International Journal of Advanced Research in ISSN: 2278-6236

Management and Social Sciences Impact Factor: 7.065

HITCHES ENCOUNTEREDBY CRIMINOLOGY GRADUATES OF ISABELA STATE

UNIVERSITYIN THE CRIMINOLOGISTS LICENSURE EXAMINATION: A BASIS FOR
PROPOSED PROGRAM ENHANCEMENT

RODEL L. ASUNCION, Ph.DCrim Dean, College of Criminal Justice Education Isabela State
University, Cabagan Campus Cabagan, Isabela, Philippines

ABSTRACT: Licensure Examinations according to Norman R. Hertz and Roberta N. Chinn

(2000) describes as one of the last hurdles that a candidate must face in the licensing
process. A board has the ultimate responsibility to ensure that the examination meets
technical, professional, and legal standards, and, protects the health, safety and welfare of
the public by assessing candidates’ abilities to practice competently. Once a candidate has
passed a licensing examination, the board must be comfortable granting the license, thus
assuring the public that the licensee is minimally qualified to practice at the time of initial
licensure.A licensing examination requires significant amounts of time and money to develop
- usually a year or more. As a general rule, each item appearing on an examination takes
between two to four hours to plan, write, and review before the item is suitable for
publication in an examination. Additional time is required to administer and maintain an
examination.The Professional Regulation Commission (PRC) is the agency of the national
government charged with the regulation and licensing profession in the Philippines. It is
committed to protect, to fullest, the integrity of the licensure examination and change the
public perception from that of doubt and despair to trust and confidence in the licensure
examination system (PRC, 2006). Passing the licensure examination given by the PRC is one
of the greatest achievements in one’s life. This examination is intended to prove the
graduates’ knowledge, progress, skills and qualification in a particular profession. It needs a
lot of time to study, to have self-discipline, patience and determination and this will not be
possible without prayers, support and encouragement (Caringal, 2001). This study
attempted to determine the hitches or problems encountered in the Criminologist Licensure
Examinations among criminology graduates’ of Isabela State University from the April 2010
examination to the October 2014 board examination. The respondents of this study are the

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ISUS Bachelor of Science in Criminology graduates who have undergone Criminology Board
Examination, Instructors and School Administrators represented by the program/department
chairperson of criminology in every campus. The data gathered in this study came from the
individual ratings of the respondents in the board examinations taken from the Professional
Regulatory Commission (PRC) April 2010 to October 2014. Since this study determined the
implication of Bachelor of Science in Criminology graduates’ performance in the
Criminologist Licensure Examination for the curriculum enhancement of the program,
description of the problems encountered of the ISUS, Bachelor of Science in Criminology
Program’s performance in the CLE is reflected in the study, hence, a descriptive research in
nature. To attain its goal, the descriptive normative research design was utilized in the study.
A sample size of two hundred ninety two (292) CLE takers were taken as the primary
respondents of this study which were calculated from a population of one thousand eight
hundred nine (1,809) using the Slovin’s Formula with five (5) percent marginal error from
April 2010 to October 2014 testing periods. The samples in each school year were computed
using the stratified proportional random sampling. Total enumeration was utilized as the
scheme to select the faculty and chairpersons as the secondary respondents of the study. The
data obtained from the official records of the PRC which includes the result of Criminologist
Licensure Examination (CLE) of each taker per subject area and the school performance of
ISUS graduates from April 2010 to October 2014 were also recorded using a devised
matrix.Findings of the study revealed that the problems encountered by the respondents in
terms of “Review Sessions” specifically on “Instructional Equipment and Facilities” are less
serious.Problems encountered by the respondents in terms of “Personal Preparations”
specifically on “financial aspects” and “mental aspects” are moderately serious.Problems
encountered by the respondents in terms of “Personal Preparations” specifically on “physical
aspect” are less serious.There is a significant difference on the assessment of the criminology
graduates of ISUS as manifested by a lesser computed p-values than the 0.05 level of
probability along all the factors on review program, lectures, teaching equipment and
facilities, financial aspects and mental aspects (P=0.0247, P=0.0177, P=0.0057, p=0.0005 &
P=0.0026). No significant difference was observed for problems encountered by the
respondents specifically on physical aspect. The problems encountered by the respondents

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most especially on criminology review program are less serious same through with review
sessions specifically on the lecturers, teaching equipment and facilities and personal
preparations particularly on physical aspect. Problems encountered by the respondents on
personal preparations specifically on financial aspects are moderately serious same through
with mental aspect. In view of the results of this study, it is strongly recommended that
Enhance the instructional facilities and equipment of the school to address the problems
encountered by the examinees most especially the classroom ventilations, audio visual room
for the review classes, conducive room that can accommodate big number of reviewees and
the university shall establish a review center exclusively catering their graduates so that they
will be able to monitor the individual performance of the reviewees.

KEYWORDS: Commission on Higher Education (CHED),Competency Area, Criminology

Review Program, Criminologist Licensure Examination (CLE), Criminology Graduates,
Curriculum Enhancement, Isabela State University System (ISUS), Law Enforcement
Administration (LEA),Criminologist, Performance in the Criminologist Licensure Examination,
Personal Preparation, Professional Regulation Commission (PRC), Republic Act No. 6506
Republic Act No. 7722, Review Sessions, Sociology of Crimes and Ethics (SCE), Status

INTRODUCTION
The word quality is important especially in the field of education. It simply suggests the
highest standard of teaching in every learning institution. The basis of having quality
education is upon the capabilities of every education institution to produce professionals
(Ditan, 2008).

It is a fundamental human right that a person should possess is the right to education which
is considered as a factor for economic growth and human development (Okumu et al. 2008).
Education aims to maintain and develop social wellbeing of individuals and society in
general. Education is not solely about the content of the subject that you learnt but instead
many-sided and complex and involve much more than those factors which may come to

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mind when talked about. The importance of education in national growth as well as
individual improvement is undeniable. An educated person contributes maximally to
national progress in various aspects. According to Niguana (2011), people have employed
education as a ladder to climb to desired social economic levels. The government spends
fortunes to develop the education process and improve academic performance of students.
Education is necessary for the development of the society and the more educated the
people of a society are, the more civilized and well-disciplined the society might be.
Kapunga (1992) also states that education liberates society from socio-political forces that
affect and influence his personality at global level. The quality of education employed by a
certain school, college or university is assessed on the basis of learners’ academic
achievement.

The most essential factor affecting the quality of education is the quality of the teacher in
the classroom. There is an apparent proof that a teacher’s talent, ability, efficiency and
effectiveness are the most significant determinants of student accomplishment and success.
The main source of learning for the students are the teachers regardless of the resources
that are provided, rules that are adopted and curriculum that is revised. A study conducted
by Okoye (1998) confirms that, the quality of the learning environment at the school
depends to a large extent on the quality of the teacher available. Okoye, (1998) on the other
hand states that the quality of teachers in any educational system determines, to a great
extent, the quality of the system itself. According to Whitaker (2005), the main variable in
the classroom is not the student, but the teacher. Great teachers have high expectations for
their students, but even higher expectations for themselves. These teachers recognize the
importance of connecting with their students, that if they are unable to connect with them
emotionally then influencing their minds may be impossible. Teachers are then considered
as the most important human resource and remain the backbone of any educational system
(UNDP, 2003).

