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Evaluation of Oplan MatiCAS In Relation to Achieving BS

Criminology Program Objectives

A Thesis Presented to
the Faculty of College of Arts and Sciences
BATANGAS STATE UNIVERSITY
THE NATIONAL ENGINEERING UNIVERSITY
JPLPC MALVAR
Malvar, Batangas

In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Science in Criminology

GARCIA, ROI JOSH DIAMOND A.

MANGUERRA, BHEA S.
SALVACION, JOHN PATRICK M.
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November, 2023

CHAPTER I

THE PROBLEM

Introduction

Batangas State University (BatStateU) is the Philippines’ National

Engineering University (The NEU) by virtue of Republic Act No. 11694 enacted

on April 11, 2022. Established in 1903, this Level IV state university is

strategically located at the second largest economic region in the Philippines –

CALABARZON, specifically in the Province of Batangas, which puts it at a prime

position not only as a premier provider of higher and advanced learning, but also

as a viable economic development zone. As the National Engineering University

committed to develop leaders in the global knowledge economy, part of our

purposeful mandate, BatStateU continuously provides world-class academic

training to young Filipinos in all specialized areas, focusing on strengthening

engineering programs through the development and offering of industry-driven

and emerging engineering programs.

Malvar Campus is the former Jose P. Laurel Polytechnic College (JPLPC),

a largely vocational school located in a 3.26-hectare property in Poblacion,

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Malvar, Batangas, was incorporated into Batangas State University by virtue of

Republic Act 9045 in 2001. It is the third largest campus in the university.

The university’s program offerings are recognized by the country’s

Commission on Higher Education. These are designed to provide opportunities for

students to discover their potential and enhance their technical and creative skills

in a vibrant academic environment. Each program offering is anchored on

pragmatic, relevant, and socially responsive curricula that train students to be

globally competitive by embracing Trans disciplinary, social intelligence, new

media literacy, design mindset, and physical and virtual collaboration. The

university believes that these skills are required in emerging professional and

social environments.

The degree program described herein shall be called Bachelor of Science in

Criminology (BS Criminology). The field of criminology is the study of crime and

the various agencies of justice as they operate and react to crime, criminals and

victims. It is therefore the mission of the Criminology program to provide the

community with professionally competent and morally upright graduates who can

deliver efficient and effective services in crime prevention, crime detection and

investigation, law enforcement, public safety, custody and rehabilitation of

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offenders, criminological research, among others. Higher Education Institutions

(HEIs) offering the Criminology program are envisioned as significant educational

institutions actively and continually involved in producing graduates who have the

knowledge, skills, attitude and values in addressing the problem of criminality in

the country and the character and competence to meet the challenges of

globalization in the field of criminology. In line with this, the program aims to

encourage research and inquiry on the nature, causes, treatment or punishment of

criminal behavior and how criminal justice agencies function and respond to

crime, criminals and victims; prepare the students for careers in crime prevention,

law enforcement, scientific crime detection, correctional administration, public

safety and allied fields and; foster the values of leadership, integrity,

accountability and responsibility while serving their fellowmen, community and

country. (CHED Memo No. 05, s. 2018)

The Batangas State University TNEU JPLPC Malvar Campus under

College of Arts Sciences department and under BS Criminology has established

physical well being program, called Oplan MatiCAS that was launched on August

2, 2021, and it was submitted by former Alliance of Criminology Students (ACS)

President Danica Marie Calucag. Each and every Criminology student at

BatStateU Malvar participates in this activity. The record is transmitted to the

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ACS president after being uploaded by the students via Facebook, where it is

watched over by the class representatives. Every criminology student is required to

complete a specific set of physical activity each day. Failure to do so will result in

consequences or reasonable sanctions to foster discipline. However, it has

currently been put on hold in practice.

Criminology education constantly evolves to meet the dynamic demands of

the criminal justice landscape. In this evolving landscape, practical training

programs play a pivotal role in preparing criminology students for their future

roles in law enforcement and criminal justice. Among these programs, Oplan

MatiCAS stands as a crucial initiative, providing students with hands-on, real-

world experiences in controlled, yet authentic, settings. However, the need for a

comprehensive evaluation of Oplan MatiCAS, scrutinizing its efficacy and

identifying areas for improvement, has become increasingly apparent. In this

context, this study embarks on a journey, progressing from a general exploration

of Oplan MatiCAS to a specific focus on its evaluation, aiming to serve as a

foundation for its improved implementation.

