PROBLEMS ENCOUNTERED BY THE CRIMINOLOGY STUDENTS DURING

TRAINING AT BIT INTERNATIONAL COLLEGE:

BASIS FOR INTERVENTION MEASURES

JAPETT B. DADUL
MARY ROSE B. DORIA
JUNARD T. ELORDE
JOHN GARNETT L. LUBAY
TEDDIE M. SUAN JR.

COLLEGE OF CRIMINAL JUSTICE

BIT INTERNATIONAL COLLEGE
CITY OF TAGBILARAN
S.Y. 2022-2023
PROBLEMS ENCOUNTERED BY THE CRIMINOLOGY STUDENTS DURING
TRAINING AT BIT INTERNATIONAL COLLEGE:
BASIS FOR INTERVENTION MEASURES

______________________

An Undergraduate Thesis Presented to

The Faculty of College of Criminal Justice
BIT International College
City of Tagbilaran

______________________

In Partial fulfillment of the

Requirements for the Degree
Bachelor of Science in Criminal Justice

________________________

JAPETT B. DADUL
MARY ROSE B. DORIA
JUNARD T. ELORDE
JOHN GARNETT L. LUBAY
TEDDIE M. SUAN JR.
 APPROVAL SHEET

In partial fulfillment of the requirements for the degree of Bachelor of

Science in Criminology, this thesis entitled “PROBLEMS ENCOUNTERED BY
THE CRIMINOLOGY STUDENTS DURING TRAINING AT BIT
INTERNATIONAL COLLEGE: BASIS FOR INTERVENTION MEASURES”
prepared and submitted by JAPETT B. DADUL, MARY ROSE B. DORIA,
JOHN GARNETT L. LUBAY, TEDDIE M. SUAN JR., and JUNARD T. ELORDE
is hereby recommended for the admission to oral examination.

CHARITO C. CADELIṄA, MAEd

Adviser

Approved by the tribunal at the Oral Examination conducted on

_______________ with a grade of______________________.

THE EXAMINING TRIBUNAL

ALMIRA G. LIM, LPT, MSCRIM

Chairman

ANECITO P. MORENO
Member

JESSIE G. ALDE, MAEd

Member

Accepted as partial fulfillment of the requirements for the degree of

Bachelor of Science in Criminology.

MRS. IVY G. CALIAO, RCRIM

OIC, College of Criminal Justice
 CERTIFICATION OF THESIS ACCEPTABILITY

This thesis entitled “PROBLEMS ENCOUNTERED BY THE

CRIMINOLOGY STUDENTS DURING TRAINING AT BIT INTERNATIONAL
COLLEGE: BASIS FOR INTERVENTION MEASURES” prepared and
submitted by JAPETT B. DADUL, MARY ROSE B. DORIA, JOHN GARNETT
L. LUBAY, TEDDIE M. SUAN JR., and JUNARD T. ELORDE was carefully
reviewed and found to be acceptable in partial fulfillment for the degree of
BACHELOR OF SCIENCE IN CRIMINOLOGY.

FACULTY REVIEW COMMITTEE

DR. ALMA BELLA B. DIPUTADO, PhD., DPA

Chairman
 ACKNOWLEDGEMENT

The researchers are very grateful to GOD ALMIGHTY, who has been the

guiding light in the pursuit of this study.

Appreciation and gratitude are also extended to the following people who

serve as instruments in the realization of this study.

To the adviser, MRS. CHARITO C. CADELIṄA, for her constant

encouragement and guidance which contribute much to this work and for her

overwhelming concern for this academic pursuit driving the researchers to finish

this task.

To the respective panel members, namely, MRS. ALMIRA G. LIM,

ANECITO P. MORENO and MS. MA. LILIBETH R. TAGA-AN, MSBA for their

constructive criticisms.

To our beloved parents who give their entire understanding and full

support, financially, morally, spiritually, socially and even intellectually to make

this study possible.

To the respondents who willingly and religiously shared their responses in

answering the questionnaires and to all who, in one way or another, helped carry

out this undertaking towards success and fulfillment.

The Researchers
 DEDICATION

To God Almighty, for His precious gift of life;

To the parents, for their undying support;

To the relatives for their generosity;

To their friends, for understanding;

To all those who made this work

Possible and in reality.

This labor of love is heartily

Dedicated

The Researchers
 CHAPTER I

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

Criminology students undergo a rigorous academic journey aimed at

equipping them with the knowledge and skills necessary for the complex field

they are entering. Despite the significance of their education, an exploration into

the challenges faced by criminology students during classroom instruction

becomes imperative. This study delves into the multifaceted aspects that may

impede their learning experience, addressing gaps in understanding and offering

insights to enhance the overall educational process.