The level of knowledge acquired by a person from a higher learning institution cannot be
measured only by the course he finished or even the honors he received, but also by his

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performance on a given examination. Education is the bedrock of the development of any

nation. This is the basis that the government invests profoundly in the edification of its
citizens. It is helpful to strap up the capabilities and aptitude of an individual to be prolific
and valuable constituent of the human race; consequently, the overall progress of an
individual is a lifetime process. Constant learning equips student with a larger tapestry of
knowledge, a broader understanding of facts, a larger repository of wisdom and a better
insight on life that will make better individual responsible and upright human beings. On
process of learning, student or learner is the center of education. Thus, schools were
established in all feasible areas to douse man’s quest for more knowledge and optimum
improvement. In effect, consciousness to the significant benefits of education directed the
school towards offering different courses, specifically in the tertiary level. One of such
education is criminology, a highly intellectual field particularly because majority of the job’s
responsibilities rely on determining and analyzing criminal patterns. Criminology focuses on
the study of crime in terms of law, the causes of crime, the meaning of crime in terms of
law, and community reaction to crime. It also deals with the scientific study of criminals and
criminal behavior. Nonetheless, worthy to note that criminology is a dynamic profession
and also a multi-disciplinary science.

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

describes as one of the last hurdles that a candidate must face in the licensing process. A
board has the ultimate responsibility to ensure that the examination meets technical,
professional, and legal standards, and, protects the health, safety and welfare of the public
by assessing candidates’ abilities to practice competently. Once a candidate has passed a
licensing examination, the board must be comfortable granting the license, thus assuring
the public that the licensee is minimally qualified to practice at the time of initial licensure.

According to the chairman of Jhunjhunu International Ventures for Educational Marvel

(JIVEM), Dr. DilipModi in his report, pre-board exams is conducted in order to
prepare students holistically for their finals. It is a replica of the board exam and your results
decide to a great extent the kind of performance you will be giving in the penultimate test

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ahead. Therefore, it’s essential that you pay proper attention to your pre-board exam
preparations and give your best shot to it, which will eventually build up the confidence for
your finals. As the time for pre-board exams looms ahead, tension starts creeping in and
students get jittery about how to cope with the vast syllabus. In such a case, it’s of utmost
importance that you chalk out a plan for your preparation and go in accordance with it. A
well planned study schedule is always successful, so stick to the plan and rev up your
preparation. Modi said that a well planned and systematic schedule make perfect blend of
learning.

Dr. Modi mentioned that “stress” is another obstacle in the board exam, board exams bring
with them the high expectations that parents have from their children. Don’t get carried
away by these distractions, instead develop a positive attitude towards exams. Go to bed
early and get up early in the morning. Kick start your day with a little exercise, a proper
breakfast and then study. This will give you an energy-boost and will help you stay active the
whole day. Staying up late at night is fruitless so devote the day for studies and spare the
night for some sound sleep. Amidst your studies, take out an hour or two to relax and
rejuvenate yourself. Don’t get anxious one day before your exam. Revise thoroughly, relax
and keep the worries at bay.

Dr.Modi in his report also mentioned that giving more attention or emphasis on the subjects
you are weak are very important preparation. According to him train yourself how to solve
questions of varying difficulty and do not just restrict yourself to all easy or all tough
questions. Go through all the textbooks and also include your class syllabus in the study
material. Also you should refer to the tests that you appeared for in school as that can help
you immensely in preparing for your exam. While revising, you should write down the
summary points for future referral. When you’re preparatory leave is on, you should make
sagacious use of your time and revise the syllabus meticulously. Stay in touch with your
teachers to discuss problems you come across. Apart from your preparation, you should also
ensure that you are in a good state of health to appear for a 3-hour exam.

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The study of Manwong (2008) about the different preparations or strategies on how to pass
the licensure examination gives the researcher a better insight in his present investigation
regarding the performance of the criminology graduates in Isabela State University System
in the Criminology Licensure Examination.

According to Grubb, students who are very successful in their desired career have good
study habits. This statement is also related to the study conducted by Palm Beach
Community College (PBCC). The said school suggested some tips on how to develop good
study habits of the students. In this study, the researcher comes up with better insight on
how to prepare students in their licensure examination to ensure greater chances in passing
the said examination.

As criminology profession continuously developed in the Philippines and abroad due to the
demand of criminology work-related like investigation services, law enforcement services,
intelligence services, security services, arson investigation services, correctional and
rehabilitation services and etc, the government constantly monitor Higher Educational
Institutions (HEIs) in the Philippines through the Commission on Higher Education (CHED) to
ensure the quality of graduates in the Criminology Education. The quality of graduates in the
Criminology Education will proved through the number of passers in the licensure
examinations conducted by the Professional Regulation Commission (PRC).

As a final note, Higher Education Institutions (HEIs) offering criminology are responsible to
update their curriculum based on the standard set by the Commission on Higher Education
(CHED). In this manner, the greater chances to pass the licensure examination of the
graduates in the said program are expected.

Bachelor of Science in Criminology is one of the newfangled program in Isabela State

University System (ISUS), it is offered in the following campuses; Isabela State University
Cauayan City Campus, Angadanan Campus, Jones Campus, Echague Campus, Cabagan
Campus and Roxas Campus. Bachelor of Science in Criminology was first offered in ISU

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Cauayan City and Angadanan campuses in the School Year 2003-2004. After one (1) year of
operation of the said program in the two (2) campuses in ISU, it was also offered in Jones
campus in S.Y. 2004-2005 for better accessibility and convenience of those students
interested to enroll in this program. Another priority of the ISU is the assurance of quality
and affordable education that’s why after two (2) years of operation of the said program in
the three (3) campuses, the said program was also offered in ISU Cabagan and Echague
campuses in S.Y. 2006-2007 and lastly, ISU Roxas campus also offered Bachelor of Science in
Criminology on S.Y. 2008 – 2009.

The researcher as a Criminology Instructor and a Review Coordinator for five (5) years was
prompted to conduct this study because every examination the performance of Isabela
State University is continuously decreasing particularly in Echague, Cabagan, Angadanan and
Cauayan campuses. In view thereof, the researcher tried his best to finish this piece of work
for the benefits of all enrollees, graduates and teachers of the Bachelor of Science in
Criminology, and to strengthen the strategies and learning methods in preparing the
graduates to undergo a board examination.

STATEMENT OF THE PROBLEM

This study attempted to determine the hitches encountered of the Criminology graduatesof
Isabela State University System in the Criminologist Licensure Examinations administered by
the Professional Regulation Commission. Specifically, the study sought answers to the
following sub-problems:
1. What is the profile of the respondents in terms of the following:
1.1 Age
1.2 Sex
1.3 Civil status
1.4 Highest educational attainment

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2. What are the problems encountered by the Bachelor of Science in Criminology

graduates of Isabela State University System in taking the Criminologist Licensure
Examination in terms of:
2.1 Criminology Review Program
2.2 Review Sessions
2.3 Lecturers
2.4 Instructional Equipment and Facilities
2.5 Personal Preparation
2.6 Financial Aspect
2.7 Mental Aspect
2.8 Physical Aspect
3. Is there a significant difference on the problems encountered by the criminology
graduates of Isabela State University System?
4. What measures may be proposed to address the problems encountered by the
Criminology Graduates in taking the Criminologist Licensure Examination?

HYPOTHESES
The researcher hypothesized that:
1. There is no significant difference on the problems encountered by the
criminology graduates of Isabela State University System in taking the Criminologist
Licensure Examination

RESEARCH METHODOLOGY
The study determined the implication of Bachelor of Science in Criminology graduates’
performance in the Criminologist Licensure Examination for the curriculum enhancement of
the program. As such, description of the current status of the ISUS, Bachelor of Science in
Criminology Program’s performance in the CLE is reflected in the study, hence, a descriptive
research in nature. To attain its goal, the descriptive normative research design was utilized
in the study.

