DIFFICULTIES ENCOUNTERED AMONG CRIMINOLOGY STUDENTS

IN MODULAR AND ONLINE CLASSES AND

ITS DEGREE OF SERIOUSNESS

_____________________________

A Research Study Presented to

the Faculty of College of Criminology

Northern Mindanao Colleges, Incorporated

City of Cabadbaran

_____________________________

In Partial Fulfillment

of the Requirements for the Degree

BACHELOR OF SCIENCE IN CRIMINOLOGY

_____________________________

By

JUNALD ABALLE
JAMES PATRICK O. MILA
MARY JESZEL V. GARCIA
REYMART S. MANCAO
REGIE L. HAYAHAY

March 2022
 ii

APPROVAL SHEET

This thesis entitled, (DIFFICULTIES ENCOUNTERED AMONG

CRIMINOLOGY STUDENTS IN MODULAR AND ONLINE CLASSES AND ITS
DEGREE OF SERIOUSNESS), prepared and submitted by (MARY JESZEL V.
GARCIA, REYMART S. MANCAO, JUNALD ABALLE, JAMES PATRICK O.
MILA, REGIE L. HAYAHAY) in partial fulfillment of the requirements for the
degree of Master of Arts in Education, major in Educational Management is hereby
recommended for oral examination.

JORGE E. CAÑAREJO, Rcrim

Adviser

------------------------------------------------------------------------------------------------------------

PANEL OF EXAMINERS

Approved by the Committee on Oral Examination with the grade of .

ESMERALDA M. CASTILLON, MSCRIM

NAME
Chairman

Dr. Vernie P. Ojeda Anabel Mata, MBM

Name Name
Member Member

Accepted and approved as partial fulfillment of the requirements for the degree
of Master of Arts in Education, major in Educational Management.

ESMERALDA M. CASTILLON, MSCRIM

Dean
 Iii

ACKNOWLEDGMENT

I would like to thank our Dean ESMERALDA CASTILLON who give us this

opportunity to work on this research. We have learned a lot from this research

about Difficulties encountered among criminology students in modular and online

classes and the side of some student have difficult in school.

At last, I would like to extend my heartfelt thanks to my group because

they are good and responsible without their cooperation this research would not

have been successfully done. Finally, I would like to thank to dear God who have

guide us and always give us a good mind to think and to do our responsibility.

And lastly, we are thankful for our co-students and especially to our

friends who gave us their moral support and inspiration to strive harder. Thank

you and more power

JUNALD ABALLE
JAMES PATRICK O. MILA
MARY JESZEL V. GARCIA
REYMART S. MANCAO
REGIE L. HAYAHAY

Researchers
 Iv

ABSTRACT

Title : DIFFICULTIES ENCOUNTERED AMONG

CRIMINOLOGY STUDENT IN MODULAR AND

ONLINE CLASSES AND ITS DEGREE OF

SERIOUSNESS

Total No. of Page :

No. of Text Pages :

Author : ABALLE, JUNALD

MILA, JAMES PATRICK O.
GARCIA, MARY JESZEL V.
MANCAO, REYMART S.
HAYAHAY, REGIE L.
Adviser : Jorge Caṅarejo RC

Type of Document : Research Study

Type of Publication : Unpublished

Host Institution : Northern Mindanao Colleges, INC.

Cabadbaran City, Agusan del Norte

Caraga Administrative Region

Degree : Bachelor of Science in Criminology

Keywords : Difficulties, Modular, Online Classes, Seriousness

Summary : The overall objective of this study is to determine the

effects of the level of difficulties encountered among
criminology students in Modular and Online classes
and it degree of seriousness in Northern Mindanao
Colleges, Inc.'s the purpose of this research aimed to
investigate the difficulties of student in terms Modular
and Online learning this study was conducted to
determine whether there is a significant association
between the demographic profile and the level of
difficulties of the student, as well as the significant
relationship between the level of difficulties
encountered among criminology students in Modular
and Online classes. This study employed a
quantitative research approach with a descriptive
method wherein the students' responses were
acquired by face-to-face survey The data were
analyzed using weighted mean and a chi-Square test
were used to treat the data. The findings showed that
the Student teacher’s teaching strategies in
implementing CLT approach influenced the English
major students speaking skills.
 v

TABLE OF CONTENTS
                                                                            
                                       PAGE
TITLE PAGE                                                                                                i
APPROVAL SHEET                                                                                    ii
ACKNOWLEDGEMENT                                                                             iii
ABSTRACT                                                                                                 iv
TABLE OF CONTENTS                                                                             v
LIST OF TABLES                                                                                       vi
LIST OF FIGURES vii
LIST OF GRAPHS viii
CHAPTER 
       I THE PROBLEM AND IT SETTING
Introduction
Theoretical/Conceptual Framework
Schematic Diagram
Statement of the Problem
Hypothesis
Scope and Delimitation
Definition of Terms

CHAPTER
          II REVIEW OF RELATED LITERATURE
AND STUDIES
Related Literature
Related Studies
CHAPTER
III RESEARCH METHODOLOGY
Research Method
Population and Sampling Scheme
Description of the Respondents
Research Instrument
Validation of Instrument
Procedures in Gathering Data

CHAPTER

IV PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA

Problem 1. On the demographic profile of

the students in terms of Age, Sex, Year,
Student Status, Type of Gadget, internet
Access.