Criminology students aspire to become effective law enforcement

professionals and criminal justice experts. Practical training programs like Oplan
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MatiCAS offer a bridge between classroom learning and the multifaceted

challenges encountered in the field. As we delve deeper into this study, we aim to

assess Oplan MatiCAS' effectiveness in preparing students for their future careers.

We will examine its impact on skill development, and overall readiness for the

complex challenges that await them in the criminal justice system. Moreover, we

will consider the feedback and perspectives of students forming a detailed

evaluation of the program.

Oplan MatiCAS, within the broader context of criminology education, is

designed to provide students with hands-on, experiential learning. It seeks to

cultivate essential skills, while exposing students to the multifaceted and ethical

dimensions of the criminal justice field. It is in this intricate interplay between

theory and practice that Oplan MatiCAS demonstrates its significance. This study,

however, endeavors to shift the focus from its general importance to the specifics

of evaluating its efficacy and using these findings to drive improvements in its

implementation. By exploring the strengths, challenges, and potential areas for

enhancement of Oplan MatiCAS, this research aims to contribute to the ongoing

refinement of practical training in criminology education, ensuring that students

emerge not only well-prepared but also more adaptable and resilient in their future

careers.
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"Oplan MatiCAS," has become a hallmark in the development of

criminology students. As a general concept, practical training programs like Oplan

MatiCAS offer students a bridge from theory to practice, instilling in them

essential skills and real-world exposure. However, it is within the specific context

of improving implementation that the true significance of Oplan MatiCAS

becomes evident. This evaluation delves into the program's intricacies, aiming to

uncover areas where it excels and where it may require refinement. By narrowing

our focus to the improvement of Oplan MatiCAS' implementation, we aim to

ensure that criminology students receive the most effective and relevant practical

training, preparing them comprehensively for the multifaceted challenges they will

face in their future roles within the criminal justice and law enforcement fields.

This research seeks to provide actionable insights that can guide

enhancements in the implementation of Oplan MatiCAS and further improve its

effectiveness in preparing criminology students for the challenges of the criminal

justice system. Through a specific and focused analysis of Oplan MatiCAS, this

study contributes to the broader objective of enhancing the quality of law

enforcement training programs and ensuring that graduates are well-equipped to

excel in their roles in the criminal justice field.

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By refining its implementation based on the findings, the researchers aim to

ensure that it continues to serve as a solid foundation for preparing students to

excel in the demanding and dynamic field of law enforcement and criminal justice.

Statement of the Problem

This study aims to evaluate the program entitled Oplan MatiCAS and use

the said evaluation in relation to achieving BS Criminology program objectives.

Specifically, this study aimed to answer the following questions:

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

1.1 age;

1.2 sex; and

1.3 year level?

2. What is the level of evaluation of Oplan MatiCAS in terms of Kirkpatrick’s

evaluation model, particularly;

2.1 reaction;
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2.2 learning;

2.3 behavioral; and

2.4 results?

3. Are there relationships among the respondent’s profile and evaluation of Oplan

MatiCAS?

4. Based on the evaluation result, what output may be proposed to enhance Oplan

MatiCAS Program?

Scope, Limitation, and Delimitation of the Study

This section presents the inclusions and exclusions of the study. The

researcher formulated the scope, delimitation, and limitations of this project to

identify the boundaries of this study.

This study focuses on "Evaluation of Oplan MatiCAS In Relation to

Achieving BS Criminology Program Objectives". The respondents involved 160

Criminology Students at BatStateU Malvar. This study will assess the evaluation

of selected students practicing Oplan MatiCAS. Furthermore, this study will

determine how the respondents assess its effects in terms of reaction, learning
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behavior and results. It will directly involve second to fourth year students of the

criminology program Batangas State University's (BSU) TNEU Malvar. This

study will be conducted at the Batangas State University Malvar campus.

A descriptive method and questionnaires were used in the study as the main

tools in gathering data and information. The data needed to satisfy the study's

presented objectives will be limited to the second to fourth year Criminology

Students at Batangas State University Malvar campus. The study's respondents

will be composed of the second to fourth year criminology students at Batangas

State University Malvar campus. Further, they were rest assured that all data

gathered was treated with the utmost confidentiality and was used for academic

purposes only.

