PHILIPPINE COLLEGE OF CRIMINOLOGY

College of Criminal Justice

“FACTORS AFFECTING THE ACADEMIC PERFORMANCE

OF THIRD YEAR STUDENTS IN PHILIPPINE COLLEGE OF CRIMINOLOGY”

A Thesis Proposal

Presented to the Faculty of the

College of Criminal Justice

Philippine College of Criminology

In Partial Fulfillment

of the Requirements for the Degree of

Bachelor of Science in Criminology

By
Alota ,Rogelio Jr. B.
Calaycay Jr, Angel V.
Clavero, April Manzanero
Camahalan, Yzekiel V.
De Luviar, John Russel V.
De Torres, Jhonas Kim B.
Pancho, Albert Chris E.
Prudenciado, Claudethe P.
2024

APPROVAL SHEET

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This thesis entitled “FACTORS AFFECTING THE ACADEMIC

PERFORMANCE OF THIRD YEAR STUDENTS IN PHILIPPINE COLLEGE OF

CRIMINOLOGY” Alota ,Rogelio Jr. B. Calaycay Jr, Angel V. Clavero, April

Manzanero Camahalan, Yzekiel V. De Luviar, John Russel V. De Torres, Jhonas

Kim B. Pancho, Albert Chris E. Prudenciado, Claudethe P. in partial fulfillment of

the requirements for the degree of Bachelor of Science in Criminology, has been

examined and is recommended for PRE ORAL Examination

Ms. Maricris Cabanayan

Adviser

Approved in partial fulfillment of the requirements for the degree of Master

of Science in Criminal Justice by the Examination Committee with the rating of

__________.

________________

Chairman

________________ ________________

Member Member

Accepted and approved as partial fulfillment of the requirements for the

degree of Bachelor of Science in Criminology

DR. GAYPELYN M. CASIW

Dean, College of Criminal Justice

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ACKNOWLEDGEMENTS

This thesis will not be a success without the help of the other people. The

researchers are grateful to those who made this thesis possible.

First of all, the researchers would like to express their sincere gratitude to

their adviser Maricris Cabanayan and professor Rena Jean Alvior-Meres for the

continuous support of their study, for their patience, motivation, and immense

knowledge. Their guidance helped the researchers all the time.

To their Dean Gaypleyn Casiw, for her patience, advises, and for allowing

the researchers to conduct this thesis.

The researchers would like to thank their families, friends, and classmates

for inspiring them in accomplishing this thesis.

Above all, the researchers would like to thank God, the Father Almighty for

all the wisdom and knowledge he gave to the researchers.

DEDICATION

To the researcher’s parents for their love, strong support, encouragement,

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for supporting the researchers spiritually and financially.

To the researcher’s circle of friends, classmates, and batch mates who've

been there through tough times and serves as an inspiration.

The researcher’s teamwork has become a powerful friendship, in the

strength that this thesis will be successful by working together not just as a group

but as friendship.

A.C.E.P

A.M.C

A.V.C

C.P.P

J.K.B.D

J.R.V.D

R.B.A

Y.V.C

Title Page . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .… i
Approval Sheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …. ii
Acknowledgements. . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ….. iii
Dedication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ……vi

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Table of Contents. . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..…. v

List of Figures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …..viii
List of Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …………x

TABLE OF CONTENTS
CHAPTER 1. INTRODUCTION AND REVIEW OF RELATED LITERATURE

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . … 7
Setting of the study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . … 9
Theoretical Framework . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . … 11
Conceptual Framework. . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . …. 13
Statement of the Problem. . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . .… 15
Hypothesis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ….. 16
Scope and limitation of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …. 16
Significance of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ….. 16
Definition of Terms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . … 17
List of Acronyms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ….. 17
Foreign Literature . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …..18
Local Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ….20
Foreign Studies . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . ……22
Local Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . … 25
Relevance of Related Literature and Studies to the Present Investigation. ….27

CHAPTER 2. METHOD OF RESEARCH AND PROCEDURES

Research Methodology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Population and Sampling Scheme. . . . . . . ... . . . . . . . . . . . . . . . . . . . .. 31

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Respondents of the Study . . . . . . . . . . . . . .. . . . . . . . .. . . . . . . . . . . . .. 32

Demographic Profile of Respondents. . . . . . . . . . . . . .. . . . . . . . . . . . . . . 32
Research Instrument. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Data Gathering Procedures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 33
Validation of Instrument. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Statistical Treatment of Data. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Appendices
A. Letter to Conduct Research:. . . . . . . . . . . . . . . . . . . . . . . . . . ………. 39
B. Curriculum Vitae . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ……….. 40

LIST OF FIGURES:
1. Map of Philippine College of Criminology………………………………… 10
2. Conceptual Paradigm of the Study…………………………………………. 14

CHAPTER 1

Background of the Study

Before the COVID-19 pandemic even arrived, one of the topics of study

and discussion in schools, particularly among students, was the various factors

affecting a student's academic standing. Many studies in recent years have been

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released regarding different reasons that may impact students' studies. For

example, a study by Boi, B.L. (2020) where he identified the origin of the student

as one of the factors affecting their studies. The environment where a student

grew up and the people they interact with play a significant role in shaping their

learning. Also included in this discussion are the parents of students because

they are the ones who initially dictate where and with whom their children will be.

According to Chazen (2020) in his article, the support students receive

from their families also affects their studies. Students who frequently spend time

with their parents tend to perform better than those who rarely see their families.

Additionally, the article also pointed out the financial status of the families the

students belong to, which also has a significant impact on them. Related to this,

Lacsamana and Lucas (2020) also stated that instead of focusing on their

education, students often choose to work in order to provide for their families'

basic needs.

From these factors, researchers can say that there are indeed many

reasons that can affect a student's academic performance or standing. Here in

the Philippines, the researchers also notice that many college students seem to

struggle or encounter difficulties academically. According to a study conducted

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by Alipio, M. (2020), it was stated that some students drop out early from

schools due to their lack of knowledge on how to manage various stressors and

cope with academic demands, as well as their lack of desire or drive in pursuing

the chosen course being some of the reasons for leaving school.

Because of these issues, researchers aim to identify the factors affecting

the academic performance of third-year students at the Philippine College of

Criminology. This is to aid the mentioned students in what they should consider

and value when entering the said school. Likewise, at PCCR, to further enhance

its administration and teachers' ability to provide techniques or assistance to

students to finish their studies.

Setting of the Study

The Philippine College of Criminology was first established by Supreme

Court Justice Felix Angelo Bautista, offering an undergraduate program in

Criminology, as well as graduate programs such as Master of Science in

Criminology, master’s in public safety administration, and Doctor of

Philosophy in Criminology. The said campus was located at 641 Sales Street,

Sta. Cruz, Manila, Philippines. They obtained their accreditation Level 1 in 2015

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and were reaccredited at Level 2 status in 2019 from PACUCOA, with ISO

certification number 9001:2015. This college also provides modern facilities to

support student learning, including classrooms, laboratories, libraries, and

computer centers. It may also offer practical training facilities like mock crime

scenes or forensic laboratories. Overall, the Philippine College of Criminology

plays a significant role in preparing individuals for careers in criminology and

related fields, contributing to the advancement of criminal justice in the

Philippines.