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THE SETTING
The study was conducted in Isabela State University System. Specifically, it only involved
campuses in the university that offer BS Criminology program with at least nine (9) batches
of graduates for the board examinations.

THE RESPONDENTS
The respondents of this study are the Graduates of the Bachelor of Science in Criminology at
Isabela State University System who took the Criminologist Licensure Examinations from
April 2010 to October 2014 testing periods through the Professional Regulation Commission
(PRC) official records and the roster of graduates taken from the campus registrars were
used as bases in the identification of the respondents.

All regular and part-time faculty having regular loads from School Years 2010 – 2011 to 2014
– 2015 were considered as secondary respondents of this study. A total of seventeen (17)
respondents were included and five (5) chairpersons of the criminology program in the five
(5) campuses were considered as members of the administration in this study. The
distribution of respondents is shown in Table 1.

Table 1
Frequency and Percentage Distribution of the Classification of Respondents of the Study
Target Groups of Respondents Population Sample Size Percentage
Group 1 Criminology Program/Department Chair 5 5 2.00
Group 2 Criminology Faculty 17 17 5.00
Group 3 CLE Takers of ISUS 1,433 292 93.00
Totals 1,455 314 100.00

Table 1 presents the classification of respondents of the study. The first group of
respondents is the ISUS administrators represented by the criminology
program/department chairs with a total sample size of five (5) or 2.00 percent. The second
group of respondents is the criminology faculty of ISUS with a total sample size of seventeen

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(17) or five (5) percent. The third group of respondents of the study is the criminology
graduates of ISUS who took the licensure examinations from April 2010 to October 2014
testing periods with a sample size of 292 or 93 percent.

RESEARCH INSTRUMENTS
This study made used of a questionnaire as its main data gathering instrument. The tool
contains of two (2) parts where the first part elicited data on the problems encountered by
the graduates. The second part gathered data on measures to address the
problems.Further, a documentary guide was used to obtain personal information from the
faculty members and administrators. Said data guide was taken from the CHED
Memorandum Order No. 21, series of 2005.

STATISTICAL TREATMENT OF DATA

This study utilized the frequency, percentage in the treatment of the profile variables
of the respondents.The problems encountered by the graduates were analyzed using the
weighted mean. The weighted mean was further interpreted using the 5-point scale as
follows:
Numerical Value Scale Range Descriptive Value
5 4.20-5.00 Very Serious (VS)
4 3.40-4.19 Serious (S)
3 2.60-3.39 Less Serious (LS)
2 1.80-2.59 Moderately Serious (MS)
1 1.00-1.79 Not Serious (NS)

The measures to address the problems were likewise analyzed using the 5-point
scales as follows:

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Numerical Value Scale Range Descriptive Value

5 4.20 – 5.00 Highly Recommended (HR)
4 3.40 – 4.19 Recommended (R)
3 2.60 – 3.39 Moderately Recommended (MR)
2 1.80 – 2.59 Less Recommended (LR)
1 1.00 – 1.79 Not Recommended (NR)

RESULTS AND DISCUSSIONS

1. PROFILE OF THE RESPONDENTS

Table 2:
Frequency and Percentage Distribution of the Respondents according to age
AGE GRADUATES FACULTY ADMIN TOTAL
F P F P F P F P
18-25 221 75.68 7 0.00 0 0.00 228 72.61
26-30 70 23.97 5 40.00 2 40.00 77 24.52
31-35 1 0.34 4 20.00 1 20.00 6 1.91
36-40 0 0.00 1 40.00 2 40.00 3 0.96
41-45 0 0.00 0 0.00 0 0.00 0 0.00
46-Above 0 0.00 0 0.00 0 0.00 0 0.00
total 292 100.00 17 100.00 5 100.00 314 100.00

Table 2 shows that there are 228 or 72.61 percent for 18 – 25 years old; 77 or 24.52 percent
for 26 – 30 years old; 6 or 1.91 percent for 31 – 35 years old; 3 or 0.96 percent for 36 – 40
years old while 41 – 45 and 46 and above is zero percent.
Table 3:
Frequency and Percentage Distribution of the Respondents according to sex
SEX GRADUATES FACULTY ADMIN TOTAL
F P F P F P F P
FEMALE 68 23.29 4 23.53 0 0.00 72 22.93
MALE 224 76.71 13 76.47 5 100.00 242 77.07
Total 292 100.00 17 100.00 5 100.00 314 100.00

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Table 3 presents the distribution of respondents according to sex. As presented in the table,
there are 72 or 22.93 percent female respondents while 242 or 77.07 percent male
respondents out of 314 sampled subjects of the study.
Table 4:
Frequency and Percentage Distribution of the Respondents according to civil status
CIVIL STATUS GRADUATES FACULTY ADMIN TOTAL
F P F P F P F P
SINGLE 242 82.88 11 64.71 1 20.00 254 80.89
MARRIED 50 17.12 6 35.29 3 60.00 59 18.79
SEPARATED 0 0.00 0 0.00 1 20.00 1 0.32
Total 292 100.00 17 100.00 5 100.00 314 100.00

As presented in Table 4, there are 254 or 80.89 percent single; 59 or 18.79 percent married;
1 or 0.32 percent separated.
Table 5:
Frequency and Percentage Distribution of the Respondents according to highest
educational attainment
HIGHEST EDUCATIONAL GRADUATES FACULTY ADMIN TOTAL
ATTAINMENT
F P F P F P F P
With PhD Units 0 0.00 2 11.76 1 20.00 3 0.96
Master's Graduate 0 0.00 7 41.18 4 80.00 11 3.50
With Master's Units 2 0.68 4 23.53 0 0.00 6 1.91
College Graduate 290 99.32 4 23.53 0 0.00 294 93.63
Total 292 100.00 17 100.00 5 100.00 314 100.00
As manifested in Table 5, there are 294 or 93.63 percent college graduates; 6 or 1.91
percent with master’s units; 11 or 3.50 percent master’s graduates; 3 or 0.96 percent with
Ph.D. units.

2. PROBLEMS ENCOUNTERED BY THE BACHELOR OF SCIENCE IN CRIMINOLOGY

GRADUATES OF THE ISABELA STATE UNIVERSITY SYSTEM IN TAKING
CRIMINOLOGIST LICENSURE EXAMINATION

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Table 2.1
Problems Encountered by the Bachelor of Science in Criminology Graduates of the Isabela
State University System in Taking Criminologist Licensure Examination along Criminology
Review Program

ADMIN FACULTY GRADUATES AS A WHOLE

Mea Mea Mea Mea
Items DS DS DS DS
n n n n
1. The Criminology Review Program does
not cover all the subjects in the 2.40 LS 2.73 MS 2.01 LS 2.38 LS
Criminologist Licensure Examinations.
2. The Criminology Review Program was
not updated with the current trends in
2.60 MS 2.60 MS 1.88 LS 2.36 LS
the Criminologist Licensure
Examinations.
3. The Criminology Review Program is not
sufficient to prepare criminology
2.75 MS 2.47 LS 1.87 LS 2.36 LS
graduates in the licensure
examinations.
4. The Criminology Review Program is not
consistent in terms of implementation
in the university system, some
3.00 MS 3.07 MS 2.00 LS 2.69 MS
campuses conducted their own review
program and other campuses privatized
the conduct of their review program.
5. The program does not allot more time
to the course which the reviewees finds 2.60 MS 2.33 LS 1.96 LS 2.30 LS
difficulty to understand.
6. Review Program was not closely
supervised and monitored due to other 2.80 MS 2.00 LS 1.90 LS 2.23 LS
administrative concerns.

