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A QUANTITATIVE ASSESSMENT OF SELF-DISCIPLINE

AMONG CRIMINOLOGY STUDENTS

A Thesis
Presented to
The Thesis Committee
Department of Criminal Justice Education
UM Tagum College, Tagum City

In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Science in Criminal Justice Education

LEONILO CARLOU ALAMPAYAN

KINGLOYD DUMLAO
WILLIAM MONTEZA

August 2024
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INTRODUCTION

Lack of self-discipline among students in the United States negatively

impacts their academic performance and overall well-being. Many students

need help managing their time effectively, staying focused on their studies,

and resisting distractions such as social media and electronic devices. This

lack of self-discipline leads to poor grades, increased stress levels, and a

lack of motivation to succeed in school and beyond. Addressing this issue is

crucial to ensuring students reach their full potential and succeed

academically.

Across the nation, there is a growing concern about the declining

levels of self-discipline among students. This lack of self-discipline manifests

in various ways, such as poor time management skills, difficulty setting and

achieving goals, and a lack of motivation to excel academically. As a result,

students face challenges in meeting academic expectations, maintaining

focus on their studies, and developing crucial life skills necessary for

success in the future. This national issue requires attention and intervention

to help students cultivate self-discipline and reach their full potential (Bodo,

2020).

Self-discipline is a crucial trait for students as it plays a significant role

in their academic success and personal development. Developing self-

discipline empowers students to stay focused on their goals, manage their

time efficiently, and overcome obstacles that may hinder their progress. With

self-discipline, students can cultivate good study habits, maintain

consistency in their efforts, and exhibit resilience in the face of challenges.

This trait enhances academic performance and prepares students for future
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endeavors by instilling qualities like responsibility, perseverance, and self-

control. Ultimately, self-discipline equips students with the tools to achieve

their aspirations and lead a successful and fulfilling life (Dansu, 2023).

In the Philippines, discipline and loyalty to the authority established

through the ROTC program in the Philippines can go a long way toward

addressing the difficulties our country is facing, from the terrifying drug

threat to the dreadful traffic jams exacerbated by disobedient motorists

and pedestrians. Along with the sense of discipline and patriotism that

comes from active participation in ROTC comes the readiness to defend

the Philippines against foreign aggression, which is everyone's

responsibility (Lina, 2018).

Moreover, discipline is an essential component of human behavior,

and it asserts that without it, an organization cannot function well toward

achieving its goals. In the context of a school system, a disciplined student is

a student whose behaviors, actions, and inactions conform to the

predetermined rules and regulations of the school. However, discipline

ideally means more than adhering to laws and regulations; it entails the

learner's ability to discern right or wrong (Gitome et al., 2019). Discipline is

essential for creating a positive school climate conducive to sound academic

performance. It is necessary for successful teaching and learning in schools

and a concern for teachers. There is good discipline; there is improved

academic performance. In other words, discipline is vital for students'

academic performance.

Furthermore, it is necessary for effective school management and

accomplishing its goals (Nakpodi, 2019). Lack of discipline is called

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indiscipline. Therefore, indiscipline can be considered wrong and

unacceptable in a setup or society (Omote et al., 2019).

Furthermore, student indiscipline is experienced in schools globally. A

study in West Virginia in the United States of America (USA) revealed that

about 29.6% of 160,480 students (from grades 3 to 11) had one or more

referrals for inappropriate behaviors. Researchers have pointed out the

seriousness of indiscipline in schools in various African countries. For

instance, indiscipline among learners in Nigeria was high and experienced at

all levels, including primary schools. In Kenya, the need for more discipline

in schools is a challenge. The Kenya National Examinations Council (KNEC)

revealed that between 90% and 100% of teachers in primary schools in

Kenya encountered disciplinary problems among their pupils. In a study by

Gakure, Mukuria, and Kithae (2019) in primary schools in Gatanga District,

Kenya, 70% of 56 selected teachers indicated that their schools had cases

of pupil indiscipline. Research shows various disciplinary problems exist

among primary school students (Rahimi & Karkami, 2019).

Several previous studies in Kenya and other African countries reveal

or imply the vital role of discipline in students' academic performance. A few

studies, however, suggest that discipline has a minimal, uncertain, or non-

significant influence on student's academic performance or achievement.