Problem 2. On the level of difficulties

encountered among criminology students
in term of Modular and Online learning

Problem 3. On the significant association between

the demographic profile and the Level of
difficulties encounter in Criminology student

CHAPTER
V SUMMARY, CONCLUSION AND
RECOMMENDATIONS
Summary
Conclusion
Recommendation
 BIBLIOGRAPHY

APPENDICES

A - Letter Request with Approval

B - Research Instrument

C - Map of the Research Locale

D - Curriculum Vitae

E - Documentation

Chapter Heading:
> Center
> All capital letters
> Bold
> Double Space
 CHAPTER I

THE PROBLEM AND IT SETTING

Bold and not

underline, align
text left Introduction

Indention

RATIONALE
Indention

SIGNIFICANCE
Indention

Page
 Table 1

Civil Status Double Space

In Bold but Not in Capital
letters
n = 151

Status PTA respondents Non PTA Total

respondents
Frequenc % Frequenc % Frequenc %

y y y

Single 3 7.89 4 3.54 7 4.64

Married 33 86.85 100 88.50 133 88.08

Widow 1 2.63 1 88 2 1.32

Widower 0 - 2 1.77 2 1.32

No Answer 1 2.63 6 5.31 7 4.64

Total 38 100% 113 100% 151 100%

No more double lines in the end

 page

Interpretation of Data

By tables

Ex. Get the highest and lowest frequency with verbal description then support the

result citing authors line from RRL and Theoretical/ Conceptual Framework
 page

APA format
Alphabetize, no more by books
Indent the second line References

Author’s last name, first initial. (Publication date). Book Title. Additional
Information. City of publication: Publishing company.
Example
Nicol, A. M., & Pexman, P.M. (1999). Presenting your finding: A practical
guide for creating tables. Washington, DC: American Psychological
Association.

Journals and Magazines

Author’s last name, first initial. (Publication date). Article title. Periodical title,
volume number (issue number if available), inclusive pages.

Example Harlow, H. F. (1983). Fundamentals for preparing psychology journal articles.

Journal of Comparative and Physiological Psychology, 55, 893-896.

Unpublished Materials

If the work is not published, put the title in quotation marks and end with the date
the degree was awarded.

If the work is published, italicize the title and include the publication date.

Author’s name. (Publication date). Unpublished Master’s Thesis or Dissertation

Title. Publishing Location.

Example Stolley, Karl. (2002). “Toward a Conception of Religion as a Discursive

Formation: Implications for Postmodern Composition Theory. “Ma thesis
Purdue University.
 page

Electronic References

For electronic references, websites, and online articles, APA Style asserts some
basic rules, including to:

▪ direct readers specifically to the source material using URLs which work
▪ include retrieval date ONLY when content is likely to change (e.g., wikis)
▪ include all other relevant APA Style details for the source

Online article based on a print source, with DOI (e.g., a PDF of a print
source from a database)

Example Krueger, R. F., Markon, K.E., Partrick, C. J., & Dacono, W. G. (2005).
Externalizing psychopathology in adulthood: a dimensional-spectrum
conceptualization and its implications for DSM-V. Journal of Abnormal
Psychology, 114, 537-550. Doi:10.1037/0021-843X.114.4.537

Online article based on a print source, without DOI (e.g., a PDF of a print
source from a database)

Example Marlowe, P., Spade, S., & Chan, C. (2001). Detective work and the benefits of
color versus black and white. Journal of Pointless Research, 11, 123-127.
 page
(proprietary content--not things like Ovid, EBSCO, and PsycINFO)

Liquor advertising on TV. (2002, January 18). Retrieved

from http://factsonfile.infobasepublishing.com/
Example
OR

Liquor advertising on TV. (2002, January 18). Retrieved from Issues and
Controversies database.

Articles in an Internet-only journal

Example McDonald, C., & Chenoweth, L. (2009). Leadership: A crucial ingredient in
unstable times. Social Work & Society, 7. Retrieved from
http://www.socwork.net/2009/1/articles/mcdonaldchenoweth

Article in an Internet-only newsletter (eight or more authors)

Example Paradise, S., Moriarty, D., Marx, C., Lee, O. B., Hassel, E., Bradford, J. (1957,
July). Portrayals of fictional characters in reality-based popular writing:
Project update. Off the Beaten Path, 7. Retrieved from
http://www.newsletter.offthebeatenpath.news/otr/complaints.html

Article with no author identified

Example Britain launches new space agency. (2010, March 24). Retrieved
from http://news.ninemsn.com.au/technology/1031221/britain-launches-
new-space-agency

page

Example
 Article with author and no date identified (e.g., wiki article)

Harry Potter. (n.d.). In Wikipedia. Retrieved March 12, 2010,

from http://en.wikipedia.org/wiki/Harry Potter

Entry in an online dictionary or reference work, no date and no author

identified

Example Verisimilitude. (n.d.). In Merriam-Webster’s’ online dictionary (11th ed.). Retrieved

from http://www.merriam-webster.com/dictionary/verisimilitude

E-mail or other personal communication (cite in text only)

Example
(A. Monterey, personal communication, September 28, 2001)

Book on CD

Example Nix, G. (2002). Lirael, Daughter of the Clayr [CD}. New York, NY: Random
House/Listening Library.

Book on tape

Example Nix, g. (2002). Lirael, Daughter of the Clayr [Cassette Recording No. 1999-1999-
1999]. New York, NY: Random House/Listening Library.

Movie

Example Gilby, A. (Producer), & Schlesinger, J. (Director). (1995). Cold comfort

farm [Motion picture]. Universal City, CA: MCA Universal.
 CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

The Philippine education system is currently adapting to the latest

blended learning model, which is now being introduced throughout the world.

Despite calls for an academic freeze in the aftermath of the Coronavirus

outbreak, the Education sector insists that education should not be jeopardized.

Teachers, particularly traditional teachers, are finding it difficult to cope with this

pandemic. The world stopped and the economy collapsed as all businesses

shutdown operations. For instance, to prevent the virus from spreading, most

countries closed schools, colleges, and universities. Not only the health and

education sectors were affected by the crisis. During the pandemic's peak,

educational institutions offered remote learning as an alternative. Despite the

closure order, classes are held (Kasrekar, 2020). Since face-to-face lessons are

more likely to spread the virus, the most effective option is to teach and learn

online. This platform poses a challenge to both teachers and students because it

exposes them to something different. In the midst of the pandemic, this

necessitates an ‘adopt quickly' answer to the new standard in teaching and

learning. The transition to online learning came too soon, so academic

institutions must strategize and drive new teaching pedagogies.

The question of whether private and public schools are prepared in terms

of technological infrastructure and teaching pedagogy remains unanswered.

According to Magsambol (2020), there is a strong divide between those who can

and cannot afford the money required to access the modern education platform.

