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 i

EFFECTS OF CRIMINOLOGY STUDENTS’ MEDIA EXPOSURE ON CRIME

An Undergraduate Research Proposal

Presented to the Faculty of the College of Criminal Justice

Mater Dei College

Tubigon, Bohol, Philippines

In Partial Fulfillment

of the Requirements for the Course

[Encode Course Title] - [Encode Course Code]

by

RESEARCHER1 FIRST NAME MIDDLE INITIAL AND FAMILY NAME

RESEARCHER2 FIRST NAME MIDDLE INITIAL AND FAMILY NAME
RESEARCHER3 FIRST NAME MIDDLE INITIAL AND FAMILY NAME
RESEARCHER4 FIRST NAME MIDDLE INITIAL AND FAMILY NAME
RESEARCHER5 FIRST NAME MIDDLE INITIAL AND FAMILY NAME
RESEARCHER6 FIRST NAME MIDDLE INITIAL AND FAMILY NAME

Month Year
 ii

TABLE OF CONTENTS

Page
TITLE PAGE ………………….………………..……………… i

TABLE OF CONTENTS ……………………………………………………. ii

LIST OF TABLES AND FIGURES……………………………………………. iv

INTRODUCTION ………….………………………………………………… 1

Rationale of the Study ……………………….…………………… 1

Theoretical Background …………………….……………………… 3

THE PROBLEM …………………….……………………… 12

Statement of the Problem ……………………….…………………… 12

Research Hypothesis(es) (whenever applicable) ……..…………… 14

Significance of the Study ………………………………….………… 15

RESEARCH METHODOLOGY ………………….………………………… 16

Design ……………………….…………………… 16

Environment ……………………….…………………… 16

Participants ………………………….………………… 17

Instrument(s)/Sources of Data………………………..………………. 18

Procedures …………………………….……………… 20

Gathering of Data ……………………………………….…………… 20

Treatment of Data ………………………………………….………… 21

DEFINITION OF TERMS ……………………………………….…… 22

ORGANIZATION OF THE STUDY …………………………………………. 25

REFERENCES ……………………………….…………… 56

APPENDICES
 iii

A. Letters & Informed Consent Form ……………………….………… 60

B. Research Instrument(s) …………………………………………… 63

C. [Give a Title to Other Relevant Document(s), if any]………….… 68

CURRICULUM VITAE ………………………………….………… 70

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LIST OF TABLES AND FIGURES

Table Page

1 [Encode Table 1 Title here.] ……………………………….……. [23]

2 [Encode Table 2 Title here.] ……………………………………. [30]

3 [Encode Table 3 Title here.] ……………………………………. [33]

4 [Encode Table 4 Title here.] ……………………………………. [43]

Figure

1 [Encode Figure 1 Title here.] ……………………………………. [19]

2 [Encode Figure 2 Title here.] ……………………………………. [39]

3 [Encode Figure 3 Title here.] ……………………………………. [42]

4 [Encode Figure 4 Title here.] ……………………………………. [33]

 1

INTRODUCTION

Rationale of the Study

The digital age has significantly changed people's way of living. Everybody is

connected with each other through the vast network of the Internet. People can now

easily access a vast amounts of information through various media at the touch of a

finger. Social media, the game changer of the twenty-first century, is currently the

most popular and influential force in the technology era because it makes it simple to

connect with individuals and share information with them. Through the use of

technology, it not only enables connections between individuals regardless of their

status, race, or age, but it also offers pleasure and excitement through a variety of

activities that provide audio, text, and video sharing. While having access to so much

information is handy and reassuring, social media exposure alone, without

awareness of its effects, influences how we as a society see ourselves and one

another.

In the Philippines, social media is already a part of Filipino cyber culture. Power to the

people wave-3 (2008) declared that 83% of the Filipinos are members of a social

network. In 2021, the Philippines ranked first with the highest social media usage

rate. The country’s average daily use was over four hours, which is 60% higher than

normal (Caparas, 2023). It is for this reason that Philippines has been tagged as the

Social Networking Capital of the world due to popularity of social media sites as it is

mostly used in education, election campaign material, media to propaganda and one

of the aids in criminal investigation.

 2

In the academic world, the students and teachers used social media to exchange

academic information and flag their school achievements as well as e-learning

opportunities as well. Colleges or institutions, also, used social media as effective

means to disseminate information to their students, alumni and prospective schools.

However beneficial technology is, it also puts people at risk.

The Mater Dei College students pursuing criminology find the usage of the internet to

be very important. With the advent of technology, the future Criminology students

enabled to investigate and analyze crime better. It is through the tool of social media

that law enforcement can work on prevention, investigation, and intelligence

gathering. Social media can be used for a variety of purposes in criminology. It can

be a powerful tool for identifying and tracking individuals who are involved in criminal

activity. Additionally, social media can be utilised by law enforcement to track for

information about potential suspects and to keep track of criminal activities and local

trends. Social media can also be used to enhance community involvement in efforts

to reduce crime and to increase the public's awareness of crime prevention. Even

today, a large number of law enforcement agencies analyse crime trends, locate

suspects, and keep track on criminal activity using sophisticated tools. The tool can

assist in the speedy identification of trends and patterns in criminal activity and

facilitate the identification and investigation of crime by law enforcement. Technology

has also aided law enforcement in better understanding the motives of criminals and
 3

determining the most effective deterrent methods. Researchers may now more easily

obtain and examine crime data because of technology.

Social media also has its downside. In some cases, it can also be addictive and lead

to unhealthy behavior. It can be a source of misinformation, hate speech and fake

news, which can lead to division and violence. In addition, terrorists and criminals

have used it to organise and carry out crimes. Social media has thus turned into a

haven for criminals, which has led to an increase in the number of crimes committed

online. As social media sites have even become hotbeds for crime and are increasing

day by day in all societies in the world, this can be used to both make crime and

prevent or investigate criminal activities. Striking a balance between allowing

peaceful organization and cracking down on nefarious organization is one of the

major challenges law enforcement faces with social media. Just as law enforcement

can use social media as a tool to track down criminals, criminals can use it as a tool

to track potential targets. Social media is largely about sharing the details of one’s life

with a group of friends and relatives. The problem is that people often share far

too much detail about their lives, unaware of who might be reading outside of

their intended audience. Criminals can use this to gain a wealth of information about

a potential target, from addresses and work habits to the daily schedule

of an individual. This information can all be useful in planning break-ins or other

crimes. One general challenge facing law enforcement and to the future

Criminologists with this issue is the constant evolution of social media. In this

case, technology has enabled the development of advanced surveillance techniques,

 4

such as facial recognition and biometric analysis, which can identify and track

criminals. On the other hand, just as law enforcement officials have to constantly

adapt to dangerous, new synthetic drugs, they will also have to adapt to changes in

social media. Criminals will always try to be a step ahead, and law enforcement will

always try to keep up with the use of social media.

