A Thesis Proposal To The Faculty of The College of Criminology Don Jose Ecleo Memorial Foundation College of Science and Technology

DON JOSE ECLEO MEMORIAL FOUNDATION COLLEGE OF
SCIENCE AND TECHNOLOGY

Justiniana Edera, San Jose, Dinagat Islands
PERCEPTION OF CRIMINOLOGY STUDENTS OF DON JOSE ECLEO

MEMORIAL FOUNDATION COLLEGE OF SCIENCE AND TECHNOLOGY
ON THEIR ORAL PERFORMANCE
A Thesis Proposal to the
Faculty of the College of Criminology
Don Jose Ecleo Memorial Foundation College of
Science and Technology
In Partial Fulfillment of the requirements for the
BACHELOR OF SCIENCE IN CRIMINOLOGY
Princess Nova J. Delmores
Raffy Love R. Fajardo
Jomelle Jhun C. Coles
Jerry P. Duma
Jared Awit
February 2022
SCIENCE AND TECHNOLOGY ii
APPROVAL SHEET
PERCEPTION OF CRIMINOLOGY STUDENTS OF DON JOSE

ECLEO MEMORIAL FOUNDATION COLLEGE OF SCIENCE AND
TECHNOLOGY ON THEIR ORAL PERFORMANCE
RAFFY LOVE R. FAJARDO1, PRINCESS NOVA J. DELMORES2, AWIT

JARED3, JOMELLE JHUN C. COLES4 AND JERRY P. DUMA5
in partial fulfillment of the requirements for the

degree Bachelor of Science in Criminology has been
examined and hereby endorsed for an oral examination,
approval, and acceptance.
JOSHUA S. VIRTUDAZO, LPT.

Thesis Adviser
PANEL OF EXAMINERS
Approved by the Panel of Examiners on February 28,
2022 with a grade of Passed.
MARICHU M. ESNARDO, M. A JHESORLEY M. LAID, MIT

Chairman Member
JOEL L. SIAREZ JR. RCrim. ARNAN A. EDRADAN, MAMT

Dean/Member Member
ACCEPTED in partial fulfilment of the requirements

for the degree, Bachelor of Science in Criminology.
GLENDA B. ECLEO, Ed.D

School President
SCIENCE AND TECHNOLOGY iii
ABSTRACT
This study aimed to determine the perception of
criminology students in Don Jose Ecleo Memorial
Foundation College of Science and Technology on their
oral performance in Don Jose Ecleo Memorial Foundation
College of Science and Technology, Brgy. Justiniana
Edera, San Jose, Dinagat Islands. It determined the
profile of the respondents in terms of age, sex, and
year level, type of learner and learning habits. It
also investigated the perception of criminology
students in Don Jose Ecleo Memorial Foundation College
of science and Technology (DJEMFCST) on their oral
performance in terms of comprehension, spontaneity, and
fluency and articulation. A quantitative research
design was used in the study specifically a descriptive
survey method and simple random sampling. Data were
gathered from 335 randomly selected 1st year to 4th year
Foundation College of Science and Technology, Brgy.
Justiniana Edera, San Jose, Dinagat Islands using a
researcher-made questionnaire. The researcher-made
questionnaire was validated by the experts. The experts
conducted a content validation and grammar review to
assure the validity and reliability of the researcher-
made questionnaire. Data analysis was done through the

SCIENCE AND TECHNOLOGY iv
use of frequency and percentage distribution for the
profile; mean and standard deviation for the perception
of criminology students on their oral performance and
Analysis of Variance (ANOVA) for identifying the
significant relationship on the perception of
criminology students on their oral performance when the
respondents were grouped according to their profile
variables. The results showed that most of the
respondents were 1st year criminology students (38.21%)
who were between the age 18 years old to 21 years old
(69.85%). It was concluded that most of the criminology
students were kinaesthetic learners who preferred to
communicate with teachers in their oral performance
assessment activities. Criminology students were able
to comprehend in answering the questions in their oral
assessment tools, express their thoughts conceptually
and think agilely and were able to communicate with
fluency and proper enunciation and gestures to convey
their convictions. However, the type of learner, year
level and study habits affect the perceptions of
students on their oral performance. It was recommended
that teachers could develop teaching strategies which
can stimulate higher order thinking abilities of the
students to prepare them on problem solving
opportunities.
SCIENCE AND TECHNOLOGY v
ACKNOWLEDGEMENT
The researchers would like to extend their warmest
appreciation and gratitude to everyone who helped a lot
for the success of this work:
First and foremost, the researchers would like to
bring back the glory to the ever-loving God Almighty
for the provision, wisdom, strength, and guidance they
needed to make the study successful;
The researchers extended their sincerest gratitude
to Divine Master Ruben E. Ecleo Sr., Grand Master Ruben
B. Ecleo Jr., Master Ruben M. Ecleo I, and to all the
constituents of PBMA for the spiritual support;
Dr. Glenda B. Ecleo, the founder of this
institution, for granting us the full scholarship;
Benglen B. Ecleo, DPS the School Vice President,
for his everlasting-support and assistance to the
students, Faculty and Staff, School Administrator and
linkages for thee.
Jhesorley L. Laid, the brilliant research
instructor for disseminating his helpful knowledge
about the context of research study;
JOSHUA S. VERTUDAZO, LPT., to the active and
dynamic research adviser for supporting as the adviser
of this study;
SCIENCE AND TECHNOLOGY vi
Researcher’s families, for their everlasting love,
care and assistance most especially in financial
aspects;
Finally, thanks to associates, friends, and
relatives who endured this long process with these
researchers.
The Researchers
SCIENCE AND TECHNOLOGY vii
TABLE OF CONTENTS
Page
TITLE PAGE i
APPROVAL SHEET ii
ABSTRACT iii
ACKNOWLEDGMENT iv
TABLE OF CONTENTS v
LIST OF TABLES ix
LIST OF FIGURES x
CHAPTER 1
1. PROBLEM AND REVIEW OF LITERATURE
Introduction 1
Conceptual and Theoretical Framework 3
Statement of the Problem 5
Hypothesis 6
Significance of the Study 6
Scope and Limitation 8
Definition of Terms 8
Review of Related Literature 9
CHAPTER 2
2. RESEARCH METHODOLOGY
Research Design 14
Research Respondent 14
Research Setting 15
Research Instrument
SCIENCE AND TECHNOLOGY viii
Validity/Reliability 18
Data Gathering Procedure 18
Ethical Consideration 20
Statistical Treatment of Data 21
Analysis Of Variance (ANOVA) 22
CHAPTER 3
3. PRESENTATION, ANALYSIS AND 23
INTERPRETATION OF DATA
CHAPTER 4
4. SUMMARY OF FINDINGS CONCLUSIONS, AND
RECOMMENDATIONS
Summary 40
Findings 41
Conclusion 43
Recommendations 43
BIBLIOGRAPHY 45
APPENDICES
A. Survey Questionnaire For Student 48
B. Letter To The School Vice President 51
C. Letter To The Dean Of Criminology 52
D. Letter To The School Registrar 53
E. Letter To The Thesis Adviser 54
F. Letter To The Validator 55
G. Letter To The Statistician 56
H. Letter To The Grammarian 57