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7. Needed materials, supplies and

equipments in the review program are
3.00 MS 2.27 LS 2.02 LS 2.43 LS
not closely attended due to other
administrative priorities.
Category Mean 2.74 MS 2.50 MS 1.95 LS 2.39 LS
5 - 4.20-5.00 - Very Serious (VS) 4 - 3.40-4.19 - Serious (S) 3 - 2.60-3.39 - Less
Serious (LS)
2 - 1.80-2.59 - Moderately Serious (MS) 1 - 1.00-1.79 - Not Serious (NS)

As shown in Table 2.1, there are seven (7) items representing the problems encountered by
the respondents along “Criminology Review Program”. The researcher strongly believed
that the problems encountered by the reviewees during their review will affect their
concentration and learning process.

The first group of respondents rated items number 2, 3, 4, 5, 6 and 7 as moderately serious
problems encountered along criminology review program. They rated item number one (1)
as less serious problem encountered in the criminology review program.

The second group of respondents rated items number 1, 2 and 4 as moderately serious
problems encountered along criminology review program. The items number 3, 5, 6 and 7
rated by the first group of respondent as less serious problems encountered along
criminology review program.

The third group of respondents rated items number 1 to 7 as less serious problems
encountered along criminology review program.

The category mean of the first group of respondents is 2.74 or moderately serious, the
second group of respondent is 2.50 or moderately serious and the third group of
respondent is 1.95 or less serious.

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As a whole, the three (3) groups of respondents rated items 1, 2, 3, 5, 6 and 7 as less serious
while item number 4 rated as moderately serious. The overall rating of problems
encountered along “criminology review program” is “less serious” with a category mean of
2.39. There were no available local and foreign studies conducted along problems
encountered by the criminology graduates in the CLE, however, based on CHED
Memorandum Order No. 48, series of 2006, also known as the criteria and implementing
guidelines for the identification, support and development for Center for Excellence (COEs)
and Center for Development (CODs) for criminology program. Commission on Higher
Education recognized criminology program as one of the program areas needed for the
development of world-class scholarship, nation building and national development. This
program aims to strengthen and further improve the quality of higher education degree
programs in the country. COE/COD for criminology program under instructional quality
criteria is the performance in the licensure examination and curriculum. The average
performance in the CLE over the last three (3) years must be above or equal to the national
percentage of passing. Along this provision, criminology review program is very important to
enhance or maintain the high performance in the CLE.
Table 2.2
Problems Encountered by the Bachelor of Science in Criminology Graduates of the Isabela
State University System in Taking Criminologist Licensure Examination along Criminology
Review Sessions on Lecturers

AS A
ADMIN FACULTY GRADUATES
Items WHOLE
Mean DS Mean DS Mean DS Mean DS
1. Lecturers in the Criminology Review Program
were not able to explain the subject matters
2.80 MS 1.87 LS 1.94 LS 2.20 LS
very well due to insufficient time allotted for
the subject assigned to them.
2. The lecturers in the Criminology Review
Program were not able to provide learning 2.20 LS 2.07 LS 1.91 LS 2.06 LS
activities that promote analytical and critical

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judgments by the students.

3. The teaching strategies used by the lecturers

in the Criminology Review Program are not 2.60 MS 2.27 LS 1.91 LS 2.26 LS
suited to the newly graduates.
4. The lecturers in the Criminology Review
Program have difficulty in explaining some
1.80 LS 1.80 LS 1.91 LS 1.84 LS
topics which the reviewees find it difficult to
understand.
5. The lecturers in the Criminology Review
Program do not provide learning activities
2.00 LS 2.00 LS 1.89 LS 1.96 LS
that promote good attitude and effective
study skills of the reviewees.
6. The lecturers in the Criminology Review
Program did not use any training materials to
2.00 LS 1.87 LS 1.91 LS 1.93 LS
facilitate students’ understanding of the
lessons.
Category Mean 2.23 LS 1.98 LS 1.91 LS 2.04 LS

5 - 4.20-5.00 - Very Serious (VS) 4 - 3.40-4.19 - Serious (S) 3 - 2.60-

3.39 - Less Serious (LS)
2 - 1.80-2.59 - Moderately Serious (MS) 1 - 1.00-1.79 - Not Serious (NS)

Table 2.2 showed the problems encountered by the respondents during the review sessions
specifically on the lecturers.

The first group of respondents rated items number 1 and 2 as moderately serious problems
encountered along review sessions on lecturers. Items number 2, 4, 5 and 6 are rated less
serious problems encountered in the review sessions specifically on lecturers as presented
in Table 2.2.

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The second and third group of respondents rated items 1 to 6 as less serious problems
encountered along review sessions on lecturers.

As a whole, the three groups of respondents rated items number 1 to 6 as less serious
problems encountered along review program on lecturers as appeared in Table 21. There
were no available local and foreign studies regarding problems encountered by the
examinees in the CLE on lecturers, however, according to National Council for Accreditation
of Teachers (2012), for education to improve, all teachers must have a global perspective,
well prepared and provided with ongoing professional development and appropriate
support.

Diliman (2012) suggested that a competent teacher should have and continually develop the
knowledge and skills of learning technologies to be able to appropriately and responsibly
use tools, resources, processes and systems to retrieve, assess and evaluate information
from various media.

According to Diliman, there are some effective strategies that can be implemented: 1.
Improve the curriculum by competency based, board-based, life skills and technology-
based. 2. Prepare new teachers to use and integrate technology. 3. Select the teacher based
on professional competency and professional responsibility, 4. Provide enough expenditure
to provide technological learning tools and equipment. 5. All teachers must be well provided
with ongoing professional development and appropriate support and 6. Enhance teacher
welfare.

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Table 2.3
Problems Encountered by the Bachelor of Science in Criminology Graduates of the Isabela
State University System in Taking Criminologist Licensure Examination along Criminology
Review Sessions on Teaching Facilities and Equipment
ADMIN FACULTY GRADUATES AS A
Items WHOLE
Mean DS Mean DS Mean DS Mean DS
1. The venue is not conducive and cannot 2.40 LS 2.33 LS 1.91 LS 2.21 LS
accommodate the number of the reviewees
during review hours.
2. The venue is not properly equipped with 2.80 MS LS 1.90 LS 2.34 LS
audio system which makes it unclear to hear
the lecturers during review sessions.
3. The venue is not properly provided with 2.60 MS 2.07 LS 1.93 LS 2.20 LS
gadgets and equipment which can be useful
in discussing and presenting the lessons.
(e.g. LCD, Whiteboard Marker etc.)
4. The venue is insufficient with 3.40 S 2.60 MS 1.95 LS 2.65 MS
amenities/fixtures for the reviewees. (e.g.
rest room, drinking fountain, air-
conditioner/electric fan etc.)
Category Mean 2.80 MS 2.33 S 1.92 LS 2.35 LS

5 - 4.20-5.00 - Very Serious (VS) 4 - 3.40-4.19 - Serious (S) 3 - 2.60-

3.39 - Less Serious (LS)
2 - 1.80-2.59 - Moderately Serious (MS) 1 - 1.00-1.79 - Not Serious (NS)

Table 2.3 showed the problems encountered by the respondents on “Instructional Facilities
and Equipment”. The first group of respondents rated item number 4 as serious problem
encountered along review sessions on instructional facilities and equipment. Items number
2 and 3 were rated as moderately serious. Item number 1 was rated as “less serious”
problem encountered along review sessions on instructional facilities and equipment.