Therefore, findings on discipline's impact on students' academic

performance could be more consistent and conclusive. Furthermore, only a

few previously stated studies (Zhao & Kuo, 2019) were correlational in

design.
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Nevertheless, a few correlational studies focused on self-discipline in

their measure of student discipline. They excluded social skills such as

obedience, politeness, and social competence (i.e., the ability to get along

with others). In addition, in Muhoroni Sub-County, Kenya, pupils' academic

performance has yet to receive much research on discipline. The

inconsistency of findings and the identified gaps suggested more research

on pupils' academic performance in the discipline (Keating & Rossouw,

2019).

However, there needed to be more psychometric scales for

undergraduate and postgraduate populations to measure their self-discipline

ability. For example, one self-discipline questionnaire developed by Şimşir

and Dilmaç (2020) examined the self-discipline ability of Turkish university

students. More valid and reliable measures are needed to study such

populations in different countries. Furthermore, such a measure is necessary

because assessing students' self-discipline is essential to knowing the link

between self-discipline and academic achievement or other variables such

as student time management. Therefore, the present study aims to develop

a new measure of academic self-discipline by testing its reliability,

exploratory factor analysis, and face validity (Tangney et al., 2018).

Moreover, due to specific characteristics of the online environment,

challenges caused by online teaching and learning cannot be avoidable

(Pham, 2022), which inevitably influences learning outcomes. Although

students seem to be more accessible to learning recourses, and this has

brought about undeniable advantages for students, distance learning highly

acquires students' ability to get familiar with all course materials, follow a
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recommended learning route, adhere to time constraints, and complete all

needed tasks. In other words, self-discipline is an essential skill in online

learning (Dhawan, 2021).

Therefore, self-discipline is the significant variable distinguishing top

students from others (Duckworth & Seligman, 2018). For example, the

characteristics of self-disciplined students are as follows: reading

instructions before reading questions, listening to teachers rather than

imagining in the class (related to attention), prioritizing homework over

watching TV, and continuing to study for long-term goals despite boredom

and frustration. Highly self-disciplined people have different characteristics

than people with low self-discipline. For example, individuals with higher

academic self-discipline focus on thoughts and behaviors to develop their

personality rather than engaging in momentary behaviors that provide short-

term pleasure. In addition, highly self-disciplined students managed the

conflict between long-term gains, which require effort and persistence, and

short-term pleasure. However, at the same time, they are careful not to

make careless mistakes (Hagger & Hamilton, 2019).

In Davao City, an Army official has expressed full support for

President Rodrigo Duterte's plan to resurrect the Reserve Officers'

Training Corps (ROTC) program and make it mandatory for Grades 11

and 12 senior high schools in both private and public schools throughout

the Davao region, if not the country. This participation will assist the

Armed Forces of the Philippines (AFP) in fulfilling its constitutional

obligation to produce a Filipino citizen capable of defending the

homeland. ROTC is one of the factors in nation-building, achieving the

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true goal and purpose by promoting patriotism and instilling discipline in

these students (Sambalud, 2018).

According to the Self-Development Theory of Blake J (2016), the

effectiveness of the ROTC program influences self-discipline regarding the

cadet's social development, the cadet, the behavior of the cadet, and the

overall school environment. The findings indicate that high school principals

perceived participation in the ROTC program as positively influencing the

cadets. In addition, she stated that the ROTC program does more than

merely prepare students for a successful military career. In addition, he

suggests that principals in schools with ROTC find the program effective in

helping cadets meet goals and satisfy needs.

The Self-Regulation Cycle theory emphasizes the iterative nature of

self-discipline, highlighting the importance of continuous goal setting,

monitoring, and adjustment in fostering a disciplined mindset among

students (Kuyper, Van, & Lubbers, 2000). By understanding and applying

this theory, educators and students can work together to cultivate self-

discipline effectively and enhance academic performance and personal

growth.

This study is anchored on the proposition of Moneva and Gatan

(2018), who states that students' self-discipline is an anchored theory that

could be centered on the "self-regulation cycle." This theory posits that self-

discipline is a cyclical process involving three key stages: goal setting, self-

monitoring, and self-adjustment. Goal Setting: Students begin by setting

clear and achievable goals for their academic pursuits. These goals serve as

a roadmap for their efforts and provide a sense of direction and purpose.
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Self-Monitoring: Students engage in self-monitoring activities to track their

progress toward their goals.