SCIENCE AND TECHNOLOGY ix
CURRICULUM VITAE OF RESEARCHER 58
LIST OF TABLES
Table Title Pages
1 Distribution of Respondents 15
2 Parameter Used in the Study 17
3 Profile of Respondents 23
4 Perception of Criminology Student 25
On Their Oral performance on
Comprehension
Spontaneity
Fluency and Articulation
7 Difference on the Perception 32
Of Criminology Student on Their
Oral Performance When Grouped
By Profile
On Their Oral Performance in
Terms of Age
On Their Oral performance in
Terms of Sex
SCIENCE AND TECHNOLOGY ix
Terms of Year Level
Terms of Study Habits
Terms of Types of Learner
LIST OF FIGURES
Figure Title Page
1 Schematic Model of The Study 5
2 Map of DJEMFCST 16
1
CHAPTER 1
THE PROBLEM STATEMENT AND THE REVIEW OF RELATED
LITERATURE AND STUDIES
This chapter presents the introduction,
theoretical and conceptual frameworks of the study,
statement of the problem, hypothesis, scope and
limitation, significance of the study, definition of
terms, and review of related foreign and local
literature and studies.
Introduction
Assessing learners' in oral performance are
considered as a crucial process in teaching and
learning. Oral performance takes account of diversity
and enables students to develop verbal communication
skills. Communication skill is prominently a challenge
among criminology students. This prompted the
researchers to determine the perception of criminology
students on their oral performance.
Several researches pointed on how students
perceived their oral performance. Effective oral
performance is based on well-established criteria that
allow students to understand their oral assessments
(Joughin, 2020). In such contexts, students perceived
oral assessments to provide insight into students’

2
cognitive processes that allows judgments about their
interpersonal competence (Capacete, 2019). As students
better experience these and reflect on them, they will
become familiar oral assessment purposes (Mahbub and
Hadina, 2021) and structures (Fang and Cassim, 2018).
This leads to students’ improvement of their
intrapersonal qualities such as confidence and self-
awareness (Tan and Polong, 2020).
In Don Jose Ecleo Memorial Foundation College of
Science and Technology, the researchers observed
significant number of criminology students who have
problem on their oral communication which negatively
affected their academic performances. In fact,
criminology students don’t have the confidence and
vigor to speak and express their convictions due to the
fear of mispronunciation and grammatical errors.
The output of this study would provide insight for
teachers to incorporate teaching strategies that would
help the student’s interest to be able to increase
their attention, engagement and participation. This may
motivate and assist in creating an atmosphere in which
students feel in control and confident about their
ability to succeed in their oral performances.

3
Conceptual and Theoretical Framework
The study was anchored on the Theory of
Experiential Learning by David Kolb (1984). This theory
emphasized that learning is created through the
transformation of experience.
This theory emphasized that students must be
engaged in the learning process by doing and reflecting
on the learning experience. Kolb (1984) highlighted
that experiential learning include significant
integration of knowledge, activity and reflection.
First, students acquired concepts and information
through formal and past experiences. Then, the students
applied their learning into the real world setting. To
create new knowledge from the prior one, students
analyze and synthesize their knowledge.
Most importantly, this theory exemplified that
student’s experiences provide opportunities for
practice and deepening of their emergent skills to
naturally learn, investigate, engage and solve problems
with the pose of responsibilities.
In line with the study, the experiences that the
students acquired may intensify their oral reading
skills and abilities that could enhance their oral
performances. The more the students engage and
collaborate in their activities, the more opportunities

Justiniana Edera, San Jose, Dinagat Islands 4
the teachers could scaffold towards the improvement of
student’s oral skills in articulation, vocabulary or
comprehension.
Figure 1 shown below is the schematic diagram of
the study. The first box shows the demographic profile
of respondents in terms of age, sex, and year level,
type of learner and learning habits. The second box
comprehension, spontaneity, and fluency and
articulation. The study then determined the significant
difference on the perception of criminology students on
their oral performance when they are grouped according
to their profiles variables.

5
Profile of Respondents What is the
perception of
What is the profile of criminology students
respondent in terms on their oral
of: performance in terms
1. age; of:
2. sex; 1. comprehension;
3. year level; 2. spontaneity; and
4. types of 3. fluency and
learner; and articulation?
5. learning
habits?
Figure 1. Schematic Diagram of Study
Statement of the Problem
This study will determine the perception of
criminology students of Don Jose Ecleo Memorial
Foundation College of Science and Technology (DJEMFCST)
on their oral performance.
Specially, the study seeks to answer the following
problems.
1. What is the profile of respondents in terms of:
1.1 age;
1.2 sex;
1.3 year level;

6
1.4 types of learner; and
1.5 learning habits?
2. What is the perception of criminology students on
their oral performance in terms of:
2.1 comprehension;
2.2 spontaneity; and
2.3 fluency and articulation?
3. Is there a significant difference on the perception
of criminology students on their oral performance when
they are grouped according to their profiles variables?
Hypothesis
At a level of 0.05 level of significance, it was
hypothesized that:
HO1: There is no significant difference on the
perception of criminology students on their oral
performance when they are grouped according to their
profiles variables.
Significance of Study
The research study presents the task to improve
the framework of the problem, thus, the final output
and findings were deemed advantageous and beneficial to
the following:
School Administrators. The findings of the study
may contribute a great source of data and insights for
school administration to provide assessment and

7
intervention strategies that would promote on
strengthening student’s oral performances. Students
spend many hours in school and the activities they
engage in at school make an important contribution to
their development. Thus, it is critical to understand
school as a context for development to improve their
students’ capability in oral performance.
Teachers. The findings of the study would help
teachers to generate ideas on teaching strategies
incorporated on student’s interest to increase their
attention, engagement and participation. This may serve
as reference for teachers with strategies to motivate
and assist in creating an atmosphere in which students
feel in control and confident about their ability to
succeed in their oral performances.
Students. The outcome of this study may help
students gather information to assess on their oral
performances and reflect to create learning strategies
towards the development of communication skills,
language learning, vocabulary and interpersonal
development which are necessary areas in the
improvement of their oral performance.
Future Researchers. The study may stimulate and
encourage the mind of future researchers to venture on
the same study but laboring on a different angle. This

8
study was also expected to serve as a source of useful
information in the conduct of related studies.
Scope and Limitation of the Study
The scope of this study was limited in terms of
focus respondents.
Focus. This study focused to determine the
perception of criminology students in Don Jose Ecleo
Memorial Foundation College of Science and Technology
on their oral performance.
Research Respondents. The respondents of the study
were the 1st year to 4th year criminology students in Don
Jose Ecleo Memorial Foundation College of Science and
Technology, Brgy. Justiniana Edera, San Jose, Dinagat
Islands.
Setting. This study was conducted in Don Jose
Ecleo Memorial Foundation College of Science and
Technology, Brgy. Justiniana Edera, San Jose, Dinagat
Islands.
Definition of Terms
For a clear understanding of the study, the
following terms were defined conceptually and
operationally.
Comprehension. This pertains to the ability of
criminology learners to understand or decode text on
the oral assessment tool during their oral assessments