Furthermore, the researcher's main purpose of the study is to determine the effects of

criminology student's social media exposure to crime.

Specifically, it aims to determine the profile of the respondents according to gender

and, age; the types of media the participants use; the role of social media in

criminology students in terms of - free flow of information and Improves

communication skills; the effects of social media on crime towards criminology

students in terms of - Feeling safe and Fears about crime; and to propose

intervention measures based on the results of the study.

Theoretical Background

Theories/Theory

The researcher's come up these theoretical connection between social

media exposure and crime from three main perspectives, notably: (i) a Wound

Culture Theory (WCT) if social media penetration positively affects crime; (ii) social

control and conflict management models in a scenario where social media

 5

penetration reduces crime and (iii) irrespective of the direction of effect (i.e. whether

positive or negative), both strands of theoretical underpinnings rely on

technology acceptance models.

The three theoretical frameworks are expanded in chronological order. The

Wound Culture Theory can be used to elicit some negative socio-economic signals

such as crimes, political instability and violence. The WCT was developed by Mark

Seltzer (1998) and later summarised by Gibson (2006) as follows:

" Serial killing has its place in a public culture in which addictive violence has become not

merely a collective spectacle but one of the crucial sites where private desire and

public fantasy cross. The convening of the public around scenes of violence–the rushing to

the scene of the accident, the milling around the point of impact–has come to make up a

wound culture; the public fascination with torn and open bodies and torn and open

persons, a collective gathering around shock, trauma, and the wound” (p.19).

According to the WCT, the desire to inflict harm on humans in society is both

literal (via mutilation) and figuration (via criticism). The relevance of crime is

considered as a common focus which enables citizens to engage in wound

appreciation: “One discovers again and again the excitations in the opening of

private and bodily and psychic interiors; the exhibition and witnessing, the

endlessly reproducible display, of wounded bodies and wounded minds in public. In

wound culture, the very notion of sociality is bound to the excitations of the torn

and open body, the torn and exposed individual, as public spectacle” (Seltzer,

p. 137). The author has further observed that the wound theory has

considerable implications in the formation of citizenry attitude: “The spectacular

 6

public representation of violated bodies, across a range of official, academic, and

media accounts, in fiction and in film, has come to function as a way of

imagining and situating our notions of public, social, and collective identity

(Seltzer, p.21)”. Social media can be used to fuel the wound culture because it

is a mechanism by which information is exchanged to either increase

contention or hatred among users or improve harmony and moderation among

them. In the latter scenario, conflict management and social control models are

more relevant.

Social control and conflict management models have been used to

substantiate theoretical underpinnings in recent conflict management literature

(Asongu and Kodila-Tedika, 2017), namely: the Conflict Management Model

(CMM) of Thomas-Kilman (1992) and the Social Control Theory (SCT) of Black

(1990). The SCT maintains that relationships between organisations, groups and

individuals typically affect the exercise of one among five fundamental channels of

social control, notably: self-help, settlement, avoidance, tolerance and

negotiation. Conversely, the CMM argues that strategic ambitions that are very

likely to centre on a two dimensional matrix, when merged with collaboration

could result in five principal styles in the management of conflicts, namely:

avoidance, compromise, collaboration, competition and accommodation. These

theoretical insights are broadly in line with the conflict management literature

( Asongu and Kodila-Tedika, 2017). Social media provides the platforms which

underpin the conflict management and social control theories herein discussed.
 7

The effectiveness of either the WCT or social control theories depends on

technology acceptance models. In accordance with recent social media and

information technology (Asongu et al., 2018) studies, technology acceptance

models are dominated by three principal theories which justify the adoption and

use of specific types of communication tools. They are: (i) the: theory of reasoned

action (TRA), (ii) theory of planned behavior (TPB) and (iii) technology acceptance

model (TAM). Consistent with the TRA, the underpinning hypothesis is that,

when the acknowledgement of actions come into play, customers display rational

features (Bagozzi, 1982). Given the context of the study, these rational traits could

motivate new ideas, notably: either to the resolution of conflicts or in the perception

of crime as a solution to conflicts. The TPB is an extension of the TRA which

articulates the absence of a difference between customers who are conscious

of the ramifications of their actions and those that are lacking in this

consciousness (Ajzen, 1991). The theory is in accordance with social media

because crime prevention or crime propagation can be done by users with or

without, adequate certainty on the soundness of the information being shared.

Concerning the TAM, the principal driver behind a customer’s motivation to adopt

a specific technology is traceable to preferences and the will of a client to adopt and

use 8 a specific means of communication (Davis, 1989). Hence, the

selection of social media platform by a user is contingent on the relevance of the

social media network in attenuating or fuelling crime.

 8

The three strands of theories, which were discussed in the previous

paragraphs, are also relevant to the positioning of this study because: (i)

social media exposure entails the adoption and usage of a specific type of social

media (which is consistent with technology acceptance models) and (ii) social

media can either be used to fuel or deter crime. On the one hand, the use of

social media to fuel crime is consistent with Wound Culture Theory while the use

of the social media to mitigate crime is in line with the Social Control Theory

and the Conflict Management Model. On the other, the common features

among technology acceptance models merit contextualisation. Accordingly, the

TRA, TPB and TAM articulate the perspective that the use and adoption of

particular types of communication mechanisms encompass a multitude of traits,

namely: (i) the formation of customer belief and (ii) the composite elements

which entail, utilitarian, behavioural, psychological and social characteristics. In

what follows, these common features are contextualised. Within the specific

context of this study; (i) the utilitarian view is apparent when a social media

platform is adopted by an individual because he/she presumes that such a

platform is relevant in enhancing his/her opportunities for fuelling or preventing

crime; (ii) with regard to the behavioural view, even in a scenario where

personal motivation is not apparent, an individual can still take the decision to

use social media if he/she already has some degree of awareness that

adopting social media for crime-related purposes is a social norm; (iii)

psychological and personal motivations can also be important in the decision of an

individual to adopt a social media platform for crime-related concerns if the

 9

person is motivated by private potential rewards in crime prevention and/or crime

instigation by means of social media and (iv) the importance of belief formation in a

individual is consolidated by the view that it is an accepted social norm that

social media can either be used to prevent crime or instrumented to fuel crime.

In the light of the above concepts, the decision by an individual to adopt social

media for a crime-related ambition can be inspired by both idiosyncratic (or

individual) and systemic (or social) factors as well as the potential advantages of

using the social media platform to realise his/her crime-related objective. The

choice of variables in the conditioning information set is consistent with wound

culture (Would Culture Theory), conflict management (Conflict Management

Model) and social control (Social Control Theory).

Legal Bases

The following articles were carefully reviewed and considered by the researchers to

increase the reliability of this study. This study was conducted on the following

grounds.