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Figure 1. Map of PCCR

Theoretical Framework

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Self-Determination Theory

This study is anchored on Self-Determination Theory (SDT) by Deci, E. L.,

& Ryan, R. M. (1985). This theory addresses the broad framework of studying

human motivation and personality. It also defines intrinsic and various extrinsic

sources of motivation and describes the specific roles of intrinsic and types of

extrinsic motivation in cognitive and social development and in individual

differences. It also discusses how social and cultural factors affect a person's

status and quality of performance. Conditions that support an individual's

experience of autonomy, competence, and relatedness are believed to

strengthen the most important form of motivation and participation in activities,

including improving performance, perseverance, and creativity. Furthermore,

SDT assumes that the extent to which these three psychological needs are

supported or hindered within a social context will have a strong negative impact

on health in that area. Researchers want to know what factors can affect

students' academic status and how they can be addressed in the future with the

use of this theory. Researchers can focus on intrinsic and extrinsic motivation to

easily identify factors affecting students’ academic Performance.

Expectancy-Value Theory

This study is also supported by Expectancy-Value Theory, according to

Wigfield, A. (1994) This theory emphasizes the role of individuals' expectations

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and values in shaping their academic performance. According to expectancy-

value theory, students' beliefs about their ability to succeed (expectancies) and

their perceived importance and interest in a task (values) influence their

motivation and effort, ultimately impacting their academic performance.

Expectancy refers to a student’s expectation for success on a given task. Past

success or failure can impact a student’s perception of the likelihood of success.

While Values refer to reasons for doing the activity. Values are shaped by a

student’s prior experiences, beliefs, and individual goals. In relation to this

research, the researchers aim to identify the factors affecting the academic

performance of students in PCCR. This theory can be used to measure the

expectations of students that can affect their academic performance.

Attribution Theory

Also, this study is founded on Attribution Theory, according to Graham

and Weiner (2012) It deals with different factors to which success and failure are

attributed. These are internal (ability, effort) and external (task difficulty, luck)

causes, which may be stable or controllable. Consequently, it is psychologically

favorable when failure is attributed to controllable factors such as lack of effort,

and unfavorable when failure is attributed to stable and

uncontrollable factors such as ability. Related to this, researchers believe that

students' perceptions of events in their studies, especially when they frequently

experience success and failure, can have a significant impact. Therefore, this

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theory can help researchers understand the various causes that affect students'

academic performance.

Conceptual Framework

The researchers will use the INPUT-PROCESS-OUTPUT (IPO) to

determine the factors affecting academic performances of third year students at

the Philippine College of Criminology. This Framework is hereby presented in.

The INPUT consists of how respondents identify the factors affecting the

academic performance of third year students at the Philippine College of

Criminology

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The PROCESS consists of developing survey questionnaires, distribution

of survey questionnaire collection of data, statistical treatment, presentation,

analysis, interpretation, and graphical presentation.

The OUTPUT consists of gathered results which aimed to identify factors

affecting the academic performances of third year students at the Philippine

College of Criminology.

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Figure 2. Conceptual Paradigm

Statement of the Problem

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This study aimed to identify the factors affecting the academic

performances of third year students at Philippine College of Criminology.

Specifically, this study sought answers to the following questions:

1. What are factors affecting the academic performance of third-year students in

terms of:

1.1. Financial;

1.2. Social Factors;

1.3.Emotional Support System;

2. Is there any significant relationship between the assessment of the group of

respondents on their academic performance?

3. What are the implications of the findings of the study to the academic

performance of third year students of Philippine College of Criminology?

Hypothesis

There is no significant difference on the factors affecting academic

performance of third year students at Philippine College of Criminology.

Scope and limitation of the Study

The scope of this study covers the factors affecting the academic

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performance of third college students in Philippine College of Criminology. The

researchers aimed to determine the different factors that affect the academic

performances of third year college students and will not cover other problems

that are not within the scope.

The Subject. This study focuses on the Factors Affecting the Academic
Performance of the third year college students.

The Setting. The location of the study is in Philippine College of Criminology.

The Respondents. The respondents of this study were the Third Year College
Students of Philippine College of Criminology school year 2023-2024.

Time Frame. The study was conducted in the academic year 2023-2024.

Significance of the Study

This research was conducted to determine the different factors affecting

the academic performances of third year students at Philippine College of

Criminology. This study will be beneficial to the following:

School Administrators. This study will help school administrators formulate in-

school policies that will benefit all students.

Teachers. Through this study, teachers will be able to formulate or make

classroom strategies that will help them cater or answer different factors affecting

the academic performances of their students.

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Students. This study will help students to identify factors that might affect their

academic performance and find ways or answers how to deal with it.

Future Researchers. Future researchers who will conduct similar studies will

also benefit from this paper. This paper provides a comprehensive study of the

different factors affecting academic performance on third year students.

Parents. Will benefit from this study by being more inspired to keep giving their

children the resources, support, and direction they need to succeed

academically. Parenting can thus become more satisfying and gratifying as a

result of this.

Definition of Terms

Academic Performance. Refers to how well a student meets the expectations

and standards set by educational institutions regarding their learning,

understanding, and application of academic material.

Academic standing. Refers to a student's status within an educational institution

based on their academic performance and progress.

Factors. A circumstance, fact, or influence that contributes to a result or

outcome.

List of Acronyms

PCCR. Philippine College of Criminology

PACUCOA. Philippine Association of Colleges and Universities Commission on

Accreditation
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Review of Related Literature

This section presents the relevant literature and studies that strengthen

the importance of this research. It also presents the synthesis to fully understand

the research for better comprehension.

Foreign Literature

According to the study conducted by Emefa, A., et al. (2020), The journal

mentioned the significant role of individual interests in their choices and

preferences. This journal incorporates Holland's (1997) created model, where it

identified that an individual's happiness, productivity, and duration committed to

an academic program are based on their interests and preferences. This study

implies that our own interests and preferences play a significant role in our

success, especially in the academic path we are pursuing. Therefore, it should

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be given attention and studied.

Also mentioned by Nye, C., Prasad, J., Rounds, J., (2021) that a student's

interest has a direct impact on their comprehension ability. From this, we can

say that if a student lacks interest, it will be difficult for them to comprehend, and

consequently, their academic standing will also be affected.

Another basis of this study also includes the report of Waters, et al.,(2021)

which focused on the economic status of students, highlighting the significant

gap in the lives and education of students growing up in families that can

provide for their basic needs compared to those who cannot. In recent years,

efforts to understand the mechanisms behind the achievement gap have

revealed numerous child, family, and schooling factors that contribute to

disparities in children's academic development. It is undeniable that the social

status of students has a real effect on how they progress within the school

system. Related to this issue is the opportunity for a student to fill their stomach,

which can be a factor in their performance in class.

According to Maqbool, H, et al.,(2021) Students who receive support from

their family, friends, and the society they belong to tend to appear more

organized and successful in the academic field. The physical and emotional

comfort provided to us by people, such as our family, serves as the foundation

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for our perseverance and academic performance. Researchers suggest that

family support is one of the factors influencing an individual's development.

Because of the support an individual receives, it becomes easier for them to

perform well, which is the opposite of students who do not have family support.

They may continue, but alongside that is accepting the concept of being alone.