9
and answer the literal, inferential and critical type
of questions with ease and confidence.
Spontaneity. This refers to the ability of
students to express their thoughts in a convincing
manner. This further includes the facial expression and
gestures used by students to conceptually convey their
thoughts in an oral task or activity.
Fluency and Articulation. This pertains to the
ability of students to speak smoothly without
noticeable effort or loss of coherence which boast
their confidence in oral recitations and performances.
Further, this pertains to the correct use of grammar,
pronunciation vocabulary, inflection and syntax.
Review of Related Literature
This section presents the review of related
literature and the studies that have important
contributions related to the perception of criminology
students on their oral performance. These are some of
the supplemental information that the researchers have
considered to magnify the content and context of the
study.
Comprehension
As defined by Gray (2022), students’
comprehension varies on different strategies such as,
listening, acting out, music and other alternative

SCIENCE AND TECHNOLOGY 10
texts. Hence, oral performance and media text-based
materials not only serves as a format but furthermore
enhances the student’s ability to speak, act out, and
perform reading efficiently (Gray,2022).Furthermore,
oral presentation was an extension of oral
communication skill. It is where the presenter shows
their knowledge in a particular subject (Safna, 2019).
Oral performances simultaneously concede to
literal comprehension. Whereas, defined as the
understanding of the straightforward meaning of a text
that is answered directly and explicitly (Day and Park,
2005). Thus, oral reading aids comprehension by
improving students’ ability to concentrate and memorize
new words (Alshumaimeri, 2011).
To some extent, the ability to reason is
determined by an individual‘s level of intelligence;
but guided reading activities in which a teacher uses
effective questioning to challenge students to think
more deeply about the text they are reading and are
helpful in developing their ability to reason from the
information given (Anggraini,2017)
Spontaneity
Speaking spontaneity can be defined as an ability
to speak spontaneously to be a good speaker. Likewise,
speaking has become one of what the literature

11
00
described as basic skill in mastering language
(Bozkirli & Er, 2018).Speaking entails numerous ‘mental
processes’ as the interaction which relates to how
students experience themselves in the process of
socialization integrated with ‘the society around them’
(Goh, 2014; Willis 2015).
Speaking spontaneity has become an important thing
in speaking skill, because having ability to speak
spontaneously is a plus point and measuring the success
of students to get high grades in the schools (Ramdani
& Rahmat, 2018).
Unfortunately, not everyone can speak
spontaneously. Some of people need to prepare a long
time to think before speaking, some of them have to
write first about what they are going to speak
(Abdulah, 2019). It is no doubt that to speak
spontaneously is a challenging task, especially for
English as Foreign Language learners as concluded by
Widodo (2015).
Furthermore, role acting can be a platform for
students to encourage their engagement through
participatory learning and engage them in meaningful
speaking tasks; according to Julius and Osman
(2015) .Role-playing has recently been discovered to
have a significant impact on foreign language learning,

12
00
enabling students to engage in a broad range of
language repertory in English and motivating them to
improve their communicative ability (Robinson, Harvey,
& Tseng, 2016).
Fluency and articulation
As cited in the study of Huynh and Khau (2022), a
speaker must be able to talk for extended periods of
time with few pauses and must be able to fill time
allotted with words in order to speak fluently. Lennon
(1990, as referenced in Wood, 2010) offered another
definition, stating that the listener's level of
fluency, not the speaker's, determines the speaker's
fluency. The following factors were also taken into
account by De Wolf (2017) when evaluating oral fluency:
speech pace, articulation rate, number of pauses per
minute, phonation-time ratio, filled pauses,
dysfluencies, length of utterance, and pause duration.
Additionally, fluency is a sign of competence in one's
field (Foster, 2020).
Additionally, students deal with a variety of
issues that influence their speaking demonstrated
aptitude in numerous studies. For instance, Tuan and
Mai (2015) discovered the student's poor speaking
performance was impacted by a number of variables,
including: the usage of the mother tongue during the

13
00
teaching process, the lack of student motivation,
vocabulary, and involvement in educational activities.
According to Hamad (2013) that some things
negatively impact kids' ability to talk they were
appropriate: mother tongue use in instruction affects
pupils' competence, students are hesitant to speak in
public and use the language less generally discussions,
less speaking exercises in the curriculum, and lack of
instructor participation Give students time and
assistance, and emphasize listening more than speaking.

CHAPTER 2
Research Methodology
This chapter presents the research design, the
research respondents, research setting, research
instrument, and ethical consideration of data, data
gathering procedure, and the statistical treatment for
data analysis.
Research Design
This study utilized the descriptive research
design and simple random sampling technique with survey
method. The design and the sampling technique were
deemed appropriate because the study assessed the
perception of criminology in Don Jose Ecleo Memorial
Foundation College of Science and Technology on their
oral performance.
Research Respondents
The respondents of the study were the 1 st year
to 4th year criminology students in Don Jose Ecleo
Memorial Foundation College of Science and Technology,
Brgy. Justiniana Edera, San Jose, Dinagat Islands.
Table 1 shows the distribution of respondents of
the study. It could be seen that from the population of
783 students from 1st year to 4th year, 335 were
statistically computed as the sample respondents of the
study.
15
00
Table 1. Distribution of Respondents
Year Level Population (N) Sample Size (n)
1st year 300 128
2nd year 238 102
3rd year 145 62
4th year 100 43
Total 783 335
Research Settings
The study was conducted in Don Jose Ecleo Memorial
Foundation College of science and Technology
(DJEMFCST), Brgy. Justiniana Edera, San Jose, Dinagat
Islands.
DJEMFCST is the only Higher Education institution
in the province of the Dinagat Islands that offers
baccalaureate courses, complete Elementary, Junior High
school and also selected Senior High School programs.
It also mandated to provide primary consideration to
the integration or research studies for the development
of the Province of Dinagat Islands.

16
00
Figure 2. Map of DJEMFCST
Figure 2 shows the map of Don Jose Ecleo Memorial
Foundation College of science and Technology (DJEMFCST)
located in Brgy. Justiniana Edera, San Jose, Dinagat
Islands.
Research Instrument
The researchers utilized a researcher-made
questionnaire. The research questionnaire was composed
of two (2) parts. Part I included the profile of the
respondents in terms of age, sex, and year level, type
of learner and learning habits. The second part
depicted the perception of criminology students in Don
Jose Ecleo Memorial Foundation College of science and
Technology (DJEMFCST) on their oral performance in
terms of comprehension, spontaneity, and fluency and
articulation.
The following parameter shown on Table 2 served as
the basis for the interpretation of findings in the
study.
Table 2. Parameter Used in the Study
Scale Parameter Qualitative Verbal

