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

__________
Bachelor of Science in Criminology.

ESMERALDA M. CASTILLON, MSCRIM

Chairman

VERNIE P. OJEDA, Ph,D ANABEL R. MATA, MBM

Member Member

ACCEPTED and APPROVED in partial fulfillment of the requirements for

the degree of Bachelor of Science in Criminology.

ESMERALDA M. CASTILLON, MS CRIM

Dean, College of Criminology
 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
 iv
Researchers

DEDICATION

This research paper is dedicated to our respective parent’s,

brothers and sisters who have been our source of inspiration. They have

given to us the drive and discipline to tackle any task with enthusiasm

and determination. Without their love and support this project would have

not been made possible.

J. A
J.O.M
M.V.G
R.S.M
R.L.H
 v

ABSTRACT

Title :DIFFICULTIES ENCOUNTERED AMONG

CRIMINOLOGY STUDENT IN MODULAR AND

ONLINE CLASSES AND ITS DEGREE OF

SERIOUSNESS

Total No. of Page : 57

No. of Text Pages : 39

Author : ABALLE, JUNALD

MILA, JAMES PATRICK O.

GARCIA, MARY JESZEL V.

MANCAO, REYMART S.

HAYAHAY, REGIE L.

Adviser : Mr. 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,

 vi
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.

 vii

TABLE OF CONTENTS
                                                                                                                  
TITLE
Page
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
DEDICATION iv
ABSTRACT v
TABLE OF CONTENT vii
CHAPTER I: THE PROBLEM AND IT SETTING
Introduction
Theoretical Framework
Schematic Diagram
Statement of the Problem
Hypothesis
Scope and Delimitation
Definition of Terms
CHAPTE 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
References
APPENDICES
A. Letter Request with Approval

B. Survey Questionnaire

C. Map of the Research Locale

D. Curriculum Vitae

E. Documentation
 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.
 2

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
 4

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.
 6

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.

 7

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
8
Demographic Profile to the Level of Difficulties encounter in Criminology

Student

Scope and Limitation of the Study

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. 9
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 OF 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 11

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
12
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
13
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.
14

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

 16
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

20

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. 1st year to 3rd year r level of students

S.Y. 2020-2021.

Data Gathering Procedure

Quantification and Scoring of Data

Verbal
Rating Scale
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%.
 21

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.

 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

Frequenc Ranking
Age Percentage
y

19 - 23 1
238 87.50
years old

24 - 26 2
32 11.80
years old

26 years 3
2 0.70
above

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

Percentag Ranking
Sex Frequency
e

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

Frequenc
Percentage
y

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.

25

1.4 Student Status

Table 5

Distribution of Responded as to Student Status

Percentag Ranking
Frequency
e

Regular 1
265 97.40
Student

Irregular 2
7 2.60
Student

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

 26
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 3
0 0.00
computer

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

27
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

Percentag Ranking
Frequency
e

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 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.

28

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

Weighte Verbal
Modular Learning
d Mean Description

1. Able to answer modules

immediately despite of the 2.52 Difficult
other works responsibility
2.
3. Reading modules with
reading skills can help you Less
to understand your lesson in 2.49
Difficult
module. As a college
student, is it difficult for you
to do module reading?
4. Passing modules in school Less
on time or before the 2.32
Difficult
deadline.
5. Comprehending modular Less
varieties through virtual 2.38
Difficult
learning.
6. Motivating yourself to read
your modules and do the 2.52 Difficult
answer sheet. 29
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

Weighte Verbal
Online Learning
d Mean Description

1. Studying without the 3.14 Difficult

 physical guide of teacher/
instructors.
2. Your situation to your
parents/guardians to your 2.92 Difficult
responsibility in your house
and to your online activities
3. During this pandemic, we
become less in socializing.
How difficult is dealing with 2.93 Difficult
your emotions or to your
mental health?
4. Reaching out to your friends
or classmates to help you 2.90 Difficult
explain and understand you
in school activities
5. Time management to your 2.80 Difficult
modules and online class 30
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. 10