With the DepEd's mantra "no child left behind," the general state of children in

the public school system sends a message of injustice. Training, on the other

hand, cannot be canceled as much as the economy wants. In controlling the

spread of the disease, teachers are introducing new rules, practices, and

classroom configurations. Others are designing brand new online curricula for

students who will be studying from home. They are forced to do so at the same

time, and with insufficient financial resources. Holding students interested is the

most challenging aspect of teaching online. To do so, their greatest need is for

instructional technology: laptops, tablets, document cameras and other

technology to help them do demonstrations and keep their students interested in

the content. In the above mentioned point, the objective of this study is to craft an

action plan that can help both private and public school teachers in teaching

during this time of pandemic. The action plan will be based on the experiences of

public and private school.

The purpose of this study is to determine the difficulties encountered

among criminology students in modular and online classes and its degree of

seriousness. Actually, all the students are having a hard time not just the

criminology students but literally all the students who are taking online class and

modular type. Despite of this matter of adjustment in a new normal way of

studying, seems like everything is fine but most of us are also not aware to the
situation of every student and teacher. Stress are starting to attack individually

because of pressure, there are cases of other student in some other places who

did suicide and having suicidal thought because of stress. There are also

students who are decided to stop and pause for a year or years because of the

new adjustment and being unavailable to some needs to study in this time. So as

a researcher our goal is to give help to our co-students and dearest teacher on

how to cope up and survive in this pandemic style or way of studying. Through

our confidence and faith, we believe that there are always a way and a reason.

The significance of study, focuses about online class and modular type of

learning in Northern Mindanao Colleges Incorporated. College of Criminology are

on the making-process to be a good public servant that need some trainings

more discipline and action. This way of learning really gave them a hard time. It’s

like making a public servant without a proper process

Theoretical framework

This study is to assess student satisfaction and Bloom’s theory to quantify

academic achievement. It aimed to assess the impact of modular distance

learning on academic achievement and student satisfaction. The Transactional

Distance Theory was selected for this study since it refers to student-instructor

distance learning. TDT Moore (1993) states that distance education is “the

universe of teacher-learner connections when learners and teachers are

separated by place and time.” Moore’s (1990) concept of” Transactional

Distance” adopts the distance that occurs in all linkages in education, according

to TDT Moore (1993). Transactional distance theory is theoretically critical

because it states that the most important distance is transactional in distance

education, rather than geographical or temporal. According to Garrison (2000),

transactional distance theory is essential in directing the complicated experience

of a cognitive process such as distance teaching and learning. Evaluates the role

of each of these factors (student perception, discourse, and class organization),

which can help with student satisfaction research. Bloom’s Taxonomy is a

theoretical framework for learning created by Benjamin Bloom that distinguishes

three learning domains: Cognitive domain skills center on knowledge,

comprehension, and critical thinking on a particular subject. Bloom recognized

three components of educational activities: cognitive knowledge (or mental

abilities), affective attitude (or emotions), and psychomotor skills (or physical

skills), all of which can be used to assess students’ academic achievement.

According to Jung (2001), “Transactional distance theory provides a significant

conceptual framework for defining and comprehending distance education in

general and a source of research hypotheses in particular, “Theory is defined as

a set of statements, principles, or ideas that relate to a particular subject. A

theory usually describes, explains, and/or predicts phenomena. The definition of

theory also varies depending upon disciplines, especially when related to the

term model. As noted by Graham, Henrie, and Gibbons (2020), the two terms are

used interchangeably and generally refer to the same concept. However, a

model is more frequently a visual representation of reality or a concept. In this

discussion, the terms theory and model will be used interchangeably. The

purpose of a theory or model is to propose the answers to basic questions

associated with a phenomenon. Graham, Henrie and Gibbons (2016) reviewed

this issue as related to instructional technology and recommended a three-part

taxonomy first proposed by Gibbons and Bunderson (2016) that includes

theories.
 SCHEMATIC DIAGRAM

Independent Variable Dependent Variable

Demographic profile of criminology

Difficulties encountered among
student:
criminology students
 Age
 Modular Learning
 Sex
 Online Leaning
 Year Level

 Student Status

 Type of Gadget

 Internet Access
Figure 1. The Schematic Diagram showing the Independent and Dependent

Variables of the Study.

STATEMENT OF THE PROBLEM

This study is to determine the level of the difficulties encountered among

criminology students in modular and online classes its degree of seriousness.

Specially, it aimed to answer the following questions:

1. What is the demographic profile of the criminology student in term of:

1.1 Age

1.2 Sex

1.3 Year level

1.4 Student Status

1.5 Type of Gadget

1.6 Internet Access

 2.What is the level of difficulties encountered among criminology students in

term of?

2.1 Modular learning, and

2.2 Online learning

3.Is there a significant association between the demographic profile and the

Level of difficulties encounter in Criminology student?

Hypothesis: There is no significant association between the Demographic

Profile to the Level of Difficulties encounter in Criminology Student

Scope and Delimitation

This study focused on determining the difficulties encountered among

criminology students in modular and online classes and its degree of
seriousness. It sources from 1 st year to 4th year BS Criminology students from
Northern Mindanao Colleges Incorporated and its difficulties to their learning
particularly in this SY 2019-2020

Definition of Terms

Important terms based in the study are defined in order to promote

understanding the concept advanced by the researchers.

Age- The length of time that a person has lived or a thing has existed.

Criminology - Criminology includes the study of all aspects of crime and law

enforcement
Degree - The amount, level, or extent to which something happens or is present.

Difficulty- Are not able to do it easily. have difficulty with something.

Modular - Modular system is an educational system whose curriculum is made

up of modules. Each module provides knowledge and skills towards proficiency
in a field.

Online class - An online class is a course conducted over the Internet. Online
classes are generally self-paced, allowing for greater flexibility in completing
coursework

Sex- To know how many male or female that we have conducted in our research.

Student Status – We conduct this student status to know the status of the
student if she/he is an regular or irregular student.