As education continues to evolve, understanding the nuanced challenges

faced by criminology students is crucial for educators, administrators, and

policymakers. This investigation builds upon existing research while incorporating

the latest findings to provide a comprehensive analysis of the contemporary

obstacles hindering effective classroom instruction in criminology programs. By

shedding light on these challenges, the researchers contribute to the ongoing

discourse on educational improvement, aiming to create an environment

conducive to the holistic development of criminology students.

 Blended learning in the Philippines is still considered new and young.

However, this growing demand for blended learning poses problems and

challenges that are noteworthy to investigate, specifically in emerging higher

education institutions, which hinder effective and efficient delivery of teaching

and learning (1:2020).

The researchers have undertaken this study to acquire additional insights

and expand knowledge to address potential challenges encountered during their

classroom instruction. The study's findings will serve as a valuable reference for

school administrators, instructors, interns, and upcoming researchers. Moreover,

this research will be beneficial to criminology students and interns seeking to

fulfill their academic requirements. It not only provides essential information but

also facilitates the development of their morale, productivity, and

professionalism, enhancing their qualifications for future employment

opportunities.

Theoretical Background

Theories. The study is anchored on the Social Learning Theory of

Albert Bandura (2:2020) which states that learning is a remarkably complex

process that is influenced by a wide variety of factors. As most parents are

probably very much aware, observation can play a critical role in determining

how and what children learn. As the saying goes, kids are very much like

sponges, soaking up the experiences they have every day. Because learning is so

complex, there are many different psychological theories to explain how and why
people learn. A psychologist named Albert Bandura proposed a social learning

theory that suggests that observation and modeling play a primary role in this

process.

Bandura's theory moves beyond behavioral theories, which suggest that

all behaviors are learned through conditioning, and cognitive theories, which take

into account psychological influences such as attention and memory. His theory

added a social element, arguing that people can learn new information and

behaviors by watching other people. Known as observational learning, this type

of learning can be used to explain a wide variety of behaviors, including those

that often cannot be accounted for by other learning theories.

Furthermore, the Behavioral Theory by B.F. Skinner (3:2020) noted

that behaviorism focuses on the idea that all behaviors are learned through

interaction with the environment. This learning theory states that behaviors are

learned from the environment, and says that innate or inherited factors have

very little influence on behavior.

A common example of behaviorism is positive reinforcement. A student

gets a small treat if they get 100% on their spelling test. In the future, students

work hard and study for their tests to get the reward. Behaviorism is key for

educators because it impacts how students react and behave in the classroom,

and suggests that teachers can directly influence how their students behave. It

also helps teachers understand that a student’s home environment and lifestyle
can impact their behavior, helping them see it objectively and work to assist with

improvement.

Theories: Legal Bases:

Social Learning Theory by Albert CHED Memorandum Order 5 Series

Bandura of 2018

Behavioral Theory by Jean Piaget CMO No. 37 s. 2010

Observation and modeling play a

primary role in the social learning It is the policy of the state to create
process. All behaviors are learned and sustain a complete, adequate and
through conditioning, and integrated system of education relevant
cognitive theories, which take into to the needs of the people and society.
account psychological influences
Training provides access to efficient
such as attention and memory.
and interactive learning for students
Behavioral Theory says learning is through meaningful enhancement of
a process of ‘conditioning’ in an their physical growth to mold them in
environment of stimulus, reward their chosen careers.
and punishment. Students may
feel challenges and problems Ensure that all Higher education
during training. Institutions provide quality training
relevant to the acquisition of the
necessary knowledge, skills and values
for student welfare and development.

There is a gain a thorough understanding of the problems faced by

Criminology students at BIT International College and work towards
implementing meaningful improvements to enhance their training experience.
 Figure 1
Theoretical Framework

Legal Bases. This study is based on the CHED Memorandum Order

No. 5, Series of 2018 “Policies, Standards and Guidelines for the Bachelor of

Science in Criminology (BS Criminology) Program”, in accordance with the

pertinent provisions of Batas Pambansa Blg. 232, Republic Act (R.A. 7722)

otherwise known as the Higher Education Act of 1994, the provision in the

constitution which states that “The State shall exercise reasonable supervision

over all higher education institutions”, and pursuant to Commission En Banc

Resolution No. 122-2012 dated June 11, 2012, the following the policies and

guidelines and procedures are hereby adopted.

In Section 1, it is the policy of the state to create and sustain a

complete, adequate and integrated system of education relevant to the needs of

the people and society. In line with this, higher education’s contribution to

boosting tourism and generating more employment is recognized as the

attainment of the goals of human development.