Self-Adjustment: Based on their self-monitoring efforts, students

make necessary adjustments to their study habits, time management

strategies, and behavior to stay on track toward their goals (Wong et al.,

2021).

In Tagum City, despite the importance of self-discipline in students'

academic success and personal development, there needs to be more

understanding of the most effective strategies for fostering self-discipline

among students across different age groups and educational settings. While

some studies have explored the impact of self-discipline on academic

outcomes, there needs to be more comprehensive research on the

interventions and approaches that can effectively enhance self-discipline

among students. Addressing the research gap on self-discipline among

students is urgent due to its significant implications for educational outcomes

and long-term success. By identifying effective strategies to promote self-

discipline, researchers can provide valuable insights to educators,

policymakers, and parents on better-supporting students in developing this

critical skill. This urgency stems from the pressing need to equip students

with the tools and mindset necessary to navigate academic challenges,

excel in their studies, and thrive in an increasingly competitive and fast-

paced world. Closing this research gap is essential for enhancing student

well-being, academic achievement, and overall success in the long run.

Furthermore, the significance of the study revolved around how self-

discipline among criminology students may provide insights into the

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Administration of UM Tagum College. It assisted them in understanding the

ramifications of this activity so that they may take appropriate action and

respond quickly according to the result of the study. Students were able to

assist their self-discipline in criminology students, which helped them to

express their ideas about whether this program is effective or not their self-

discipline. This study will benefit the Future Researchers; this served as a

beginning point for them in terms of expanding the scope of the research in

terms of the variables examined and providing prospects for the study's

development.

The primary purpose of this study was to determine the self-discipline

among criminology students. Specifically, it sought to achieve the following

objectives: To describe the level of self-discipline among criminology

students regarding goal setting, self-monitoring, and self-adjustment. To

determine what intervention can be developed from the findings of the study.

METHOD

This method presents the participants, materials/instruments, design,

and procedure.

Research Respondents

The participants of this study were the 345 criminology students in

UM Tagum College and expected to participate, with informed consent,

voluntary participation, confidentiality guarantee, and convenience random

sampling utilized in this study. For the inclusion criteria, respondents are

criminology students at UM Tagum College during data gathering. For the

exclusion criteria, the study did not include those who are not criminology

students.
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Research Instruments

The materials described are all used t

o conduct a study. The first set of the questionnaire dealt with self-

discipline among criminology students with three (3) indicators: goal setting,

self-monitoring, and self-adjustment.

Range of Means Descriptive Interpretation

Equivalent

4.20 – 5.00 Very High The self-discipline among

criminology students is very much
observed.

3.40 – 4.19 High Self-discipline among criminology

students is observed to be very high.

2.60 – 3.39 Moderate Self-discipline among criminology

students is moderately observed.

1.80 – 2.59 Low Self-discipline among criminology

students should be observed more.

1.00 – 1.79 Very Low The self-discipline among

criminology students needs to be
observed.

Design and Procedure

The researchers used a quantitative, non-experimental research

design utilizing a descriptive study to explore human behavior, views, topics,

and motivations. This technique defines the status of the scenario to

investigate the causes of a specific phenomenon now of the research

(Campbell, 2015). This descriptive survey dealt with quantitative data about

the said phenomenon. The quantitative aspect is an appropriate schedule for

gathering the data design so that the target respondents can answer the

questions.
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After the approval of the adviser and panel members, the

researchers will undergo the following steps and procedures in gathering

data for the study. The researchers asked permission from the Dean of the

College to survey the criminology students at UM Tagum College. Likewise,

the researchers are asking for approval from the Dean of the College to

distribute the survey questionnaire face-to-face to the criminology students

at UM Tagum College and explain its purpose.

Mean. This statistical tool is used to determine the self-discipline

among criminology students.

RESULTS AND DISCUSSIONS

The table is arranged in the following subheading level of self-

discipline among criminology students: basis for behavioral intervention

scheme.

Level of Self-Discipline among Criminology Students

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As shown in Table 1, the level of self-discipline among criminology

students is at an overall mean of 4.353, with a standard deviation of 0.274,

which is very high.