Year level- The year level that we conducted is 1st year to 4th year to know
what are the difference between in modular and online learning.
 Chapter II

REVIEW RELATED LITERATURE AND STUDIES

Related Literature

The growth of online enrollments in the U.S. has increased for the 14th

consecutive year irrespective of an expanding or shrinking economy and rising or

declining overall college enrollments. At the same time, the number of students

exclusively taking face-to-face classes on a brick-and-mortar campus has been

dropping (Seaman, Allen, & Seaman, 2018). In 2016, there were over 6 million

students in the U.S. who enrolled in at least one online course (Lederman,  2018),

and the proportion of students enrolled in at least one online course has risen to

over 30%. Public institutions and not-for-profit institutions have the largest

percentage of students taking online classes. Continued growth of online

programs, especially for business education, seems to be on the horizon in the

next five years. Surprisingly, over half the students that took at least one online

class also took a course on campus, and students not physically present in the

U.S. who enrolled in U.S. online degree programs were only 1 percent of all

students taking online classes. This implies that the majority of online programs

are not currently attracting students who live far from the university. Effectively

continuing to increase the number of students from faraway locations within and

outside the U.S. presents both an opportunity and a challenge to universities.

 The obvious advantages of online programs to the university include

increasing enrollments and profits, extending university reach, increasing student

technological skills, mitigating the projected shortfall in instructors, eliminating

overcrowding of classrooms, reducing infrastructure cost, allowing students to

work at their own pace and learning style, reducing faculty bias, and improving

retention and graduation rates (Popovich & Neel,2016).

However, educational institutions also face a variety of institutional-,

instructor-, and student-related impediments to successful implementation,

maintenance, and growth of online programs.

First, there has been a steady decline in college enrollment in the U.S.,

from 20.6 million in 2016 to 19 million in 2016 (Hildreth, 2017), and is expected to

be significant in the late 2020s (Hoover, 2017). Reasons for declining college

enrollments include increasing cost of a college education, skepticism about the

incremental value of higher education, decline in the rate of timely degree

completion, unwillingness to travel long distances, increasing cost of commuting,

unwillingness to incur long-term debts, and social concerns, such as perceived

insufficient institutional support for low-income, minority, and foreign students,

and peers from different backgrounds, culture, or interests. Top-tier universities

are less likely to face this declining enrollment problem. Due to stiff competition,

universities in the Northeast are more likely to face the challenge of declining

enrollments.

Besides the challenge of declining enrollments, there is the challenge of

change in student profile. Research shows that students in above 25 years of

age category will increase. Hoover (2017) suggests that the solution involves

creative thinking such as exploring educational programs to attract international

students, implementing online or blended courses that could help reduce

commuting costs and student travel time, and accelerating graduation rates,

especially for students working full time.

Institutional factors such as lack of understanding of online pedagogy and

online learning styles, lack of administrative support for online education and for

marketing the program, number of students enrolled, faculty qualifications, tuition

rates, and length of the program (Kentnor, 2015) can also doom the program to

failure. In addition, Popovich and Neel (2016) investigated a variety of

institutional characteristics that relate to online courses and programs at AACSB-

accredited business schools. They noted disadvantages such as potentially

reduced quality of education, increased faculty training costs, faculty resistance,

financial aid constraints, employer bias against online degrees, lack of

appropriateness for all subject’s/course content, increased cost of technological

update, program startup costs and challenges, potentially reduced

student/professor interaction, irrelevance of previous location advantage, and

potential infringement on existing programs.

Institutions also need to take student concerns seriously. Valid student

concerns include experiencing isolation from peers and professors, concerns

about mastering new technology and software, potential for negative perception

of online degrees by employers, and potential for reduced quality of instruction

relative to the same courses taught as traditional face-to-face classes. Graduates

of online programs voice concerns such as regret that they did not conduct more

detailed research about the program to ensure a good fit for them and lack of full

information about cost and financial aid, provided by the university.

While the market for more online programs with global coverage appears

to exist, adequate planning and implementation of best practices and innovative

strategies is necessary for a university to successfully introduce and/or expand

online education given the challenges outlined above. To implement a successful

online program, or launch a successful online course, the program/course being

offered needs to harness innovative technology in a way that enhances student

learning beyond face-to-face classes rather than water down the curriculum,

promote reduced learning, deliver an inferior product, and heighten student and

faculty frustration. Any online program or course should provide extra (over and

above traditional program or course) benefits to its various stakeholders:

students, faculty, administrators, and employers.

Related Studies

According to (Hodges, 2020). The coronavirus disease (COVID) 2019

crisis has impacted not only the economic, psychological, and social aspects of

the world but also particularly, the educational sector to a great extent. The virus,

which first emerged in December 2019, became a pandemic leading to school

closures and eventually, migration to remote learning by all levels of educational

institutions in the new normal education. Thus, the traditional delivery of

instruction in education has transformed and in turn, learning spaces were

reorganized. To respond to the challenge of innovating educational delivery

mechanisms in higher education, colleges and universities across the globe

ventured into different practices such as distance education, online teaching,

remote learning, blended learning, and mobile learning. These practices can be

collectively called emergency remote education (ERE). It is the temporary

change in the delivery of instruction caused by the sudden occurrence of a crisis.

ERE does not mean going away from the traditional arrangement of the

instructional process nor creating a completely new educational system.

It provides a temporary feasible alternative for education practitioners to

perform instruction and provide students with necessary instructional support

ERE is also a branch of distance education, however, treated as an ‘option’ not

‘obligation’ in this time of crisis (Bozkurt et al., 2020). Furthermore, ERE enables

the making the most of available resources including a wide range of

technologies that offer capabilities for remote learning.

It is also emphasized that, in this case, ERE is the best term to describe

education during this interruption and is not the same as those distance

education practices long before (Bozkurt et al., 2020). Considering current

COVID-19 crisis, World Bank (2020) emphasized that education systems must

make use of ERE and prepare if needed, different learning delivery modalities to

ensure that students are engaged and can continue their learning. On the other

hand, the sudden shift of educational delivery also presents the other side of the

coin for most students who are already disadvantaged long before the pandemic.
 On a global scale, UNICEF (2020) reported that more than 1.5 billion

learners of all ages are affected because of the school and university closures.

Shutdowns have put youth in a disproportionate state. With utmost consideration

to provide education as a fundamental human right, educational systems around

the globe were once again challenged to produce different measures to

immediately sustain education efforts (UNESCO, 2020), but this does not

consider giving solutions to the problems of every particular student. Generally,

the education system seems unprepared and may transpire unpredicted

consequences during and beyond the crisis (Bozkurt & Sharma, 2020).