According to Havidz, H., Mujakiah, N.,(2022)The learning environment is

the premise and all facilities for daily learning activities. The learning

environment is part of the learning process to achieve learning objectives, and

the environment affects the teaching and learning activities of the school. The

learning environment is the physical and social environment that affects the

learning process.

Local Literature

According to Albarico, A.G. et al,(2023) Enhancing the academic

achievements of students stands as a primary objective for all educational

establishments. In today's dynamic landscape, students' accomplishments are

frequently tied to their academic performance. Therefore, investigating the

pertinent elements that impact students' academic success is a notable area of

interest for contemporary researchers. The exploration of factors influencing

students' academic performance has been the focus of numerous studies in

recent decades.

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According to Peneda, F., Ticoy, T., Rabuya, C., (2019) External factors may

impede learning, highlighting the importance of creating conducive classroom

environments devoid of distractions like excessive noise. Minimizing noise is

crucial for fostering better learning outcomes and encouraging students to

engage actively in discussions and activities. Noise, among other factors, can

significantly impact students' academic performance, underscoring the need to

reduce it to facilitate attentive listening and critical thinking during lessons.

Moreover, classmates and parents wield considerable influence over students'

academic achievements. They can serve as sources of motivation by offering

support to struggling students and helping in understanding difficult concepts.

Additionally, they can offer emotional support to students facing challenges or

issues within the classroom.

According Nicolas, R. (2022) to In many schools, inadequate academic

performance remains a persistent issue within today's classroom environment.

The performance of individuals is significantly influenced by factors such as

parental involvement, teacher support, peer interactions, cultural influences, and

educational expectations. These elements play a crucial role in determining

students' achievements across all academic levels. Education serves as the

means through which individuals acquire the essential knowledge and skills

required to effectively integrate into society.

According to Mijares., B, (2022) The COVID-19 pandemic has caused

significant disruptions to the traditional educational framework, prompting the

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nation to transition from in-person classes to various alternative learning

methods. In response to the ongoing crisis, the concept of "New normal"

education was introduced following thorough planning and trial runs of different

learning approaches. Both educators and learners were compelled to adjust to

this novel mode of accessing educational content, primarily relying on online

resources (Chavez et al., 2020), to maintain and uphold the delivery of quality

education amidst the pandemic challenges.

According to Bugwak, E.,(2023) It is contended that students represent

the most crucial asset within any educational institution. Therefore, it is

imperative for every institution to monitor their academic progress and evaluate

the factors influencing it, ensuring the success of their students. Academic

performance plays an indispensable role in producing high-quality graduates,

directly impacting the economic and social development of the nation (Singh et

al., 2016). Additionally, students' academic achievements serve as a reflection

of their ability to apply the knowledge, skills, and competencies acquired during

classroom interactions. This significance extends beyond individual students to

Higher Education Institutions (HEIs), serving as a metric for assessing the

effectiveness of their educational processes.

Foreign Studies

According to Lukwekwe, S.,(2015) Open and distance education is viewed

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as a crucial means of providing education and breaking down barriers in

Tanzania and other sub-Saharan African nations, with the goal of expanding

access to education for as many individuals as possible (Malaysian Qualification

Agency, 2011). For instance, individuals residing in remote areas, those unable

to leave their homes or workplaces to pursue studies, or those otherwise unable

to access education, rely on open and distance learning. The significance of

open and distance education in broadening

educational access is further emphasized in the SADC Protocol of Education

and Training (SPET) report, which underscores the interest in meeting the

growing demand for higher education through these flexible learning approaches

to accommodate all those in need of education.

According to Dasanayake, T.N., Jayasinghe, J.A.G.P.,(2021) Upon

matriculation into university, there exists a significant variance in students'

academic achievements. In the direst circumstances, a considerable portion of

students fail to recognize the inherent value of higher education. Some students

experience decreased grades, heightened rates of discontinuation, repetition of

courses, or ultimately drop out of university, or complete their studies with a

general pass. Diminished grades adversely affect students' overall academic

performance, career prospects, and future employability. Consequently, the

identification and remediation of factors impacting academic performance prove

advantageous to students, academic faculty, policymakers, parents, and society

at large. This study aims to scrutinize and assess the factors that influence the
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academic performance of undergraduate students at the university level.

According to Rahman,S., et al (2023) the term socio-economic conditions

typically encompass two main aspects: social and economic factors.

"Socioeconomic Status" (SES) pertains to an individual's relative standing in

society concerning family wealth, political influence, educational attainment, and

occupational prestige (Parson et al., 2001; Hossain et al., 2022). It represents a

composite measure of an individual's or family's financial and social standing

compared to others, taking into account income, education, and occupation

(Kessler et al., 2005; Saifi et al., 2011). This includes aspects such as social

class, economic standing, unemployment, ethnicity, homelessness,

incarceration, and refugee status (Hossain et al., 2017a, b; Wales et al., 2018;

Turner & Flemming, 2019).

In scholarly discourse, motivation is recognized as a dynamic force that

energizes, guides, and maintains behavior (Brophy, 1998; Glynn and Koballa,

2006; Palmer, 2005). Conversely, student motivation, or learning motivation, is

characterized as "the inclination of a student to seek out meaningful and

beneficial academic tasks and strive to derive academic advantages from them"

(Brophy, 1998, p. 205). Cavas (2011) asserts that motivation serves as a

fundamental variable in education, facilitating the application of previously

acquired skills, strategies, and behaviors to foster new learning and

performance. Dornyei and Csizer (1998) curriculum,without motivation, a well-

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designed curriculum and effective instruction alone cannot ensure students'

success.

According to Muhammad, S., Halabi, K., (2021)The notion of motivation

intertwines with various constructs in both education and psychology, such as

attention, needs, goals, and interests, all aimed at stimulating individual learners

and heightening their interest and attention towards engaging in actions or

behaviors, and ultimately achieving these objectives (Reference [4]). Motivation

becomes operational when an individual is driven to fulfill certain needs or

desires. In such instances, the individual is inclined to participate in or be drawn

towards actions perceived as potentially fulfilling these needs or desires.

Local Studies

While schools play a crucial role in students' structured growth and

education, the family environment significantly shapes a child's physical and

mental development, subsequently impacting academic success. Hence, the

family stands as a pivotal determinant of student achievement. Varied material

aspects within families, like income disparities and parental socioeconomic

status, can lead to divergent upbringing approaches and affect the child's overall

development. (Xing, Z., 2023). According to Peñeda, F. (2019) Educators need

to examine the distinguishing factors between high and low academic achievers

to implement targeted interventions in the classroom. It's crucial to recognize

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that students'

According to Jilardi Damavandi et al., (2011)academic performance

serves as a key indicator of school effectiveness (Ogunsola et al., 2014).

Previous research indicates that various social, psychological, economic,

environmental, and personal factors impact students' academic performance

significantly, although these factors vary from one individual to another

(Ogunsola et al., 2014). Therefore, educators should also consider individual

differences as they play a significant role in students' academic success .

According to Beboso, C.,Bual, J., (2022) Motivation plays a crucial role in

encouraging learners to actively participate in social science education. When

learners are motivated, they gain confidence in fundamental aspects of life,

which is vital for comprehending society. This motivation also promotes

responsible engagement in fulfilling academic tasks and obligations. However, to

ensure motivation, it's essential for learners to have a thorough understanding of

the subject matter.