Description Interpretation
4 3.25-4.00 Strongly Agree Highly Perceived
Agree Moderately
3 2.50-3.24 Perceived
2 1.75-2.49 Disagree Less Perceived
Strongly
1 1.00-1.74 Disagree Not Perceived
Validity/Reliability
The research instrument was ratified based on the
recommended suggestions given by the research adviser
and panel experts. It was composed of one expert in the
research academe, Miss Shiela Jade B. Guden, the
Research Coordinator in Jade B. Ecleo Aurelio National
High School, Brgy. Aurelio, San Jose, Dinagat Islands
who did content validation of the researcher-made
questionnaire. This was done to assure that the
technical terminologies in the researcher-made
instrument were appropriate.
Moreover, the researchers asked assistance another
expert in academe, Mr. Rujan Louie Sumalinog, a
language teacher in Jade B. Ecleo Aurelio National High
School, Brgy. Aurelio, San Jose, Dinagat Islands who
reviewed the grammatical context of the research
instrument.
Data Gathering Procedure
The researchers followed a sequential process in
the conduct of the study. First, the researchers
provided a letter seeking approval from the research
instructor for the conduct of the study. Then, the
researchers wrote a letter to the research adviser who
endowed with the guidance and expertise in the
completion of the study. Then, the researchers secured

19
a letter request to the office of the School Registrar
to gather data on the population of the criminology
students from 1st year to 4th year. This was done to
determine the sample respondents needed in the study.
Next, to assure the validity and reliability of
the researcher-made questionnaire, the researchers
asked help from the experts in the academe. One expert
conducted content validation on the technical
terminologies appropriate to determine the perception
of criminology students in Don Jose Ecleo Memorial
on their oral performance. Another expert validated the
questionnaire as to grammar review. The recommendation
and suggestions of the experts were properly followed
by the researchers.
Moreover, the researchers conducted an orientation
to the respondents of the study to communicate the
purpose of the study. This was done to assure honest
responses of the respondents. The researchers further
assured the confidentiality of their responses.
With the permission to conduct a survey upon the
approval of the thesis committee, the researchers
distributed the researcher-made questionnaire among the
randomly selected 1st year to 4th year criminology

20
of science and Technology (DJEMFCST) who were the
respondents of the study.
The researchers collected the data responses.
Then, the collected data was given to the statistician
for the analysis and interpretation of the data of the
study.
Ethical Consideration
The researchers assured ethical considerations in
the conduct of the study. First, the researchers
provided a letter seeking approval from the research
instructor for the conduct of the study. With the
permission to conduct a survey and upon the approval of
the research adviser and panel of experts, the
researchers secured a letter request to the office of
the School Registrar to gather data on the population
of the criminology students from 1st year to 4th year.
Also, the researchers asked help from the two
experts in the academe for the validity of the
researcher-made questionnaire in terms of content
validation and grammar review.
With the approval of the panel of experts and
research adviser, the researchers conducted the
distribution the researcher-made questionnaire to the
respondents after securing letter consent given to the

21
respondents to ensure their voluntary participation in
the conduct of the study.
More importantly, the researchers assured that the
establish data and interpretations of the findings were
not figments of imagination, but clearly derived from
the data. The researchers assured the conduct the data
gathering procedures to ensure the logical process in
obtaining the data.
Also, the researchers provided evidences that
the research study's findings were applicable. The
researchers guaranteed consistency and reliability of
the research findings. The researchers documented and
provided photos on how the researchers conducted the
research procedures and collected the transmittal
letters and attached these for other researchers to
follow or critique the research endeavor.
Statistical Treatment of data
To analyze the data gathered in the study, the
following statistical tools were used.
Frequency Distribution and Percentage Count. These
tools were used to measure the demographic profile of
the respondents in terms of age, sex, and year level,
type of learner and learning habits.
Mean and Standard Deviation. These tools were
used to assess the perception of criminology students

22
in Don Jose Ecleo Memorial Foundation College of
science and Technology (DJEMFCST) on their oral
performance in terms of comprehension, spontaneity, and
fluency and articulation.
Analysis of Variance (ANOVA). This tool was used
to measure the significant difference on the perception
of criminology students on their oral performance when
the respondents were grouped according to their
profiles variables.
23
CHAPTER 3
RESULTS AND DISCUSSION
This chapter includes the presentation and
interpretation of data of the study.
On the Profile of Respondents.
Table 3 depicted the result on the profile of
respondents in terms of age, sex, year level, type of
learner and study habits.
Table 3
Profile of Respondents
Profile f(n=335) Percent

18 years old- 21 years old 234 69.85
Age 22 years old- 25 years old 93 27.76
26 years old and above 8 2.39
Male 228 68.06
Sex Female 107 31.94
1st year 128 38.21
Year 2nd year 102 30.45
level 3rd year 62 18.51
4th year 43 12.84
Visual Learner 80 23.88
Type of Auditory Learner 69 20.60
Learner Kinesthetic Learner 186 55.52
Communicate with the
102 30.45
Teacher
Keep Assignments
33 9.85
Organized
Study
Habits Take Note during Class
62 18.51
Discussions
Highlight Key Concepts 90 26.87
Study with a group 48 14.32

24
Table 3 shows that in terms of age, 69.85% of the
respondents were aged 18 years old to 21 years old and
at least 2.39% aged between 26 years old and above. In
terms of sex, male respondents with 68.06% outnumbered
the female respondents with 31.94%.
In terms of year level, most of the respondents
with 38.21% were 1st year criminology students while
least of the respondents with 12. 84% were 4 th year
level criminology students. In terms of type of
learner, most of the respondents were kinesthetic
learners with 55.52% and 23.88 and 20.60 were visual
and auditory learners, respectively.
In terms of study habits, most of the respondents
choose to communicate with the teacher with 30.45% and
least of the respondents keep assignments organized
with 9.85%.
On the Perception of Criminology Students on Their Oral

Performance
This section showed the result on the perception
of criminology students on their oral performance in
terms of comprehension, spontaneity, and fluency and
articulation.
Table 4
Perception of Criminology Students on Their Oral
Performance on Comprehension
A. Comprehension
I believe that I… Mean SD QD VI
1. can comprehend test
questions because those are Strongly Highly
related to the materials 3.98 0.15 Agree Perceived
which have been discussed
during class discussions.
2. can answer literal
questions since I recognize Strongly Highly
that the answers are Agree Perceived
directly stated in the oral 3.95 0.23
assessment tools (e.g.
passages, texts, reading
materials).
3. understand inferential
questions by inferring from Strongly Highly
context clues within the Agree Perceived
3.91 0.33
oral assessment tools (e.g.
passages, texts, reading
materials).
4. can make judgments and
evaluation on the questions Strongly Highly
in the oral assessment Agree Perceived
tools (e.g. passages, 3.84 0.36
texts, reading materials)
that require critical and
high order thinking skills.
5. assimilate the main
content and details of Strongly Highly
different types of oral Agree Perceived
assessment tools (e.g.
passages, texts, reading 3.98 0.13
materials) on different
topics which able me to
answer questions during
oral assessment.
Total 3.93 0.24 Strongly Highly

Agree Perceived
26
Table 4 shows that in terms of comprehension,
indicators 1 and 5, “I believe that I can comprehend test
questions because those are related to the materials which
have been discussed during class discussions” and “I
believe that I assimilate the main content and details of
different types of oral assessment tools (e.g. passages,
texts, reading materials) on different topics which able me
to answer questions during oral assessment” obtained the
highest mean response (Mean-3.98, SD-0.15) and (Mean-
3.98, SD-0.13) respectively described qualitatively as
“Strongly Agree” and verbally interpreted as “Highly
Perceived”.
Also, indicator 4, “I believe that I can make
judgments and evaluation on the questions in the oral
assessment tools (e.g. passages, texts, reading
materials) that require critical and high order
thinking skills” got the lowest mean response (Mean-
3.84, SD-0.36) described also qualitatively as
Perceived”.
Over all, comprehension obtained a mean response
of 3.93 (SD- 0.24) described qualitatively as “Strongly
Agree” and verbally interpreted as “Highly Perceived”.
The result was supported by the study of Pangket
(2019) who expounds that comprehension questions helped

students to become interactive readers. The more they
understood to the oral assessment tool, the certainty
that students could interact to answer questions with
judgments and evaluative convictions (Cardeño, 2019).