Additionally, Section 10, Practicum/On-the-Job Training and

Community Immersion Requirement, noted that a two-semester

Practicum/Community Immersion is required in the Bachelor of Science in

Criminology program. It will be undertaken by the students in the 1st and 2nd
Semester of the 4th curriculum year level and they will be assigned to different

areas of the community. The unique feature of the program is the student's

contribution to police visibility". Students undergoing Practicum shall submit a

research report which shall be a case Study or a Case Analysis. The report will

integrate the theories into the practicum experiences in the place where the

students have been assigned. It should reflect the student's involvement in the

enforcement of the law. The research report shall be submitted after the

semester, to the faculty committee approved by the Head of the Criminology

department, as a requirement of the course.

There shall be a link-up of the school with accredited police or security

training centers, the Department of Interior and Local Government (DILG),

the National Bureau of Investigation (NBI), the National Police Commission

(NAPOLCOM), Philippine National Police (PNP), Crime Laboratory, Corrections

and Rehabilitation Training Center, Fire Stations, Probation and Parole

Administration and Bureau of Immigration. Community Immersion shall

maintain an accurate record of the activities of students undergoing the said

program. The school shall ensure ample protection to the life and limb of

students through insurance which will be taken on the student's account, and

other appropriate safety nets.

The provisions stipulated under CMO No. 37 s. 2010 entitled

"Guidelines in the Conduct of Practicum (On-the-Job Training and

Community Immersion) Requirement for BS Criminology Students", shall be

considered in the conduct of practicum, provided that the provisions thereof are

consistent with the policies, standards and guidelines (4:2018).

Related Literature

The following readings were associated with the study to give important

information that can help gain profound insights into the study.

According to the International Journal of Advanced Research in

Management and Social Sciences, states that on-the-job training is a

program where students will have the opportunity and the firsthand experience

to be a part of the fast-growing accounting industry. It aims to develop the

knowledge and skills learned in the four corners of the classroom and to make

the students become more aware of the real-life workplace environment. Based

on the findings of the study, the researcher recognized the idea that the on-the-

job training program is effective and that the student trainees are very much

satisfied with the program, especially on the factors pertaining to personality and

appearance, work habits, work attitudes and competence. However, despite its

effectiveness, there are still some problems and flaws discovered in the delivery

of the program which eventually will become the basis to further strengthen and

improve the program for the benefit of the future trainees.

In the light of the foregoing findings, the researcher has the following

recommendations to offer: 1) Reinforce the current OJT deployment process for

a better and faster deployment to finish the required number of hours on time;

2) Linkage with the cooperating industries for both government and private

sectors must be established and strengthened and the college should sustain

partnership with cooperating agencies through the execution of a continuing

Memorandum of Agreement (MOA) that could really provide extensive and

related training and experience to the trainees; 3) Proper orientation is given

through the conduct of workshops, trainings and seminars to prepare the

students and help them acquire the skills required and understand better the

demand of the real corporate world before leaving the portals of the university

and before the actual immersion in the industry; 4) The OJT Coordinator should

conduct frequent on-the-spot visitation and closely monitor the student trainees

and cooperating agencies regarding the performance of the on-the-job trainees;

5) A study as to the place of deployment and distance of the cooperating firm to

the school/residence of the OJT’s must be taken into consideration in the process

of deployment.; 6) The OJT Manual must be reviewed regularly to make the

necessary updates, improvements and changes to fit into the current needs and

demands of the cooperating partner agencies (5:2016).

Furthermore, the Proceedings of ADVED 2020 - 6th International

Conference on Advances in Education, noted that female student-trainees

were considered as the leading gender over male-student trainees. This only

indicates that females nowadays are more interested in becoming more

competent and dedicated. Most student-trainees strongly agreed that the given
descriptions such as personal characteristics, job attitude towards the job, job

performance, and competencies required, and obedience to company policies

and procedures in the implementation of on-the-job training must be extremely

aligned and matched with the following benefits: a) Learn to complete tasks,

engage in proper conduct, take responsibility, and manage others; b) Gain

experience in leadership, organizational development, social skills, and

management methods; c) Develop maturity and self-esteem; d) Recognize

problems and determine solution standards; e) Offer opportunities and career

choices for the future. The researcher also concluded that the most student-

trainees were very much willing to share their on-the-job training experience and

exposure to their schoolmates who will be taking up their on-the-job training in

succeeding years. The insights and learning of student-trainees on the problems

encountered in the implementation of the on-the-job training program revealed

that most of them believed that the on-the-job training was not helpful in

monitoring and elevating their skills and capabilities, and did not contribute to a

large extent in enhancing their confidence, competency, and commitment. Verbal

comments like “the university should have more updated and appropriate

equipment”, “most tasks are very labor-intensive”, “give the student-trainees the

chance to actually handle equipment and machineries” among others were

somewhat negatively stated, but can also be identified as relevant suggestions

for improvement of the on-the-job training program. The perceptions of the

college deans and OJT advisers on the problems encountered in the

implementation of on-the-job training program revealed that most of them

experienced common problems such as firstly; a team of experts and

practitioners are not involved in preparing the content for the On-the-Job

Training Program. Secondly, training goals and objectives are unusually designed

by a team of experts and practitioners. Lastly, a consistent delivery methodology

is not followed for conducting relevant and important training. Furthermore,

college deans and OJT advisers reported high degrees of satisfaction & value in

learning by sharing and mentoring, increased ability to address real corporate

problems, and commitment and dedication to working for student-trainees

(6:2020).