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The category mean of the first group of respondents is 2.80 or “moderately serious”
problem, the second group of respondent is 2.33 or serious and the third group of
respondent is 1.92 or “less serious”.
As a whole, the three groups of respondents rated items number 1, 2 and 3 as “less serious”
problems encountered along review sessions on instructional facilities and equipment while
item number 4 rated “moderately serious” with category mean of 2.65. The three groups of
respondents have a category mean of 2.35 or “less serious” problems encountered along
review sessions on instructional facilities and equipment. According to Ligeralde (2012), the
most important factors that affect the educational system are the pupils and parents,
teachers, school administrators, lack of classrooms, facilities, equipment and other learning
materials.
Table 2.4
Problems Encountered by the Bachelor of Science in Criminology Graduates of the Isabela State University
System in Taking Criminologist Licensure Examination along Personal Preparation

on Financial Aspect
AS A
ADMIN FACULTY GRADUATES
WHOLE
Items
Mea Mea Mea Mea
DS DS DS DS
n n n n
1. Parents of the reviewees are financially incapable to
3.00 MS 3.27 MS 2.25 LS 2.84 MS
enroll their children in the review program.
2. Reviewees have limited funds to buy other materials
like books, internet rental which are needed in the 3.00 MS 3.20 MS 2.39 LS 2.86 MS
review.
3. Reviewees rely only to the materials provided by the
2.60 MS 2.80 MS 2.37 LS 2.59 LS
review centers due to financial constraints.
4. Reviewees are self supporting which causes them
3.00 MS 3.07 MS 2.42 LS 2.83 MS
difficulty in financial matters.
5. Reviewees are bread winners of their families and they
have to attend the financial need of their families that 2.80 MS 2.53 LS 2.28 LS 2.54 LS
affects their preparation to examination.
Category Mean 2.88 MS 2.97 MS 2.34 LS 2.73 MS

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5 - 4.20-5.00 - Very Serious (VS) 4 - 3.40-4.19 - Serious (S) 3 - 2.60-

3.39 - Less Serious (LS)
2 - 1.80-2.59 - Moderately Serious (MS) 1 - 1.00-1.79 - Not Serious (NS)

As presented in Table 2.4, problems encountered by the Bachelor of Science in criminology

graduates of the Isabela State University System in taking the Criminologist Licensure
Examination along personal preparation on financial aspects.

The first group of respondents rated items number 1 up to 5 as “moderately serious”

problems encountered along personal preparation on financial aspect. The category mean
of the first group of respondents is 2.88 or “moderately serious” problem encountered
along personal preparation on financial aspect.

The second group of respondents rated items number 1, 2, 3 and 4 as “moderately serious”
problems encountered along personal preparation on financial aspect while item number 5
was rated as “less serious” problem encountered. The category mean of the second group
of respondent is 2.97 or “moderately serious” problem encountered.

The third group of respondents rated items number 1 up to 5 as “less serious” problems
encountered along personal preparation on financial aspect. The category mean of the third
group of respondent is 2.34 or “less serious” problems encountered.

As a whole, the three groups of respondents rated items number 1, 2 and 4 as “moderately
serious” problems encountered along personal preparation on financial aspect while items 3
and 5 was rated as “less serious” problem.

The overall category mean of the three groups of respondents is 2.73 or “moderately
serious” problems encountered along criminology personal preparation on financial aspect.
According to Hertz and Chinn (2000), availability of resources is very important before taking
the licensure examination. It requires significant amounts of time and money.

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Table 2.5
Problems Encountered by the Bachelor of Science in Criminology Graduates of the Isabela
State University System in Taking Criminologist Licensure Examination along Personal
Preparation on Mental Aspect
ADMIN FACULTY GRADUATES AS A WHOLE

Mean DS Mean DS Mean DS Mean DS

Items
1. The reviewees foundations of knowledge
3.00 MS 2.87 MS 2.16 LS 2.68 MS
back on their college days are very weak.
2. The reviewees are affected with their
2.80 MS 3.20 MS 2.29 LS 2.76 MS
personal problems during the review.
3. Examinees have hard time in analyzing the
2.60 MS 3.33 MS 2.37 LS 2.77 MS
questions given during the examination.
4. Examinees experienced “mental block”
2.00 LS 3.20 MS 2.50 LS 2.57 LS
during the examination due to nervousness.
5. Reviewees cannot focus on the review
because of the works or household activities 2.80 MS 2.93 MS 2.22 LS 2.65 MS
given by their parents/guardians.

Category Mean 2.64 MS 3.11 MS 2.31 LS 2.69 MS

5 - 4.20-5.00 - Very Serious (VS) 4 - 3.40-4.19 - Serious (S) 3 - 2.60-

3.39 - Less Serious (LS)
2 - 1.80-2.59 - Moderately Serious (MS) 1 - 1.00-1.79 - Not Serious (NS)

As shown in Table 2.5, problems encountered by the Bachelor of Science in Criminology

graduates of the Isabela State University System in taking the Criminologist Licensure
Examination along personal preparation on mental aspect.

The first group of respondents rated items number 1, 2, 3 and 5 as “moderately serious”
problems encountered along personal preparation on mental aspect while item number 4
was rated as “less serious” problem encountered. The category mean of the first group of

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respondents is 2.64 or “moderately serious” problem encountered along personal

preparation on mental aspects.

The second group of respondents rated items number 1 up to 5 as “moderately serious”

problems encountered along personal preparation on mental aspect. The category mean of
the second group of respondents is 2.97 or “moderately serious” problems encountered
along personal preparation on mental aspect.
The third group of respondents rated items number 1 up to 5 as “less serious” problems
encountered along personal preparation on mental aspect. The category mean of the third
group of respondents is 2.34 or “less serious” problem encountered along criminology
personal preparation on mental aspects.

As a whole, the three groups of respondents rated 1, 2, 3 and 5 as moderately “serious

problems” encountered along personal preparation on mental aspect while item 4 was
rated as “less serious”.

The category mean of the three groups of respondents is 2.69 or “moderately serious”
problems encountered along personal preparation on mental aspect. According to Nuthana
and Yenagi (2009), they found out the significant correlation between study habits and
academic achievement. It further revealed that reading and note-taking habits, habits of
concentration and preparation for examination have significant correlation with academic
achievement. The authors pointed out those students who are better in reading and note-
taking, well prepared for the board examination and have concentration may have better
academic achievement.

Table 2.6
Problems Encountered by the Bachelor of Science in Criminology Graduates of the Isabela
State University System in Taking Criminologist Licensure Examination along Personal
Preparation
on Physical Aspect

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ADMIN FACULTY GRADUATES AS A WHOLE

Items Mean DS Mean DS Mean DS Mean DS
1. Reviewees do not feel well on the day of
2.80 MS 2.67 MS 2.15 LS 2.54 LS
examinations.
2. Reviewees suffer sickness on the duration
2.20 LS 2.27 MS 2.12 LS 2.20 LS
of review.
3. Reviewees are not taking vitamins to
2.80 MS 2.60 MS 2.23 LS 2.54 LS
sustain them physically during their review.
4. Reviewees have not enough sleep prior to
2.80 MS 3.20 MS 2.27 LS 2.76 MS
the examination days.
5. Reviewees are late to attend in their
review program due to late night of sleep 3.00 MS 3.13 MS 2.12 LS 2.75 MS
which causes them tardy.