This study has potential limitations, including the sample size, the selection

method of participants, and its duration. The study's sample size may not be

representative of all criminology students, and the selection method of participants

may not ensure objectivity. We will not be able to conduct research on other

students of Batangas State University Malvar Campus since other students have

not yet been exposed to it. Secondary, we will not be able to conduct research on

other campuses since we are only focusing on the second to fourth year
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Criminology Students at Batangas State University Malvar campus, since the first

year criminology student at Batangas State University Malvar campus was not

already experience the oplan matiCAS program. Lastly, there is a lack of available

data since the study is just a recent and not that familiar topic yet.

Significance of the Study

This study focused on evaluating the Oplan MatiCAS program in relation to

achieving BS Criminology program objectives. Also, its benefits to the following

significance: School, students, and future researchers.

To Batangas State University, this study will be a great contribution to the

school's library and serve as a good reference for the institution. This will also

make valuable information assets regarding the important matters about the Oplan

MatiCAS Program.

The evaluation of Oplan MatiCAS provides schools with a range of

benefits, including enhanced educational quality, improved resource allocation, a

positive reputation, data-driven decision-making, and better professional

development. It also helps schools remain compliant with standards, engage

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stakeholders, and focus on the long-term sustainability of the institution while

promoting accountability and better student outcomes.

To the College of Arts and Sciences BS Criminology program. This study

will help the school to understand the perception of the students to improve the

effectiveness of the Oplan MatiCAS program for criminology students.

The evaluation of Oplan MatiCAS offers several benefits to the department

responsible for its implementation, including program effectiveness, data-driven

decision-making, and accountability, optimized resource allocation, continuous

improvement, alignment with educational goals, compliance with regulations,

communication and reporting, stakeholder engagement, professional development,

cost savings, and long-term sustainability. These advantages help the department

better fulfil its mission and responsibilities within the educational system.

To the students. This study will benefit the students to enhance and solidify

participant’s engagement. Evaluation can identify strengths and weaknesses in the

implementation of Oplan MatiCAS, which can lead to adjustments that enhance

the quality of education. This, in turn, can result in better learning outcomes for

students.
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Evaluations can pinpoint areas where students may be struggling or need

additional support. This enables educators to design interventions or modifications

that cater to the specific needs of the student body.

To future researchers. The outcome of the study is beneficial to the future

researchers. Future researchers trying to conduct a related study can use this as

guide or references.

The evaluation of Oplan MatiCAS provides a wealth of data, insights, and

methodological guidance for future researchers in the field of education. It offers

opportunities for ongoing research, program improvement, policy analysis, and the

development of innovative strategies and best practices. Future researchers can

benefit from the knowledge and findings generated by the evaluation to further

advance the understanding of educational programs and their impact on student

outcomes.
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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter contained the related literature of the study about the

Evaluating school program to enhance the program design. These formed the

background and provided insights that help the researchers in the

conceptualization of the framework of this study.

Conceptual Literature

This section provides additional explanation and support on the current

study by illustrating various concepts and information relevant to the study.

Students Development Program During and After Pandemic. The COVID-

19 pandemic has affected absolutely all forms of human interaction and

cooperation, significantly changed the world picture, necessitated adaptation to

new life conditions, caused social and economic destabilization, and destroyed the

sense of life security.

Higher education is one of those spheres that have been significantly

affected. During a short period, higher educational institutions had been forced to
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switch to distance or blended learning. Because of the quarantine measures caused

by the spread of the COVID-19 pandemic, there arose a need for a radical change

in the forms and methods of teaching, methods of interpersonal communication,

and the organization of the educational process.

Education issues are one of the top priorities of any society during the

COVID-19 pandemic. After all, it is education that provides support and

protection of the basic values of society, forms a sense of security and prospects

for development, and affects the psychological state of society. The informational

and psychological aspects of education associated with the formation of mass

consciousness are important in this context (Sukhenko & Lukianenko, 2007).