The 1987 Philippine Constitution Article XIV, Section 10

Science and Technology are the essential for national development and progress.

The state shall give priority to research and development, invention, innovation, and

their utilization, and to science technology education, training and services. It shall

support indigenous, appropriate and self-reliant, scientific and technological

 10

capabilities, and their application to the countries productive system and national

life.

In connection with this, the state shall give support all those people or organization

who were utilizing sources of information and with the use of social media platforms

to gather information in the legal processes used for studying the effects of social

media exposure on crime towards Criminology students.

Subsequently, the government ought to advance the utilization of sources of

information in a legal way would contribute to the country's criminal justice system.

Further, the article`s statement above served as the basis of the researchers in

creating something new with the corporation of technology. This would be an

opportunity for them to enhance their skills and abilities in their course.

Moreover, The 1987 Philippine Constitution Article II, Section 4

The prime duty of the Government is to serve and protect the people. The

Government may call upon the people to defend the State and, in the fulfillment

thereof, all citizens may be required, under conditions provided by law, to render

personal, military or civil service.

Thus, the government should strengthen the safety regulatory system in the country

to protect the people from crimes. This also led for the researchers to conduct a

study since Criminology students will soon become a law enforcement agents. By

helping society understand crimes and what leads to them, criminologists enable the

design of safer societies. Criminologists also help identify when crimes are because

of social inequalities, leading to change and more progressive social systems.

 11

Related Literature and Related Studies

These related literature are based on different studies that tackle the effects on

the use of social media on crime towards Criminology students. A thematic analysis

of the related literature yielded two (2) topics: Prevention of crime or feeling safe and

Fear of crime (Aguilar, J; Anaya, J; Tizon, J. (2019).

Social media platforms allow people to transform the communication and interaction

of one another. According to an article by Remedios C. Kulidtod, social networking

media has spread its wings to various other fields and education is one of the new

sectors where the concept of social media is making a great role (Anonymous,

2014). They are communication channels or tools used to store, aggregate, share,

discuss or deliver information with friends and colleagues using the internet

(Reynolds, 2015). They involve the use of web-based technologies to transform one-

way communication into an interactive online dialogue (Dixon, 2012). It is a creation

and exchange of user-made content. At school or in any office, social media used by

students and teachers to share original content the articles or the publications.

Criminology students, in particular, use it and provide an opportunity to seek to

questions they may have related to their course. Thus, the use of social media has

extended throughout the community (Roblyer, et al., 2010). Since there is an

increase in the number of the users of these social media platforms worldwide,
 12

criminal opportunities also arises (Reyns et al., 2011). Not only does the Internet

allow individuals to connect with others, it also gives people the opportunity for non-

collocated and non-face-to-face interaction (Bossler & Holt, 2009). Arguably, the

social media has altered how people communicate and connect so much so that it

has modified routines and lifestyles (Bossler & Holt, 2009; Bossler et al., 2012).

With the increasing sophistication and improved integration of social media have

also created unparalleled opportunities for law enforcement agencies to connect

with their communities in innovative new ways. Social media could bring awareness

and prevention of crime as a helpful tool especially for law enforcement and to the

Criminology students in their course. According to the IACP media survey, social

networking is the most popular social media platform used within the law

enforcement community, with nearly 67 percent of responding agencies stating that

they currently have a social media page and websites. This platforms (especially

Facebook) is popular with crime prevention units, which can easily—and for no

setup cost—create a page where “fans” can read the latest news, post comments,

and participate in discussion forums. A September 2010 International Association of

Chiefs of Police (IACP) survey revealed that 81 percent of law enforcement

agencies interviewed now use social media. However, while 62 percent report using

tools such as Facebook to aid in criminal investigations, fewer than half

acknowledge using social media for crime prevention. Many experts believe the

social media sphere holds enormous potential for law enforcement crime prevention

units and groups such as Neighborhood Watch. According to the National Crime

Prevention Council, “… [W]ith law enforcement personnel being strained by budget

 13

cuts and the struggling economy keeping us at home more often, embracing online

networks as prevention tools may help us form a deeper connection with our

neighbors and local law enforcement while helping to prevent crime.”

However, social media has also paved the way and provided a space for new forms

of criminal activities, such as cyberbullying, cyber impersonation, and identity theft,

to mention a few. These activities occur in the various functionalities of the Internet,

and social media sites such are not exempt (Reyns et al., 2012). One the one hand,

fear of crime is conceived in a restricted way, corresponding to the emotional

dimension to crime or symbols associated with it (e.g., Ferraro & LaGrange, 1987).

Other authors (e.g., Gabriel & Greve, 2003; Madriz, 1997) interpret fear of crime as

a multidimensional phenomenon encompassing three different components: the

emotional one (fear of crime in the strict sense), the cognitive (perceived risk of

victimization) and the behavioral dimension (avoidance, protective and self-defense

behaviors).

Fear of crime is narrowly defined as “an emotional response of dread or anxiety to

crime or to symbols that a person associates with crime” (Ferraro 1995, p. 4). This

dimension is different from a perception of the environment (Warr, 2000) and

includes a set of various emotions towards the possibility of victimization (fear, worry

and anxiety) (Jackson & Gouseti, 2012). being victimized.

 14

Nevertheless, as a negative emotional reaction generated by crime or its associated

symbols, fear is conceptually distinct from judgments (risks) or concerns (values)

about crime (Ferraro & LaGrange, 1987). Furthermore, even as a result of cognitive

processing, fear per se is not a belief, attitude or assessment. On the contrary, it is a

feeling of alarm at the perception or expectation of danger (Warr, 2000). Indeed,

there are at least two likely reactions when people believe that crime is a problem.

Naturally, one reaction is fear, and another is restrictive behavior - which implies

adjustments to routine activities, apparently to reduce this same risk (Ferraro, 1996;

Miethe, 1995). The behavioral dimension of fear manifests in the frequency with

which individuals fortify their homes against possible invasion, avoid contact with

certain people or use self-defense arms (Guedes et al., 2018). These behaviors

have been aggregated in different categories, namely the avoidance, protective and

defensive.

Finally, while fear of crime might be conceived as an experiential fear – a transitory

and short-lived experience, generated by an external stimulus – it can also be

understood as an expressive fear. Here, fear is built through the knowledge and

individual's perceptions about their community or broader social-cultural concerns

(Farrall et al., 2009).

In order to understand the phenomenon of fear of crime, sociodemographic

characteristics appear in the literature, which basically include gender and age (e.g.,

Pain, 2001; Rader et al., 2007). People may feel especially vulnerable to the risk of
 15

crime because they are likely to be targets of victimization, because they feel that

the impact of crime would be particularly serious and also, they are unable to control

whether or not crime occurs (Farrall et al., 2007). Some individuals may associate a

type of crime with particularly serious consequences, since they feel particularly

vulnerable to the criminal event (Warr, 1987). We can distinguish, on one hand, the

physical vulnerability defined by the assessment of one's physical strength and

personal competence in the case of aggression, which is often used to explain the

increased fear of crime levels especially among women. On the other hand, social

vulnerability is influenced by the social media and access to material and social

resources, related to the higher levels of fear among socio-economic minorities

(Franklin et al., 2008; Skogan & Maxfield, 1981).