2.72 MS 2.77 MS 2.18 LS 2.56 LS

Category Mean

5 - 4.20-5.00 - Very Serious (VS) 4 - 3.40-4.19 - Serious (S) 3 - 2.60-

3.39 - Less Serious (LS)
2 - 1.80-2.59 - Moderately Serious (MS) 1 - 1.00-1.79 - Not Serious (NS)

As presented in Table 2.6, problems encountered by the Bachelor of Science in Criminology

graduates of the Isabela State University System in taking the Criminologist Licensure
Examination along personal preparation on physical aspect.

The first group of respondents rated items number 1, 3, 4 and 5 as moderately “serious
problems” encountered along personal preparation on physical aspect respectively while
item number 2 was rated as “less serious”. The category mean of the first group of
respondents is 2.72 or “moderately serious” problem encountered along personal
preparation on physical aspects.

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The second group of respondents rated items number 1 up to 5 as moderately “serious

problems” encountered along personal preparation on physical aspect respectively. The
category mean of the second group of respondents is 2.77 or “moderately serious”.

Third group of respondents rated items number 1 up to 5 as “less serious” problems

encountered along personal preparation on physical aspect respectively. The category mean
of the third group of respondents is 2.18 or “less serious”.

As a whole, the three groups of respondents rated items number 4 and 5 as “moderately
serious” while items numbers 1, 2 and 3 rated as “less serious” problems encountered along
personal preparation on physical aspect. The overall category mean is 2.56 or “less serious”.
There were no available studies on problems encountered by the examinees in taking the
Criminologist Licensure Examination on physical aspect however, according to Modi, stress
is another obstacle in the board examination, and board examinations bring with them the
high expectations that parents have from their children. According to Modi, don’t get
carried away by these distractions.

3. COMPARISON ON THE PROBLEMS ENCOUNTERED BY CRIMINOLOGY GRADUATES

OF ISABELA STATE UNIVERSITY SYSTEM.

Table 3
Test of Difference on the Problems Encountered by the Criminology Graduates of Isabela
State University System
Variables tc Fc P Decision
Review Program 2.84 0.0247 S
Post hoc Echague&Cauayan 2.23 0.0263
Echague& Jones 2.20 0.0287
Angadangan&Cauayan 2.11 0.0056
Angadangan&Jones 2.10 0.0363
Cabagan &Cauayan 2.12 0.0348

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Cabagan & Jones 1.19 0.0480

Lectures 3.04 0.0177 S
Post hoc Angadangan&Cauayan 2.24 0.0256
Cabagan &Cauayan 2.94 0.0035
Echague&Cauayan 2.16 0.0317
Teaching Equipment and Facilities 3.73 0.0057 S
Post hoc Cabagan & Jones 2.15 0.0327
Cabagan &Cauayan 3.22 0.0014
Echague&Cauayan 2.36 0.0190
Angadangan&Cauayan 2.30 0.0221
Financial Aspects 5.12 0.0005 S
Post hoc Angadangan&Cauayan 2.69 0.0075
Angadangan&Jones 3.07 0.0023
Cabagan &Cauayan 3.28 0.0012
Cabagan & Jones 3.41 0.0007
Mental Aspects 4.18 0.0026 S
Post hoc Angadangan& Jones 2.09 0.0371
Angadangan&Cauayan 2.73 0.0067
Cabagan & Jones 2.33 0.0203
Cabagan &Cauayan 3.45 0.0007
Physical Aspects 2.25 0.0641 NS

α = 0.05
As shown in Table 3, there is a significant difference on the assessment of the Criminology
graduates of Isabela State University System as manifested by a lesser computed p-values
than the 0.05 level of probability along review program, lectures, teaching facilities and
equipment, financial aspects and mental aspects (P=0.0247, P=0.0177, P=0.0057, p=0.0005
& P=0.0026) while physical aspect found out no significant difference.

Among the five (5) campuses, as shown in Table 25, post hoc analysis shown that there is
significant difference on the problems encountered along “Review Program” between the
criminology graduates of Echague and Cauayan, Echague and Jones, Angadanan and
Cauayan, Angadanan and Jones, Cabagan and Jones respectively.

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Problems encountered by the respondents on Lecturers shown in Table 3 in post hoc

analysis, there is a significant difference between Angadanan and Cauayan, Cabagan and
Cauayan, Echague and Cauayan respectively.

Problems encountered by the respondents on Teaching Equipment and Facilities shown in

table 3 in post hoc analysis, there is a significant difference between Cabagan and Jones,
Cabagan and Cauayan, Echague and Cauayan and Angadanan and Cauayan respectively.

Furthermore, problems encountered by the respondents on Financial Aspect as shown in

Table 3 in post hoc analysis, there is a significant difference between Angadanan, Cauayan,
Angadanan and Jones, Cabagan and Cauayan, Cabagan and Jones.
Lastly, problems encountered by the respondents on Mental Aspect shown in Table 3 in
post hoc analysis, there is a significant difference between Angadanan and Jones,
Angadanan and Cauayan, Cabagan and Jones, Cabagan and Cauayan respectively while
there is no significant difference observed for physical aspect. There were no available local
and foreign studies related to problems encountered by the examinees on Criminologist
Licensure Examination. However, the study of Tan (2015) entitled “Performance in the
Accountancy Licensure Examination of the University of the East Philippines: A Look at
Curriculum and Instruction” revealed that the performance in the examination of the
respondents was significantly related with instruction and administrative support but had
no significant relation with curriculum and program of studies, admission and retention, and
physical facilities and resources. The institution has adequate and functional provisions on
curriculum and instruction. However, the institution still needs to improve the physical
facilities and resources. The study recommends that instruction be given much emphasis so
as to prepare the students for the licensure examination. The administration should lend
support to curriculum and instruction to ensure that students are given the best preparation
for the examination.

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4. MEASURES PROPOSED TO ADDRESS THE PROBLEMS ENCOUNTERED

Table 4
Proposed Measures to Address the Problems Encountered
ADMIN FACULTY GRADUATES AS A WHOLE
Items Mean DS Mean DS Mean DS Mean DS
1. Lecturers in the Criminology Review Program
should come from other learning institutions or
agency to acquire new information and strategy 3.80 R 3.73 R 4.34 HR 3.96 R
that may be necessary in the preparation of the
licensure examination of the graduates.
2. Update the contents of the professional
education subjects of the Criminology 4.00 R 3.87 R 4.34 HR 4.07 R
Curriculum.
3. Improve teaching strategies of the Lecturers in R
3.60 R 4.00 R 4.30 HR 3.97
the Criminology Review Program.
4. Improve assessment techniques of the Lecturers R
3.40 R 4.13 R 4.28 HR 3.94
in the Criminology Review Program
5. Update references used by the Lecturer in R
teaching professional education subjects in the 3.40 R 4.20 HR 4.29 HR 3.96
Criminology Review Program.
6. Provide lecture room with necessary equipment R
and facilities for the convenience of the
reviewees during the lecture and review 4.00 R 4.13 R 4.39 HR 4.17
process. (e.g. LCD, air conditioner/electric fan,
rest room etc.)
7. Lecturers must set a time during the conduct of R
the review to inform reviewees the situations 3.40 R 4.00 R 4.36 HR 3.92
that may occur during the actual examination.
8. Diagnostic exams, post lecture exams and R
rationalizations should be given to the
3.80 R 4.13 R 4.33 HR 4.09
reviewees for them to prepare in the actual
examinations.
9. Criminology Review Coordinator must be R
4.00 R 4.20 HR 4.32 HR 4.17
responsible to invite lecturers who are expert in