Table 5
Performance on Spontaneity
B. Spontaneity
6. develop strategies
in preparing for the Strongly Highly
oral assessment Agree Perceived
activities to make sure 3.80 0.45
that I can justify my
answers in the oral
assessment.
7. express my thoughts
conceptually and think Strongly Highly
3.72 0.65
agilely to voice out my Agree Perceived
arguments and ideas.
8. make sure to deliver
my thoughts to create a Strongly Highly
dialogue and connect Agree Perceived
with the audience to 3.74 0.60
deepen persuasion and
expression of my ideas
and convictions.
9. have the guts to
seamlessly transition Strongly Highly
into expressing my Agree Perceived
answers during oral
assessments by 3.67 0.72
internalizing ideas
rather than memorizing
to assure effective
spontaneity.
10. ensure to involve
non-verbal techniques Agree Moderately
through smile, facial Perceived
expressions and 3.10 0.37
gestures to convey my
answers during oral
assessment activities.

Agree Perceived
Table 5 shows that in terms of spontaneity,
indicator 6, “I believe that I develop strategies in
preparing for the oral assessment activities to make
sure that I can justify my answers in the oral
assessment” obtained the highest mean response (Mean-
3.98, SD-0.15) and (Mean-3.80, SD-0.45) respectively
described qualitatively as “Strongly Agree” and
verbally interpreted as “Highly Perceived”.
Also, indicator 10, “I believe that “I ensure to
involve non-verbal techniques through smile, facial
expressions and gestures to convey my answers during
oral assessment activities” got the lowest mean
response (Mean-3.10, SD-0.37) described also
qualitatively as “Agree” and verbally interpreted as
“Moderately Perceived”.
Over all, spontaneity obtained a mean response of
3.61 (SD- 0.56) described qualitatively as “Strongly
Agree” and verbally interpreted as “Highly Perceived”.
The study was supported by the study of Domingo
(2021) which highlights that students’ self-efficacy in
spontaneity carry his or her capabilities to organize
thoughts (Diaz, 2022) and perform oral assessment
activities effectively (Gonzaga, 2018).

31
Table 6
Performance on Fluency and Articulation
C. Fluency and Articulation

11. can pronounce words
clearly and persuade my Strongly Highly
propositions and Agree Perceived
opinions with
3.51 0.96
grammatical accuracy
during participation in
oral assessment
activities.
12. can pronounce words
clearly and persuade my Strongly Highly
propositions and Agree Perceived
opinions with
3.77 0.62
grammatical accuracy
during participation in
oral assessment
activities.
13. have wide range of
vocabulary which able Strongly Highly
me to express fluently Agree Perceived
and coherently my
3.64 0.76
beliefs and judgments
in answering the
questions during oral
assessments.
14. have the poise and
confidence which able Disagree Less
me to assertively Perceived
2.04 0.41
answer the questions
during oral performance
activities.
15. articulate in a
right volume and speed Agree Moderately
to express and converse Perceived
my ideas and opinions 3.43 0.99
in answering questions
during oral performance
activities.

Agree Perceived
Table 6 shows that in terms of fluency and
articulation, indicator 12, “I believe that I can

pronounce words clearly and persuade my propositions
and opinions with grammatical accuracy during
participation in oral assessment activities” obtained
the highest mean response (Mean-3.77, SD-0.62) and
(Mean-3.80, SD-0.45) respectively described
qualitatively as “Strongly Agree” and verbally
interpreted as “Highly Perceived”.
Also, indicator 14, “I believe that I have the
poise and confidence which able me to assertively
answer the questions during oral performance
activities” got the lowest mean response (Mean-2.04,
SD-0.41) described also qualitatively as “Disagree” and
verbally interpreted as “Less Perceived”.
Over all, fluency and articulation obtained a mean
response of 3.28 (SD- 0.75) described qualitatively as
Perceived”.
Gonzaga (2018) revealed in his study that fluency
and articulation of student’s oral performance could be
exercised through oral drill technique. This could
affect on the grammar proficiency level of students in
their oral assessment tasks (Caminade, 2018).
Table 7
Difference on the Perception of Criminology Students on
Their Oral Performance when Grouped by Profile
Profile Variable F p D I
Age Comprehension 18.79 0.06 NR NS
Spontaneity 9.05E-4 R S
13.19
Fluency and NR NS
Articulation 2.78 0.11
Sex Comprehension NR NS
12.35 0.20
Spontaneity 1.2 E-4 R S
28.99
Fluency and NR NS
Year Comprehension 18.39 0.004 R S
Level Spontaneity 43.20 6.82E-10 R S
Fluency and R S
Type of Comprehension 59.73 0.007 R S
Learner Spontaneity 225.33 7.36E-21 R S
Fluency and R S
Comprehension 19.09 0.001 R S
Study Spontaneity 55.70 2.93E-13 R S
Habits Fluency and R S
Legend: D-Decision I-Interpretation

R-Rejected S-Significant
NR-Not Rejected NS-Not Significant
Table 7 shows that there is no significant
difference on the comprehension and fluency and
articulation with respect to the age of the students.
This is based on the obtained p-values 0.06 and 0.11
respectively. Since these p-values are greater than
0.05 level of significance, the null hypotheses are not
rejected indicating that the differences are not
significant. However, there is a significant difference
on the perception of criminology students on their oral

performance in terms of spontaneity with respect to the
age of the students. This is based on the obtained p-
value of 9.05E-4. Since these p-values are less than
0.05 level of significance, the null hypotheses are
rejected indicating that the differences are
significant.
Moreover, there is no significant difference on
the comprehension and fluency and articulation in terms
to the sex of the respondents. This is based on the
obtained p-value of 0.20 and 0.05. Since these p-values
are greater than 0.05 level of significance, the null
hypotheses are not rejected indicating that the
differences are not significant. However, there is a
significant difference on the perception of criminology
students on their oral performance in terms of
spontaneity with respect to the sex of the students.
This is based on the obtained p-values which are 1.3E-
4. Since these p-values are less than 0.05 level of
significance, the null hypotheses are rejected
indicating that the differences are significant.
In addition, there is a significant difference on
the comprehension, spontaneity and fluency and
articulation with respect to the year level. This is
based on the obtained p-values 0.004, 6.82E-10 and 0.05
respectively. Since these p-values are less than 0.05

level of significance, the null hypotheses are rejected
indicating that the differences are significant.
Also, there is a significant difference on the
comprehension, spontaneity and fluency and articulation
with respect to type of learner of respondents. This is
based on the obtained p-values 0.007, 7.36E-21 and
0.002 respectively. Since these p-values are less than
significant.
Lastly, there is a significant difference on the
with respect to study habits of the respondents. This
is based on the obtained p-values 0.001, 2.93E-12 and
0.04 respectively. Since these p-values are less than
significant.
Table 8