Meanwhile, after the “no vaccine, no face to face classes” declaration by

President Rodrigo Duterte in the Philippines, the Commission on Higher

Education (CHED) issued directives to universities to start preparing for distance

learning. Thus, universities across the country are forced to close indefinitely.

Classes in various universities already opened just these past few months and

remote learning are faced with multiple challenges (Mateo, 2020) which later

became difficult to handle by Filipino university students. Complicating this

picture even is the fact that, not every student can provide and adapt to the rapid

advances of technology in today’s digital age (Alvarez, 2020) especially for

developing countries like the Philippines in which education is plagued by

problems even before the pandemic.

In this Philippine context, remote learning reveals a digital divide among

Filipino students (Santos, 2020). This current situation in remote learning may

most possibly exacerbate existing inequalities and may translate to barriers in

online learning. For example, a cross-sectional study conducted nationwide

reported that thirty-two percent (32 %) and twenty-two percent (22%) out of 3,

670 Filipino medical students surveyed have difficulties adjusting to new learning

styles and do not have reliable internet access, respectively (Baticulon et al.,

2020). For some, it may present difficulty to purchase a facilitative learning

device to easily tune in to online classes and immediately turn in assignments in

the online system (Santos, 2020). Despite the efforts to make education

accessible for all, many difficulties are still confronting Filipino university students

in the practice of distance education. Several studies have been conducted to

report the stress (e.g. AlAteeq, Alijhani & AlEesa, 2020; and Baloran, 2020) and

challenges encountered by students in virtual learning spaces in their respective

countries (e.g. Adnan & Anwar, 2020 in Pakistan; Arinto, 2016 in the Philippines;

Henaku, 2020 in Ghana; Matswetu, et al., 2020 in Zimbabwe; Subedi et al., 2020

in Nepal; and Dhawan, 2020 in India). A most recent comprehensive study

including 31 countries (Bozkurt et al., 2020) was also conducted to look at how

the COVID-19 pandemic interrupted the education arena across the globe.

This multicounty study significantly reported reflections, lessons learned,

and suggestions on how to navigate education in this time of uncertainty. With

the goal in mind to help authorities come up with better responses to education,

this study endeavors to provide a piece of evidence in the context of a

developing country as regards the difficulties experienced by Filipino university

students. If this inquiry will be addressed, lessons can be drawn and may

eventually open windows for relevant actions. Thus, this study aimed to describe
the difficulties in remote learning of university students in the Philippines in the

wake of the COVID-19 crisis.

 Chapter lll

Research Methodology

This chapter present the research design, population and sampling

scheme, description of the respondents, research instrument, validation of

instrument, procedures in gathering data and statistical treatment that

researchers will be employed in conducting this study

Research Design

The researchers are utilized to use the Quantitative research in

conducting this study. Through this type of research method, the researchers will

aim to evaluate the application of in accordance to the learning competencies

required in Bachelor of Science in Criminology,1 st year to 4th year level in order to

determine the performance level of the students through the use of conducting

study.

Research Locale

This study will be conducted in Northern Mindanao Colleges, Inc. Atega

Street. Cabadbaran City, Agusan del Norte, Philippines, 8605.

Ethical Standard

In conducting the research study, the researchers often follow standards

and legality to ensure the safety of the respondents. Also, this study will ensure

the dignity is exclusively founded of the basis of honesty and integrity. The
researchers will make a proposal to the respondents. Rest assured that the

profile and details of the respondents will observe confidentiality.

Research Respondents

The respondents for the research will be the Bachelor of Science in

Criminology surveying a sample population of 272 students, 1 st year to 4th year

S.Y. 2019-2020 at the Northern Mindanao Colleges Incorporated.

Table. 1

Distribution of Respondents by Year Level

Year Level No. of Respondents Percentage

4th year 68 25

3rd year 68 25

2nd year 68 25

1st year 68 25

TOTAL 272 100

Research Instrument

The researchers of this study will be using survey questionnaires as the

instrument, to collect the profile of the respondents and percentage of their

learning using google meet and google class, this instrument is allowed for the
Bachelor of Science in Criminology of Northern Mindanao Colleges, Inc. 1 st year

to 3rd year r level of students S.Y. 2020-2021.

Data Gathering Procedure

Quantification and Scoring of Data

Rating Scale Verbal Description

3.50 – 4.00 4 Very Difficult

2.50 – 3.49 3 Difficult

1.50 – 2.49 2 Less Difficult

1.00 – 1.49 1 Not Difficult

Statistical Treatment

Mean is used to compute the central tendency of the data in question.

Correlation (Pearson’s R) define as a relationship between two variables and
then converted its p-value which defined as a probability of obtaining the
observed result of a test. The whole purpose of the using of correlation in the
research is to figure out which variables are connected.

Frequency and Percentage. This is used to calculate the frequency in

the category divided by the total number of participants and multiplying by 100%.

Weighted Mean. Calculation that takes into account the varying degrees
of importance of the numbers in a data set.
 Pearson’s Correlation. A measure of linear correlation between two sets
of data. It is the ratio between the covariance of two variables and the product of
their standard deviations; thus it is essentially a normalized measurement of the
covariance, such that the result always has a value between −1 and 1.
Name:

Block 1 – Questions about the difficulties encountered among criminology

students in modular and online classes and its degree of seriousness.

Instruction: Please check √ your answer below and answer it honestly.

1. What are the demographic profile of respondents?

1.1 Age:

19-23
24-26
26 above
1.2 Sex:
Male
Female

1.3 Year Level

1st year

2nd year

3rd year

4th year

1.4 Student Status

Regular

Irregular
 1.5 Type of Gadgets

smartphones

laptop

personal computer

1.6 Internet Access

Postpaid

Prepaid
 Block 2

2. What is the level of difficulties encountered among criminology students in

term of online and modular learning?

Legend:
4 – Very difficult 2 – Less difficult
3 – Difficult 1 – Not difficult

Indicator Very Less Not

difficult Difficult difficult difficult
Module learning 4 3 2 1

Able to answer modules immediately despite of the other works

responsibility

Reading modules with reading skills can help you to understand

your lesson in module. As a college student, is it difficult for you
to do module reading?

Passing modules in school on time or before the deadline.

Comprehending modular varieties through virtual learning.