According to Ragpala, E., (2021) The ongoing COVID-19 pandemic has

led to the closure of educational institutions across all levels, impacting high

school and university students and prompting educators and institutions to

rapidly adjust their teaching methods. Online learning offers students the

opportunity for innovative learning experiences, providing accessibility,

connectivity, flexibility, and the chance to foster student collaboration. With the

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increasing adoption of online learning, it is essential to understand how students

can utilize learning methods to achieve academic success in an online

environment. The learning environment is recognized as a significant factor

influencing academic performance. A conducive environment supports a child's

development and progress, with children thriving in a peaceful and welcoming

setting. However, it has been observed that schools situated near noisy urban

areas are associated with decreased mental focus and lower student

performance.

Relevance of Related Literature and Studies to the Present Investigation

The cited and reviewed literature and studies will be used as the basis of

the researchers to seek and identify the different factors that affect the academic

performance of the third-year students at the Philippine College of Criminology.

Foreign literature

Focuses on the motivations and interest factors affecting the academic

performance of the students. This section shows written books or journals

created outside our country. From these, it was identified that it is necessary for

both teachers and students to consider the desires and motivations of an

individual because it greatly affects their learning. A student who lacks

enthusiasm for what they are doing may not persist and may not graduate.

Therefore, they should first consider their desires before resuming or starting

anew.

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Local literature

This section, on the other hand, bears similarities to previous literature but

is based solely on issues or topics related to our country. It also discusses

factors that affect an individual's learning, such as the environment where a

student is situated. The place of origin shapes a student's skills and abilities

because it greatly influences their learning process. The student's place of origin

may teach them the basics they need to learn, as well as the place where they

currently reside. If the new environment does not align with the continuation of

their learning process, the initial contribution of their place of origin would

become meaningless.

Foreign studies

Focus on the educational setup and socio-economic factors that affect the

performance of a student. The organization of a school's system plays a

significant role in an individual's education. For example, during the peak of the

Covid-19 pandemic, where everyone transitioned from traditional classrooms to

online methods, this type of setup undeniably impacts a person's learning.

Similarly, their social status also plays a significant role. despite facing economic

hardships, still strive to excel. However, it is widely recognized that a larger

number of children prioritize filling their empty stomachs over nourishing their

minds. Therefore, financial issues or budget constraints in education also affect a

person's academics.

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Local studies

This section focuses on the role played by parents in their child's

education. The support a child receives from their family greatly impacts how

they perform in class. A student who feels a lack of care from their parents also

loses interest and motivation in studying, so it's important to discuss and analyze

this factor to address issues related to the support received by a student. Overall,

the books, studies, and journals used by researchers aim to identify and provide

answers to the various factors that affect a student's academic performance.

CHAPTER 2

METHOD OF RESEARCH AND PROCEDURES

This chapter is concerned with the methodology that will be employed to

carry out the study. It provides a detailed description of the participants that will

be sampled, the instruments and procedures that will be used in collecting the

data, the methods that were employed in processing the data, as well as the

statistical analysis of data.

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Research Methodology

The researchers will use the Quantitative research method in conducting

this study. According to Bhandari, P. (2023) Quantitative method is the process

of collecting and analyzing numerical data. It can also be used to find patterns

and averages, make predictions, test causal relationships, and generalize results

to wider populations. Quantitative research is widely used in the natural and

social sciences: biology, chemistry, psychology, economics, sociology,

marketing, etc.

Under of this method is the descriptive research design, which was

chosen by the researchers in conducting this study, according to an article by

University of South Carolina, a descriptive research design helps provide

answers to the questions of who, what, where, when, and how associated with a

particular research problem; a descriptive study cannot conclusively ascertain

answers to why. Descriptive research is used to obtain information concerning

the status of the phenomena and to describe “what exists” with respect to

variables or conditions in a situation.

Population and Sampling Scheme

The Philippine College of Criminology was a home for so many students

who wish to pursue careers in criminal justice. That is why in this current school

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year, The Philippine College of Criminology has a total number of 6,283

enrollees. 1,484 of that is in their third year at the said college. In connection

with that the researchers will randomly select 100 third year students from its

overall number of enrollees.

The researchers will also utilize simple random sampling, a randomly

selected subset of a population. In this sampling method, each member of the

population has an exactly equal chance of being selected. This method is the

most straightforward of all the probability sampling methods since it only

involves a single random selection and requires little advanced knowledge about

the population. (Thomas, L., 2020)

Respondents of the Study

Table 1
Frequency Distribution of the Respondents

Number of Number of TOTAL

Survey Questionnaire
Questionnaire Retrieved
Distributed
N % N % N %
Blended Students 50 50.00 50 50.00 50 50.00
F2F Students 50 50.00 50 50.00 50 50.00
TOTAL 100 100.00 100 100.00 100 100.00

Table 1 displays the Frequency Distribution of the Respondents. As

shown in the table, 50 respondents or 50 percent is from the Blended Students

while the other 50 respondents or 50 percent is from the F2F Students.

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Demographic Profile of Respondents

Table 2
Frequency and Percentage Distribution of the
Respondents According to Age
Blended F2F Students TOTAL
Students

N % N % N %
18-25 years old 40 80.00 37 74.00 77 77.00
26-31 years old 10 20.00 13 26.00 23 23.00
32-36 years old 0 0.00 0 0.00 0 0.00
37 years and 0 0.00 0 0.00 0 0.00
above
TOTAL 50 100.00 50 100.00 100 100.00

Table 2 shows the Frequency and Percentage Distribution of the

Respondents According to Age. Most of the respondents are between the ages

of 18-25 years old with 77 respondents or 77 percent while the remaining 23

respondents or 23 percent are between the ages of 26-31 years old.

Table 3
Frequency and Percentage Distribution of the
Respondents According to Sex
Blended F2F Students TOTAL
Students

N % N % N %
Male 15 30.00 23 46.00 38 38.00
Female 35 70.00 27 54.00 62 62.00
Total 50 100.00 50 100.00 100 100.00

Table 3 obtains the Frequency and Percentage Distribution of the

Respondents According to Sex. Most of the respondents are Female with 62

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respondents or 62 percent while the remaining 38 respondents or 38 percent are

Male.

Research Instrument

The researchers will utilize a self-structured survey questionnaire. The

study will utilize a self-structured survey questionnaire. The survey questionnaire

is divided into three parts.

Part 1. Dealt with the question designed to assess the demographic profile of

the respondents.

Part 2. Dealt with the factors affecting academic performance in accordance

with Financial.

Part 3. Dealt with the factors affecting academic performance in accordance

with Social factors.

Part 4. Dealt with the factors affecting academic performance in accordance

with Support System.

Data Gathering Procedures

The following procedures were observed in gathering the data after the

validation of instruments.

First, the researchers will distribute the structured survey questionnaire to

the respondents upon receiving authorization from the relevant authority

permitting the dissemination of the survey questionnaires.

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Second, the researchers will await the retrieval of the questionnaire to

ensure that it has been completed and returned.

Third, the researcher will collate the responses, create tables, and analyze

the gathered data with the assistance of the researcher's advisor and professor.

Lastly, the researcher will present the data in textual and tabular forms with due

consideration on the sub problems and hypothesis of the research study.