In addition to psychological security, education contributes to ensuring the

social security of humankind and society, as well as economic stability, so the

adequate and professional educational policy of the state as a whole depends on

the ability to overcome the crisis. According to O. Harashchuk (2020), “Education

is a strategic resource of socio-economic, cultural and spiritual development of

society, improving the welfare of the population, ensuring national interests,

strengthening international prestige, forming a positive image of the country,

strengthening its competitiveness in the international arena, and creating

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conditions for personal self-realization” (Harashchuk, 2020). Thus, education in

the context of the COVID-19 pandemic requires a roadmap for solving urgent

problems and adapting to the new reality.

A place to attend every day as a routine was shut down indefinitely. At this

phase parents, and caregivers took up the role of home-learning helpers to support

the new technological advancements (Bhula & Floretta, 2020). The initial phase

was confusion and anxiety. No one knew how to face this as it had never happened

or was anticipated to occur. Eventually, simultaneously when the whole world was

falling apart with losing lives humans carved out methods to continue the

academic year without delay. It was endless nights, days of work, and meetings to

decide on a solution. There was no cessation for learning, teaching, and

assessment as the solution included plans using an online digital interface

(Rapanta et al., 2020). The teachers and professors with great generation gaps and

technologically not advanced countries came up with a mission to deliver

knowledge within the boundaries marked by authorities. The parents, teachers, and

students faced various types of difficulties. As mentioned, technology was only an

added aid for teaching, but it was during this pandemic it took a front seat to

delivering and assessing the knowledge. Each country had its own battle from

providing the necessary appliances for studies like computers, phones, and tablets
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to the internet. In rural areas with poor development the implementation of

solutions was difficult. During this period, many people started helping each other

out with no expectations or return favors. The support every person was showing

towards every individual in any stuck situation was very evident. Nations came

together to help poor countries and the moral values that took a back seat before

were ignited. When the teachers studied to use the advanced and sophisticated

internet for daily teachings and students were grasping the developments along

with guidance from parents created a deeper understanding of the scenario as they

were witnessing it. Instead of taking their children's side only parents seeing the

struggle each professor puts in to provide a lesson made them realize their ward’s

strengths and weaknesses. Universities had come up with various methods of

hybrid learning techniques like the Hyflex model which combined face-to-face

and online learning. It was a complete student’s choice to prefer either option, but

it created a disrupted experience from the cohort setting and being part of one

class (Meydanlioglu & Arikan, 2014)

The most awaited news about the reopening of schools and universities had

brought back a sense of relief for exhausting online classes with college students

keeping a monitor on them was not possible as they knew better how to trick the

professors. It is mandatory to understand the barriers students faced during the

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pandemic (Beatty, 2019). The advanced use of gadgets was reduced to only

necessary times, and it had harmful effects on their physical and mental state. The

communication skills especially among smaller students had to be re-initiated as

they felt anxious meeting new people. Still, the convenience of various meetings is

continued with zoom calls and assessments submissions online. The criteria for

assessing knowledge were based on examination score but after COVID-19 the

guidelines have started to assess overall performance and not completely on one

exam. A break from schools, colleges, and institutions has been a negative

experience for some as not all students fit into one method of teaching, but some

found it much more convenient and productive.

Physical Education Demonstrations. Demonstration is a common

educational practice used to clarify knowledge for students. It is most often used in

conjunction with verbal explanations, and occasionally with tactile guidance.

Demonstration can serve to explain or reinforce psychomotor skills, cognitive

concepts and socio - affective behaviors. Physical educators seem to be

particularly fond of using demonstrations. Perhaps this is because so many skills

in physical education require specific movement patterns which can be

communicated effectively through demonstration.

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Demonstration can enhance learning in all learning domains. It can serve to

teach or reinforce psychomotor skills by allowing the teacher (or other

demonstrators) to provide an observable model for a complete motor skill (e.g. the

tennis serve), or specific performance criteria within a skill (e.g. the toss in a

tennis serve). Close emulation of the demonstration is important in some skills.

This is not to imply that individual differences do not, or ought not, to exist.

Factors such as body type, strength, fitness and motor ability all determine the

particular manner in which the skill is performed. However, for many skills, there

are certain basic mechanical principals to which one must adhere for purposes of

effectiveness, efficiency and safety.

