CRIMINOLOGY STUDENTS’ ATTITUDE TOWARDS COLLEGE

GENERAL CHEMISTRY: BASIS FOR CHEMISTRY ENHANCEMENT

PROGRAM REMEDIATION SERIES

INTRODUCTION
RATIONALE

The student’s attitude is one of the factors that influences their

learning towards a subject course. Attitudes develop and tend to alter
according to mental states over the course of a person's life. A variety of
things influence one's attitude toward a science course particularly
chemistry including self-perception, peer pressure, and the classroom
environment. Gardner (1975) described scientific attitudes are open-
mindedness, honesty, and skepticism, while attitudes toward science are
described as "interest in science", "attitudes toward scientists", and
"attitudes toward social responsibility in science."[1] There are a variety of
views on what attitude is and how to examine it, and research into
attitudes in science mostly focuses on figuring out whether particular
teaching strategies have an impact on students' attitudes.[2]

The K–12 program strives to prepare students through their

chosen strands to achieve educational equity. Non-STEM strands such as
Accounting, Business, and Management (ABM) strand, Humanities and
Social Sciences (HUMSS) strand, and the General Academics strand are
offered. Science, Technology, Engineering and Mathematics (STEM)
strand is also offered as STEM strand. The strand that students chose to
study in senior high school has a significant impact on the degree of
difficulty they experience in their college courses.

Research- and science-based courses are frequently studied in

criminal justice degrees. Students who desire to work in medicine or
forensic investigation may find that this degree is the ideal choice for
them. One of the subjects that is included in degree of criminal justice is
chemistry in preparation for their forensic science investigation.

The academic achievement of university students, which is mostly

measured by grades, is one of the markers that highlights their
qualifications with the grade weighted average (GWA) over all grades. The
GWA measures a student's overall academic performance by averaging
their grades throughout all semesters of their time in college. A
 CRIMINOLOGY STUDENTS’ ATTITUDE TOWARDS COLLEGE
GENERAL CHEMISTRY: BASIS FOR CHEMISTRY ENHANCEMENT
PROGRAM REMEDIATION SERIES

significant body of research revealed that GPA was consistently linked to

a variety of psychological problems, including depression, anxiety,
psychological discomfort, low self-esteem, and problem behaviors among
young people. [3-5]

Today’s scientific instruction emphasize on problem-solving,

inquiry-based laboratory activities, and must be memorized. Chemistry
requires a grasp of concepts and numbers, just like mathematics does.
Students with strong mathematical skills may understand the principles
of chemistry more clearly than those with weaker mathematical skills.
Students who have a bad attitude toward chemistry may struggle to
understand the material because they may not perceive how it relates to
their interests and fields of study.[6] Students frequently express
dissatisfaction with the course content saying that chemistry is too tough
and takes too much time to learn due to the amount of information on
the topic.[7] Thus, this research gives light in determining the attitudes of
the criminology students towards college general chemistry.

Objectives of the Study

The main purpose of this study was to determine the attitudes of
Criminology students at Quirino State University – Diffun Campus,
Andres Bonifacio, Diffun, Quirino. Specifically, it investigated the
demographic profile of the Criminology Students at Quirino State
University in terms of sex, age, GWA last semester and their track and
academic achievement during their Senior High School. It determined the
level of attitudes preferred by the Criminology students in terms of: (a)
Extent of Interest (Dull to Interesting), (b) Intellectual Accessibility
[Extent of Simplicity (Simple to Complicated)], (c) Intellectual Accessibility
[Extent of Comprehensibility (Comprehensible to Incomprehensible)], (d)
Intellectual Accessibility [Extent of Clarity (Clear to Confusing)], (e)
Intellectual Accessibility [Extent of Difficulty (Easy to Hard)], (f) Interest
and Utility [Extent of Interest (Dull to Interesting)], (g) Interest and Utility
[Extent of Usability (Useless to Worthwhile)], (h) Interest and Utility
[Extent of Goodness (Bad to Good)], (i) Interest and Utility [Extent of
Excitement (Boring to Exciting)], (j) Interest and Utility [Extent of
Excitement (Boring to Exciting)], (k) Interest and Utility [Extent of Benefit
 CRIMINOLOGY STUDENTS’ ATTITUDE TOWARDS COLLEGE
GENERAL CHEMISTRY: BASIS FOR CHEMISTRY ENHANCEMENT
PROGRAM REMEDIATION SERIES