Validation of Instrument

The researchers will present the initial version of the survey questionnaire

to their thesis advisor and professor for review, ensuring grammatical accuracy of

the questions. The researchers will then seek validation of the questionnaire from

the advisor. Any entries failing validation will be revised or omitted based on her

approval. Once validated, the questionnaire will be finalized for distribution and

completion by chosen respondents.

Statistical Treatment of Data

The researcher employed descriptive statistics in the data treatment. Particularly;

Percentage. The percentage is used to determine the quantitative relation to the

whole response. The process of gathering the percentage was dividing the

frequency by the total number or respondents. To compute for the percentage;

P= ____________ X 100
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P- Percentage

F- Frequency

N- Number of Respondents

100 – Constant

The average weighted means (AWM) will be utilized to measure the

central tendency in relation to the issues being discussed in the study that were

assessed by the respondents. The average weighted mean refers to the

accumulated responses which determine the corresponding weight using the

formula.

∑f x

WM = -----------

N
Where:
WM - Weighted mean
∑ - Summation sign
f - Frequency obtained from the number of responses
x - Weight of each value of the scale
N - Total number of respondents

% = f / N * 100

For Sub problem 1.

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To determine on how do the respondents assessed the factors affecting

the academic performances of third year students in Philippine College of

Criminology in terms of Financial, Social Factors, and Emotional Support System

based on their emotional support system, the four point likert scale will be used:

Descriptive Rating Point Value Point Scale

Highly Effective 4 3.26- 4.00

Effective 3 2.51- 3.25

Least Effective 2 1.76- 2.50

Not Effective 1 1.00-1.75

To determine on how do the respondents assessed the factors affecting the

academic performances of third year students in Philippine College of

Criminology in terms of Financial, Social Factors, and Emotional Support System

based on their financial and social factors, the four point likert scale will be used:

For Sub problem 2.

To determine the significance of difference the test compares two average

means and tells the researcher if they are different from each other. The test

also tells the significance the differences are; In other words it sets the

researcher to know if those differences could have happened by chance.

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The formula for T-Test

Where :

t- the t- test

- the mean of group 1

- the mean of group 2

the sum of squares of group 1

= the sum of squares of group 2

- the number of observations in group 1

- the number of observations in group 2

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Chapter 3

Result and Discussion

This chapter deals with the findings of the study according to the following

sequence: (1) assessment of the respondents on the factors affecting the

academic performance of third-year students in terms of: financial; social factors

and emotional support system and (2) significant difference on the factors

affecting the academic performance of third-year students.

Table 5

Effectiveness of Factors Affecting the Academic Performance of Third Year

Students in the Philippine College of Criminology in terms of Financial
Category of Grand
Respondents Mean
Indicators Blended F2F
Students Students
WMA VI WMA VI WMA VI
1.Worrying about your family's ability 3.29 SA 3.16 A 3.37 SA
to pay for your education.
2.Failing to cover the remaining 3.43 SA 3.12 A 3.27 SA
balance for each semester’s exam?
3.Managing your budget and 3.62 SA 3.70 SA 3.66 SA
expenses to ensure that they do not
negatively impact your academic
pursuits.
4.Most likely to search for SA A SA
scholarships or financial aid to help
with your educational. 3.28 3.18 3.23
5.Thought about quitting college early 3.39 SA 3.25 A 3.32 SA

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because of financial issues.

TOTAL 3.40 SA 3.28 SA 3.37 SA

Table 5 manifests the Effectiveness of Factors Affecting the Academic

Performance of Third Year Students in the Philippine College of Criminology in

terms of Financial. The table shows that the overall assessment of the two

groups of respondents was Very Effective with a grand mean of 3.37.

The group of Blended Students obtains the assessment of Very Effective

with the mean score of 3.40 while the F2F Students has an also assessment of

Agree with the lowest mean of 3.28.

For the group of Blended Students, all of the indicators were assessed as

Effective. Managing your budget and expenses to ensure that they do not

negatively impact your academic pursuits has the highest mean score of 3.62.

Likewise, the group of F2F Students, some of the indicators were

assessed as Very Effective. Managing your budget and expenses to ensure that

they do not negatively impact your academic pursuits has the highest mean

score of 3.70.

Table 6.

Effectiveness of Factors Affecting the Academic Performance of Third Year

Students in the Philippine College of Criminology in terms of Social
Factors
Grand
Category of Respondents
Mean
Indicators
Blended F2F
Students Students

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WMA VI WMA VI WM VI
A
3.54 VE 3.25 E 3.40 VE
Seeking academic help from your
peers or classmates.
Believe that community 3.59 VE 3.50 VE 3.55 VE
engagement activities contribute
to your academic performance.
Bullying or harassment affect 3.86 VE 3.71 VE 3.79 VE
your academic performance.
Impact of social media usage on 3.77 VE 3.61 VE 3.69 VE
your academic performance.
Have experienced distractions VE E VE
from social media or electronic
devices while studying. 3.74 3.23 3.49
TOTAL 3.70 VE 3.46 VE 3.58 VE

Table 6 indicates the Effectiveness of Factors Affecting the Academic

Performance of Third Year Students in the Philippine College of Criminology in

terms of Social Factors. The table shows that the overall assessment of the two

groups of respondents was Very Effective with a grand mean of 3.58.

The group of Blended Students obtains the assessment of Very Effective

with the mean score of 3.70 while the F2F Students has an also assessment of

Effective with the lowest mean of 3.46.

For the group of Blended Students, all of the indicators were assessed as

Very Effective. Bullying or harassment affect your academic performance has the

highest mean score of 3.86 while the indicator with the lowest mean score of

3.54: Seeking academic help from your peers or classmates.

Likewise, the group of F2F Students assessed most of the indicators as

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Very Effective. Bullying or harassment affect your academic performance has the

highest mean of 3.71.

Table 7.

Effectiveness of Factors Affecting the Academic Performance of Third Year

Students in the Philippine College of Criminology in terms of Emotional
Support System

Grand
Category of Respondents
Mean
Indicators Blended F2F
Students Students
WMA VI WMA VI WMA VI
1.Family support to keep pursuing 3.23 E 3.18 E 3.21 E
your academic goals.
2.The effectiveness of your family's 3.32 VE 3.43 VE 3.38 VE
support to your academic
achievement.
3.The help that fellow students or 3.33 VE 3.15 E 3.24 E
friends have given you with your
academic pursuits.
4.Schools provide academic 3.23 E 3.35 VE 3.29 VE
assistance services for students
who are having difficulties in their
academic performances.
5.Availability of support programs 2.95 E 3.08 E 3.02 E
and services offered by the school
to students.
TOTAL 3.21 E 3.24 E 3.23 E

Table 7 implies the Effectiveness of Factors Affecting the Academic

Performance of Third Year Students in the Philippine College of Criminology in

terms of Social Factors. The table shows that the overall assessment of the two

groups of respondents was Effective with a grand mean of 3.23.

The group of Blended Students obtains the assessment of Very Effective

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with the mean score of 3.21 while the F2F Students has an also assessment of

Effective with the lowest mean of 3.24.

For the group of Blended Students, some of the indicators were assessed

as Very Effective. The help that fellow students or friends have given you with

your academic pursuits has the highest mean score of 3.33.