Overall, the rise of social media and technology has had a major impact on

criminology students of Mater Dei College as the place and respondents of the

study.

Synthesis

The specified articles upheld by a number of related studies and authors which

served as the grapples in tending to the problem of the study. Social media has

revolutionized the way that Criminology is studied and addressed. These provided
 16

discussions and edification in determining and analyzing the effects of social media

exposure on crime towards Criminology students.

THE PROBLEM

Statement of the Problem

This study investigates the effects of Criminology students’ social media

exposure on crime. In addition, analysis will be conducted on how media exposure

affects to their fear of crime and anxiety.

Specifically, this study seeks answers to the following questions:

1. What is the profile of the respondents in terms of?

1.1. Gender

1.2. Age

2. What are the types of media the participants use?

3. What are the role of social media in criminology students in terms of?

3.1 free flow of information; and

3.2 Improves communication skills

4. What are the effects of social media on crime towards criminology students

in terms of?

4.1 Crime awareness/prevention; and

4.2 Fears about crime in terms of

4.2.1 emotional one (fear of crime in the strict sense)

4.2.2 cognitive (perceived risk of victimization)

 17

4.2.3 behavioral dimension (avoidance, protective and self-defense

behaviors).

5. Is there a significant relationship between media exposure and fear of

crime?

6. What recommendations can be made in order to address this concern?

Research Hypotheses

In the conduct of this study, the following research hypotheses are proposed:

1. There is significant relationship between media exposure and fear of crime.

2. There are significant effects of social media exposure on crime to the

Criminology students.

🩷🩷🩷🩷🩷🩷🩷🩷🩷🩷🩷🩷

Significance of the Study

The results of this study will be significant to the following:

The Government. This study could become a base to enact a new law that will

regulate or minimize the media contents that contributes to the fear of crime and

anxiety of the respondents . Law Enforcement Agency. The results of this study could

inform the law enforcers to be more attentive towards the students and provide

countermeasures specially in terms of Police visibility as one of the deterrence of

crime. Criminology Students. This study can provide remedy towards their problem

which is the goal of this research. The parents/guardians of the Criminology students.
 18

Through this study, the parents will be more attentive towards the safety of their

children and in that way constant check ups from parents will be made that can make

the students feel at ease and lessen their fear and anxiety on crime. This study will

also be significant to the future researchers, this will serve as a basis for further

studies and can be used as related literature.

RESEARCH METHODOLOGY

Design

The researchers will employ quantitative design through the aid of

standardized survey questionnaire from a study called Media Exposure to Crime,

Fear of Crime, and Social Interaction Anxiety (Genea Shoulders). The researchers

decided to use quantitative design as it will be more effective in analyzing the

relationship of media exposure and crime. The data gathered are used to determine

the level of media usage and the level of crime and fear of crime of the MDC

Criminology students and will be analyze and explain the relationship between the

media exposure and crime.

Environment

This study will be conducted in the private institution of Mater Dei College

located at Barangay Cabulijan, Tubigon, Bohol. The researchers decided to conduct

the study of the said institution since it is accessible for the researchers to

communicate with the Criminology students of the institution about the effects of their

media exposure on crime.

 19

Participants

The participants of the study were the parents and teachers of primary grades

in selected different public schools of District of Tubigon Bohol. The researchers

chose these participants since students are more exposed to media and it will be

relevant to our study. They can also provide the necessary information that the

researchers needed in answering the questionnaires and in getting the result.

Instrument(s)/Sources of Data (This is a sample only but you may use this pattern.)

The instrument that will be utilized to collect the data in this study is a

standardized questionnaire that is composed of three parts. The first part is using the

media and technology usage scale. The second part is using the crime and fear of

crime scale. The last part is the respondents screening questions. The 1 st and 2nd part

of the questionnaires will be answered using a 4-point rating scale and the last part

with yes or no. The parameters used in this standardized questionnaire are as

follows:

a. Media usage scale

Code Response Interval Interpretation

0 Never 0.00-1.80 Very High quality of life
1 Once a week 3.41 – 4.20 High quality of life
2 Once a day 2.61 – 3.40 Moderate quality of life
3 Several times a day 1.81 – 2.60 Low quality of life
4 All day 1.00 – 1.80 Very Low quality of life

b. The crime and fear of crime scale,

 20

Code Response Interval Interpretation

0 Very Safe 4.21 – 5.00 Very High quality of life
1 Fairly Safe 3.41 – 4.20 High quality of life
2 Neutral 2.61 – 3.40 Moderate quality of life
3 A bit unsafe 1.81 – 2.60 Low quality of life
4 Very Unsafe 1.00 – 1.80 Very Low quality of life

c. For questions 10 to 16 that ask worries about crime,

Code Response Interval Interpretation

0 Very worried 4.21 – 5.00 Very High quality of life
1 Fairly worried 3.41 – 4.20 High quality of life
2 Neutral 2.61 – 3.40 Moderate quality of life
3 Not very worried 1.81 – 2.60 Low quality of life
4 Not at all 1.00 – 1.80 Very Low quality of life

d. For question asking about the crime rate in area,

d.1 Question 17:

Code Response Interval Interpretation

0 A lot more 4.21 – 5.00 Very High quality of life
crime
1 A little more 3.41 – 4.20 High quality of life
crime
2 2.61 – 3.40 Moderate quality of life
About the
same
3 A little less 1.81 – 2.60 Low quality of life
crime
4 A lot less 1.00 – 1.80 Very Low quality of life
crime

e. For questions 18-25 asking about the problems in area,

Code Response Interval Interpretation

0 Very big 4.21 – 5.00 Very High quality of life
problem
1 Fairly big 3.41 – 4.20 High quality of life
problem
2 Neutral 2.61 – 3.40 Moderate quality of life
3 Not a very 1.81 – 2.60 Low quality of life
big problem
4 Not a 1.00 – 1.80 Very Low quality of life
problem at
 21

all

f. For respondents screening questions,

Code Response Interval Interpretation

5 Completely 4.21 – 5.00 Very High quality of life
4 Mostly 3.41 – 4.20 High quality of life
3 Moderately 2.61 – 3.40 Moderate quality of life
2 A little 1.81 – 2.60 Low quality of life
1 Not at all 1.00 – 1.80 Very Low quality of life