(Worthless to Beneficial)], (l) Fear [Extent of Safety (Dangerous to Safe)],

(m) Emotional Satisfaction [Extent of Excitement (Unpleasant to
Pleasant)], (n) Emotional Satisfaction [Extent of Satisfaction (Frustrating
to Satisfying)], (o) Emotional Satisfaction [Extent of Comfort
(Uncomfortable to Comfortable)], (p) Emotional Satisfaction [Extent of
Organization (Chaotic to Organized)], (q) Anxiety [Extent of Workability
(Play to Work)], (r) Anxiety [Extent of Relaxation (Tense to Relaxed)], (s)
Anxiety [Extent of Secureness (Insecure to Secure)], (t) Anxiety [Extent of
Fun (Scary to Fun)], and (u) Anxiety [Extent of Attractiveness (Disgusting
to Attractive)]. It also sought into understanding the level of attitudes of
Criminology students of QSU – Diffun Campus when grouped according
to sex, age, GWA last semester and their strand and academic
achievement during their senior high school.

Significance of the Study

The significance of this study is to determine the attitude of
Criminology students towards college General Chemistry. Moreover, this
study is important because it focuses on their attitudes towards the
subject and as they are preparing themselves on the next level subject of
their course, the Forensic Science.
Students. This study will help them to be aware about their
attitudes on how they will participate on the subject General Chemistry.
Instructors. The outcome of this study will serve as their guide in
helping their students to be aware about their attitudes during class
discussions and on how they will make the subject and class interactive.
Parents. This study will help the parents to be aware of the
attitudes of their children during their class on General Chemistry.
Future Researchers. This study will be their guide or serves as
their basis to improve further studies regarding the attitudes of
Criminology students towards college General Chemistry. They may also
get specific information and other knowledge and related literature that
they might use in their future research.

Conceptual Framework
 CRIMINOLOGY STUDENTS’ ATTITUDE TOWARDS COLLEGE
GENERAL CHEMISTRY: BASIS FOR CHEMISTRY ENHANCEMENT
PROGRAM REMEDIATION SERIES

The researchers used the Input, Output, Process (IPO) format for
the conceptual framework. Input consists of the Profile of the participants
which includes their sex, General Weighted Average (GWA) last semester,
and academic strand in senior high school.
On the process, it consists of the attitude of the criminology student
in college general chemistry and factors that affect the attitude of
criminology students using the Attitude towards the subject chemistry
inventory (ASCI).
The output of this study will include the suggestions and
recommendations on attitude of the criminology student in college
general chemistry and factors that affect the attitude of criminology
students.

RELATED LITERATURE

RELATED LITERATURE
 CRIMINOLOGY STUDENTS’ ATTITUDE TOWARDS COLLEGE
GENERAL CHEMISTRY: BASIS FOR CHEMISTRY ENHANCEMENT
PROGRAM REMEDIATION SERIES