Motivating yourself to read your modules and do the answer
sheet.

Online learning Les

Very s N
difficult Difficult difficult dif

4 3 2

Studying without the physical guide of teacher/ instructors.

Your situation to your parents/guardians to your

responsibility in your house and to your online activities

During this pandemic, we become less in socializing. How

difficult is dealing with your emotions or to your mental
health?

Reaching out to your friends or classmates to help you

explain and understand you in school activities

Time management to your modules and online class

 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with presentation, analysis and interpretation of data

gathered from this study. The discussion is presented sequentially base on the
statement of the problem.

1. What is the demographic profile of the criminology student in term of:

1.1 Age.

Table. 2
Distribution of Responded as to Age

Age Frequency Percentage Ranking

19 - 23 years old 238 87.50 1

24 - 26 years old 32 11.80 2

26 years above 2 0.70 3

Total 272 100.00

 The table shown that among the 272 respondents in Criminology students

we survey, we obtain the frequency of 238 who age 19-23 years old with the

percentage of 87.50% and the students who age of 24-26 years old we come up

the frequency of 32 with the percentage of 11.80%. And lastly, who age of 26

years old above we gathered the frequency of 2 with the percentage of 0.70%. It

means that the data that we collected most students in Criminology department

who enrolled in Northern Mindanao Colleges, Inc. have the majority who age of

19-23 years old. According to (Polanoy1969: 159), Age as a result of knowledge

and “knowledge construction is an ongoing process of integrating existing explicit

and tacit elements of knowledge.

1.2 Sex.

Table. 3
Distribution of Responded as to Sex

Sex Frequency Percentage Ranking

Male 160 58.80 1

Female 112 41.20 2

Total 272 100.00

The Table shown that the gender of our respondents among 272

Criminology students. We gathered 160 males with the percentage of 58.80%

and the females we obtain 112 with the percentage of 41.20%. It says that in

Criminology department the majority of students who enrolled are Males and less

females it because this course is more appropriate in male.

 According to (Castaneda & Burns-Glover, 2004), sex is a defining aspect

of individual identity. It has profoundly influence on our lives from the moment we

are born, and we enact its social and cultural meanings at every level, from the

intrapsychic to legal and political. Male is also known as stronger that fit to a

criminology course and that is what Castaneda & Burns-Glover,2004 mean when

they said “sex is a defining aspect of individual identity”. As what the table

shown, male is stronger than female and it is made them more capable in

combat operation or activities in field. That’s why male is suitable for criminology

course.

1.3 Year level

Table. 4
Distribution of Responded as to Year level

Frequency Percentage

1st Year 68 25.00

2nd Year 68 25.00

3rd Year 68 25.00

4th Year 68 25.0

Total 272 100.00

 The table shows the year level of the respondents from 1st year to 4th

year. Every year level we come up a respondent of 68 to have the total of 272

respondents and every percentage each year level got 25% so that we come up

into 100%. According to ( Cloud Research )Before jumping into the details, it is

worth noting that formal sample size calculations are often based on the premise

that researchers are conducting a representative survey with probability-based

sampling techniques. Probability-based sampling ensures that every member of

the population being studied has an equal chance of participating in the study

and respondents are selected at random.

1.4 Student Status

Table 5

Distribution of Responded as to Student Status

Frequency Percentage Ranking

Regular Student 265 97.40 1

Irregular Student 7 2.60 2

 Total 272 100.00

The table shows the type of student that 265 are regular students with a

frequency of 97.40% and 7 are Irregular students with a frequency of 2.60%. The

range of the students were 272 which 100% in the distribution. The survey says

that the majority of students in Northern Colleges, Inc are regular and few are

irregular. The result of this table where regular students are greater than irregular

is a good result specially when it talks about to academic. Those few irregular

students that we surveyed are only 7 out of 272. These 7 students have different

situation why they become irregular.

According to Marichu Cayabyab “after conducting the interview with all the

respondents, it was found out that most of the students think that they have

accountabilities for being irregular and that it has something to do with the

decisions the decisions that ended up being irregular students. It was also found

out that being an irregular student was proven to be a difficult situation.” She also

added “other students are being irregular students due to their failure on certain

subjects and some have problems of their own that really influenced to get them

in the situation of stopping their studies.

1.5 Gadgets

Table. 6
Distribution of Responded as to Gadgets
 Frequency Percentage Ranking

Smartphones 264 97.10 1

Laptop 8 2.90 2

Personal computer 0 0.00 3

Total 272 100.00

Table shows the distribution of respondents by type of electronic materials

were majority of the respondents are using Smartphone having 264 respondents

which result 97.10%, however 2.90% of the total frequency are using Laptop

having 8 respondents, followed by the usage of computer having 0 respondents

which result 0%. It means that the students are mostly used smartphones

nowadays than laptops and personal computer According to University of

Nebraska-Lincoln— “The use of smartphone is gradually becoming a compelling

learning tool used to enhance teaching and learning in distance education. Its

usage ensures flexible course delivery, makes it possible for learners to access

online learning platforms, access course resources and interact digitally

 1.6 Internet Access

Table. 7

Distribution of Responded as to Internet Access

Frequency Percentage Ranking

Postpaid 37 13.60 2

Prepaid 235 86.40 1

Total 272 100.00

The Table shows the distribution of respondents by type of internet

resources. It can be seen that the majority of the respondents are using Prepaid

range 235 which result 86.40%, however 37 respondents are using Postpaid

stood at 13.60 %. Base on our study and the reason why we conduct this study is

because a lot of students specially here in Northern Mindanao Colleges Inc., are

experiencing difficulties or struggles in online and modular learning because

each one of the students has their own reason and different situation. Like for

instance, having not enough money to access and pay every month to a Wi-Fi

internet connection, and that’s also be the possible reason why it is more

students are using prepaid just to access even just for a week and a limited

mobile data internet connection.