Performance in terms of Age
Spontaneity
Age Mean
18 years old-21 years old 3.67
22 years old-25 years old 4.00
26 years old and above 4.00
Table 8 shows the perception of criminology
students on their oral performance in terms spontaneity
with respect to age of the respondents. It can be seen
that respondents aged between 22 years old to 25 years
old and 26 years old and above has a higher mean with
4.00 compared to respondents aged between 18 years old
to 21 years old with a mean of 3.67.
Table 9
Performance in terms of Sex
Spontaneity
Sex Mean
Male 3.66
Female 4.00
students on their oral performance in terms spontaneity
and fluency and articulation with respect to the sex of

the respondents. It can be seen that female has a
higher mean with 4.00 and 3.60 respectively compared to
male with a mean of 3.66 and 3.13, respectively.
Table 10
Performance in terms of Year Level
Fluency and
Year Comprehension
Spontaneity Articulation
Level
Mean
1st Year
3.39 2.75 3.85
2nd
Year 4.00 4.00 4.00
3rd Year 4.00 3.60 4.00
4th Year 4.00 3.60 4.00
students on their oral performance in terms
with respect to the year level of the respondents.
In terms of comprehension, it can be seen that 2 nd
year, 3rd year, and 4th year level criminology students
has a higher mean with 4.00 compared to 1st year level
criminology students with a mean of 3.39.
In terms of spontaneity, it can be seen that 2nd
year level criminology students has a higher mean with

4.00. Also, 1st year level criminology students has a
lower mean of 2.75.
In terms of fluency and articulation, it can be
seen that 2nd year level criminology students has a
higher mean with 4.00. Also, 1st year level criminology
students has a lower mean of 2.75.
Table 11
Performance in terms of Study Habits
Fluency and
Comprehension
Spontaneity Articulation
Study Habits
Mean
Communicate
with the
Teacher 3.23 2.54 3.81
Keep 4.00 3.60 4.00
Assignments
Organized
Take Note 4.00 3.60 4.00
during
Class
Discussions
Highlight 4.00 3.60 3.93
Key
Concepts
Study with 4.00 3.60 4.00
a group
students on their oral performance in terms
with respect to the study habits of the respondents.
In terms of comprehension, it can be seen that
keep assignments organized, take note during class

discussions, highlight key concepts and study with a
group as the study habits of criminology students has a
higher mean with 4.00 compared to communicate with the
teacher study habit of criminology students with a mean
of 3.23.
In terms of spontaneity, it can be seen that keep
assignments organized, take note during class
discussions, highlight key concepts and study with a
group as the study habits of criminology students has a
higher mean with 3.60 compared to communicate with the
teacher as a study habit of criminology students with a
mean of 2.54.
seen that keep assignments organized, take note during
class discussions and study with a group as the study
habits of criminology students has a higher mean with
4.00. Also, communicate with the teacher study habit of
criminology students have a lower mean of 3.82.

Table 12
Performance in terms of Type of Learner
Fluency and
Type of Spontaneity
Articulation
Learner
Mean
Visual 3.02 2.35
Auditory 4.00 3.48
Kinesthetic 4.00 3.60
Table 12 shows perception of criminology students
on their oral performance in terms spontaneity and
fluency and articulation with respect to the type of
the learners.
In terms of spontaneity, it can be seen that
auditory and kinesthetic learners have a highest mean
with 4.00 compared to visual learner respondents with a
mean of 3.02.
seen that criminology students who are kinesthetic
learners have the highest mean with 3.60. Also,
criminology students who are visual learners have the
lower mean of 2.35.

CHAPTER 4
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary, findings,
conclusions, and recommendations of the study.
Summary
This study was conducted to determine the
perception of criminology students in Don Jose Ecleo
Memorial Foundation College of Science and Technology
on their oral performance in Don Jose Ecleo Memorial
Foundation College of Science and Technology, Brgy.
Justiniana Edera, San Jose, Dinagat Islands. It
determined the profile of the respondents in terms of
age, sex, and year level, type of learner and learning
habits. It also investigated the perception of
on their oral performance in terms of comprehension,
spontaneity, and fluency and articulation. Moreover,
the significant relationship on the perception of
criminology students in DJEMFCST on their oral
performance were grouped according to their profile was
measured.
A quantitative research design was used in
the study specifically a descriptive survey method and
simple random sampling. Data were gathered from 335

randomly selected 1st year to 4th year criminology
of Science and Technology, Brgy. Justiniana Edera, San
Jose, Dinagat Islands using a researcher-made
questionnaire. Data analysis was done through the use
of frequency and percentage distribution for the
profile; mean and standard deviation for the perception
of criminology students on their oral performance and
Analysis of Variance (ANOVA) for identifying the
significant relationship on the perception of
criminology students on their oral performance when the
respondents were grouped according to their profile
variables. The researcher-made questionnaire was
validated by the experts. The experts conducted a
content validation and grammar review to assure the
validity and reliability of the researcher-made
questionnaire.
Findings. Based on the results of the study, it
was found out that:
1. Most of the respondents were 1st year
criminology students (38.21%) who were between the age
18 years old to 21 years old (69.85%). Also, male
respondents (68.06%) outnumbered the female respondents
with 31.94%. Further, most of the respondents were
kinesthetic learners (55.52). Then, most of the

respondents choose to communicate with the teacher
(30.45%).
2. Criminology students have highly perceived
their comprehension in their oral performance (M-3.93,
SD- 0.24).
their spontaneity in their oral performance (M-3.61,
SD- 0.56).
their fluency and articulation in their oral
performance (M-3.28, SD- 0.75).
5. There is no significant difference on the
comprehension and fluency and articulation with respect
to the age of the students. Also, there is no
significant difference on the comprehension in terms to
the sex of the respondents. On the other hand, there is
a significant difference on the comprehension,
spontaneity and fluency and articulation with respect
to the year level, type of learner and study habits of
the respondents. Also, there is a significant
difference on spontaneity with respect to the age and
sex of the students. There is also a significant
difference on fluency and articulation with respect to
the sex of the students.