While for the group of F2F Students most of the indicators were assessed

as Very Effective. The indicator who has the highest mean score of 3.43: The

effectiveness of your family's support to your academic achievement while the

indicator with the lowest mean Availability of support programs and services

offered by the school to students with the score of 2.95.

Table 8
Comparative Respondents on the Assessment Effectiveness of Factors
Affecting the Academic Performance of Third Year Students in the
Philippine College of Criminology in terms of Emotional Support System
Grand
Category of Respondents
Mean
Indicators F2F
Blended Students
Students
WMA VI WMA VI WM VI
A
Financial 3.40 VE 3.37 VE 3.38 VE
Social 3.70 VE 3.58 VE 3.64 VE
Emotional Support System 3.21 E 3.23 E 3.22 E
Total 3.43 VE 3.39 VE 3.41 VE

Table 8 interprets the Comparative Respondents on the Assessment

Effectiveness of Factors Affecting the Academic Performance of Third Year

Students in the Philippine College of Criminology in terms of Emotional Support

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System.

The group of Blended Students obtains the assessment of Very Effective

with the mean score of 3.43 while the F2F Students has an also assessment of

Effective with the lowest mean of 3.39.

Sub-problem No.2. Significant difference in the assessment of the

respondents on the Academic Performance of Third Year Students in the
Philippine College of Criminology in terms of Emotional Support System

Table 9

Significant difference in the assessment of the respondents on the

Academic Performance of Third Year Students in the Philippine College of
Criminology in terms of Emotional Support System
Variable T- T- Interpretatio Decision
Computed Tabular n
Value Value
Financial 0.01 1.98 Accepted NSD
Social 0.01 1.98 Accepted NSD
Emotional Support System 0.02 1.98 Accepted NSD

Table 9 displays the Significant difference in the assessment of the

respondents on the Academic Performance of Third Year Students in the

Philippine College of Criminology in terms of Emotional Support System.

In terms of Financial, the T computed value of 0.01 is lower than the T

tabular value of 1.98. The result manifests that there is no significant difference in

the assessment of the respondents. Thus, the null hypothesis is accepted.

In terms of Social, the T computed value of 0.01 is lower than the T

tabular value of 1.98. The result manifests that there is no significant difference in

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the assessment of the respondents. Thus, the null hypothesis is accepted.

In terms of Emotional Support System, the T computed value of 0.02 is

lower than the T tabular value of 1.98. The result manifests that there is no

significant difference in the assessment of the respondents. Thus, the null

hypothesis is accepted.

CHAPTER 4

Summary, Conclusion, and Recommendations

This chapter presents the summary of findings, conclusions drawn, and

the recommendation made for the study.

This study aimed to identify the factors affecting the academic

performances of third year students at Philippine College of Criminology.

Specifically, this study sought answers to the following questions:

1. What are factors affecting the academic performance of third-year students in

terms of:

1.1. Financial;

1.2. Social Factors;

1.3.Emotional Support System;

2. Is there any significant difference in the assessment of the group of

respondents on their academic performance?

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3. What are the implications of the findings of the study to the academic

performance of third year students of Philippine College of Criminology?

Summary of Findings

The following are the findings of the study:

1.Assessment of the respondents on the effectiveness of factors affecting

the academic performance of third-year students.

In terms of Financial, the overall assessment of the two groups of

respondents was Very Effective with a grand mean of 3.37. The group of

Blended Students obtains the assessment of Very Effective with the mean score

of 3.40 while the F2F Students has an also assessment of Agree with the lowest

mean of 3.28.

In terms of Social Factors, the overall assessment of the two groups of

respondents was Very Effective with a grand mean of 3.58. The group of

Blended Students obtains the assessment of Very Effective with the mean score

of 3.70 while the F2F Students has an also assessment of Effective with the

lowest mean of 3.46.

In terms of Social Factors, the overall assessment of the two groups of

respondents was Effective with a grand mean of 3.23. The group of Blended

Students obtains the assessment of Very Effective with the mean score of 3.21

while the F2F Students has an also assessment of Effective with the lowest

mean of 3.24.

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Conclusions

1. The assessment of the two groups of respondents in effectiveness of

factors affecting the academic performance of third-year students was

Very Effective.

2. Generally, there is no significant difference in the assessment of the

respondents on the factors affecting the academic performance of third-

year students.

Recommendations

1. Encourage students to develop consistent study schedules, use planners

or apps for time management, and actively engage in class activities and

discussions.

2. Provide access to mental health resources, such as counseling services,

stress management workshops, and mindfulness programs. Promote a

supportive campus environment where students feel comfortable seeking

help.

3. Encourage a healthy lifestyle by promoting balanced diets, regular

exercise, and adequate sleep. Provide resources like gym facilities,

nutrition workshops, and sleep hygiene education.

4. Ensure classrooms are conducive to learning with adequate lighting,

comfortable seating, and minimal distractions. Maintain small class sizes

to facilitate better interaction and provide ample learning resources such

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as libraries and online materials.

5. Offer financial aid, scholarships, and part-time work opportunities to

alleviate financial burdens. Provide financial literacy workshops to help

students manage their finances effectively.

BIBLIOGRAPHY

A. BOOKS

Nair, Harshith B., 2023, Deciphering Academic Emotions Howes, Leone

M., 2019, Teaching in higher education, critical perspectives

Bornstein, Marc H., 2012, Socioeconomice status, parenting, and child

development

B. JOURNALS

Beboso, Charlene Grace T., Bual, Joel M., 2022, Students' Motivation and
Perception in Learning Social Science Using Distance Learning Modality during
COVID-19- Pandemic

Nicolas, Rowena E., 2022, Selected Profile and Factors Affecting the
Academic Performance in Social Studies of Grade 10 Students: Input for an
Intervention Program

Mijares III, Benjamin F., 2022, Factors Affecting the Academic

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College of Criminal Justice

Performance of Learners in Mathematics Amidst Pandemics

Yilmaz, Ercan; Sahin, Mehmet; Turgut, Mehmet, 2019, Variables Affecting

Student Motivation Based on Academic Publications Albarico, Alejandro G., Blas,
Ria P., Cruz Arlene P., Enriquez, Grace M., 2023,

FACTORS AFFECTING SENIOR HIGH SCHOOL STUDENTS’ POOR

ACADEMIC PERFORMANCE

Bugwak, Elven R., 2023, Factors Affecting the Academic Performance of

Elementary Teacher Education Students in DOrSU-San Isidro Campus,
Philippines

Husaini, Yousuf Al, 2023, Factors Affecting Students' Academic

Performance: A review

Ganyaupfu, Elvis M.,2019, Teaching Methods and Students’ Academic

Performance

Ozcan, M., 2022, Factors Affecting Students’ Academic Achievement

according to the Teachers’ Opinion

C. THESIS AND DISSERTATIONS

Peñeda, Fabiana P., Ticoy Thea A., Rabuya Jr., Cristobal A., 2019,
Filipino Students’ Perceptions of Factors Affecting Their Academic Performance
in School: A Qualitative Study

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Muhammad, Auwalu Shuaibu; Halabi, Kabara Auwal, 2021, IMPACT OF