A letter will be sent to the World Health Organization on the use of this

questionnaire once it will be approved for data gathering during the research proposal

hearing. Lastly, the third part is from the standardized questionnaire called the short

form of the Minnesota Satisfaction Questionnaire (MSQ) of the University of

Minnesota that is composed of 20 questions. The original version of the MSQ was

100-item long designed by Dr. Weiss in 1967. The 20-item MSQ contains two factors

classified as Intrinsic and Extrinsic Satisfaction of the job. Questions 1, 2, 3, 4, 7, 8, 9,

10, 11, 15, 16, and 20 ask for intrinsic job satisfaction while questions 5, 6, 12, 13,

14, 17, 18, and 19 for extrinsic job satisfaction. This short-form uses the same

response categories in the 1977 long form that contains the following parameters:

Code Response Interval Interpretation

5 Very Satisfied
4 Satisfied
3 Neutral
2 Dissatisfied
1 Very Dissatisfied
4.21 – 5.00 Very High job satisfaction
3.41 – 4.20 High job satisfaction
2.61 – 3.40 Moderate job satisfaction
1.81 – 2.60 Low job satisfaction
1.00 – 1.80 Very Low job satisfaction

The Chinese translation of this questionnaire was used lately in the study on

job satisfaction of frontline medical staff during COVID-19 pandemic in China by Yu et

al. (2020). The short form of MSQ had been used in several researches already since
 22

it has been found to be stable over time with excellent coefficient alpha values from

0.85 to 0.91 and is more parsimonious compared to other instruments of job

satisfaction (Martins & Proenca, 2012). MSQ is now declared to be free of charge

and can be used without written consent provided due acknowledgment will be given

to Vocational Psychology Research, University of Minnesota as the source

(University of Minnesota, 2021). However, a letter asking permission for its use in this

study will still be sent to the University.

Sample parameters when the scale is from 1 to 4.

Scale Response Interval Interpretation

4 Often 3.26 – 4.00 Very High level of vaccine literacy
3 Sometimes 2.51 – 3.25 High level of vaccine literacy
2 Rarely 1.76 – 2.50 Moderate level of vaccine literacy
1 Never 1.00 – 1.75 Low level of vaccine literacy

Procedures

Gathering of Data

A printed questionnaire will be employed by the researchers to gather the

data for the study. This questionnaire will be presented, analyzed, and checked to

assure the validity of responses it would elicit. However, before distributing the

questionnaire, the researchers will send first a letter for approval to the College of

Criminal Justice Dean Mr. Avelino Lofranco, MSCJ for the approval of questionnaire

administration. After the approval, the researchers will ask permission from the

participants and have the informed consent secured. With this, we will also inform the

participants that the information they provide will be secured and will not be divulged

publicly. We will also ask the participants to actively, honestly, and religiously answer

the questionnaire. Then, the researchers will proceed to the distribution of the printed
 23

questionnaires to the Criminology students. Afterwards, the researchers will collect

the questionnaire to gather the data and use it in tabulation, interpretation, and

analysis.

[This section presents the chronological activities or steps to be done starting

from the writing of the letters to the Dean and the Heads of Office(s) concerned

where the research participants are located to ask for their permission towards how

the research participants will be identified, approached, and made to participate in

the study. This section also describes how the research participants will participate

in the research study. This will conclude with how the Data Privacy Act of 2012 or

Republic Act 10173 will be ensured for the research participants. This section may

take more than one page. ……………………………………………..……………………

…………………………………………………………………………………………………]

Treatment of Data (This is a sample from a study not using mixed methods)

The statistical tools that will be utilized are the frequencies, percentages,

weighted means, independent t-test, one-way analysis of variance (ANOVA), and

Pearson Product Moment Correlation. The frequencies and percentages will be used

to analyse the demographic profile of the participants. The weighted mean will be

used to compute for the categories of and the overall health-related quality of life and

the job satisfaction of the participants. The analysis on the significance of the

differences in health-related quality of life and job satisfaction of the participants

according to profile will utilize the independent t-test for sex and one-way ANOVA for

age, educational attainment, frontliner type, and the number of months working as
 24

fontliner. Lastly, the significance of the degree of relationship or correlation between

the health-related quality of life and the job satisfaction of the participants will be

investigated through the use of Pearson Product Moment Correlation. All

computations will be done through the use of Excel.

DEFINITION OF TERMS

Social Media – Are the respondents used for their academic performance, an

internet - based form of communication. Social media platforms allow users

to have conversations, share information and create web content.

Criminology Student – Are the respondents of this research study, to be

able toprovide a valuable information or answers to the questions we need.

Crime – Is any action or omission that constitutes an offense that may be prosecuted

bythe state and is punishable by law

 25

ORGANIZATION OF THE STUDY

Chapter 1 will present the first chapter with the title The Problem and Its

Scope. The Introduction section of the study contains the Rationale of the Study, the

Theoretical Background which discusses the theories being made as foundation of

the study, the legal bases, the review of related literature, and the review of related

studies. The Problem section contains the Statement of the Problem, Research

Hypothesis(es) when necessary, and the Significance of the Study. The Research

Methodology section contains the Design, Environment, Participants, Instruments

and Other Sources of Data and the Procedures which presents Gathering of Data

and the Treatment of Data.

 26

Chapter 2 will be about the Presentation, Analysis and Interpretation of Data.

This chapter will contain the results and discussion. The first part will present the

profile of the research participants. The second part will discuss their health-related

quality of life based on their profile. The third part will deal with their job satisfaction

based on their profile. The last part will be the analysis and interpretation the

significant differences of these two variables according to their profile and how these

two variables relate to each other.

Chapter 3 will present the Summary, Findings, Conclusion and

Recommendations of the Study. The Summary section will highlight the ….. The

Findings will emphasize the …… The Conclusion will present the answer of the main

problem of the study. Recommendations to be given will be based upon the findings

of the study.

Appendices include the letters to the Dean, the [Head of Office of the company

or agency of the respondents, if any], and the research participants with the Informed

Consent Form of the participants in Appendix A. The vernacular of each of the letters

to the participants and of the Informed Consent Form also belongs to Appendix A.

The [Please choose whenever applicable: questionnaire and/or interview/focus group

discussion/ observation guide] as research tool(s) together with its vernacular, [when

necessary] is/are in Appendix B. Appendix C will contain other supporting documents

such as the communication(s) from the researcher(s) asking permission for the use of

the standardized [Write the name of the research instrument.], and from its author

granting its use. Appendix D contains the computational or statistical runs or outputs,

and [Write other attached documents.].

 27

(REMEMBER: To follow the school format for research outputs, sample

words/phrases/sentences or entries highlighted in yellow must be
REPLACED with those that are appropriate to your own study. Take note
of the different color pairs between the sub-problems and the
hypothesis(es). They indicate pairs of sentences between these two
parts. REPLACE them also with the words appropriate to your study.
Follow instructions highlighted in grey before deleting them.)

REFERENCES

Edmonds, W. A. & Kennedy, T. D. (2017). An Applied Guide to Research Designs:

Quantitative, Qualitative, and Mixed Methods (2 nd ed). SAGE Publications, Inc.