Students who study science may be influenced significantly by

their attitudes toward the subject and their interests. A person's
preferences for various item kinds make up their attitude. A person's
attitude encompasses all facets of their personality development,
including their unique interests, motivations, values, and opinions on
their career and other areas of their everyday life. [1]
Case-based instruction is a constructivist teaching method that
focuses on students and actively enhances their learning by presenting
them with a problem to solve through the study of a case that is based on
real-world situations. As a result, students develop higher level skills.
Case-based instruction is a method of teaching and learning that uses
case studies as active learning tools. Case studies analyze cases and
draw conclusions in situations that are similar. As case-based
instruction involves students in the classroom, they actively solve
complex problems that are like those they would face in real-life
situations (Etmer, 2005). Cases often have two components: (a) the case
state of the investigation, and (b) questions pertinent to the case. Case
study instruction is adaptable instruction that prioritizes problem-based
learning and fosters analytical abilities (Herreide et al., 2011).
Numerous works of literature have emphasized science
instructors' negative attitudes about science as well as their lack of self-
efficacy and confidence in their ability to teach science (Talsma, 1996;
Mulholland & Wallace, 1999; Appleton, 2002; Garcia, 2004; Taylor &
Corrigan, 2005). Studies have also shown that unfavorable attitudes
toward science have a negative impact on teachers' sense of competence
(Tark, 2000). It seems that providing classroom instructors with ideas
and procedures for using the inquiry process to teach science will enough
provide effective science instruction if teachers believe they can do so and
have the necessary skills to conduct experiments. More of what teachers
will need in the classroom has to be reflected in university-level teacher
training programs, and process skills need to be stressed more in the
classroom. The instruction should also incorporate inquiry-based
learning, the encouragement of social engagement (Garcia, 2004).

RELATED STUDIES
 CRIMINOLOGY STUDENTS’ ATTITUDE TOWARDS COLLEGE
GENERAL CHEMISTRY: BASIS FOR CHEMISTRY ENHANCEMENT
PROGRAM REMEDIATION SERIES

Students Attitude towards Chemistry

One factor that has been well studied in science education is
attitude. Attitude has been defined as “a psychological tendency that is
expressed by evaluating a particular entity with some degree of favor or
disfavor” [1]. School teachers often state that attitudes play an important
role in achieving goals, and that failure in a subject can provoke negative
feelings such as apathy and disinterest [2]. At the same time, attitudes
towards chemistry have been found to predict academic performance in
the subject [3]. Poor academic performance of students is mainly due to
attitude of students towards learning (Boyd D. a., 2008) [4]. In the last
few decades, attitude has been proposed as one important construct in
science education since students should not only learn the concepts, but
they should also be interested in science. As a result, previous studies in
science education have looked at the relationship between achievement
and attitude [5]. Attitudes of Chileans students toward chemistry seemed
to decrease as they progress from lower to the higher year group.
Furthermore, the authors found a strong relationship between chemistry
achievement and attitudes (Montes, 2018)[6].

Age and Gender Difference

Attitudes towards science tend to become less favorable with age,
which seems to be related to the content of the science curriculum. This
was the case in a study conducted by Cheung, who investigated the
interaction effect between year group and gender in explaining attitudes
towards chemistry. He found that male students enjoyed chemistry
theory lessons more than their female counterparts during the first two
years of secondary school [7]. Gender and study specialization differences
in students’ attitudes toward chemistry were examined. It was found
male students have more positive attitudes toward chemistry than female
students and science teacher training program students’ attitude is more
positive than others [8]. Male students were found to have more
confidence, excellent performance, and enjoyment in physics and
chemistry than their girls’ counterparts. As a result, boys have more
positive attitudes toward chemistry and physics than girls, and they tend
 CRIMINOLOGY STUDENTS’ ATTITUDE TOWARDS COLLEGE
GENERAL CHEMISTRY: BASIS FOR CHEMISTRY ENHANCEMENT
PROGRAM REMEDIATION SERIES

to participate more in chemistry and physics activities than female

students [9]. Another study carried out in the Czech Republic showed
that secondary school students perceived chemistry as a relevant subject,
importantly, it was also reported that in the last two years of secondary
school, attitudes towards chemistry were less favorable compared to the
second-year primary school and boys had more positive attitudes
compared to girls [10].

Student’s Achievement
Another factor that has been considered important for chemistry
achievement is prior math knowledge. Since we are interested in looking
at the relationship between attitude and chemistry achievement, the
contribution of prior math knowledge to this relationship is important
[11]. Students' science achievement in high school has been found to be
significantly related to their attitudes [12]. Other studies with college
chemistry students have reported positive relationships between
students' attitudes toward chemistry and their achievement in first year
college chemistry using correlation analysis [13].