2. What is the level of difficulties encountered among criminology
students in term of:

2.1 Modular learning

Table. 8
Level of Difficulties Encountered as to Modular Learning

Weighted Verbal
Modular Learning
Mean Description

1. Able to answer modules immediately despite 2.52 Difficult

of the other works responsibility
2.
3. Reading modules with reading skills can help
2.49 Less Difficult
you to understand your lesson in module. As a
college student, is it difficult for you to do
module reading?
4. Passing modules in school on time or before 2.32 Less Difficult
the deadline.
5. Comprehending modular varieties through 2.38 Less Difficult
virtual learning.
6. Motivating yourself to read your modules and 2.52 Difficult
do the answer sheet.
Less
Average 2.45
Difficult

The table shows that the respondents experienced less difficulty in

Modular Learning with some significant challenges to blended learning models

include the expense of technology, Inadequate training, technological issues, the

need to adapt content for blended learning, decreased motivation, and weakened

relationships between students and teacher. The study of Dangel & Sumaoang

(2020) showed that the main challenge that emerged were lack of school funding

in the production and delivery of modules, students struggle with self-studying,

and parents lack of knowledge to academically guide their child/children. Hence,

it is evident that there are struggles associated with the use of modular distance

learning.

2.2 Online Learning

Table. 9

Level of Difficulties Encountered as to Online Learning

Weighted Verbal
Online Learning
Mean Description

1. Studying without the physical guide of teacher/ 3.14 Difficult

instructors.
2. Your situation to your parents/guardians to
your responsibility in your house and to your 2.92 Difficult
online activities
3. During this pandemic, we become less in
socializing. How difficult is dealing with your 2.93 Difficult
emotions or to your mental health?
4. Reaching out to your friends or classmates to
help you explain and understand you in school 2.90 Difficult
activities
5. Time management to your modules and online 2.80 Difficult
class
Average 2.94 Difficult

The table 9 show that the highest weighted mean 3.14 verbal description

difficult weighted that student find difficulty in studying without physical guide of

teacher while the lowest weighted mean of 2.8 of verbal description of difficulty

state that student should find time to do the modules attended in College of

Criminology in Northern Mindanao Colleges Inc.

 Is there a significant association between the demographic profile and

the level of difficulties encountered by the criminology students in Modular

and Online Learning?

Table. 10

Test of significant Association between the demographic profile and the

level of difficulties encountered by the criminology students
Table. 11

Demographic Profile * Online Modul

Learning
Learning e

p- Decision
X2 Conclusion
value on H0

No
Accept
Age * Modular Learning 11.073 0.086 Significant
H0
Association

No
Accept
Sex * Modular Learning 6.433 0.092 Significant
H0
Association

Has
Year level * Modular Learning 30.306 0.000 Reject H0 Significant
Association

No
Type of student * Modular Accept
4.009 0.260 Significant
Learning H0
Association

No
Type of electronic material/s Accept
3.166 0.367 Significant
Used * Modular Learning H0
Association

Type of internet resources * 1.099 0.777 Accept No

 Significant
Modular Learning H0
Association

Table. 11

Demographic Profile * Online

Online Learning
Learning

p- Decision
X2 Conclusion
value on H0

Has
Age * Online Learning 14.227 0.027 Reject H0 Significant
Association

Has
Sex * Online Learning 11.442 0.010 Reject H0 Significant
Association

Has
Year level * Online Learning 47.462 0.000 Reject H0 Significant
Association

Has
Type of student * Online
8.908 0.031 Reject H0 Significant
Learning
Association

No
Type of electronic material/s Accept
7.135 0.068 Significant
Used * Online Learning H0
Association

Type of internet resources * Accept No

0.854 0.837
Online Learning H0 Significant
Association
 The table above shows that the p-value of Year level * Modular Learning

(p=0.000) is lesser than our chosen level of significance (α=0.05); hence we

need to reject the null hypothesis and conclude that only the year level has a

significant association with the level of difficulties encountered by the criminology

students in modular learning.

The table also shows that the p-value of Age * Online Learning (p=0.027),

Sex * Online Learning (p=0.010), Year Level * Online Learning (p=0.000), and

Type of Student * Online Learning (p=0.031) is lesser than our chosen level of

significance (α=0.05); hence we need to reject the null hypothesis and conclude

that the age, sex, year level and type of student have a significant association

with the level of difficulties encountered by the criminology students in online

learning.
 Chapter V

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of findings from the data gathered, the

conclusion and the recommendations of the study. This shows the information

from the findings and explains the objectives of the whole study.

Summary

This study aimed to know the Difficulties encountered among criminology

students in modular and online classes and its degree of seriousness. The study

needs the descriptive method through the survey questionnaire and researchers

distributed it to respondents. After considering the problem, the weighted mean

and a chi-Square test were used to treat the data, and the results were analyzed,

tabulated and presented in tables

Findings

1. The types of difficulties encountered among criminology students in

modular and online classes and its degree of seriousness. Shown that

among the 272 respondents in Criminology students age 19-23 years old

with the percentage of 87.50% and the students who age of 24-26 years

old of 32 with the percentage of 11.80%. And lastly, who age of 26 years

old above we gathered 2 with the percentage of 0.70%. It means that the

data that we collected most students in Criminology department who

 enrolled in Northern Mindanao Colleges, Inc. have the majority who age of

19-23 years old.

2. The indicators/parameters of the Difficulties encountered among

criminology students in modular and online classes and its degree of

seriousness. All of the following items are interpreted that Modular

learning have 2.45 less difficult follow by Online learning have 2.94

difficult. Data show that most of the student have difficult in online learning

than modular learning.

3. The study revealed that the conclusion in Demographic profile in modular

learning have there is no significant association to the level of difficulties

encountered among the criminology students but in the online learning we

result the conclusion that some have significant association to the level of

difficulties encountered among the criminology students like the age, sex,

year level and the types of students. And some we result the conclusion

that there is no significant association to the level of difficulties

encountered by the criminology students those are the type of electronic,

type of internet and the type of scholarship. Based on the result by the use

of Chi-Square Test.

Conclusion

This study focused on the difficulties encountered among criminology

students in modular and online classes and its degree of seriousness. We

conducted this research because we saw that it is one of the problems at this
time of pandemic. The purpose and goals is to help and to understand the

situation of every Criminology student in Northern Mindanao Colleges Inc. while

experiencing alternative ways in learning. In this study, you will know the

advantages and disadvantages of online and modular learning and on how the

students deal with it.