Johnson, R. B. & Christensen, L. (2016). Educational Research: Quantitative,

Qualitative, and Mixed Approaches (6th ed). SAGE Publications, Inc.

https://www.bartleby.com/topics/Media-Influence-Essay

Ray, S. (2016). How social media is changing the way people commit crimes

andpolice fight them. USApp–American Politics and Policy Blog.

https://eprints.lse.ac.uk/65465/
 28

Guerrini, C. J., Wickenheiser, R. A., Bettinger, B., McGuire, A. L., & Fullerton, S. M.

(2021). Four misconceptions about investigative genetic genealogy. Journal of Law

and the Biosciences, 8(1), lsab001.

https://academic.oup.com/jlb/article-pdf/doi/10.1093/jlb/lsab001/37352563/

lsab001.pdf

Srivastava, A., Harshey, A., Das, T., Kumar, A., Yadav, M. M., & Shrivastava, P.

(2022). Impact of DNA evidence in criminal justice system: Indian legislative

perspectives. Egyptian Journal of Forensic Sciences, 12(1), 51.

https://link.springer.com/article/10.1186/s41935-022-00309-y

Butler, J. M. (2023). Recent advances in forensic biology and forensic DNA typing:

INTERPOL review 2019–2022. Forensic Science International: Synergy, 6, 100311.

https://www.sciencedirect.com/science/article/pii/S2589871X22000961

Love, M. Evaluating the Jurisdiction of Municipal Courts After Castro-Huerta. In ALSO

INSIDE: OBA Diversity Award Winners Announced• Annual Meeting New Lawyers

Take Oath• 2023 Committee Sign-up.

https://www.okbar.org/wp-content/uploads/2022/10/Nov-OBJ-22.pdf#page=42

(Add AT LEAST 30 or more references based on your citations in the body of

your research paper. Please see to it that ALL your cited sources are also
encoded in the References and ALL listed sources in the References are cited
in in the body of your research paper.)
 29

Appendix A1

Mater Dei College

Tubigon, Bohol

[Date]

AVELINO LOFRANCO, MSCJ

Dean, College of Criminal Justice
Mater Dei College

Sir/Madam:

Greetings!

We are presently working on our research study with the title [ENCODE THE TITLE
OF YOUR RESEARCH PAPER IN FULL CAPS AND BOLD]. The purpose of this research
 30

is to [encode the purpose or main objective of your research here]. In this connection, we
would like to ask permission from your office that to conduct this study.
Your favorable consideration and approval to this request are very much appreciated.
Thank you very much and God bless us all!

Sincerely yours,

[RESEARCHER 1 COMPLETE NAME & Sig.] [RESEARCHER 2 COMPLETE NAME & Sig.]
[Course & Year] Student [Course & Year] Student

[RESEARCHER 3 COMPLETE NAME & Sig.] [RESEARCHER 4 COMPLETE NAME & Sig.]
[Course & Year] Student [Course & Year] Student

[RESEARCHER 5 COMPLETE NAME & Sig.] [RESEARCHER 6 COMPLETE NAME & Sig.]
[Course & Year] Student [Course & Year] Student

Noted:

[ADVISER COMPLETE NAME, ____]

Research Adviser

Approved:

[DEAN COMPLETE NAME, ______]

Dean, College of _________

Appendix A2

Mater Dei College

Tubigon, Bohol

[Date]

[COMPLETE NAME OF HEAD OF ____]

[Designation]
[Specify the Office or Municipality]
[Address]

Dear ___________:
Greetings!
We are presently working on our research study with the title [ENCODE THE TITLE OF
YOUR RESEARCH PAPER IN FULL CAPS AND BOLD]. The purpose of this research is to
[encode the purpose or main objective of your research here]. In this connection, we would like to
 31

ask permission from your office that to conduct this study in your [State here if municipality or
barangay, or office, etc.].
Your favorable consideration and approval to this request are very much appreciated.
Thank you very much and God bless us all!

Sincerely yours,

[RESEARCHER 1 COMPLETE NAME & Sig.] [RESEARCHER 2 COMPLETE NAME & Sig.]
[Course & Year] Student [Course & Year] Student

[RESEARCHER 3 COMPLETE NAME & Sig.] [RESEARCHER 4 COMPLETE NAME & Sig.]
[Course & Year] Student [Course & Year] Student

[RESEARCHER 5 COMPLETE NAME & Sig.] [RESEARCHER 6 COMPLETE NAME & Sig.]
[Course & Year] Student [Course & Year] Student

Attested:

[ADVISER COMPLETE NAME, ____]

Research Adviser

Approved:

[OFFICE HEAD COMPLETE NAME, _____]

[Designation]

Appendix A[Encode number here.]

Mater Dei College

Tubigon, Bohol

Letter to the Research Participants

[Date]

Dear Sir/Madam,
Good Day!
We are presently working on our research study with the title [ENCODE THE TITLE
OF YOUR RESEARCH PAPER IN FULL CAPS AND BOLD]. In this connection, we would
like to invite you as one of our research participants to take part in the study. The purpose of
this study is to [encode the purpose or main objective of your research here].
 32

This study involves absolutely NO risks in terms of physical, non-physical risks such
as social, psychological, or economic harm; criminal or civil liability; or damage to financial
standing, employability, or reputation. Your participation in this study is voluntary. It will only
take you [Encode how many minutes] minutes to respond. You have the right not to
participate at all, or to withdraw from this study at any time.
Rest assured that we will protect your responses from unauthorized disclosure and
treat your responses with utmost confidentiality and anonymity. If you decide to participate,
you will be asked to sign the Informed Consent Form.
Thank you very much.

Sincerely yours,

[RESEARCHER 1 COMPLETE NAME & Sig.] [RESEARCHER 2 COMPLETE NAME & Sig.]
[Course & Year] Student [Course & Year] Student

[RESEARCHER 3 COMPLETE NAME & Sig.] [RESEARCHER 4 COMPLETE NAME & Sig.]
[Course & Year] Student [Course & Year] Student

[RESEARCHER 5 COMPLETE NAME & Sig.] [RESEARCHER 6 COMPLETE NAME & Sig.]
[Course & Year] Student [Course & Year] Student t

Attested:

[ADVISER COMPLETE NAME, ____]

Research Adviser

Appendix A[Encode number here.]

Mater Dei College

Tubigon, Bohol

Sulat Ngadto sa Mga Research Participants

[Write the VERNACULAR EQUIVALENT (the day-to-day language used by your

participants which may NOT be the pure Visayan or Cebuano) of your Letter to the

Participants here, whenever needed, depending on the nature of your research

participants. Be sure to submit the vernacular form for content validation to the

people who know English and their vernacular equivalents. This equivalent must be

written in the same format as its original letter in English.]