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different areas of Criminology to impart

additional knowledge to the reviewees.
10. The review coordinator, facilitators, instructors R
and administrators encourage all graduates of
the institution who will take licensure exam, to 3.60 R 4.27 HR 4.36 HR 4.08
enroll in the review center before they take the
exam.
11. Encourage reviewees to adopt healthy lifestyle R
to sustain their physical, spiritual, emotional
3.60 R 4.33 HR 4.29 HR 4.07
and intellectual condition during review and on
the days of examinations.
12. Reviewees should know how to manage their R
time in the review in order to pass the licensure 3.40 R 4.33 HR 4.40 HR 4.04
exam.
13. Require reviewees to undergo peer group R
review during the duration of the criminology
3.80 R 4.13 R 4.37 HR 4.10
review program in preparation for their
licensure examinations.
14. Require reviewees to compile all the review R
materials provided by the lecturers after the
3.40 R 4.33 HR 4.35 HR 4.03
lecture process in preparation for their licensure
examinations.
Category Mean 3.66 R 4.13 R 4.34 HR 4.04 R

5 - 4.20 – 5.00 Highly Recommended (HR) 4 - 3.40 – 4.19 Recommended (R) 3-2.60 – 3.39
Moderately Recommended (MR)
2 - 1.80 – 2.59 Less Recommended (LR) 1 - 1.00 – 1.79 Not Recommended (NR)

As shown in Table 4 the proposed measures to address the problems encountered by the
criminology graduates of Isabela State University System have been interpreted as follows:

The first group of respondent rated items number 1 to 14 as “recommended” with a

category mean of 3.66. The second group of respondent rated items number 5, 9, 10, 11, 12

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and 14 as “highly recommended” while items number 1, 2, 3, 4, 6, 7, 8 and 13 as

“recommended” with a category mean of 4.13. The third group of respondent rated items
numbers 1 to 15 as “highly recommended” with a category mean of 4.34.

The overall category mean of the proposed measures to address the problems encountered
by the respondents is 4.04 or “recommended”. According to Taguba (2012), inadequate
facilities and equipment are major contributory factors to poor academic performance of
the students. Likewise, proper lighting plays a particularly critical role in student
performance. In addition, attendance to review sessions according to Tabuga in his study
offered by CSU-Aparri and self-review are still considered by the faculty as the best plans for
the CLE taker. The reasons for these choices could be because the faculty, who themselves
are tapped to review, believed that they could be the most knowledgeable of the graduates’
strengths and weaknesses. The weakest area of the professional subjects needed to be
addressed could be discussed thoroughly during the review sessions. Based on these
findings, the researcher strongly believed that offering a review program, competent
lecturers and appropriate equipment and facilities are very important factors affecting the
performance of the examinees in the Criminologist Licensure Examinations.

5. WHAT CRIMINAL JUSTICE DEVELOPMENT PROGRAM MAY BE RECOMMENDED TO

ENHANCE THE CURRICULUM OF THE CRIMINOLOGY PROGRAM OF ISABELA STATE
UNIVERSITY SYSTEM?

The researcher presented a proposed criminal justice development program to enhance the
curriculum of the criminology program at Isabela State University System. The researcher
focused on the curriculum area of the program. This is one of the major areas in the
accreditation based on the guidelines of Accrediting Agency of Chartered Colleges and
Universities in the Philippines (AACCUP), Inc. Furthermore, curriculum is very broad in terms
of jurisdiction to our students particularly in their academics. The researcher strongly
believed that a well-organized and systematic curriculum will help the students to
strengthen their academics in preparation for their board examination.

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On the problems encountered by the respondents in the CLE; criminology review program,
criminology review sessions on lecturers, criminology review sessions on teaching facilities
and equipment and personal preparation on physical aspect rated “less serious” problem
encountered while personal preparation on financial aspect and mental aspect were rated
moderately serious problems encountered. With these findings, it is still important to
address those problems encountered most especially on criminology review program,
criminology review sessions on lecturers, criminology review sessions on teaching facilities
and equipment and personal preparation on physical aspects to enhance the passing
percentage of the university in the CLE because as indicated in Table 18, the only difference
between national overall passing percentage and university overall passing percentage is
less than two percent for April 2010 to October 2015 CLE.

On the proposed measures to address the problems encountered by the respondents as

stated under Table 4, items number 1 to 14 were rated “recommended”. More so, it is very
important to consider all the items recommended in order toenhance the percentage of the
CLE of the university.
Table 5
Proposed Action Plan to Increase Qualifiers in the Criminologist Licensure Examination
Area of Actual Objectives Activities Strategies Person Time Budget Outcome
Concern Status Responsib Fram
le e
1. Curriculum
a. Criminal Subject is More Seminars, Invite Program 2015 P50,00 Qualified
Law and guided by developed Symposiums practitioners Chair - 0 students
Jurisprudence CHED and or on the field. 2017 to take the
(CLJ) guidelines intelligently Trainings Faculty licensure
conceived members examinatio
students. n.
Students
Invite

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b. Law Subject is Seminars, practitioners Program

Enforcement guided by More Symposiums on the field. Chair 2015 P50,00 Prepared
Administration CHED developed or - 0 students
(LEA) guidelines and Trainings Faculty 2017 to hurdle
intelligently members the
conceived licensure
students. Invite Students examinatio
practitioners n.
c.Criminalistics Subject is Seminars, on the field. Program
(CTS) guided by Symposiums Chair
CHED Enhanced or 2015 P50,00
guidelines knowledge of Trainings Faculty - 0 Trained
the students members 2017 students in
in surpassing
Criminalistics. Invite Students the
practitioners licensure
on the field. examinatio
d. Sociology of Subject is Seminars, Program n.
Crimes and guided by Symposiums Chair
Ethics CHED or
guidelines To have Trainings Faculty 2015 P50,00
broader Invite members - 0
knowledge practitioners 2017 Knowledge
and increase on the field. Students able
student’s students
d. Correctional Subject is comprehensio Seminars, Program qualified
Administration guided by n. Symposiums Chair to hurdle
(CA) CHED or the
guidelines To upgrade Trainings Faculty licensure
familiarity and members 2015 P50,00 examinatio
awareness to - 0 n.
the subject. Students 2017

Qualified
students

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to take the
licensure
examinatio
n.

2. Physical
Facilities
a. Building The To have Restructuring Recommend Campus 2015 P 1M Improved
program is developed , renovation, ation by the Executive - College
housed in and favorable repainting Dean to the Officer 2017 building
different classrooms for and fixing of Campus for
buildings learning. necessary Executive Dean comforta
with 6 classroom Officer who ble and
classrooms implements. in turn Finance conducive
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l purposes . central Services nt.
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rooms are on for some Coordinat
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maintained. additional
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b. Specialized Meet the Provision of P250,0
Classrooms CHED classrooms Campus 2015 00
minimum for this Executive - Establishe
There is no requirements. purpose. Officer 2017 d Crime
permanent Scene
crime scene Dean room.
room.
Finance

Standard General

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specification Services
of teachers
tables/ Coordinat
c. Chairs or podiums and or P100,0
Tables To meet CHED Procurement tables for 00
requirements of tables/ crime Campus 2015
Classroom and to have podiums for laboratory Executive - Complete
table/ decent teachers and practice. Officer 2017 and decent
podiums tables/podiu tables for teacher’s
and the m for the laboratory Dean tables or
table for benefit and practice in podium
laboratory comfort of the consonants Provision of Finance and crime
practice are students and with the review/lectu laboratory
inadequate faculty standards of re room for General tables for
and does specifications this purpose Services laboratory
not meet . practice.
d. Separate the Coordinat P 1M
review/lecture standard of or
room for the specificatio To become Lectures
Course ns. accessible and during the Campus 2014 Establishe
Audit/Review convenient on duration of Executive - d
Program There is no the part of the the review Officer 2019 review/lec
permanent faculty, program ture room
classroom lecturers and Dean
for the students
review Finance
program/co
urse audit General
Services