Table 1. Level of Self-Discipline among Criminology Students

Indicators Result
Interpretation
Mean SD

Goal setting 4.328 0.427 Very High

Self-monitoring 4.403 0.471 Very High

Self-adjustment 4.329 0.481 Very High

Overall Mean 4.353 0.274 Very High

Self-monitoring got the highest mean score of 4.403 with a standard

deviation of 0.471, which is a very high level of self-discipline among

criminology students. The criminology students keep their promises to

themselves, eat healthy foods, exercise regularly, and set expectations for

the day that can stick to them. Additionally, do not need to be reminded to do

chores or homework and refrain from cheating if the opportunity presents

itself. This study, supported by Schunk and Zimmerman (2019), stated that

self-monitoring is grounded in theories of self-regulation and self-control. In

addition, the concept of self-regulation emphasizes the role of self-

observation in regulating behavior. According to Bandura, self-monitoring

helps individuals to set standards for their behavior, assess their progress,

and make necessary adjustments.

Table 1.1 Level of Self-Discipline among Criminology Students in terms

of Self-monitoring

Descriptive
Items Mean SD
Level
Q1 4.48 0.71 Very High
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Q2 4.35 0.72 Very High

Q3 4.36 0.75 Very High
Q4 4.38 0.73 Very High
Q5 4.42 0.69 Very High
Overall 4.40 0.47 Very High

Self-adjustment level of self-discipline among criminology students

with a mean score of 4.32 with a standard deviation of 0.48, which is very

high. The criminology students keep promises that make others organized

enough to find what they need and complete school assignments on time. In

addition, criminology students keep a secret when asked to do so and

believe that people can depend on what they say to do. According to

Zimmerman (2020), self-regulation and adaptive learning theories. In

addition, they effectively monitor and adjust their behaviors in response to

their performance and environmental feedback and exhibit higher levels of

self-discipline. This theory posits that self-adjustment helps individuals align

their actions with their goals and standards, improving their self-discipline.

Similarly, students who engaged in self-adjustment strategies, such as

modifying their study habits based on performance feedback, exhibited

enhanced self-discipline and academic achievement. Their study showed

that self-adjustment helps students overcome challenges and stay focused

on their educational goals by continually refining their approaches (Kanfer &

Karoly, 2019).

Table 1.2 Level of Self-Discipline among Criminology Students in terms

of Self-adjustment

Descriptive
Mean SD
Items Level
Q1 4.32 0.81 Very High
Q2 4.28 0.806 Very High
Q3 4.30 0.811 Very High
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Q4 4.36 0.73 Very High

Q5 4.36 0.76 Very High
Overall 4.32 0.48 Very High

Finally, goal setting received the lowest indicator, described as a very

high level of self-discipline among criminology students, with a mean score

of 4.32 and a standard deviation of 0.42. This study indicates that

criminology students decide what they want to spend money on and save

toward that goal, choose to attend school, arrive on time daily, and share a

challenge. In addition, criminology students do their personal best and whine

or complain. Locke and Latham (2020) stated that the meta-analysis found

that specific and challenging goals lead to higher performance than vague or

easy goals. They argue that clear, measurable goals enhance motivation

and self-discipline by providing direction and purpose. Goal setting is

fundamental to self-discipline, particularly among students striving for

academic success and personal development. Practical goal setting helps

students focus their efforts, enhance motivation, and regulate their

behaviors. According to this theory, goals serve as a cognitive blueprint that

guides behavior, enhances effort, and increases persistence. In this context,

self-discipline refers to remaining committed to achieving these goals

despite challenges and temptations. Kanfer's study emphasizes that goal

commitment enhances resilience and the ability to overcome obstacles,

fostering greater self-discipline among students (Kanfer, 2020).

Table 1.3 Level of Self-Discipline among Criminology Students in terms

of Goal Setting

Items Mean SD Descriptive Level

Q1 4.28 0.79 Very high
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Q2 4.36 0.70 Very high

Q3 4.32 0.76 Very high
Q4 4.30 0.86 Very high
Q5 4.35 0.69 Very high
Overall 4.32 0.42 Very high

Projected Title

The Action Plan is entitled “ SELF-DISCIPLINE AMONG CRIMINOLOGY

STUDENTS: BASIS FOR BEHAVIORAL INTERVENTION SCHEME ."