MOTIVATION ON STUDENTS’ ACADEMIC PERFORMANCE A CASE STUDY
OF UNIVERSITY SULTAN ZAINAL ABIDIN STUDENTS

Ragpala, Eric, 2021, Environmental Factors that Affect the Academic

Performance of Senior High School Students during COVID-19 Pandemic

Narag, Edlyn R., 2019, FACTORS RELATED TO ACADEMIC

PERFORMANCE OF COLLEGE STUDENTS AT CAGAYAN STATE
UNIVERSITY

Balgos, Markneel I., 2019, A Study on the relationship among member-

perceived leadership-style, communication effectiveness, and job satisfaction on
selected UP Diliman student organizations

Prabhakar P Keerthi.,Yongsorn, Chatupol, Ponathong, Chakrit, 2023,

Developing Critical Thinking Dispositions through Academic Assertiveness
among Higher Education Students in Thailand

Chine, Danielle R., 2022, A Pathway to Success? A Longitudinal Study

Using Hierarchical Linear Modeling of Student and School Effects on Academic
Achievement in a Middle School STEM Program

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APPENDIX A

Letter Request to the Dean, College of Criminal Justice

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APPENDIX B

Letters to the Key Officer/s

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APPENDIX C

Letters to the Tool Validator

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APPENDIX D

Letters to the Respondents

“FACTORS AFFECTING THE ACADEMIC PERFORMANCE

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OF THIRD YEAR STUDENTS IN PHILIPPINE COLLEGE OF CRIMINOLOGY”

Dear Respondents:
A survey questionnaire is created to effectively collect data or information
from randomly picked participants among third-year students of the Philippine
College of Criminology. The questionnaire seeks to gather information that may
be evaluated to understand ideas, behaviors, preferences, or experiences
connected to finding different factors or issues affecting student’s academic
performances by conducting questions that are clear and concise. Researchers,
Professors, and Students can all benefit from using surveys given that they
provide an organized approach of obtaining information that can be used to
discover trends, evaluate the efficacy of activities, assess needs, and inform
decision-making processes. Moreover, comprehensive survey questions support
the reliability and accuracy of the data gathered, allowing for relevant
interpretation and analysis.

ALOTA ,Rogelio Jr. B. DE LUVIAR, John Russel V.

CALAYCAY Jr, Angel V. DE TORRES, Jhonas Kim B.

CLAVERO, April Manzanero PANCHO, Albert Chris E.

CAMAHALAN, Yzekiel V. PRUDENCIADO, Claudethe P.

Researchers

APPENDIX E

Survey Questionnaire

Part I. Demographic Profile

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Direction: Please put a check (✔) on the box provided that corresponds to your
answer. (Pakilagyan ng tsek (✔) ang kahong ibinigay na tumutugma sa iyong
sagot.)

Respondents
● Randomly selected 100 third year students of philippine College of
Criminology

Age
● 18 – 21 years old
● 22 – 25 years old
● 26 above

Gender
● Male
● Female

Academic Standing
● Full Online
● Blended
● Full Face to Face

Part II. Respondent’s assess the factors affecting the academic

performance of third year students in the Philippine College of criminology.

Direction: Please put a check (✔) on the box provided that corresponds to your
answer. ((Pakilagyan ng tsek (✔) ang kahong ibinigay na tumutugma sa iyong
sagot.)

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Scale Interpretation

4 - Very Serious

3 - Serious

2 - Less Serious

1 - Not Serious

1. What are the most frequently chosen factors affecting the academic
performance of third-year students based on the following factors.

1.1 Financial;

Indicators 4 3 2 1
Worrying about your family's ability to pay for
your education.

Nababahala ka sa kakayahan ng iyong pamilya

na magbayad para sa iyong pag-aaral.

Failing to cover the remaining balance for each

semester's exam.

Nabigo na mabayaran ang natitirang balanse

para sa bawat pagsusulit ng semestre.

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Managing your budget and expenses to ensure

that they do not negatively impact your academic
pursuits.

Pamamahala sa iyong badyet at mga gastos

upang matiyak na hindi ito negatibong
nakakaapekto sa iyong mga gawaing pang-
akademiko.

Most likely to search for scholarships or financial

aid to help with your educational costs.

Maghanap ng mga scholarship o tulong pinansyal

upang makaagapay sa iyong mga gastos sa
edukasyon.

Thought about quitting college early because of

financial issues.

Naisip mo na huminto ng maaga sa kolehiyo

dahil sa mga isyu sa pananalapi.

Indicators 4 3 2 1
Feeling stressed or anxious about your financial
situation affecting your academic performance.

Nakakaramdam ng pagkabalisa o kaba tungkol sa

iyong sitwasyon sa pananalapi na nakakaapekto
sa iyong akademikong pagganap.
skipping meals or compromise on basic
necessities due to financial constraints while
studying.

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kailangang laktawan ang mga pagkain o

ikompromiso ang mga pangunahing
pangangailangan dahil sa mga hadlang sa budget
habang nag-aaral.
As a working student, you find your job an
inconvenience to your academic performances
but needed to work to sustain your financial
needs.

Bilang isang working student, Nakikita mo ba ang

iyong trabaho na isang abala sa iyong pag aaral
ngunit kailangan mong magtrabaho upang
matugunan ang iyong mga pangangailangan sa
pananalapi.
As a parent, you find difficulties regarding your
academic studies while being a parent and also
budgeting your financial needs into household
needs and school activities.

Bilang isang magulang, ikaw ay nahihirapan sa

iyong pag-aaral bilang isang magulang habang
binabadyet din ang iyong mga gastusin sa bahay
at mga aktibidad sa paaralan.

Regarding your overall financial status as a

student, You manage or cope up your hardship
and difficulties to pay your tuition fees and other
expenses.

Tungkol sa iyong pangkalahatang katayuan sa

pananalapi bilang isang mag-aaral, nakakayanan
ang iyong paghihirap at pagsubok sa pagbabayad

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ng iyong matrikula at iba pang mga gastusin.

1.2 Social Factors;

Indicators 4 3 2 1
Seeking academic help from your peers or
classmates.

Humihingi ng tulong sa pag aaral mula sa iyong

mga kaibigan o kaklase.

Believe that community engagement activities

contribute to your academic performance.

Naniniwala na ang mga aktibidad sa pakikipag-

ugnayan sa komunidad ay nakakatulong sa iyong
akademikong pagganap.

Bullying or harassment affect your academic

performance.

Epekto ng pananakot o panliligalig o pambubuli

sa iyong pag aaral.

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Impact of social media usage on your academic

performance.

Resulta o epekto ng paggamit ng social media sa

iyong pag aaral.
Have experienced distractions from social media
or electronic devices while studying.

Nakakaranas ng distraksyon sa paggamit ng

social medya habang ikaw ay aaral.

Direction: Please put a check (✔) on the box provided that corresponds to your
answer. ((Pakilagyan ng tsek (✔) ang kahong ibinigay na tumutugma sa iyong
sagot.)

Scale Interpretation

4 - Highly Effective

3 - Effective

2 - Less Effective

1 - Not Effective

1.3 Emotional Support System;

Indicators 4 3 2 1

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Family support to keep pursuing your academic goals.

Suporta ng iyong pamilya upang ipagpatuloy mo ang

iyong mga layunin sa pag aaral.

The effectiveness of your family's support to your

academic achievement.

Ang pagiging epektibo ng suporta ng iyong pamilya sa

iyong upang makamit ang tagumpay sa pag aaral.

