, Bower (2014) study stated numerous advantages to using Dewey's Experiential

Learning Theory, which can be applied to different areas of learning pedagogy and related

fields. According to the learning across the four facets of education, the integration of

Dewey's Experiential Learning Theory was successful as a pedagogical strategy for graduate

students taking the examination. Furthermore, this also means that, while Dewey's theory

provides an excellent conceptual "lens" for analyzing events that may affect board

examination performance, certain assumptions may need to be reconsidered in light of

examinees' experiences.
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