Demographic
Profile *
Module Learning
Online
Learning

Decision
X2 p-value Conclusion
on H0

Age *
Accept No Significant
Modular 11.073 0.086
H0 Association
Learning

Sex *
Accept No Significant
Modular 6.433 0.092
H0 Association
Learning

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

Type of No Significant 31
student * 0.26 Accept Association
4.009
Modular 0 H0
Learning

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

Type of
internet Accept No Significant
resources * 1.099 0.777
H0 Association
Modular
Learning
 Table. 11

Demographic
Profile *
Online Learning
Online
Learning

Decision
X2 p-vaue Conclusion
on H0

Has
Age * Online
14.227 0.027 Reject H0 Significant
Learning
Association

Has
Sex * Online Significant
11.442 0.010 Reject H0
Learning
association

Year level * Has 32

Online 47.462 0.000 Reject H0 Significant
Learning Association

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

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

Type of
internet No
Accept
resources * 0.854 0.837 Significant
H0
Online Association
Learning
 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 34

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.

35

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 36

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

37
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.

38

References

Kasrekar, (2020). Magsambol (2020), THE NEW NORMAL IN EDUCATION: A

CHALLENGE TO THE PRIVATE BASIC EDUCATION INSTITUTIONS IN THE
PHILIPPINES? INTERNATIONAL JOURNAL OF EDUCATIONAL
MANAGEMENT AND DEVELOPMENT STUDIES Volume 1, Issue 1 ·
September 2020
 https://www.researchgate.net/publication/
344267052_THE_NEW_NORMAL_IN_EDUCATION_A_CHALLENGE_TO_TH
E_PRIVATE_BASIC_EDUCATION_INSTITUTIONS_IN_THE_PHILIPPINES

TDT Moore (1993)  Online Education: A Change or an Alternative . Creative

Education, Vol.11 No.11, November 25,

2020https://www.scirp.org/reference/referencespapers.aspx?

referenceid=2868375

Garrison (2000), Theoretical Challenges for Distance Education in the 21st

Century: A Shift from Structural to Transactional Issues." International

Review of Research in Open and Distance Learning. 1 (1) June,

2000.https://transactionaldistance.blogspot.com/2004/12/transactional-

distance-theory.html

Jung (2001) A Critical Analysis of Transactional Distance Theory January

2005
The Quarterly Review of Distance Education Vol. 6, No. 1, 2005 39
https://www.researchgate.net/publication/228651586_A_Critical_Analysis
_of_Transactional_Distance_Theory

Graham, Henrie, and Gibbons (2020) Theories and frameworks for online
education: Seeking an integrated model. Online Learning, 21(3), 166-
190. doi: 10.24059/olj.v21i3.1225
https://files.eric.ed.gov/fulltext/EJ1154117.pdf

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference
between Emergency Remote Teaching and Online Learning. EDUCAUSE
Review. Creative Education, Vol.11No.7,July13,2020
https://www.scirp.org/reference/referencespapers.aspx?
referenceid=2775840
Santos, A. (2020) In the Philippines, Distance Learning Reveals the Digital
Divide. Open Access Library Journal, Vol.8 No.4, April 15, 2021
https://www.scirp.org/(S(lz5mqp453edsnp55rrgjct55.))/reference/refere
ncespapers.aspx?referenceid=2964362
 40

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
 41

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 is the demographic profile of respondents?

Age: Sex: Year Level:

20-25 Male 1st Year

26-30 Female 2nd Year

30 and Above 3rd Year

4th Year

Students Status: Type of Gadget: Internet Access:

Regular Smartphone Postpaid

Irregular Laptop Prepaid

Personal Computer

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
 42

Indicator Very Difficult Less Not

Difficult Difficult Difficult

MODULAR 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.

TOTAL
 Indicator Very Difficult Less Not

Difficult Difficult Difficult

ONLINE LEARNING 4 3 2 1

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.
43

TOTAL
 44

APPENDIX C

MAP OF THE RESEARCH LOCALE

 45

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

46
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

47
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

48
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

49
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