Physical training for students in police academies is a physical training

activity based on the professional characteristics of the police and the actual needs

of the police themselves. It is based on scientific physical exercises to enhance the

physical fitness of the police, improve their athletic ability, Responsiveness, an

organized and meaningful special sports activity for the purpose of promoting the

overall physical and mental development of the police, and strengthening the

construction of the police force, is a basic training to enhance the police's physical

fitness. (shan Jiang 2020)

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Program Evaluation. Educational programs (and other publicly funded

programs) have continued to increase in size and expense. Not surprisingly,

taxpayers and public officials have increasingly urged that these programs be

made more accountable to their publics. Indeed, "accountability" for expenditures

of public funds has become the hue and cry of an ever-increasing number of

economy-minded social reformers. In several countries, policy makers at both

national and local levels now routinely authorize funds to be used for the express

purpose of evaluating educational programs to determine their effectiveness. Thus,

"program evaluation" has come into being as both a formal educational activity

and as a frequently mandated instrument of public policy. Many private

educational enterprises have similarly turned to program evaluation as a means of

answering questions about the benefits received from monies expended on various

educational programs (Worthen 2010)

Evaluation is the systematic application of scientific methods to assess the

design, implementation, improvement or outcomes of a program (Rossi &

Freeman, 2010; Short, Hennessy, & Campbell, 2011). The term "program" may

include any organized action such as media campaigns, service provision,

educational services, public policies, research projects, etc. (Center for Disease

Control and Prevention [CDC], 2011).

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Program evaluation is an organized and systematic technique of collecting

information regarding a program, sometimes referred to as a project. In this

context, a program refers to both the process of delivering a service and producing

and distributing a product. The evaluation's aim is to answer specific questions

relating to a program's efficiency and to help make informed and timely decisions.

The program evaluation articulates what needs to be understood about a program

and identifies how to improve its functionality.

Program evaluations require funding, time and technical skills:

requirements that are often perceived as diverting limited program resources from

clients. Program staff are often concerned that evaluation activities will inhibit

timely accessibility to services or compromise the safety of clients. Evaluation can

necessitate alliances between historically separate community groups (e.g.

academia, advocacy groups, service providers; Short, Hennessy, & Campbell,

2011). Mutual misperceptions regarding the goals and process of evaluation can

result in adverse attitudes (CDC, 2011; Chalk & King, 2010).

Importance of Program Evaluation. Program evaluation is meant to lead to

a highly effective program in the workplace. It is also a major opportunity to

gather information and feedback to improve efficiency.

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The data obtained in an evaluation is a significant tool to help determine if

the program's goals are being met and can inform you where it needs

improvement. The information can also be used to assess the program's

sustainability and the need for training. For organizations providing services to the

community, an evaluation serves as the assessment tool to determine if the

program is delivering the right kind of services of the highest quality.

Research Literature

Studies in relevance to the topic are hereby collected with the hope that it

would substantiate the quality of the present study

A study of Alejandro López-Valenciano, David Suárez-Iglesias, Miguel A.

Sanchez-Lastra, Carlos Ayan (2021) focuses on the impact of COVID-19

Pandemic on University Students’ Physical Activity. They concluded that

Walking, moderate, vigorous, and total physical activity levels have been reduced

during the COVID-19 pandemic confinements in university students of different

countries. Despite the reductions, those who met the current minimum PA

recommendations before the lockdown generally met the recommendations also

during the confinements.

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Based on the result of the study Oleksandr Mozolev, Oleksandr Polishchuk,

Inna Shorobura, Valentina Miroshnichenko, Klavdiia Тushko, Volodymyr

Voloshyn, Ihor Tomkiv, Oleksandr Binkovskyi (2020) on evaluating Physical

Health of Students during the COVID-19 pandemic, it was shown that physical

education teachers and coaches were not prepared to conduct classes in the

conditions of COVID-19 and were not able to provide alternative, interesting for

students forms and ways of organizing individual training that would allow

maintaining morph functional indicators of physical health at the required level.

The unpredictability of COVID-19 causes the need to develop new forms of

organizing physical education classes.

According to Ferguson, Cynthia D 2023 many people believe that obesity is

an epidemic at all ages. Adolescents aged 2 to 19 in particular have climbed to

19.7% body fat percentages over the last five years. Obesity can be induced by a

variety of factors, including (but not limited to) low socioeconomic position, poor

nutrition, heredity, and/or physical inactivity. Obese people have lower muscular

strength, endurance, and cardiovascular endurance, as well as a higher fat mass,

BMI, waist circumference, Fat Mass percentage, and waist circumference.