Rationale

The rationale for self-discipline fosters consistent study habits and

time management skills, enabling students to excel in their coursework.

Students can thoroughly engage with complex theories and case studies

essential to criminology by adhering to a structured routine. Hence, the field

of criminology demands a high level of integrity and ethical responsibility.

Self-discipline instills the necessary values and work ethic, preparing

students for the demands of future careers in law enforcement, research, or

criminal justice. Self-discipline builds a positive reputation among peers,

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professors, and future employers. A disciplined student is often seen as

reliable, trustworthy, and committed to their professional growth. In addition,

maintaining self-discipline is essential for criminology students as it directly

influences their academic success, professional readiness, ethical

standards, and overall personal development. By cultivating self-discipline,

students not only enhance their educational experience but also lay a strong

foundation for their future careers in the field of criminology.

General Objectives

The general objective of self-discipline among criminology students is

to establish consistent study habits and time management skills that lead to

improved grades and a deeper understanding of criminology concepts and

to encourage the regular practice of analytical thinking through structured

assignments and discussions. In addition, motivates students to pursue

continuous education and professional development in the field of

criminology. Promote regular self-assessment and reflection on personal

growth, academic progress, and adherence to set goals. Encourage the

formation of study groups and mentorship relationships that foster

accountability and mutual growth among peers.

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CONCLUSION AND RECOMMENDATION

This chapter presents the study's findings and includes the conclusion

and recommendations for self-discipline among criminology students.

Conclusion

The level of self-discipline among criminology students was very high

for goal setting, self-monitoring, and self-adjustment.

This study, supported by Moneva and Gatan (2018), states that

students' self-discipline is and posits that self-discipline is a cyclical process

involving three key stages: goal setting, self-monitoring, and self-adjustment.

Goal Setting: Students begin by setting clear and achievable goals for their

academic pursuits. These goals serve as a roadmap for their efforts and

provide a sense of direction and purpose. Self-Monitoring: Students engage in

self-monitoring activities to track their progress toward their goals. Self-

Adjustment: Based on their self-monitoring efforts, students make necessary

adjustments to their study habits, time management strategies, and behavior

to stay on track toward their goals (Wong et al., 2021).

Recommendation

Based on the findings, maintaining self-discipline is crucial for

criminology students' academic success and personal growth. Given the

demands of the field and the rigorous nature of the coursework, implementing

effective strategies to foster self-discipline can significantly enhance students'

overall performance and well-being. Conduct regular workshops or seminars

focused on goal-setting techniques tailored to criminology students. Clear and

achievable goals provide direction and motivation, helping students stay

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focused amidst challenges and inviting experienced professionals or alums to

share their goal-setting experiences and success stories. Incorporate practical

exercises and individualized goal-setting sessions to cater to varying needs.

Criminology students face unique stressors that may disrupt their

discipline. Providing tools and resources for self-adjustment fosters

adaptability and perseverance. Offer counseling services and peer support

groups where students can discuss challenges openly. Encourage self-

reflection through journaling or mindfulness practices to enhance self-

awareness and emotional regulation. Hence, regular assessment allows

adjustments and improvements to support student needs and evolving

challenges. Conduct surveys or focus groups periodically to gather insights on

students' experiences with implemented strategies. Use feedback to refine

programs and initiatives to enhance self-discipline among criminology

students.

Finally, educational institutions can create a conducive environment

where criminology students are empowered to cultivate and maintain self-

discipline effectively. This holistic approach supports academic success and

prepares students for the challenges they will face in their future careers

within the criminal justice field.

This study, supported by Pham (2022), states that due to specific

characteristics of the online environment, challenges caused by online

teaching and learning challenges cannot be avoidable, which inevitably

influences learning outcomes. Although students seem to be more accessible

to learning recourses, and this has brought about undeniable advantages for
 20

students, distance learning highly acquires students' ability to get familiar with

all course materials, follow a recommended learning route, adhere to time

constraints, and complete all needed tasks. In other words, self-discipline is

an essential skill in the era of online learning. Self-discipline can be regarded

as a contributor to brilliant academic performance. Despite this, research on

this area is in its infancy (Dhawan, 2021).