Conclusion
In light with the findings of the study, it was
concluded that:
Most of the criminology students were
kinaesthetic learners who preferred to communicate with
teachers in their oral performance assessment
activities.
Criminology students were able to comprehend in
answering the questions in their oral assessment tools
which able them to evaluate and make judgement on their
oral performance tasks.
Criminology students were able to express their
thoughts conceptually and think agilely which reflect
preparation and readiness in voicing out their ideas
during oral performance activities.
Criminology students were able to communicate with
fluency and proper enunciation and gestures to convey
their convictions during oral assessment activities
with ease and confidence.
The type of learner, year level and study habits
affect the perceptions of students on their oral
performance.
Recommendation
In view of the findings and conclusions of the
study, the following recommendations were given:

1. Teachers must provide more hands-on activities
and performance tasks to their students to assure their
collaboration and engagement in their oral reading
performance.
2. Teachers could develop teaching strategies
which can stimulate higher order thinking abilities of
the students to prepare them on problem solving
opportunities.
3. Teachers must generate instructional activities
that would kindle their student’s interest to share
their thoughts by assuring an emollient and safe oral
learning context where students could express their
convictions during oral assessment activities without
discrimination.
4. Teachers must encourage their students to build
up their confidence and speaking skills in oral tasks
which could be practiced by diversity of learning
activities.
5. Teachers must assure the proper inclination of
their diversified instructional tasks and activities
depending on the characteristics and types of learners
to accommodate different attributes of learners which
could promote active engagement of students in the
discussion or oral performance activities.

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Appendices
APPENDIX A
Survey Questionnaire for students
Directions: The following questions should be answered

through checking [/] or writing if possible or as
necessary. Please answer it honestly. Some items may
require more than one answer. Please check as many as
possible as long as applicable.
Part I. Demographic profile

Name (optional): _______________________ Age: ________
Sex: Male Female
Year Level: 1st year
2nd year
3rd year
4th year
Types of Learners:
Visual Learner
Auditory Learner
Kinesthetic Learner
Study Habits:
Communicate with the Teacher
Keep Assignments Organized
Take Note during Class Discussions
Highlight Key Concepts
Others: (please specify) ______________
Part II. Perception of Criminology Students on Their

Oral Performance
Direction: Kindly check the answer that corresponds to
the items being asked to the following parameters.
Scale Qualitative Description Verbal Interpretation
4 Strongly Agree Excellent
3 Agree Good
2 Disagree Struggling
1 Strongly Disagree Poor
Comprehension
I believe that I… 4 3 2 1
1. can comprehend test questions
because those are related to the
materials which have been discussed
during class discussions.
2. can answer literal questions since I 49

recognize that the answers are
directly stated in the oral
assessment tools (e.g. passages,
texts, reading materials).
3. understand inferential questions by
inferring from context clues within
the oral assessment tools (e.g.
passages, texts, reading materials).
4. can make judgments and evaluation on
the questions in the oral assessment
tools (e.g. passages, texts, reading
materials) that require critical and
high order thinking skills.
5. assimilate the main content and
details of different types of oral
assessment tools (e.g. passages,
texts, reading materials) on
different topics which able me to
answer questions during oral
assessment.
Spontaneity
I believe that I… 4 3 2 1
6. develop strategies in preparing for
the oral assessment activities to
make sure that I can justify my
answers in the oral assessment.
7. express my thoughts conceptually
and think agilely to voice out my
arguments and ideas.
8. make sure to deliver my thoughts to
create a dialogue and connect with
the audience to deepen persuasion
and expression of my ideas and
convictions.
9. have the guts to seamlessly

transition into expressing my
answers during oral assessments by
internalizing ideas rather than
memorizing to assure effective
spontaneity.
10. ensure to involve non-verbal

techniques through smile, facial
expressions and gestures to convey
my answers during oral assessment
activities.
Fluency and Articulation

I believe that I…\ 4 3 2 1
11. can pronounce words clearly and

persuade my propositions and
opinions with grammatical accuracy
during participation in oral
12. have the control of intonation and
word inflection with clear and
distinct diction in answering oral
13. have wide range of vocabulary which
able me to express fluently and
coherently my beliefs and judgments
in answering the questions during
oral assessments.
14. have the poise and confidence which
able me to assertively answer the
questions during oral performance
activities.
15. articulate in a right volume and
speed to express and converse my
ideas and opinions in answering
questions during oral performance
activities.
Appendices
APPENDIX B
LETTER TO THE SCHOOL VICE PRESIDENT
July 10, 2022

BENGLEN B. ECLEO, MAED, DPS
School Vice President
Justiana Edera, San Jose, Dinagat Islands
Dear Sir,
Greetings of peace and prosperity! The Researchers

Of Don Jose Ecleo Memorial Foundation College Of
Science And Technology Currently Conducting The
Research Study entitled “PERCEPTION OF CRIMINOLOGY
STUDENTS OF DON JOSE ECLEO MEMORIAL FOUNDATION COLLEGE
OF SCIENCE AND TECHNOLOGY ON THEIR ORAL PERFORMANCE” In
partial fulfillment for the requirement of the degree
in Bachelor of Science in Criminology.
We believe that your support will be valuable and

will greatly enrich our work. The researchers would be
grateful for your approval. Thank you very much!
Respectfully yours, SIGNATURE

Princess Nova J. Delmores _______________
Raffy Love R. Fajardo _______________
Jomelle Jhun C. Coles _______________
Jerry P. Duma _______________
Jared Awit _______________
Noted by:
JOSHUA S. VERTUDAZO, LPT.
Research Adviser
Approved by:
BENGLEN B. ECLEO, MAED, DPS
School Vice President
Appendices
APPENDIX C
LETTER TO THE DEAN OF CRIMINOLOGY
July 10, 2022

Joel S. Siarez Jr. RCrim
DEAN OF BS CRIMINOLOGY
P-1 Sta. Cruz, San Jose Dinagat Islands
Dear Sir,


Jerry P. Duma _______________
Jared Awit _______________
Noted by:
Research Adviser
Approved by:
Joel S. Siarez Jr. RCrim
DEAN OF BS CRIMINOLOGY
Appendices
APPENDIX D
LETTER TO THE REGISTRAR OFFICE
November 29, 2022

Elena A. Silvano
School Registrar
Justiana, San Jose, Dinagat Islands
Dear Maam,



Jerry P. Duma _______________
Jared Awit _______________
Noted by:
Research Adviser
Approved by:
Elena A. Silvano
School Registrar
Appendices
APPENDIX E
LETTER TO THE THESIS ADVISER
November 30, 2022

BSED Program Coordinator
Justiniana Edera, San Jose, Dinagat islands
Dear Sir,
Research Study entitled “EFFECTIVENESS OF ORAL
ASSESSMENT TOWARDS THE ACADEMIC PERFORMANCE OF THE
CRIMINOLOGY STUDENT IN DON JOSE ECLEO MEMORIAL
FOUNDATION COLLEGE OF SCIENCE AND TECHNOLOGY” In
In connection, the researchers would like to

request your service and expertise to serve as an
adviser for our thesis.
We believe that your knowledge and insights will
be valuable and will greatly enrich our work.
The researchers would be grateful for your approval.
Thank you very much!

Jerry P. Duma _______________
Jared Awit _______________
Noted by:
JHESORLEY M. LAID
Research instructor
Approved by:
BSED Program Coordinator
Appendices
APPENDIX F
LETTER TO THE VALIDATOR
December 1, 2022
Shiela Jade B. Guden
School Research Coordinator
P-3 San Jose, Dinagat Islands
Dear Maam,


request your service and expertise to serve as our
validator for our thesis.