Exercise, including exercise at the right intensity level, is a crucial component in

overcoming or preventing obesity. Physical Education provides a chance for

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adolescents to meet the daily recommendation of 60 minutes of moderate to

strenuous physical activity. The goal of this synthesis assignment is to review the

literature on the benefits of introducing higher intensity activities into Physical

Education classes. It was determined that including higher intensity activities into

Physical Education enhances health-related fitness and body composition, that it

can be implemented at the primary and secondary levels, and that it can be added

to present curricula.

Slade, S., and Keating, J. (2011) Community physical activity programs

were created to encourage and increase the practice of physical activity in the

Brazilian population and promote healthy life habits. The Brazilian Ministry of

Health invested in the evaluation of these programs and consolidated partnerships

that favor the development of relevant evidence on the topic. The current study

aimed to identify and summarize the scientific highlights on the approaches and

results of evaluations performed in the Health Academy Program and City

Academy Program. This is a scoping review based on the methodology of the

Joanna Briggs Institute. We used the MEDLINE via PubMed, LILACS, Scopus,

and Cochrane databases, the website of the Health Academy Program, the

Catalogue of Theses and Dissertations of the Brazilian Graduate Studies

Coordinating Board, and the Brazilian Digital Library of Theses and Dissertations
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of the Brazilian Graduate Studies Coordinating Board, the MEDLINE via

PubMed, LILACS, Scopus, and Cochrane databases, as well as the Brazilian

Digital Library of Theses and Dissertations.

Synthesis

This part of the study presents the similarities and differences of the past

and present topics.

The study conducted by Valenciano, Iglesias et.al, (2021) is somewhat

similar to the present study when it comes to assessing the impacts of pandemic to

the physical activities of the students.

Mozolev, Polishchuk, O.;Kravhuk,L.;Tatarin, O,Zharovska,O.;Kazymir,V..

(2020) study was similar to the present study

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Table 1

Tabular Synthesis of the Study

Research
Author Title Respondents Methodology Findings
Instrument
A study of Impact of COVID- Descriptive Search Systematic The result of this study
Alejandro 19 Pandemic on Characteristic Strategy, Review revealed that Walking,
López- University s of the Study moderate, vigorous, and total
Valenciano, Students’ Physical Studies Selection, PA levels have been reduced
David Activity Levels: Risk Bias and during the COVID-19
Suárez- An Early Quality pandemic confinements in
Iglesias, Systematic Review Evidence
university students of
Miguel A.
different countries. Despite
Sanchez-
Lastra, Carlos of the reductions, those who
Ayan (2021) met the current minimum PA
recommendations before,
generally met the
recommendations also
during the confinements
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There were significant

changes in the morph
Results of
monitoring the functional state of female
889 female Scientific Anthropometric students, which go beyond
physical health of
Oleksandr students aged methods measurements the statistical error and are
female students
Mozolev, 17-19, who
during the caused by the limitations of
Oleksandr studied in the
COVID-19 COVID-19.
Polishchuk, 1st-2nd year
pandemic
Inna
Shorobura,
Valentina
Miroshnichen
ko, Klavdiia
Тushko,
Volodymyr
Voloshyn,
Ihor Tomkiv,
Oleksandr Obesity is perceived as a
Binkovskyi The effects of widespread issue across age
(2020 Hgher Intensity groups, with adolescents,
Levels on Primary and specifically those aged 2 to
Physical Fitness in Secondary Qualitative Pre and post-test
19, experiencing an increase
Ferguson, Physical levels questionnaire
in body fat percentages to
Cynthia D Education. 19.7% over the past five
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2023 years. Contributing factors

include low socioeconomic
status, poor nutrition,
genetics, and physical
inactivity. Obesity
negatively impacts various
health markers, such as
muscular strength,
cardiovascular endurance,
and body mass index (BMI).
Engaging in appropriate
intensity exercise,
particularly within Physical
Education classes, is crucial
for overcoming or
preventing obesity. This
synthesis explores the
literature on incorporating
higher intensity activities
into Physical Education,
revealing positive effects on
health-related fitness and
body composition at primary
and secondary education
levels.
This study conducts a
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scoping review using the