Moreover, the article of Hazel De Ramos Samala, et.al entitled “On-the-

Job Training and Academic Performance Among High School Students

in the Philippines”, revealed that an on-the-job training program is an

educational experience that provides students with work experiences in the field

where they are interested as they enhance their career decision. During this

training, the students are expected to gain a deeper understanding of the area

they are assigned and develop their skills and talents as they prepare to become

professionals in the near future.

The Grade 10 Junior High School Students of Polytechnic University of the

Philippines Laboratory High School obtained an excellent OJT performance rating

in terms of work attitude, work habit, competence, personality and appearance,

linkage, cooperating firm and evaluation system. It was revealed that the
student-respondents are satisfied in the on-the-job training program making it an

effective training for them at their young age. However, despite the benefits that

OJT give, negative feedback on academic performance arose. Undergraduates

reportedly had shown negative behaviors towards their studies like missing

lectures, lower grades and poor health. The main problem that arose in this

study is the time conflict between classes and OJT schedule.

The curriculum should be designed to prepare the students and

demonstrate the core competencies expected of them in the workplace. Since

the study also revealed that lack of self-confidence among students is a serious

matter, the administration may improve the curriculum which may involve

training on the capability of the students based on their courses. This could also

address the lack of knowledge regarding specific tasks that will be given to the

students during their OJT. The OJT coordinator may also strengthen the linkages

and revisit the Memorandum of Agreement with offices and industries where the

students usually go for their OJT so that there will be assurance on the tasks to

be given to the students for the improvement of their skills.

Similarly, the OJT manual must be reviewed to make necessary updates,

changes and improvements that will fit into the current demands, needs and

trends of the cooperating offices/industries. Likewise, a review of the distance

and deployment of the offices/industries to the students’ residences shall be

done, in order to lessen the risk of accidents during their OJT experience. Future

researchers may consider improving and enhancing this study about the OJT
program for grade 10 junior high school students and/or for Filipino high

students as a whole (7:2020).

Related Studies

The following relevant studies are being presented as basis for the

conduct of this study.

The study on “Fostering Students’ Creative Thinking Skills by

Means of a One-Year Creativity Training Program” by Simone M. Ritter,

et.al. (8:2020) concluded that future generations will need to think creatively in

order to thrive in our fast-changing world. This brings attention to the need to

foster creativity. Education plays a central role in fostering creativity not merely

in elites, but in all learners. While the world has undergone revolutionary

changes, teaching practices have not changed much. Learning continues to focus

primarily on rote learning, instead of stimulating creativity. The current findings

demonstrate the effectiveness of a one-year training program in fostering

creative thinking skills in applied university students. The current findings

suggest that by spending some curriculum time on creativity development, we

can contribute to preparing learners for a rapidly changing world after

graduation.
 According to Adnan Yousef Atoum, et. al. (9:2017) in their study on “The

Effectiveness of a Training Program Based on Goal Orientations Among

Jordanian Students”, revealed that the students adopt mastery goals more

than performance goals due to the training program that encourage students to

discover and increase curiosity and the proficiency required for the tasks without

worrying about the other’s performance. Also, it can be interpreted through the

way the program was designed, and its activities that focused on the adoption of

goals of proficiency, which the individual seeks to challenge and make the effort

to increase their achievement.

Moreover, these results were affected by the strategies that encouraged

active participation during the program, including discussion strategy, dialogue,

and cooperation learning. Some students adopted the idea of the stability of the

ability and tried to convince the group to embrace the mastery goals. A training

program which was prepared and applied to the experimental group achieved its

objectives within the reality of the study population and helped to reduce the

adoption of the avoidance goals and increase the adoption of the mastery goals.

Continued effectiveness of the training program in the experimental group and

its impact on modifying goal orientations after a month of the training program.

Additionally, the study of Felicitas Biwer, et.al. (10:2022) on “Study

Smart – Impact of a Learning Strategy Training on Students’ Study

Behavior and Academic Performance” showed the importance of teaching

students the self-regulated use of effective learning strategies at university.