Coordinat
or
3. Faculty
a. Academic Some To increase Undergo Enroll in post Campus 2015 P500,0 100%
Preparation faculty academics further graduate Executive - 00 per faculty

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members qualification graduate studies and Officer 2017 grantee members

are not of faculty studies and pursue qualified
qualified members. development seminars or Dean to teach in
under CHED al research trainings. the
requiremen with the Finance program,
t. assistance of masters
the school. and
doctorate
degree
holder.
4. Students
Academic
Preparation
a. Centralize There is no To ensure Adopt Organize University 2015 Review High
review centralized quality and common complete President onwa Progra Performan
program for criminology monitor the type of line up of rd m ce in the
criminology review individual review competent Cluster Revolvi Criminolog
graduates program in performance program to lecturers to Executive ng y Licensure
the of the be conduct Officer Funds Examinatio
university graduates implemented lectures ns
before taking in the entire during the Dean
the university review
criminology Departme
licensure Encourage nt Chair
exam. graduates to
enroll in the Review
review Coordinat
program of or
the
university so
that we
closely
monitor
their
performance

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before taking
the
criminology
licensure
exam

FINDINGS
The problems encountered by the Bachelor of Science in Criminology graduates of Isabela
State University System in taking the Criminologist Licensure Examination in terms of
“Criminology Review Program” among the three groups of respondents is less serious.
Problems encountered by the respondents in terms of “Review Sessions” specifically on
lecturers are less serious. The problems encountered by the respondents in terms of
“Review Sessions” specifically on “Instructional Equipment and Facilities” are less
serious.Problems encountered by the respondents in terms of “Personal Preparations”
specifically on “financial aspects” and “mental aspects” are moderately serious. Problems
encountered by the respondents in terms of “Personal Preparations” specifically on
“physical aspect” are less serious.

There is a significant difference on the assessment of the criminology graduates of ISUS as

manifested by a lesser computed p-values than the 0.05 level of probability along all the
factors on review program, lectures, teaching equipment and facilities, financial aspects and
mental aspects (P=0.0247, P=0.0177, P=0.0057, p=0.0005 & P=0.0026). No significant
difference was observed for problems encountered by the respondents specifically on
physical aspect.

The overall category mean of the proposed measures to address the problems encountered
by the respondents of the study is 4.04 or recommended.

On the problems encountered by the respondents in the CLE identified criminology review
program, criminology review sessions on lecturers, criminology review sessions on teaching

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equipment and facilities and personal preparation on physical aspect as less serious
problems while personal preparation on financial and mental aspects rated moderately
serious problems encountered.

On the proposed measures to address the problems encountered by the respondents as

stated under Table 27, items number 1 up to 14 were identified by the three groups of
respondents as recommended.

CONCLUSIONS
In the light of the findings of this study, the following conclusions are forwarded.

The problems encountered by the respondents most especially on criminology review

program are less serious same through with review sessions specifically on the lecturers,
teaching equipment and facilities and personal preparations particularly on physical aspect.
Problems encountered by the respondents on personal preparations specifically on financial
aspects are moderately serious same through with mental aspect.

Lastly, all proposed measures to address the problems encountered by the three groups of
respondents in the Criminologist Licensure Examination are rated recommended.

RECOMMENDATIONS
In the light of the conclusions, the following are recommended:
1. All criminology chairperson and facultymembers must do a careful and thorough
examination of the subjects included in the professional components of the BS Criminology
curriculum. Competencies for each subject area should be regularly checked and updated to
ensure that ISUS curriculum for BS Criminology is keeping pace with developments in the
Criminology Education curriculum.
2. The review coordinator, facilitators, instructors and administrators shall
encourage all graduates of the institution who will take licensure exam to enroll in the
review center before they take the examination.

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3. Enhance the instructional facilities and equipment of the school to address the
problems encountered by the examinees most especially the classroom ventilations, audio
visual room for the review classes, conducive room that can accommodate big number of
reviewees.
4. The university shall establish a review center exclusively catering their graduates
so that they will be able to monitor the individual performance of the reviewees.
5. Provide more review materials, supplies and equipment to be used in the
criminology review program.
6. Organize a highly competent line up of lecturers for the criminology review
program.
7. Updated references being used by lecturers in the criminology review program.
8. Offer an affordable review fee.
9. Future researchersmay look on other problems influencing the performance in the
licensure examination which may include profile of the examinees, review/study habits,
economics status, time management, coping mechanisms, and teacher-related variables.

BIBLIOGRAPHY
A. BOOKS
San Diego, Calma and Manwong (2012) Compendium on Criminal Justice Education

Rommel K. Manwong (2007) My Quizzer in Criminology: A Reviewer

Atty. DaniloBermas (2004) Criminology Licensure Examination Reviewer

B. JOURNALS
CHED Memorandum Order (CMO) No. 48, Series of 2006
CHED Memorandum Order (CMO) No. 21, Series of 2005
Repeblic Act 6506 “An Act Regulating the Board Exam for Criminologist”

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C. UNPUBLISHED MATERIALS
Daryl Don P. Taguba “Correlates of Performance in the Licensure Examination of
Criminology Graduates” 2013

Darwin C. Murao “Grade Point Average as a Predictor to Performance in the Licensure

Examination for Criminologists” 2014

Azurin, Harlen C. “Performance of Teachers Education Students in the Licensure

Examination for Teachers” Cagayan State University – Aparri Campus, Cagayan.Unpublished
Dissertation. 2008

Delos Angeles, Marie ann Gladys G. “Correlates of the Licensure Examination Performance
of the Teacher Education Graduates of Cagayan State University at Aparri. Unpublished
Dissertation in Education. 2012

Neri, Donna Lou E. “Academic, Clinical and in-house review performances as predictors of
outcomes in the Nursing Licensure Examination. Unpublished Dissertation in Nurisng. 2008

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certification-exam

Hafalla Victor MAAS and Calub Elizabeth MSIT. Electronics Engineering Licensure
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www.ubaguio.edu

http://www.rkmfiles.net/criminology-files/view.download/3/30/
Licensure Examinations by Norman R. Hertz and Roberta N. Chinn
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SalvacionJunio – Pachejo ,Wendelyn A. Allaga, Academic Predictors of the Licensure

Examination for Teachers’ Performance of the Rizal Technological University Teacher
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Anesthesiology board exam www.time.ne//.../3/predictors-of-success-on-a-board-

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Myla C. Manalo, “Correlation Of The LPU-Batangas Mock Board Examination and Customs
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Dr. Jake M. Laguador and Engr. Noimie C. Dizon,Academic Achievement in the Learning
Domains and Performance in Licensure Examination for Engineers among LPU’s Mechanical
and Electronics Engineering Graduates. http://www.academia.edu

Dr. Emmanuel Y. Angeles, Student Mobility in the Philippines 2009

http://scholar.google.com.ph

Bustos, Ronald and Espiritu< Kenny “Established fact that applying motivation principles in
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Trastero, Hanes. “Individual learners one may learn when he engages in idea conservation”
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Palm Beach Community College, 2008 http://www.researchjournals.com

Christine De Luca, Scottish Examination Board (UNESCO 1994) The Impact ofExamination
System on Curriculum Development: An International Studies
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www.ched.gov.ph/index.php/about/ra-7722/

How to prepare for your pre-board exams and improve the weak areas by Dr.
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Manwong, Rommel K. (2008) Criminology Licensure Examination

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