Student’s Learning Style

The relationship between students’ scientific attitudes and
students’ learning styles has been studied by some research. Kant &
Singh (2015) argued that science students have different learning styles,
and achievement in science subjects was not significantly different in
some groups of learning styles, but it was significant in the others.
Relationship between learning styles and scientific attitude of secondary
school students and their achievement in science subject. [15]

METHODOLOGY

This chapter presents the methods and procedures followed in

conducting the research study. Specifically, it discusses the research
design, research environment, participants of the study, data gathering
instrument and statistical treatment of data.

Research Design
 CRIMINOLOGY STUDENTS’ ATTITUDE TOWARDS COLLEGE
GENERAL CHEMISTRY: BASIS FOR CHEMISTRY ENHANCEMENT
PROGRAM REMEDIATION SERIES

Quantitative and qualitative methodologies were used by the

researchers. These methods include sending survey questionnaire using
Google Forms. This was employed to explain the results of Quirino State
University Diffun Campus BSCRIM 2 students' attitude towards the
subject college general chemistry. These methods involve the description,
recording, analysis and interpretation of the present nature, composition
or processes of phenomena. Descriptive research is used to describe the
characteristics of population being studied. Also, according to Koh and
Owen (2000), descriptive research is a study of status and it’s widely
used in education, nutrition, epidemiology, and the behavioral sciences
which is based on the premise that the problems can be solved, and
practices improved through observation, analysis and description.

Participants of the study

The researchers used power analysis and stratified random
sampling in choosing the participants from BSCRIM 2 students at
Quirino State University Diffun Campus. Out of all the 143 students from
BSCrim 2nd year, 118 are involved in the study. The respondents were
asked about their profiles in term of sex, age, strand in senior high,
academic achievement in senior high, and their general weighted average
(GWA) last semester.

Research Environment/Locale
This study was conducted at Bachelor in Science Criminology
department of College of Criminal Justice Education at Quirino State
University- Diffun Campus during the 2 nd semester of the school year
2022-2023.

Research Instrument
The researchers used the mixed methods: quantitative and
qualitative data. This method includes giving of survey questionnaires.
This was used to describe the attitudes of BSCrim 2 students towards
college general chemistry subject in terms of interest, utility, safety,
satisfaction, and anxiety when grouped according to their sex and
ethnicity.
 CRIMINOLOGY STUDENTS’ ATTITUDE TOWARDS COLLEGE
GENERAL CHEMISTRY: BASIS FOR CHEMISTRY ENHANCEMENT
PROGRAM REMEDIATION SERIES

The questionnaire used in this study was adapted from Baure’s

2008 study titled Attitude toward Chemistry: A Semantic Differential
Instrument for Assessing Curriculum Impacts.

Data Gathering Procedure

The survey questionnaire was administered to the selected
criminology students during a designated time. The participants were
informed about the purpose of the study and assured of the
confidentiality and anonymity of their responses. The data collection was
online (VIA Google form survey)

Statistical Treatment of Data

The collected data was analyzed using appropriate statistical
techniques:
Descriptive statistics such as frequencies, means, and standard
deviations was computed to summarize the students' attitudes towards
college general chemistry and selected profile variables.
Inferential statistical analyses like correlation were used to determine if
a relationship exists between the academic performance and attitudes of
the students.

RESULTS AND DISCUSSION

Table 1: Profile Characteristics of Respondents

 CRIMINOLOGY STUDENTS’ ATTITUDE TOWARDS COLLEGE
GENERAL CHEMISTRY: BASIS FOR CHEMISTRY ENHANCEMENT
PROGRAM REMEDIATION SERIES

Profile Frequency Percent

male 62 50.0
Sex
female 62 50.0

non stem 117 94.4

Strand
stem 7 5.6

non honor 60 48.4

SHS-Academic
with honor 59 47.6
Standing
with high honor 5 4.0

The table presents the distribution of respondents based on key

variables. The sample consisted of an equal number of male and female
participants. Most respondents came from a non-STEM strand during
their Senior High School education. Interestingly, there was a comparable
percentage of non-honor and honor students. Notably, a percentage of
high honor students chose to enroll in the criminology program, which is
noteworthy.