However, the effects of such training programs on students’ metacognitive

knowledge, use of learning strategies, and academic performance in the longer

term are unknown. Results showed that all students gained accurate

metacognitive knowledge about ineffective learning strategies in the short- and

long-term and reported using less highlighting, and less rereading, but more

interleaving, elaboration, and distributed practice after the training program.

Academic performance was compared to the prior cohort, which had not

received the Study Smart program. While in the previous cohort, students in the

top, middle, and bottom rank of midterm 1 stayed in these ranks and still

differed significantly in the final exam, students in the Study Smart cohort that

received the training program improved throughout the year and differences

between ranks were significantly reduced. A learning strategy training program

including a remediation track for lower performing students can thus support

students to study more effectively and enhance equal chances for all students at

university.

Furthermore, the study by Haolan Zheng (11:2017) entitled “An

Analysis of the Relationship between Effective on the Job Training and

Job Satisfaction: A Study of a Language Training School in China” noted

that training is the systematic development of knowledge, skills, and competency

required by a person to effectively perform a given task or job. Based on the

findings, it is clear that a positive correlation exists between job training and job

satisfaction in the language school in China. The participants hold the view that
their job satisfaction can be improved greatly as their teaching skills and

confidence can be enhanced through training programs. They can also get

opportunities to get promoted because of relevant training and they can be more

likely to meet their career goals in the workplace. Such inclusions are significant

enough as they provide support and extension for the theoretical thoughts in

prior studies. As the relationship between job satisfaction and on-the-job training

remains important in academic research and the business world so that future

studies should also be taken to get more details.

Simultaneously, this study also provides empirical proof to the school

leaders that they are supposed to be cautious in their efforts to supply more

effective training programs. In light of the present study, there are several

recommendations drawn from the findings that can make a further contribution

to the effectiveness of training programs and job satisfaction toward teaching.

For instance, proper training projects are utmost and necessary to be arranged

to cope with the potential challenges caused by the ongoing development of the

teaching sector. Different training programs have different priorities, for

instance, some of the training programs are set to improve the teachers’

teaching capability and their confidence.

Conceptual Background

It is important for Criminology students to have good working habits since

it gives them the drive to succeed in their careers. Establishing these habits not

only improve the quality of work they put in but also allows one to have more
time for their personal life since time management is also developed. Through

training it develops good work habits, and provides the chance to be more

productive and well-appreciated at work and in pursuing a career. Applying a

positive attitude towards the tasks at hand can influence other people around as

well.

The conceptual framework viewed in the schematic diagram in Figure 2

shows the input which consists of the data on the profile of the respondents

in

INPUT PROCESS OUTPUT

Data gathered from  Construction of the

the responses of the questionnaire
respondents in the  Collection and
tabulation of the
following context:
data gathered
> Profile of the  Presentation of the
data Proposed
respondents; and
 Analysis of Enhancement
> Responses on the Findings Measure
 Conclusions
problems encountered
 Recommendations
by the Criminology
Students during
training.
 Figure 2
Conceptual Framework

terms of their age, gender, year level among the criminology students and the

age, gender, highest educational attainment and years in service for the

instructors.

The process involves the descriptive normative method of research. A

self-made questionnaire was used to collect data relative to the responses of the

students and instructors’ respondents. The results of the data gathered were

tallied, tabulated and processed for analysis through statistical treatment to test

the hypothesis.

The output of the study is an enhancement measure for the problems

encountered by Criminology students during training.

THE PROBLEM

Statement of the Problem. This study aims to conduct a

comprehensive analysis of the challenges encountered by criminology students in

their classroom instruction at BIT International College, Tagbilaran City, Bohol,

for the academic year 2023-2024 with an end view of proposing effective

enhancement measures to improve the overall training experience for the

students.

Specifically, it aimed to discover the following questions:

1. What is the profile of the respondents in terms of:

A. Criminology Students

a. Age;

b. Gender; and

c. Year Level?

B. Instructors

a. Age;

b. Gender;

c. Highest Educational Attainment; and

c. Years in Service?

2. What are the perceptions of respondents on the challenges encountered by

criminology students in their classroom instruction at BIT International College?

3. Is there a significant degree of difference in the perceptions of the

respondents on the challenges encountered by the Criminology students in their

classroom instruction at BIT International College?

4. What enhancement measures can be recommended based on the findings of

the study?

Null Hypothesis

There is no significant degree of difference in the responses of the

respondents on the challenges encountered by the Criminology students in their

classroom instruction at BIT International College.

Significance of the Study

The researchers undertook this study for the benefit of the students and

instructors of BIT International College and researchers of this study.

