INFORMATIONAL JUSTICE AND COGNITIVE

SKILLS OF CRIMINOLOGY STUDENTS

ROGELIO CATIPUNAN

John Paul II College of Davao

Ecoland Drive, Matina, Davao City
 INTRODUCTION
•Cognitive skills are those skills which help learners to read effectively,
write passages, essays, reports, make numerical calculations, and
expedite Information and Communication Technology (ICT) skills
(Neisser, 2017).
•The importance of cognitive skills was explained by Murnane, Willet
and Levey (2018) that more and more studies are identifying links
between cognitive development and more general conditions in
childhood, particularly problems on their cognitive development.
•The social relevance of the study of cognitive skills was emphasized by
Kugelmass and Ready (2017) that some understanding of the
differences in cognitive skills development between international
students and their domestic counterparts may be derived from some
studies on cognitive skills development among different racial/ethnic
groups.
•The relationship between informational justice and cognitive skills was
affirmed by the study of Everatt and colleagues (2014) which showed
how a young student may display different cognitive skills deficit
depending on the language being observed.
 RESEARCH OBJECTIVES

1. To describe the level of informational justice of

Criminology students.

2. To ascertain the level of cognitive skills of Criminology

students.

3. To determine the significant relationship between

informational justice and cognitive skills of Criminology
students.

4. To test the influence of informational justice on the

cognitive skills of Criminology students.
 CONCEPTUAL FAMEWORK

INFORMATIONAL COGNITIVE SKILLS

JUSTICE
 THEORY

This study is also anchored on Piaget’s Theory of Cognitive Development.

The theory deals with the nature of knowledge and how it is gradually
acquired, constructed and used. It holds that the human mind builds
cognitive structures that take external sensory input and interpret, transform
and organize it. Piaget maintained that cognitive development is a
progressive reorganization of mental processes as a result of biological
maturation as well as environmental experience. That is, behavior
(adaptation to environment) is controlled through mental organization called
schemata that the individual use to represent the world and design action.
This adaptation is driven by a biological drive to obtain balance between
schemata and the environment. Piaget hypothesized that the individual and
the environment are continuously engaged in a dialogue of interaction
(reflexes), that leads to new perception of the world and new organizations
of knowledge. He described two processes used by individual in his/her
attempt to adapt namely, assimilation and accommodation. An individual
must adapt to physical and mental stimuli. These two processes are
responsible for how students learn.
 METHOD
•Non-Experimental Quantitative Design
•Simple Random Sampling (100 Respondents)
•Survey Questionnaire
- Yaghoubi, et al (2011). An Analysis of Correlation between
Organizational Justice and Job Satisfaction.
- Barlow et al (2020). Development of the student course
cognitive engagement instrument (SCCEI) for college engineering
courses.
•Mean, Pearson (r) and Regression Analysis
 RESULTS AND DISCUSSIONS
Level of Informational Justice of Criminology Students
Standard Descriptive
Item Mean
Deviation Level
1. treat everyone with kindness and consideration .403 3.83 Very High
2. treat everyone with respect dignity .493 3.67 Very High
3. am sensitive to the personal needs of the people .559 3.47 Very High
4. treat everyone with a truthful manner .688 3.47 Very High
5. concern for the rights of the other people .685 3.43 Very High
6. discussed the implications of the decisions i made .627 3.53 Very High
7. treat me with respect and dignity .592 3.55 Very High
8. sensitive to his / her students’ personal needs .559 3.51 Very High
9. treat me in a truthful manner when decisions are made .698 3.41 Very High
10. show concern for my right as a student .628 3.51 Very High
11. discusses with his/her students the implications of the subject offer .608 3.56 Very High
12. offer justification for the class lecture or discussions .727 3.42 Very High
13. offer explanation that make sense to his / her students .680 3.39 Very High
14. explain very clearly any discussions or class lectures .556 3.71 Very High
15. make sure that all students’ opinion are heard without prejudice or bias .659 3.52 Very High
Overall .310 3.53 Very High
 Level of Cognitive Skills of Criminology Students
Standard Descriptive
Item Mean
Deviation Level
1. discuss my opinion with others regarding the course content .566 3.68 Very High
2. ask questions to understand others student’ perspective when discussing course
content .581 3.69 Very High

3. questions describing my perspective when discussing course content .674 3.47 Very High
4. explain concepts to others when discussing course content .586 3.60 Very High
5. justify my perspective to others when discussing my course content .626 3.54 Very High
6.evaluate alternatives with others when discussing course content .575 3.55 Very High
7. work with others students to understand ideas or concepts regarding course content
.590 3.57 Very High

8. add my own notes to the notes provided by the lecture .642 3.45 Very High
9. draw pictures/diagrams/sketches to clarify course content .714 3.43 Very High
10.consider how multiple or concept relate .655 3.43 Very High
11. consider hoe lecture content relates to content to others courses .680 3.39 Very High
12. compare and contrast lecture concept to concept from others courses .626 3.45 Very High
13. apply current concept being taught to previous course content .637 3.59 Very High
14. pay attention to my teacher .or whomever is speaking .595 3.50 Very High
15. follow along with my teacher or whomever is speaking when hey discuss examples .541 3.70 Very High
Overall .268 3.54 Very High
 CORRELATION BETWEEN
VARIABLES

ρ- Decision
Variables r-value
value on H0
 
Informational Justice and
Cognitive Skills .566 .000 Reject
 
REGRESSION ANALYSIS ON INFORMATIONAL
JUSTICE AND COGNITIVE SKILLS

Cognitive Skills
Independent Variable F-value R2 t- ρ-
βCoefficient value value

 
Informational Justice .489 46.178 .313 6.795 .000
 
 CONCLUSION

1.The level of Informational Justice of Criminology

students is Very High.
2.The level of Cognitive Skills of Criminology students is
also Very High.
3. Informational Justice of Criminology students bears
significant relationship on their Cognitive Skills.
4. Informational Justice of Criminology students has
powerful effect on their Cognitive Skills.
 RECOMMENDATION
1.To sustain the very high level of the informational justice, the school
administrators of this institution may conduct seminars and other programs how
to improve and maintain the informational justice of the students.
2.To sustain also the very high level of the cognitive skills of the students, school
administrators may continue to incorporate concepts that will develop or improve
the cognitive skills of the students, which they can use when they became
professionals.
3.Since informational justice is related to the cognitive skills of the students, this
suggests that if the higher echelon of this academic community will invest in
effective trainings on the informational justice of the students, the desired
attitudes towards cognitive skills development can be achieved.
4.The significant influence of informational justice on the cognitive skills suggest
that the school administrators may focus in enhancing the knowledge and skills
of the students particularly in the aspect of informational justice, so that the
cognitive skills of the students will also develop.
Thank you very much…