Table 2: Attitude of Respondents to the Subject General Chemistry

Items on Attitude Towards the Mean SD Verbal Interpretation

Subject Chemistry
Not challenging 2.68 .916 Disagree
simple 2.57 .912 Disagree
Comprehensible 2.58 .912 Disagree
Intellectual
clear 2.56 .990 Disagree
Accessibility
easy 2.58 .903 Disagree
Mean Somewhat Negative
2.59 .869
Attitude
Generally, criminology reveals a negative attitude towards general
chemistry in terms of Intellectual Accessibility. They all disagreed when
they were asked if chemistry is not challenging, simple, incomprehensible
clear and easy. Therefore, they perceive id to be very challenging,
complicated, vague, and hard.
 CRIMINOLOGY STUDENTS’ ATTITUDE TOWARDS COLLEGE
GENERAL CHEMISTRY: BASIS FOR CHEMISTRY ENHANCEMENT
PROGRAM REMEDIATION SERIES

interesting 2.81 .852Disagree

worthwhile 2.76 .800Disagree
good 2.81 .849Disagree
Interest and
exciting 2.89 .867Disagree
Utility
beneficial 2.88 .822Disagree
Mean Somewhat Negative
2.8290 .66879
Attitude
Generally, criminology reveals a negative attitude towards general
chemistry in terms of Interest and Utility. They all disagreed when they
were asked if chemistry is interesting, worthwhile, good, exciting, and
beneficial. Therefore, they perceive it to be not interesting, not
worthwhile, bad, not exciting and not beneficial.
safe Somewhat Negative
Fear 2.67 .862
Attitude
pleasant 2.77 .827 Disagree
satisfaction 2.74 .825 Disagree
Emotional comfortable 2.72 .812 Disagree
Satisfaction organized 2.74 .815 Disagree
Mean Somewhat Negative
2.7419 .67168
Attitude
Generally, criminology reveals a negative attitude towards general
chemistry in terms of Fear and Emotional Satisfaction. They all disagreed
when they were asked if chemistry is safe, pleasant, satisfying,
comfortable, and organized. Therefore, they perceive it to be dangerous,
not pleasant, unsatisfying, uncomfortable, and not organized.

play 2.56 .867Disagree

relaxed 2.68 .750Disagree
secure 2.72 .832Disagree
Anxiety fun 2.73 .884Disagree
attractive 2.73 .849Disagree
Mean Somewhat Negative
2.6839 .67528
Attitude
Generally, criminology reveals a negative attitude towards general
chemistry in terms of Anxiety. They all disagreed when they were asked if
 CRIMINOLOGY STUDENTS’ ATTITUDE TOWARDS COLLEGE
GENERAL CHEMISTRY: BASIS FOR CHEMISTRY ENHANCEMENT
PROGRAM REMEDIATION SERIES

chemistry is a play, relaxed, secure fun, and attractive. Therefore, they

perceive id to be boring, not attractive, not relaxing, and unsecured.

CONCLUSION
Based on the findings of this study, it can be concluded that
criminology students generally exhibit a negative attitude towards college
general chemistry.
The study highlights the importance of assessing and addressing
students' attitudes towards college general chemistry, as it plays a
crucial role in their engagement, motivation, and academic performance.
Understanding the specific areas where students may have negative
attitudes or challenges can inform the development of targeted
interventions to improve their learning experiences and outcomes in the
subject.

RECOMMENDATIONS
Based on the findings of this study, the following recommendations are
proposed:
1. Development of a Chemistry Enhancement Program.
Based on the identified areas where students display negative
attitudes or challenges, a Chemistry Enhancement Program should be
developed. This program should incorporate targeted instructional
strategies, interactive learning activities, and real-life applications of
chemistry concepts to enhance students' interest and understanding
of the subject.
2. Integration of Relevant Contexts.
To enhance the relevance and perceived importance of college general
chemistry for criminology students, it is recommended to incorporate
examples, case studies, and scenarios related to forensic science, crime
investigation, and other relevant contexts. This can help students
connect the subject matter to their field of study, increasing their
motivation and engagement.
3. Professional Development for Instructors.
It is essential to provide professional development opportunities for
instructors teaching college general chemistry to criminology students.
 CRIMINOLOGY STUDENTS’ ATTITUDE TOWARDS COLLEGE
GENERAL CHEMISTRY: BASIS FOR CHEMISTRY ENHANCEMENT
PROGRAM REMEDIATION SERIES