1. The types of Difficulties encountered among criminology students in

modular and online classes and its degree of seriousness. Shown that

among the 272 respondents in Criminology students age 19-23 years old

with the percentage of 87.50% and the students who age of 24-26 years

old of 32 with the percentage of 11.80%. And lastly, who age of 26 years

old above we gathered 2 with the percentage of 0.70%. It means that the

data that we collected most students in Criminology department who

enrolled in Northern Mindanao Colleges, Inc. have the majority who age of

19-23 years old

2. The indicators/parameters of the Difficulties encountered among

criminology students in modular and online classes and its degree of

seriousness. All of the following items are interpreted that Modular

learning have 2.45 less difficult follow by Online learning have 2.94

difficult. Data show that most of the student have difficult in online learning

than modular learning.

3. The study revealed that the conclusion in Demographic profile in modular

learning have there is no significant association to the level of difficulties

 encountered among the criminology students but in the online learning we

result the conclusion that some have significant association to the level of

difficulties encountered among the criminology students like the age, sex,

year level and the types of students. And some we result the conclusion

that there is no significant association to the level of difficulties

encountered by the criminology students those are the type of electronic,

type of internet and the type of scholarship. Based on the result by the use

of Chi-Square Test.

Recommendation

Criminology students This study conducted to make the students of

criminology aware of the difficulties encountered among criminology

students in modular and online classes and its degree of seriousness. To

know them what would be the adjustments as a student to overcome this

modular and online classes.

Future Researchers for future researchers could conduct more study on

the level of difficulties encountered among criminology students in modular

and online classes. The future researcher could benefit on this study by

getting knowledge and information to this research and make this research

their basis when they conduct this similar topic.

Instructors in this research the instructors will know the effects of students

in Criminology in modular and online classes. To know what actions or

 ways to be needed and adjustments to make the learning of the students

more efficient and effective.

Parents on this study the parents will become more aware to their children of

what status their children are in modular and online classes. By this research the

parents can manage to their children learning because the parents are the first

teacher to us. This study would help the parent’s adjustment to their children on

how more effective even its not face to face.

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 APPENDICES A

LETTER REQUEST WITH APPROVAL

May 24, 2022

Esmeralda M. Castillon MSCRIM

Dean, College of Science in Criminology

Dear Ma’am:

Warm greetings!

We, the third-year researchers from the College of Science in Criminology, would
like to request permission to conduct a survey among your department's Criminology
student. This is in view of our research, entitled " Difficulties Encountered Among
Criminology Student In Modular And Online Classes And Its Degree Of
Seriousness".

The survey form has been attached to this letter. Students participate voluntarily,
as well as their responses will be treated with confidentiality and used for academic
purposes only.

We anticipate a favorable response in this matter. God bless you

Respectfully Yours,

Junald Aballe
James Patrick O. Mila
Mary Jeszel V. Garcia
Reymart S. Mancao
Regie L. Hayahay

Noted: Approved by:

JORGE E. CAÑAREJO, RCIM ESMERALDA M. CASTILLON, MSCRIM

Adviser Dean, College of Science in Criminology
 APPENDIX C

MAP OF THE RESEARCH LOCALE

 CURRICULUM VITAE

Name : Mary Jeszel V. Garcia

Date of Birth : March 24, 2000

Age : 22

Gender : Female

Place of Birth : Agoo, La Union

Home address : Purok 8 Tolosa Agusan del Norte

Civil : Single

Religion : Born-Again Christian

Father : Manuel M. Garcia Jr.

Mother : Jervy V. Garcia

EDUCATIONAL BACKGROUND

ELEMENTARY : Magalang Elementary School, Maglang Elementary

SECONDARY : Agoo Academy, Brgy. San Antonio Agoo, La Union

COLLEGE : Northern Mindanao Colleges Inc.

Course : Bachelor of Science in Criminology

Major : Criminology

Name : Reymart S. Mancao

Date of Birth : April 10, 2000

Age : 22

Gender : Male

Place of Birth : Magallanes Agusan Del Norte

Home address : P2A Sumilihon Butuan City

Civil : Single

Religion : Roman catholic

Father : Jesryl N. Calo

Mother : Mirasol S. Calo

EDUCATIONAL BACKGROUND

ELEMENTARY : Sumilihon Central Elementary School

SECONDARY : Agay National High School

COLLEGE : Northern Mindanao Colleges Inc.

Course : Bachelor of Science in Criminology

Major : Criminology

Name : Junald H. Aballe

Date of Birth : August 21, 1998

Age : 23

Gender : Male

Place of Birth : Magallanes Agusan Del Norte

Home address : P 1c, Brgy. Caloc-an, Magallanes

Civil : Single

Religion : Roman Catholic

Father : Juanito H. Aballe

Mother : Elma H. Aballe

EDUCATIONAL BACKGROUND

ELEMENTARY : Buhang Elementary school

SECONDARY : Magallanes National High School

COLLEGE : Northern Mindanao Colleges Inc.

Course : Bachelor of Science in Criminology

Major : Criminology

Name : James Patrick O. Mila

Date of Birth : August 26, 1998

Age : 23

Gender : Male

Place of Birth : San Isidro Santiago Agusan del norte

Home address : P 1 San Isidro

Civil : Single

Religion : Born-Again

Father : Delfin P. Mila

Mother : Luzminda P. Mila

EDUCATIONAL BACKGROUND

ELEMENTARY : Doṅa Telesfora L Ong Oh Elementary

SECONDARY : Cabadbaran City National High School

COLLEGE : Northern Mindanao Colleges Inc.

Course : Bachelor of Science in Criminology

Major : Criminology

Name : Regie L. Hayahay

Date of Birth : January 28, 2000

Age : 22

Gender : Male

Place of Birth : Cabadbaran City

Home address : Purok 9 Brgy. Tolosa Agusan del Norte

Civil : Single

Religion : Catholic

Father : Rechard L. Hayahay

Mother : Rosie L. Hayahay

EDUCATIONAL BACKGROUND
ELEMENTARY : Antonio B. Dagani Central Elementary School

SECONDARY : Northern Mindanao Colleges Inc

COLLEGE : Northern Mindanao Colleges Inc.

Course : Bachelor of Science in Criminology

Major : Criminology