The help that fellow students or friends have given you

with your academic pursuits.

Ang mga tulong na ibinigay sa iyo ng mga kapwa mag-

aaral o kaibigan sa pagtupad ng mga layunin sa pag
aaral.

Schools provide academic assistance services for

students who are having difficulties in their academic
performances.

Mga benepisyo at serbisyong ibinibigay ng iyong

paaralan para sa mga mag-aaral na nahihirapan sa
kanilang pag aaral.
Availability of support programs and services offered by
the school to students.
Pagkakaroon ng mga programa at serbisyo ng suporta na
inaalok ng iyong paaralan para sa mga pag aaral.

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APPENDIX F

CERTIFICATION BY THE TOOL VALIDATOR

This is to certify that I have reviewed and validated the tools to be used in the
conduct of the thesis study:

Title “FACTORS AFFECTING THE ACADEMIC

PERFORMANCE OF THIRD YEAR STUDENTS
IN PHILIPPINE COLLEGE OF CRIMINOLOGY

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Author/s Team Leader; Clavero, April Manzanero

Member :
Alota ,Rogelio Jr. B.
Calaycay Jr, Angel V.
Clavero, April Manzanero
Camahalan, Yzekiel V.
De Luviar, John Russel V.
De Torres, Jhonas Kim B.
Pancho, Albert Chris E.
Prudenciado, Claudethe P.

Program Bachelor of Science in Criminology

Adviser Ms. Maricris Cabanayan

Institution Philippine College of Criminology

The undersigned certifies that the instrument in the study was carefully evaluated
and validated. The undersigned ensured that the items are reliable and valid measures
of the constructs they were intended to measure, the questions are clear, concise, and
easy to understand for the target population.

Issued this 27th day of May 2024 at the City of Manila.

MR.FERMIN PINEDA ENRIQUEZ

College Professor
Tool Validator

APPENDIX G

Tally Sheets

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APPENDIX H

Revisions

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APPENDIX I

Curriculum Vitae

Alota, Rogelio Jr. B.

Address: 2142 Alvarez St. Tramo Pasay City
Cell Phone Number: 09919733768
Gmail: [email protected]

PERSONAL DETAILS

Age : 21
Date of Birth : March 8 ,2002
Sex : Male
Marital Status : Single
Religion : Roman Catholic
Weight : 75
Height : 5’5

EDUCATION

● Undergraduate
Bachelor of Science in Criminology
Philippine College of Criminology

● Finished Secondary (Senior

Senior High: Pasay City National High School

Junior High: Pasay city National High school

● Finished Elementary
Efipanio delo santos Elementary school

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Curriculum Vitae

Calaycay Jr, Angel V.

Address: R-10 Sitio Puting bato nbbs proper Navotas City
Cell Phone Number: 09381905182
Gmail: [email protected]

PERSONAL DETAILS

Age : 22
Date of Birth : April 22, 2001
Sex : Male
Marital Status : Single
Religion : Catholic
Weight : 72
Height : 5’4

EDUCATION

● Undergraduate
Bachelor of Science in Criminology
Philippine College of Criminology

● Finished Secondary
Senior High:
Arellano University (EEC)

Junior High:
kaunlaran high school

● Finished Elementary
Kapitbahayan Elementary School

Curriculum Vitae

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Clavero, April Manzanero

Address: Blk-39d Lot-54 Maliputo St Navotas City Brgy Nbbs
Cell Phone Number: 09568740126
Gmail: [email protected]

PERSONAL DETAILS

Age : 22
Date of Birth : April 1, 2001
Sex : female
Marital Status : Single
Religion : Catholic
Weight : 52 kg
Height : 4’11

EDUCATION

● Undergraduate
Bachelor of Science in Criminology
Philippine College of Criminology

● Finished Secondary
Senior High: University of the East Caloocan
Junior High: University of the East Caloocan

● Finished Elementary
Dagat-Dagatan Elementary School

Curriculum Vitae

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Camahalan, Yzekiel V.
Address:N’Deleon street Lauerta Parañaque City
Cell Phone Number:09661432500
Gmail: [email protected]

PERSONAL DETAILS

Age : 23
Date of Birth : Aug, 5 2000
Sex : Male
Marital Status : Single
Religion : Christian
Weight : 62
Height : 5’5

EDUCATION

● Undergraduate
Bachelor of Science in Criminology
Philippine College of Criminology

● Finished Secondary
Senior High: Balele Integrated School

Junior High: Balele National high school

● Finished Elementary
Balele Elementary School

Curriculum Vitae

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De Luviar, John Russel V.

Address: R-10 Sitio Puting bato nbbs proper Navotas City
Cell Phone Number: 09859753151
Gmail: [email protected]

PERSONAL DETAILS

Age : 22
Date of Birth : June 1, 2001
Sex : Male
Marital Status : Single
Religion : Catholic
Weight : 70
Height : 5’1

EDUCATION

● Undergraduate
Bachelor of Science in Criminology
Philippine College of Criminology

● Finished Secondary
Senior High: Kaunlaran High School

Junior High:Kaunlaran High School

● Finished Elementary

Kapitbahayan Elementary School

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Curriculum Vitae

De Torres, Jhonas kim B.

Address:A.Arnaiz Avenue Brgy. Pio del Pilar Makati city
Cell Phone Number:09637236891
Gmail: [email protected]

PERSONAL DETAILS

Age : 23
Date of Birth : June 22, 2000
Sex : Male
Marital Status : Single
Religion : Catholic
Weight : 70
Height : 5’8

EDUCATION

● Undergraduate
Bachelor of Science in Criminology
Philippine College of Criminology

● Finished Secondary
Senior High: Teodoro M. Luansing college of Rosario, Batangas
Junior High: Palakpak national high school

● Finished Elementary
Calabasahan Elementary school

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Curriculum Vitae

Pancho, Albert Chris E.

Address: 76 Dinalaga street East Bagong Barrio Caloocan City
Cell Phone Number: 09666793893
Gmail: [email protected]

PERSONAL DETAILS

Age : 21
Date of Birth : May 14, 2002
Sex : Male
Marital Status : Single
Religion : Roman Catholic
Weight : 93
Height : 5’8

EDUCATION

● Undergraduate
Bachelor of Science in Criminology
Philippine College of Criminology

● Finished Secondary
Senior High: Far Eastern University

Junior High: Far Eastern University

● Finished Elementary

National College of Business and Arts

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Curriculum Vitae

Prudenciado, Claudethe P.
Address: #179-B Purok 6 South Daang Hari Taguig City
Cell Phone Number: 09566816134
Gmail: [email protected]

PERSONAL DETAILS

Age : 22
Date of Birth : January 15, 2002
Sex : Female
Marital Status : Single
Religion : Catholic
Weight : 70
Height : 5’2

EDUCATION

● Undergraduate
Bachelor of Science in Criminology
Philippine College of Criminology

● Finished Secondary
Senior High: STI College of Alabang

Junior High: Muntinlupa Business High School - Main

● Finished Elementary

Gymnazo Christian Academy - Taguig

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APPENDIX J

Documentation
One picture each:
Proposal Defense
Distributing of Letters (Key officers, Tool Validators)
Distributing of Survey Questionnaire
Final Defense

APPENDIX K

Certificate of Defense
(Proposal Defense and Final Defense)

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