Jerry P. Duma _______________
Jared Awit _______________
Noted by:
Research adviser
Approved by:
Appendices
APPENDIX G
LETTER TO THE STATISTICIAN
December 1, 2022
Dear Maam,


statistician for our thesis.

Jerry P. Duma _______________
Jared Awit _______________
Noted by:
Research adviser
Approved by:
Appendices
APPENDIX H
LETTER TO THE GRAMMARIAN
December 1, 2022
Dear Maam,


grammarian for our thesis.

Jerry P. Duma _______________
Jared Awit _______________
Noted by:
Research adviser
Approved by:
Curriculum Vitae of the Researcher
Raffy Love R. Fajardo

P-7 Mabini, Tubajon
Dinagat Islands
Phone Number: 09708713356
Email address: raffyje24@gmail.com
PERSONAL INFORMATION:
NICKNAME: Pards
BIRTHDAY: August 24, 2000
BIRTHPLACE: Gandiangan, Imelda, Z. S.
AGE: 22
NATIONALITY: Filipino
RELIGION: Church body of christ
CIVIL STATUS: Single
FATHER’S NAME: Alberto V. Fajardo
MOTHER’S NAME: Georgina R. Fajardo
EDUCATIONAL BACKGROUND:
ELEMENTARY: Mabini Elementary School

Academic year graduated: 2012-2013
SECONDARY: Trinidad Mapa-Gupana National High School

TERTIARY: Don Jose Ecleo Memorial Foundation College of

Academic year graduated:
Princess Nova J. Delmores

P-3 Aurelio, San Jose
Dinagat Islands
Email address: novadelmores@gmail.com
NICKNAME: Nova
BIRTHDAY: September 19, 1999
BIRTHPLACE: P-3 Aurelio, San Jose Dinagat Islands
AGE: 23
RELIGION: Roman Catholic
FATHER’S NAME: Noel G. Delmores
MOTHER’S NAME: Marcelina J. Delmores
ELEMENTARY: Auelio Elementary School

SECONDARY: Don Ruben Ecleo Sr. Memorial NHS.


Jared Awit
P-2 New Mabuhay, Dinagat
Dinagat Islands
Email address: jaredawit50@gmail.con
NICKNAME: Jar
BIRTHDAY: September 23, 2000
BIRTHPLACE: P-2 New, Mabuhay, Dinagat, PDI
AGE: 21
RELIGION: IFI
FATHER’S NAME: Sandro C. Macaso
MOTHER’S NAME: Anita J. Awit
ELEMENTARY: New Mabuhay Elementary School

SECONDARY: Dinagat School of Fisheries


Jerry P. Duma
P-5 Don Ruben, San jose
Dinagat Islands
Email address: jerryduma29@gmail.com
NICKNAME: Jhay
BIRTHDAY: December 7, 1998
BIRTHPLACE: P-5 Don Ruben, San jose, PDI
AGE: 23
RELIGION: Filipinista
FATHER’S NAME: Jerry P. Duma Sr.
MOTHER’S NAME: Merly P. Duma
ELEMENTARY: Don Ruben Elementary School

SECONDARY: Don Ruben Ecleo Sr. Memorial NHS.


Jomelle Jhun Coless

P-6 Don Ruben, San jose
Dinagat Islands
Email address: jomellecoles@gmailcom
NICKNAME: Bebe
BIRTHDAY: January 20, 1999
BIRTHPLACE: Quezon, Libjo, Surigao Del Norte
AGE: 23
RELIGION: Filipinista
FATHER’S NAME: Nelvin C. Coles
MOTHER’S NAME: Carolina C. Coles
ELEMENTARY: Quezon Elementary School

SECONDARY: Llamera National High school


Curriculum Vitae of the Research Adviser
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Email address:
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BIRTHPLACE:
AGE:
RELIGION:
CIVIL STATUS:
FATHER’S NAME:
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ELEMENTARY:
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Certificate/ Training/ Seminars

A Thesis Proposal To The Faculty of The College of Criminology Don Jose Ecleo Memorial Foundation College of Science and Technology

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A Thesis Proposal To The Faculty of The College of Criminology Don Jose Ecleo Memorial Foundation College of Science and Technology

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DON JOSE ECLEO MEMORIAL FOUNDATION COLLEGE OF

SCIENCE AND TECHNOLOGY

PERCEPTION OF CRIMINOLOGY STUDENTS OF DON JOSE ECLEO

A Thesis Proposal to the

Faculty of the College of Criminology

Don Jose Ecleo Memorial Foundation College of

Science and Technology

In Partial Fulfillment of the requirements for the

BACHELOR OF SCIENCE IN CRIMINOLOGY

Princess Nova J. Delmores

Raffy Love R. Fajardo

Jomelle Jhun C. Coles

PERCEPTION OF CRIMINOLOGY STUDENTS OF DON JOSE

RAFFY LOVE R. FAJARDO1, PRINCESS NOVA J. DELMORES2, AWIT

in partial fulfillment of the requirements for the

JOSHUA S. VIRTUDAZO, LPT.

MARICHU M. ESNARDO, M. A JHESORLEY M. LAID, MIT

JOEL L. SIAREZ JR. RCrim. ARNAN A. EDRADAN, MAMT

ACCEPTED in partial fulfilment of the requirements

GLENDA B. ECLEO, Ed.D

This study aimed to determine the perception of

criminology students in Don Jose Ecleo Memorial

Foundation College of Science and Technology on their

oral performance in Don Jose Ecleo Memorial Foundation

College of Science and Technology, Brgy. Justiniana

Edera, San Jose, Dinagat Islands. It determined the

profile of the respondents in terms of age, sex, and

year level, type of learner and learning habits. It

also investigated the perception of criminology

students in Don Jose Ecleo Memorial Foundation College

of science and Technology (DJEMFCST) on their oral

performance in terms of comprehension, spontaneity, and

fluency and articulation. A quantitative research

design was used in the study specifically a descriptive

survey method and simple random sampling. Data were

gathered from 335 randomly selected 1st year to 4th year

criminology students in Don Jose Ecleo Memorial

Foundation College of Science and Technology, Brgy.

Justiniana Edera, San Jose, Dinagat Islands using a

researcher-made questionnaire. The researcher-made

questionnaire was validated by the experts. The experts

conducted a content validation and grammar review to

assure the validity and reliability of the researcher-

made questionnaire. Data analysis was done through the

use of frequency and percentage distribution for the

profile; mean and standard deviation for the perception

of criminology students on their oral performance and

Analysis of Variance (ANOVA) for identifying the

significant relationship on the perception of

criminology students on their oral performance when the

respondents were grouped according to their profile

variables. The results showed that most of the

respondents were 1st year criminology students (38.21%)

who were between the age 18 years old to 21 years old

(69.85%). It was concluded that most of the criminology

students were kinaesthetic learners who preferred to

communicate with teachers in their oral performance

assessment activities. Criminology students were able

to comprehend in answering the questions in their oral

assessment tools, express their thoughts conceptually

and think agilely and were able to communicate with

fluency and proper enunciation and gestures to convey