Joanna Briggs Institute
Evaluation of Brazilian methodology to explore and
population Evaluation form
community Qualitative or summarize scientific
Questionnaire
Slade, S., and physical activity Quantitative findings related to
Keating, J. programs in Brazil: evaluations of Brazilian
(2011) a scoping review community physical activity
programs, specifically the
Health Academy Program
and City Academy Program.
The Brazilian Ministry of
Health has invested in
assessing these programs,
fostering partnerships, and
generating evidence. The
review incorporates data
from various sources,
including MEDLINE via
PubMed, LILACS, Scopus,
Cochrane databases, the
Health Academy Program
website, and the Catalogue
of Theses and Dissertations
of the Brazilian Graduate
Studies Coordinating Board.
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Theoretical Framework

REACTION

Did they like it?

LEARNING
KIRKS PATRICK
MODEL OF Did they learn?
EVALUATION
BEHAVIOR

Did they use it?

RESULTS

Did it impact the bottom line?

Figure 1

Kirkpatrick Level of Evaluation

The Kirkpatrick Model is an internationally recognized tool for evaluating

and analyzing the results of educational, training and learning programs. It consists

of four levels of evaluation: Reaction, Learning, Behavior, and Results. Each

successive level of the model represents a more precise measure of the

effectiveness of a training program. Donald Kirkpatrick, former Professor

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Emeritus at the University of Wisconsin, first published his model in 1959. He

updated it in 1975, and again in 1993, when he published his best-known work,

"Evaluating Training Programs." Each successive level of the model represents a

more precise measure of the effectiveness of a training program. It was developed

further by Donald and his son, James; and then by James and his wife, Wendy

Kayser Kirkpatrick. In 2016, James and Wendy revised and clarified the original

theory, and introduced the "New World Kirkpatrick Model" in their book, "Four

Levels of Training Evaluation." One of the main additions is an emphasis on the

importance of making training relevant to people's everyday jobs.

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Conceptual Framework

The conceptual model of this study used the Input-Process-Output model as

Illustrated in Figure no. 2.

INPUT PROCESS OUTPUT

I. The profile of the

respondents in terms
of; Validation and
1.1 Age Utilization of adapted
program evaluation
1.2 Sex
form
1.3 Year level
Enhance Oplan
II. Level of evaluation MatiCAS Program
of Oplan MatiCAS in Design in relation to
terms of Kirkpatrick’s Statistical Treatment achieve the BS
evaluation model of the collected data Criminology program
2.1 reaction; objectives

2.2 learning;

2.3 behavioral;
and

2.4 results?

Figure 2

Conceptual Paradigm
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As shown in Figure 2, the first box which serves as the input, presented the

Challenges and effects of Oplan MatiCas to the Physical Attributes of the

criminology students and also the different evaluation level according to Kirk.

On the other hand, the second box shows the process on how the data were

collected in this study. The variables were answered using the researchers-adopted

Program evaluation form that were distributed using Google form by the

researchers to the respondents.

Lastly, the third box that serves as the output of the study an enhance Oplan

MatiCAS program design that may be proposed to improve the implementation of

the program.

Hypothesis of the Study

This study was guided by the null hypothesis that there is no significant

relationship to the evaluation of Oplan MatiCAS to the achievement of BS

Criminology Program objectives.

Definition of Terms
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The following are the definitions of the terms of the study.

Evaluation. It refers to the process of judging something's quality,

importance, or value, or a report that includes this information (Cambridge

Dictionary). This term was used in this study thus referred to a method used for

the improvement of the Oplan maticas program.

Physical Activity. This term refers to any movement that works your

muscles and requires more energy than resting (National Heart, Lung, and Blood

Institute). In this study, this term refers to an individual activity which is

physically done in relation to the said program.

Program. It is a brief usually printed outline of the order to be followed, of

the features to be presented, and the persons participating (Merriam webster). In

this study, the term was used to refer to a goal, plan of action, or purpose that is

thereby accomplished to accomplish a specified end.

Relation. It is a way in which two or more concepts, objects, or people are

connected; a thing's effect on or relevance to another. This term was used in this

study to determine how the program corresponds to every criminology student.

BS Criminology. It is the study of victimization patterns, both historical and

modern, the social etiology of criminality, societal reactions to crime, and crime
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control procedures are the main objectives of the Bachelor of Science in

Criminology program.