To the CHED. The study will serve as a learning paradigm of the

curriculum in the tertiary level to review the OJT program and look for alternative

solution to enhance the students’ knowledge and skills. This is but a small

contribution to the tertiary education framework that not only education be

learned by today’s student but acquisition of learning skills and knowledge for

gainful employment and full participation in country’s society.

To the Instructors. The result of the study will serve as guide to

mentors on improving their teaching methodology. They will further know the

challenges faced by students in their training and by this they will be able to
develop measures to increase student’s eagerness, involvement and participation

in the different trainings conducted and offered by the school.

To the Practicum Coordinator. The study will serve as the basis of the

Practicum Coordinator to plan for the student’s schedule of practicum work in the

institution.

To the Future Researchers. Finally, it is expected that this study may

serve as a catalyst for further research related to the problems encountered by

criminology students during training and to determine whether the results are

context specific to the organization under study or whether it may be common to

other organizations in the same manner.

Scope and Limitation of the Study

The study focused on the problems encountered by criminology students

and possible ways to minimize or lessen these problems during on-the-job

training at BIT International College. The following limitations were also

considered in the conduct of the study: reluctance of the respondents to answer

the questionnaire due to their busy work schedule, a delay on the retrieval of the

questionnaires because of conflict of schedules. Furthermore, the researchers

also explained earnestly to the respondents the value and importance of the

output of the study and asked them to answer the questionnaires

wholeheartedly.

In order to attain the target goal of finishing the study, the researchers

opted to select BIT International College – Main Campus Tagbilaran City, Bohol
as their research location. The researchers gathered ten (10) Instructors and one

hundred (100) Criminology students, they randomly selected fifty (50) students

per year level. A total of two hundred ten (210) respondents.

RESEARCH METHODOLOGY

Research Design

The study uses the descriptive normative survey with the use of a

questionnaire as the main data gathering tool. The descriptive normative survey

was used to seek answer to the problems and to ascertain the normal or typical

condition to practice or to compare result with a state or national norm or

standard. It serves to describe what transpired from the responses gathered

from criminology students and instructors.

Research Environment and Subjects

This study was conducted at BIT International College – Main Campus,

Tagbilaran City, Bohol. The researchers gathered ten (10) Instructors and two

hundred (200) Criminology students, they randomly selected fifty (50) students

per year level. A total of two hundred ten (210) respondents.

Research Instrument

In gathering the basic and necessary information to conceptualize or

visualize the main purpose of the study, the researchers employ a research

questionnaire. This simple method of gathering data will enable the researchers

to completely make its conclusions and recommendations as part of the purpose

why there is a need to conduct the research.

 The questionnaire was formulated in a manner that the respondents could

easily understand and truthfully points out the exact answer to every question.

All items found in the questionnaire were explained and discussed to the

respondents so that they could fully comprehend the questions.

The directions on how to answer the questionnaire was fully explained to

the respondents to avoid the possible confusion and misinterpretation that would

eventually result in the failure of the research study. In as much as the direction

was already explained, the respondents were encouraged to make some

comments for the researchers to consider an avenue for change and growth for

the researcher’s intellectual capacity and moral values that they may

encountered all throughout the research process.

Data Gathering Procedure

The researchers will be asking permission through a letter to the dean of

the College of Criminal Justice to conduct a survey to the ten (10) Instructors

and one hundred (100) Criminology students enrolled this school year 2023 -

2024.

Given the approval, the researchers will personally administer the survey

questionnaire to the respondents. The questionnaires are referred to the

researchers’ adviser for some comments and any corrections. In conducting the

study, the researchers will inform the respondents on the main purpose of the

study and give them enough time to answer the survey questionnaire honestly.

They will also be given the freedom to ask questions for clarifications. After the
respondents’ answer the questionnaires, the results will be evaluated, analyzed

and interpreted.

Data Analysis

The data gathered were tabulated, interpreted and analyzed in order to

established the norms of occurrence through the simple percentage of

computations. To obtain the percentages, the frequency of responses to each

item was divided by the total number of cases and then multiplied by 100, thus:

Percent = f/n x 100; where f = frequency and n = number of cases. The data on

the demographic profile was obtained using the mean as basis for the profile:

M=∑x/N; where ∑x is the summation of all data and N is the number of

respondents.

The following weights were assigned to the scales with their

corresponding equivalents.