This training should focus on effective instructional strategies, fostering

positive attitudes, and creating an inclusive and supportive learning
environment.
4. Continuous Assessment and Feedback.
Regular assessment of students' attitudes towards college general
chemistry should be conducted to monitor their progress and identify any
changes or improvements. Feedback from students should be sought and
used to further refine and enhance the Chemistry Enhancement
Program.
5. Provision of Academic Support.
Recognizing that some students may require additional support,
academic resources such as tutoring services, study groups, and online
learning materials should be made available. These resources can assist
students in overcoming challenges, building confidence, and improving
their performance in college general chemistry.
By implementing these recommendations, educational institutions
can create a supportive and engaging learning environment for
criminology students in college general chemistry. This, in turn, can
contribute to improved attitudes, increased motivation, and enhanced
academic performance in the subject.

REFERENCES
[1] Adodo S O and Gbore L O 2012 Prediction of attitude and interest of
science students of different ability on their academic performance in
basic science International Journal of psychology and Counselling 4 6
p.68-72.
[2] Gräber W, 2011 German high school students’ interestin chemistry -
A comparison between1990 and 2008 Educ. Quim. 22, 2 p. 134–140.
[3] Salonen A Kärkkäinen S and Keinonen T, 2018 Career-related
instruction promoting students’ career awareness and interest towards
science learning Chem. Educ. Res. Pract. 19, 2 p. 474–483.
[4] Bybee R and McCrae B, 2011 Scientific literacy and student attitudes:
Perspectives from PISA 2006 science Int. J. Sci. Educ. 33, 1 p. 7–26.
[5] Harackiewicz J M Durik A M Barron K E Linnenbrink-Garcia L and
Tauer J M, 2008 The role of achievement goals in the development of
 CRIMINOLOGY STUDENTS’ ATTITUDE TOWARDS COLLEGE
GENERAL CHEMISTRY: BASIS FOR CHEMISTRY ENHANCEMENT
PROGRAM REMEDIATION SERIES

interest: Reciprocal relations between achievement goals, interest, and

performance J. Educ. Psychol. 100, 1 p. 105–122.
Allen, D. H., Donham, R. S., & Tanner, K. D. (2004). Approaches to
Biology
Teaching and Learning: Lesson Study—Building Communities of
Learning Among Educators. Cell Biology Education, 3(1), 1–7.
https://doi.org/10.1187/cbe.03-12-0028 [2]
Codier, E., & Odell, E. (2014). Measured emotional intelligence ability
and grade point average in nursing students. Nurse Education
Today, 34(4), 608– 612.
https://doi.org/10.1016/j.nedt.2013.06.007 [4]
Delgado, C. J. O. (2007). Attitudes towards chemistry among engineering
students.

ResearchGate.https://www.researchgate.net/publication/252770768_A
Gardner, P. L. (1975). Attitudes to Science: A Review. Studies in Science
Education, 2(1), 1–41.
https://doi.org/10.1080/03057267508559818 [1]
ttitudes_towards_chemistry_among_engineering_students [6]
Maroto, M. E., Snelling, A., & Linck, H. F. (2015). Food Insecurity Among
Community College Students: Prevalence and Association With
Grade Point Average. Community College Journal of
Research and Practice, 39(6), 515–526.
https://doi.org/10.1080/10668926.2013.850758 [3]
Shippee, N. D., & Owens, T. J. (2011). GPA, Depression, and Drinking: A
Longitudinal Comparison of High School Boys and Girls.
Sociological Perspectives, 54(3), 351–376.
https://doi.org/10.1525/sop.2011.54.3.351 [5]
Yunus, F. W., & Ali, Z. M. (2012). Urban Students’ Attitude towards
Learning Chemistry. Procedia - Social and Behavioral Sciences,
68, 295–304.
https://doi.org/10.1016/j.sbspro.2012.12.228 [7]