Objectives. It refers to something that one's efforts or actions are intended

to attain or accomplish; purpose; goal; target. The objective of a military attack.

The objective of a fund-raising drive. This term was used in this study to

determine whether the plan or program has a successful outcome.

CHAPTER III

RESEARCH METHOD AND PROCEDURES

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This chapter covers the nature of research design, the study's respondents,

and the instrument necessary for data collection. It also describes the statistical

treatment of data that helps the researchers to produce definite results

Research Design

The present study made use of descriptive-correlational method to answer

the questions posed in this endeavour. Rishad (2021) defines descriptive

correlational study as a study in which the researcher is primarily interested in

describing relationships among variables, without seeking to establish a causal

connection.

The researchers believe that the descriptive correlational method is the most

employable method in the present study since the purpose of the research is to

correlate the Oplan Maticas program evaluation relating to BS Criminology

program objectives. Through this method, study findings would benefit the

educational institution and the people involved in the research.

Respondents of the Study

The respondents of the study were selected from the Criminology student

population at Batangas State University TNEU JPLPC-Malvar. The total number

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of Criminology students in the university is 380, with 50 of them being first-year

students. For the academic year 2022-2023, a total of 160 officially enrolled

Criminology students from Batangas State University JPLPC-Malvar were chosen

as respondents for the study. These respondents were carefully selected to evaluate

and contribute towards the achievement of the objectives of the BS Criminology

program.

To get a valid and reliable result, an adequate number of respondents and an

appropriate sampling technique is used. Batangas State University JPLPC-Malvar

has 330 criminology students. The Raosoft Digital Calculator was used to

determine the sample size of respondents, which resulted in a total of 160

respondents with a 5% margin of error.

Stratified random sampling is used to pick respondents to achieve a

proportional distribution of the sample size. For proper representation, the

respondents are divided into groups based on their year level and sex.

Data Gathering Instrument

The researchers created a self-constructed questionnaire to acquire the

essential information about the perception of criminology students in Oplan

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Maticas Program of Batangas State University - The National Engineering

University JPLPC Malvar. This questionnaire was created by the researchers, and

it is divided into six parts. A Google form is used to create a questionnaire.

After consultation with the adviser, validation and revisions to the

formulated questionnaires will be considered. The opinions and ideas of panel

members will be considered to ensure the items' validity and reliability. Proven,

valid and reliable, the researchers will gather data from the respondents.

To determine the respondents’ Evaluation of Oplan Maticas as a Basis for

Improved Implementation the following mean ranges with their respective

interpretations will be utilized

Table 2
Scorting for five-point rating scale
Numerical Rating Lower Limit And Upper Verbal Interpretation
Limit Statistic
5 4.50-5.00 Strongly Agree
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4 3.50-4.49 Agree a Little

3 2.50-3.49 Neither Agree nor
Disagree
2 1.50-2.49 Disagree a Little
1 1.00-1.49 Disagree Strongly

Data Gathering Procedure

The Oplan MatiCAS adopted constructed questionnaire will administer and

will be distributed to the 2nd to 4th year criminology students of Batangas State

University JPLPC malvar campus through survey. The researchers sent via

messenger account the link of the Google form personally. The researchers will

allotting enough time to the respondents to answer the entire questions in order to

have an accurate answer and to guarantee that the response would be treated with

strict confidentiality from the part of the researchers.

After the distribution, data gathered retrieved by the researchers and

retrieved the information from the website. Immediate tabulation of data will

follow afterward. The researchers employ analysis and interpretation to derive a

definite study outcome.

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Statistical Treatment of Data

Assuming a non-normal distribution of the data, the following

statistical treatment will be performed to produce accurate and valid results:

Chi-square test of association. Used to determine the correlation of year-

level and evaluation scores.

Mean. This is used to determine the respondents' evaluation of Oplan

MatiCAS.

Median. Used for a better representation of the central tendency compared

to the mean.

Point Biserial Correlation. The researchers wish to determine the

correlation of sex and evaluation scores.

Spearman Rho Correlation. This is used to determine if there are

correlations among age, height, weight, and evaluation of Oplan MatiCAS.

Shapiro Wilk Test. The variable distribution's normality was evaluated

using this test.

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