Weight Scale Range

4 Very Much Observed (3.26 – 4.00)

3 Observed (2.51 – 3.25)

2 Less Observed (1.76 – 2.50)

1 Not Observed (1.00 – 1.75)

Statistical Treatment

To determine the degree of difference on the responses of the

respondents, the data were subjected to a statistical formula using the t – test of

difference.

t = X1 - X2 N1 N2
∞ N 1 + N2

Where:

X1 - Weighted Mean of the responses of the first group of respondents

X2 - Weighted Mean of the responses of the second group of respondents

S1 - Standard Deviation of the responses of the first group of respondents

S2 - Standard Deviation of the responses of the second group of respondents

N - the number of pairs of items

To determine the variance, the formula below was applied:

  = N1 S12 + N2 S22
N1 + N2 - 2
where:

 = variance

N1 = number of cases for variable 1

N2 = number of cases for variable 2

S1 = sample standard deviation of the first sample

S2 = sample standard deviation of the second sample

DEFINITION OF TERMS

To avoid the conflict of ideas due to the different connotations of words,

the following terms were defined as used in this study:

On-the Job training

A required training for students enable for them to enhance their skills and

knowledge by applying what they learned in their particular courses and will bring

the students into the real world and will equip them with knowledge, skills and

expertise in order for them to become competent and globally competitive.

Trainees

A person undergoing training for a particular job or profession.

Training

It is teaching, or developing in oneself or others, any skills and knowledge

or fitness that relate to specific useful competencies.

ORGANIZATION OF THE STUDY

This study consists of the following chapters:

Chapter I. The Problem and Its Scope, contains the following;

Introduction, Rationale, Theoretical background, the Theory and Legal Basis,

Theoretical Background, Conceptual Background, Statement of the Problem, Null

Hypothesis, Significance of the Study, Scope and Limitation of the Study,

Research Design which includes the Research Environment and Subjects,

Research Instrument, Data Gathering Procedure, Data Analysis, Statistical

Treatment and the Definition of Terms;

Chapter II. Presentation, Analysis and Interpretation of Data,

Reports, Analysis and Interprets the data gathered in the light of the different

aspects of the problem; and

 Chapter III. Summary, Findings, Conclusions and

Recommendations, presents a Summary of the Problem, the Research Design

and the Findings, Conclusions drawn thereof and the Recommendations which

include an enhancement measures.

BIBLIOGRAPHY

1. Factors Affecting Work Performance of Criminology Interns in an Asian

University
https://research.lpubatangas.edu.ph/wp-content/uploads/2015/06/SSSH-
Factors-Affecting-Work-Performance-of-Criminology-Interns.pdf

2. https://www.verywellmind.com/social-learning-theory-2795074

3. https://www.wgu.edu/blog/what-behavioral-learning-
theory2005.html#close

4. https://chedro1.com/wp-content/uploads/2018/07/CMO-No.-05-s.-2018-
PSG-for-BS-Criminology_2.pdf

5. FACTORS AFFECTING THE ON-THE-JOB TRAINING PERFORMANCE

OFACCOUNTANCY PRACTICUMERS OF CAGAYAN STATE UNIVERSITY
ANDREWS CAMPUS
https://garph.co.uk/IJARMSS/Mar2016/21.pdf

6. ON-THE-JOB TRAINING (OJT) PRACTICES OF SELECT COLLEGES AND

UNIVERSITIES IN QUEZON CITY, PHILIPPINES: AN ASSESSMENT
 https://www.researchgate.net/publication/345783023_ON-THE-
JOB_TRAINING_OJT_PRACTICES_OF_SELECT_COLLEGES_AND_UNIVERSI
TIES_IN_QUEZON_CITY_PHILIPPINES_AN_ASSESSMENT

7. On-the-Job Training and Academic Performance Among High School

Students in the Philippines
https://www.researchgate.net/publication/346016683_On-the-
Job_Training_and_Academic_Performance_Among_High_School_Students
_in_the_Philippines

8. https://journals.plos.org/plosone/article?id=10.1371/
journal.pone.0229773

9. Journals.sagepub.com/doi/full/10.1177/2158244017735567

10. https://link.springer.com/article/10.1007/s10459-022-10149-z

11. An analysis of the relationship between effective on the job training and
job satisfaction: a study of a language training school in China
https://norma.ncirl.ie/2810/1/haolanzheng.pdf

Appendix A

BIT International College

City of Tagbilaran

College of Criminal Justice

March 17, 2023

CHARITO C. CADELIÑA, MAED

Research Coordinator
BIT International College
200 Gallares Street, Tagbilaran City, Bohol

Greetings!

The undersigned researchers hereby submitted the proposed research

study entitled, “Problems encountered by Criminology Students during
Training at BIT International College: Basis for Enhancement,” for your
approval as partial requirement for the subject Research and Methodology.
 Thank you very much and more power.