 33

Appendix A[Encode number here.]

Mater Dei College

Tubigon, Bohol

INFORMED CONSENT FORM

I understand that I was selected to participate in this study and I am giving my

consent by signing this document to be a participant of this research engagement
that will be conducted by [Encode the full name(s) with Middle Initial(s) and contact
numbers of the researcher(s) here.], [Specify if student(s)/faculty] of the College of
[Encode the College name here.], in this institution. I understand that the research
with the title [Write the research or thesis title in CAPS & bold here.] will be done in
partial fulfilment of the requirements of the course in [Write Course Number (Write
Course Title)] of the Bachelor in [Write the program title.] program.
I understand that the gathering of data shall be conducted through [Specify if
online, or in whose office, or in what place.]. I will be made to respond to the
questions included in the [Specify if questionnaire or interview or protocol or focus
 34

group discussion or any data gathering technique] and it will only take me [Specify
number of minutes or hours.] to participate in this study with provision for a follow up
when needed so I understand that the researchers may contact me for more
information in the future.
I have been informed that participation in this research undertaking is entirely
voluntary and, after I sign this consent form, I am still free to withdraw at any time
and without giving a reason. I can refuse to answer any specific question. I have
been told that my answers to the questions will form part of the summarized
information in the undergraduate research paper. Withdrawing from this study will not
affect my relationship that I have, if any, with the researcher(s). If I withdraw from this
study before the data collection will be completed, my data will be destroyed.
[Explain the kind of benefit the participant will receive, whether it is a token, gift
certificate, expense reimbursement, education, new knowledge, etc. If there is no
direct benefit to the participant, state this. For example: I am informed that there will
be no direct benefit to my participation in the study.] I understand that the results of
this research will be given to me if I ask for them and that the [Specify if lead
researcher for group or researcher for individual.], is the person to contact if I have
any questions about the study or about my rights as a study participant.
I understand that my responses in this research will be confidential. Every
effort will be made by the researcher(s) to preserve my privacy by [Explain how the
researche r ( s ) will maintain the confidentiality of data with respect to both
information about the participant and information that the participant shares. Some
measures taken to ensure confidentiality are: (1) assigning codes/pseudonyms for
participants that will be used on all research notes and documents, and, (2)
keeping notes, interview transcriptions, and any other personal identifiers in a locked
cabinet that only the researchers will have access to. If the research is sensitive
and/or involves participants who are highly vulnerable, explain any extra precautions
you will take to ensure safety and anonymity. For focus groups, provide a particular
challenge to confidentiality because once something is said in the group it becomes
common knowledge. Explain to the participant that you will encourage group
participants to respect confidentiality, but that you cannot guarantee it.]
Lastly, I am informed that this study was approved by the Research Ethics
Committee of Mater Dei College. If I have any questions at any time about this
study, or if I experience any risk as a result of my participation, I may contact
the researcher(s). If I have any questions regarding my rights as a research
participant, or if problems arise which I do not feel I can discuss with the researcher, I
can contact the Director of the Research Ethics Office through his cell phone number
09303383611 (TnT).

Signed this [Encode the Date as _th day of Month, Year].

[Participant’s Signature over Printed Name]

Research Participant
 35

[Researcher1’s Signature over Printed Name] [Researcher2’s Signature over Printed Name]
Researcher Researcher

[Researcher3’s Signature over Printed Name] [Researcher4’s Signature over Printed Name]
Researcher Researcher

[Researcher5’s Signature over Printed Name] [Researcher6’s Signature over Printed Name]
Researcher Researcher

Noted:

[Research Adviser’s Signature over Printed Name]

Research Adviser

[Dean’s Signature over Printed Name]

Dean, College of ________________

Appendix A[Encode number here.]

Mater Dei College

Tubigon, Bohol

INFORMED CONSENT FORM (Vernacular)

[Encode the VERNACULAR EQUIVALENT (the day-to-day language used by your

participants which may NOT be the pure Visayan or Cebuano) of your Informed

Consent Form here, whenever needed, depending on the nature of your research

participants. Be sure to submit the vernacular form for content validation to the
 36

people who know English and their vernacular equivalents. This equivalent must be

written in the same format as its original form in English.]

Appendix B1

QUESTIONNAIRE
[ENCODE THE TITLE/SPECIFICATION OF THE INSTRUMENT ABOVE.]

[Encode your Research Instrument here but you must specify in the title of this

Appendix if your Instrument is a Questionnaire, or Interview Guide, etc. and

REPLACE the highlighted word INSTRUMENT above with the word

QUESTIONNAIRE, or INTERVIEW GUIDE, etc. When the entire instrument is

researcher-made, indicate its title, not just a specification as a questionnaire, etc. and
 37

it must replace the word INSTRUMENT as the title of this Appendix. When the

instrument is available in Google form or in any online form, please indicate it in the

Gathering of Data under the Procedures.]

Appendix B2

INSTRUMENT
[ENCODE THE TITLE/SPECIFICATION OF THE INSTRUMENT ABOVE IN THE
VERNACULAR OF YOUR RESEARCH PARTICIPANTS.]

[Encode the VERNACULAR EQUIVALENT (the day-to-day language used by your

participants which may NOT be the pure Visayan or Cebuano) of your Instrument

here, whenever needed, depending on the nature of your research participants. Be

sure to submit the vernacular form for content validation to the people who know
 38

English and their vernacular equivalents. This equivalent must be written in the same

format as its original instrument in English.]

Appendix B3

INSTRUMENT
[ENCODE THE TITLE/SPECIFICATION OF YOUR NEXT INSTRUMENT ABOVE.]

[Encode your next Research Instrument here but you must specify in the title of this

Appendix if your Instrument is a Questionnaire, or Interview Guide, etc. and

REPLACE the highlighted word INSTRUMENT above with the word

QUESTIONNAIRE, or INTERVIEW GUIDE, etc. When the entire instrument is

researcher-made, indicate its title, not just a specification as a questionnaire, etc. and
 39

it must replace the word INSTRUMENT as the title of this Appendix. When the

instrument is available in Google form or in any online form, please indicate it in the

Gathering of Data under the Procedures.]

Appendix B4

INSTRUMENT
[ENCODE THE TITLE/SPECIFICATION OF YOUR LAST INSTRUMENT ABOVE IN
THE VERNACULAR OF YOUR RESEARCH PARTICIPANTS.]

[Encode the VERNACULAR EQUIVALENT (the day-to-day language used by your

participants which may NOT be the pure Visayan or Cebuano) of your Instrument

here, whenever needed, depending on the nature of your research participants. Be

sure to submit the vernacular form for content validation to the people who know
 40

English and their vernacular equivalents. This equivalent must be written in the same

format as its original instrument in English.]

[All the remaining instruments of the research study must be written and

numbered under Appendix B as the previous ones.]