Respectfully yours,

Japett B. Dadul
Mary Rose B. Doria
John Garnett L. Lubay
Teddie M. Suan Jr.
Junard T. Elorde

Approved:

CHARITO C. CADELIÑA, MAED

Research Coordinator

Appendix B

BIT International College

City of Tagbilaran

College of Criminal Justice

MRS. IVY G. CALIAO

OIC, College of College of Criminal Justice
BIT International College
City of Tagbilaran

Madam:

The undersigned researchers are working on their proposed research

study entitled “Problems encountered by Criminology Students during
Training at BIT International College: Basis for Enhancement,” as partial
requirement for the subject Research and Methodology.

In this connection, we are asking permission from your good office for the
distribution of the questionnaire to the selected students of the College of
Criminal Justice and the faculty members of said department to gather the data
necessary to the completion of this study.

Thank you very much and more power.

Respectfully yours,

Japett B. Dadul
Mary Rose B. Doria
John Garnett L. Lubay
Teddie M. Suan Jr.
Junard T. Elorde

Approved:

MRS. IVY G. CALIAO, RCRIM

OIC, College of Criminal Justice

BIT INTERNATONAL COLLEGE

200 Gallares Street, Tagbilaran City, Bohol

College of Criminal Justice

Survey Questionnaire

“PROBLEMS ENCOUNTERED BY THE CRIMINOLOGY STUDENTS DURING

TRAINING AT BIT INTERNATIONAL COLLEGE:
BASIS FOR ENHANCEMENT”

To our Dear Respondents:

Here are a set of questions for you to answer honestly. The objective of
the study is to gather data relating to the problems encountered by criminology
students during training at BIT International College. Thus, your cooperation is
greatly needed and essential to answer every item to come up with informative
and reliable results on the said study. Rest assured that your answers will be
treated with utmost confidentiality.
 Thank you very much. God bless and more power!

Researchers

Part I. Profile of the Respondents

Direction: Please indicate with a check mark of your choice on the space
provided.

A. Students

a. Age
[ ] 18 years old and below
[ ] 19-20 years old
[ ] 21-25 years old
[ ] 26 years old and above

b. Gender
[ ] Male
[ ] Female
[ ] LGBTQ

c. Year Level
[ ] 1st year
[ ] 2nd Year
[ ] 3rd Year
[ ] 4th Year

B. Instructors

a. Age
[ ] 30 years old and below
[ ] 31-45 years old
[ ] 46-50 years old
[ ] 51 years old and above

b. Gender
[ ] Male
[ ] Female
 [ ] LGBTQ

c. Highest Educational Attainment

[ ] Bachelor’s Degree Holder
[ ] Master’s Degree Holder
[ ] PhD Holder
[ ] Others please specify ___________

d. Years in Service
[ ] 1 year and below
[ ] 2-5 years
[ ] 6-10 years
[ ] 11 years and above

Part II. Responses on the Problems Encountered by the Criminology

Students in their Training at BIT International College

Direction: Please indicate a check mark (√) of your response to the column that
corresponds to your answer. Numerical choices correspond to the
following quantifiers.

4 – Very Much Observed 2 – Less Observed

3 – Observed 1 – Not Observed

Items VMO O LO NO
(4) (3) (2) (1)
1. The training fails to effectively sustain and enhance
the skills and capabilities of students.
2. The training lacks the potential to boost students'
confidence, competency, and commitment.
3. Students lack opportunities to handle and utilize
equipment and apparatus.
4. A consistent method for delivering relevant and crucial
training is not adhered to.
5. Inability to execute and engage in simulated
scenarios.
6. Lack of ability to apply the essential knowledge and
 skills required for the practice of crime detection and
investigation.
7. Inefficient learning strategies and a lack of teacher
motivation.
8. Inadequate pre-training orientation.
9. Weak interpersonal connections with instructors and
peers.
10. Unexplained apprehension or fear of failure in
successfully completing the training.

Thank you so much and God Bless !!!

Part II. Responses on the Problems Encountered by the Criminology

Students in their Training at BIT International College

Direction: Please indicate a check mark (√) of your response to the column that
corresponds to your answer. Numerical choices correspond to the
following quantifiers.

4 – Very Much Observed 2 – Less Observed

3 – Observed 1 – Not Observed

Items VMO O LO NO
(4) (3) (2) (1)
1. The training is not helpful in maintaining and elevating
the skills and capabilities of students.
2. The training will not contribute in enhancing the
students’ confidence, competency and commitment.
3. Students’ have no chance to handle and use equipment
and apparatus.
4. Consistent training delivery method is not followed for
conducting relevant and important training.
5. Unable to conduct and perform simulated scenario.
6. Unable to apply the knowledge and skills essential to
practice of crime detection and investigation.
7. Ineffective learning strategies and teacher motivation.
8. Insufficient orientation prior to the conduct of training.
9. Poor relationships with instructors and classmates.
10. Unexplainable fear of failure in completing the
training.

Thank you so much and God Bless !!!