CURRICULUM VITAE

[Encode the Curriculum Vitae of the Researchers with ID picture and contact details
such as Gmail/Email address, FB/Messenger account, Cell Phone Number,
Telephone Number (when possible), and residence address with their Baccalaureate
programs taken and their year level. They must follow the same format. They will be
guided by their Research Deans and Advisers.
 41

Dear students,
You are REQUIRED to construct dummy tables based on your sub-problems
in your SOP to guide you on how to present the discussion of your Chapter 2.
Submit these tables to your research advisers and teachers as part of the
requirements before your proposal hearing. These tables may be replaced with
graphs in the final draft of your research outputs.
The following samples of dummy tables are arranged according to the order of
the sub-problems of THIS SAMPLE research paper for your guidance. You will
submit the tables without the grid lines since those with grid lines are just used as
samples to guide you on where the entries are encoded. Please follow the FORMAT
in presenting your tables as what you see in these tables.

Table 1 (Sample and with grid lines)

 42

Profile of Participants

Profile Frequency Percentage (%)

Sex
Male 25 10
Female 225 90
Age (years)
Below 25
25 – 29
30 – 34
35 – 39
40 & above
Educational Attainment
Doctoral Graduate
Doctoral Level
Master’s Graduate
Master’s Level
College Graduate
Teaching Level
Elementary
High School
College (incl. Master & Doctor)
Years in Teaching
Less than 1 year
1–3
4–6
7 or more

Table 1

Profile of Participants

Profile Frequency Percentage (%)

Sex
Male 25 10
Female 225 90
Age (years)
Below 25
25 – 29
30 – 34
 43

35 – 39
40 & above
Highest Educational Attainment
Doctoral Graduate
Doctoral Level
Master’s Graduate
Master’s Level
College Graduate
Teaching Level
Elementary
High School
College (incl. Master & Doctor)
Years in Teaching
Less than 1 year
1–3
4–6
7 or more

[Presentation of results of the Table 1 and the accompanying discussions

together with comprehensive explanation of analysis and interpretation of data in

paragraph form will be in this place.]

Table 2 (Sample and with grid lines)

Health Related Quality of Life of the Participants

Factors Mean Interpretation

Overall Quality of Life
1. 3.05 High
General Health
2.
Physical Health
3.
 44

4.
10.
15.
16.
17.
18.
Psychological Health
5.
6.
7.
11.
19.
26.
Social Relationships
20.
21.
22.
Environment
8.
9.
12.
13.
14.
23.
24.
25.
Note: Very Low (1.00-1.80); Low (1.81-2.60); Moderate (2.61-3.40); High (3.41-4.20); Very High (4.21-5.00)

Table 2

Health Related Quality of Life of the Participants

Factors Mean Interpretation

Overall Quality of Life
Q1
General Health
 45

Q2
Physical Health
Q3
Q4
Q10
Q15
Q16
Q17
Q18
Psychological Health
Q5
Q6
Q7
Q11
Q19
Q26
Social Relationships
Q20
Q21
Q22
Environment
Q8
Q9
Q12
Q13
Q14
Q23
Q24
Q25
Note: Very Low (1.00-1.80); Low (1.81-2.60); Moderate (2.61-3.40); High (3.41-4.20); Very High (4.21-5.00)

[Presentation of results of the Table 2 and the accompanying discussions

together with comprehensive explanation of analysis and interpretation of data in

paragraph form will be in this place.]

Table 3 (Sample and with grid lines)

Job Satisfaction of the Participants

Factors Mean Interpretation

 46

Intrinsic Factor
Q1 4.22 Very Satisfied
Q2
Q3
Q4
Q7
Q8
Q9
Q10
Q11
Q15
Q16
Q20
Extrinsic Factor
Q5
Q6
Q12
Q13
Q14
Q17
Q18
Q19
Overall Satisfaction
Note: Very Dissatisfied (1.00-1.79); Dissatisfied (1.80-2.59); Neutral (2.60-3.39); Satisfied (3.40-4.19); Very Satisfied (4.20-
5.00)

Table 3

Job Satisfaction of the Participants

 47

Factors Mean Interpretation

Intrinsic Factor
Q1
Q2
Q3
Q4
Q7
Q8
Q9
Q10
Q11
Q15
Q16
Q20
Extrinsic Factor
Q5
Q6
Q12
Q13
Q14
Q17
Q18
Q19
Overall Satisfaction
Note: Very Dissatisfied (1.00-1.79); Dissatisfied (1.80-2.59); Neutral (2.60-3.39); Satisfied (3.40-4.19); Very Satisfied (4.20-
5.00)

[Presentation of results of the Table 3 and the accompanying discussions

together with comprehensive explanation of analysis and interpretation of data in

paragraph form will be in this place.]

 48

Table 4 (Sample and with grid lines)

Differences in Health-Related Quality of Life According to Profile

Decision on Null Difference

Profile Critical Value Test Value
Hypothesis Significance
Sex Rejected Significant
Age Not Rejected Not Significant
Education
Teach. Level
Teach. Years
Note: Significance Level  = 0.05

Table 4

Differences in Health-Related Quality of Life According to Profile

Decision on Difference
Profile Critical Value Test Value
Null Hypothesis Significance
Sex
Age
Education
Teach. Level
Teach. Years
Note: Significance Level  = 0.05

[Presentation of results of the Table 4 and the accompanying discussions

together with comprehensive explanation of analysis and interpretation of data in

paragraph form will be in this place.]

Table 5 (Sample and with grid lines)

 49

Differences in Job Satisfaction According to Profile

Decision on Difference
Profile Critical Value Test Value
Null Hypothesis Significance
Sex
Age
Education
Teach. Level
Teach. Years

Table 5

Differences in Job Satisfaction According to Profile

Decision on Difference
Profile Critical Value Test Value
Null Hypothesis Significance
Sex
Age
Education
Teach. Level
Teach. Years

[Presentation of results of the Table 4 and the accompanying discussions

together with comprehensive explanation of analysis and interpretation of data in

paragraph form will be in this place.]

Table 6 (Sample and with grid lines)

 50

Correlation between Health-Related Quality of Life and Job Satisfaction

Correlation Critical Test Decision on Null Correlation

Variable Means
Coefficient Value Value Hypothesis Significance
HRQoL
JS
Note: Significance Level  = 0.05; Health-Related Quality of Life (HRQoL); Job Satisfaction (JS)

Table 6

Correlation between Health-Related Quality of Life and Job Satisfaction

Correlation Critical Test Decision on Null Correlation

Variable Means
Coefficient Value Value Hypothesis Significance
HRQoL
JS
Note: Significance Level  = 0.05; Health-Related Quality of Life (HRQoL); Job Satisfaction (JS)

[Presentation of results of the Table 4 and the accompanying discussions

together with comprehensive explanation of analysis and interpretation of data in

paragraph form will be in this place.]